Above Nav Container

Utility Container

Search Trigger (Container)

Button (Container)

Mobile Menu Trigger (container)

Off Canvas Navigation Container

Close Trigger (container)

Search

Admissions and English Language Considerations

At George Washington Academy, we want to ensure that every child admitted to the school will be successful and have the educational supports needed to help them continue to grow. Being a multilingual school, language is a critical piece of that educational success. Every child will be given an English language development test that assesses listening, speaking, reading and writing—according to grade level expectations. We recognize that one test cannot tell the entire picture of a child’s academic levels and capabilities, so we will look at each child holistically.

In terms of language development, we will consider the following areas when looking at a child’s application to George Washington Academy:

  • Scores on an English language development test

  • Scores on an academic performance test (IDAPEL or MAP Screener)

  • Proficiency in previous instructional language(s)

  • Language background information

  • Teacher comments related to motivation, study habits, and/or behavior

  • Test administrator observations

 

English Language Learner Support in Action

In Lower School, there are four English as an Additional Language (EAL) teachers to support students in grades K-5. All students needing English support will be in the mainstream, grade level classroom and receive different levels of support based on their English proficiency levels. For example, a student may receive small group intensive English instruction for a small portion of the day or an EAL teacher may co-teach with the main teacher (for example two teachers co-teach the math lesson). 

Students with very limited or no English could be considered for grades K-3, understanding they would receive higher levels of support from an EAL teacher within the mainstream structure. Beginning in fourth grade, we look for students with at least some level of English, but it is not necessary to be "fluent" as we consider the student's level in relation to the supports available.