Planning for Success;
EAL Protocol for Supporting Language Learners at the SRSS
Identification of Students Needing Language Support
Students will receive differentiated support for English language, literacy and academic
skill development when:
 Their dominant home language is a language other than English
 Students have had less than 4 years of instruction in English, in Canada.
 Students have had more than 4 years of instruction in English, in Canada, and
require support due to language difficulties.
Reception
Pre-registration:
 Immigrant newcomers will visit the Eastman Immigrant Settlement Centre for
initial intake and pre-registration.
o 284 Reimer Ave., Steinbach, phone 204-326-6609
 The EIS Centre will arrange for an appointment with the Guidance Dept. at the
SRSS.
 A staff member will accompany the family to the school, if necessary.
ALL newcomer students at the SRSS will register through the guidance office.
 A staff member from the Development Office will accompany parents and students
for the registration process.
 At the time of registration, students will meet their EAL teacher and/or EAs.
Translation:
 SRSS will provide interpreters from their staff when possible.
 Registration forms in German will be offered to German families.
Welcome Package will include:
 The Hanover Handbook; A Newcomers’ Guide to Success in our Schools (currently
translated for German-speaking families only).
 Brochures on: Study Skills and Bus Discipline
Initial Assessment
Resources included here can also be found on:
http://csteal.wikis.hsd.ca/Senior+Years+Supports
Evaluating Out-of-Province Course Completions for Senior Years Credits
http://www.edu.gov.mb.ca/k12/docs/policy/op_credits/index.html
http://www.edu.gov.mb.ca/k12/docs/policy/op_credits/eval_out_of_prov_credits.pdf
Initial Assessment continued…
Students will be assessed for English language proficiency during their first few days of
classes by the EAL teacher. This assessment will focus on their skills in:



Speaking & Listening
Reading and Writing
Numeracy
Recording initial assessment (and on-going monitoring): the EAL or resource teacher will
document their assessment according to MB EAL Stages on individual ‘EAL Education
Plans’. A continuum of ‘Senior Years Global Assessment Indicators’ can be found at
http://csteal.wikis.hsd.ca/Assessment
Language Assessment and the MB EAL Curriculum Framework
Students will be assessed initially and monitored according to the EAL ‘Stages’ outlined in
the MB EAL Curriculum Framework.
http://www.edu.gov.mb.ca/k12/cur/eal/framework/index.html
Programming
Newcomer Students will be placed in EAL 11G (Beginner English as an Additional
Language) and EAL21G (Low Intermediate English as an Additional Language) courses and
some regular classes according to what is most appropriate for their learning needs and
personal goals for their first semester of study*
REA100 (a non-credit resource period that allows further support to their language and
academic studies) can be added at guidance and EAL teacher discretion.

*Other classes into which the student may be enrolled are suggested as Phys Ed,
vocational programs (if students’ language proficiency is sufficient - as assessed by the
counselor in the interview process), art, dance, etc.

In their second semester of study at the SRSS students will be timetabled into academic
courses with E-Credit designation at either the 10, 20 or 30 level (depending on out of
Province credits). That E-Credit designation may be removed as the semester
progresses - depending on student’s language abilities. Students will also be timetabled
for EAL31G (Intermediate English as an Additional Language) course, with focus on
language acquisition in the academic curriculum. Students may be timetables for
REA100 if appropriate for their learning needs.
**Every effort will be made for students entering the SRSS from a grade 8/9 EAL program
to be enrolled in EAL and combination of EAL11, 21 and/or 31G based on recommendation
and assessment from their feeder school. They may also be timetabled for REA100 during
their first and second semester of study at the SRSS if appropriate for their learning
needs**
Programming continued…

Students enrolled in an E-Credit course will be provided with an information letter to
be taken home. This letter defines E-Credit and identifies all courses enrolled at that
level. Teachers of these courses will be informed of students and provided with an
adaptation checklist to assist in curricular planning. The E-Credit designation is
determined at or near the beginning of the semester and is for language development
within curriculum – course content is adapted 50% or more.

Teachers’ instructions will be given in English. Translation will usually be available for
new students from earlier arriving peers who speak the newcomer’s home language
and English if applicable. (Translation for other languages may be available through
electronic devices.)

A Special Language Credit Option will be offered to students. Students can receive up to
four regular credits for successfully completing language tests in another language.
***The special language exam is offered twice per school year (Fall and
Spring). It is completed in one evening in Winnipeg. Arrangements can be
made to write through the Guidance Department Office - students will be
encouraged to listen to announcements (EAL teacher will advertise as
well)***
http://www.edu.gov.mb.ca/k12/docs/policy/lancredits/index.html http://
www.edu.gov.mb.ca/k12/docs/policy/lancredits/slcredit_option.pdf

Information for post-secondary support is provided by MB Ed in the following
document: http://www.edu.gov.mb.ca/k12/cur/eal/promising_pathways/index.html
Orientation and Welcoming Support
New students who do not have their own contacts in the school / class will be paired with
others who will help them with orientation to the building, computer use, library and
bussing protocols, etc. and who will stay with them for the first few noon hours, especially
if they choose to go to the cafeteria (EAL students and/or Link Crew members).
The EAL classroom will usually be open throughout the day, where students may choose to
spend their unstructured time.
Students in the class will be told as soon as possible when new students are expected. They
will be reminded to be helpful and friendly. Volunteers will ‘buddy’ with newcomer
students.
EAL Education Plans
An ‘EAL Education Plan’ will be completed for each student.
The plan will outline the following:




Student’s personal background information and educational history
Student’s goals
Results of initial assessment and monitoring records, stated in EAL ‘Stages’.
Approach to support, including:


Differentiated instruction strategies by classroom teachers.
Additional supports provided by EAL/resource teachers, educational
assistants, peers, volunteers, etc., that may include the following settings:




Teacher collaboration
E.A. in-class support
Bridging classes, short term, flexible ‘pull-out’ groupings for
beginning/survival language or literacy support
Homework or tutoring help
The EAL and classroom teachers will collaborate on the plan and their commitment to plan
for accelerated learning for each student.
Monitoring & On-going Assessment
The classroom and EAL teachers will regularly monitor the student’s progress to ensure
that students are making progress and that supports are appropriate.
On-going assessment in all areas of language, academic and social learning will include:



conversations with the students
observations - attention to learning, participation in group work, skill and
proficiency in academic and social areas, etc.
products; portfolio collections, assignments, projects, tests.
Approach to Support
Use of students’ home languages: Teachers and classmates are encouraged to use the home
language of newcomers (if possible) to welcome and include students initially and to aid
comprehension of instructions and concepts, as necessary. (Translation will usually be
available for new students from earlier arriving peers who speak German, Russian,
Tagalog, Spanish and English. Translation for other languages may also be possible.)
Classroom teachers are responsible for all students in their classes. Teachers will get to
know their students personally in order to effectively scaffold students’ academic and
language learning and to plan for differentiated instruction strategies that:




Enhance comprehensibility of instructions and academic lessons
Target essential academic concepts and key vocabulary
Encourage students to participate (silently, at first) right from the start
Reduce the language load in assignments and assessment practices
Classroom Teacher Instructional Differentiations may include (but is
not limited to):
Using verbal/non-verbal prompts
Creating a buddy system
Seating near adult or language peer
Speaking clearly; reducing use of
idioms
Repeating directions, paraphrasing
Providing additional wait time
Providing concrete & visual support
Printing instructions & key information
Pre-teaching key vocabulary/concepts with
visuals
Providing key vocabulary lists/glossaries with
pictures
Using graphic organizers/charts for key
concepts
Providing a range of reading texts at
independent level
Using simplified, adapted, supplemental texts
Modeling writing, using sentence & paragraph
frames
Checking for understanding frequently
Teaching classroom language, culture,
routines
Photocopying class notes; study guides
Providing: timetable, agenda, binder
Assigning groups according to purpose
Providing home reading at student’s level
Providing 1:1 or small group help
Providing home math program
Providing a peer tutor or parent
volunteer
Using students’ first language(s): translator, bi-lingual dictionary, note taking, tests, scribe,
etc.
ASSESSMENT: Separating subject area learning from language learning.
Using differentiated assessment strategies (observations, conversations, portfolio) to
provide evidence of learning.
EVALUATION of LANGUAGE LEARNING: stated in ‘EAL Stages’
EVALUATION of CONTENT : mastery of main/core ideas
Reporting - E-credit
Classroom teachers will report to parents on what EAL students can do through progress
reports and term report cards.
Progress in English language learning and academic learning will also be communicated.
How the Effectiveness of the Plan & Program will be Evaluated
Classroom and EAL/resource teachers will collaboratively assess and evaluate the plan and
approach to support at each reporting period.
All students should demonstrate progress in language and academic learning. If not,
changes to the plan and approach will be implemented.
EAL Needs as Reflected in School Plans
The school will plan to:
 Provide appropriate materials to support and accelerate students’ learning. This
may include: beginning literacy materials in languages other than English, bi-lingual
dictionaries, parallel texts, etc.
 Celebrate cultural and linguistic diversity:
As a school community:
o Visual displays that reflect students’ cultures and languages in the hallways,
on school’s website, etc.
o Activities: multi-cultural fairs, features in assemblies, parent / community
events, etc.
o
As a classroom:
Teachers are encouraged to ensure that newcomer students are given opportunities
to demonstrate their unique cultural and linguistic knowledge and skills within
academic and social contexts within their classrooms.