Alamance-Burlington School System Language Instruction Education Program (LIEP)
Level 1: Comprehensive ESL
Level 2: Supportive ESL
Level 3 : Transitional ESL
- A Grade K student must have a W-APT
score of 0-14.
- A student grades 1-12 must be currently
identified as LEP and MUST meet at least
five of the following criteria:
 In U.S. Schools three years or less
 ACCESS Overall Composite 1.0-2.0
 ACCESS Reading and/or Writing 1.02.0
 ACCESS Listening and/or Speaking
1.0-3.0 Score
 Needs regular ongoing and heavily
modified support with class instruction,
assignments and assessments
 Well below proficient on classroom
assessments and standardized tests of
reading/writing
 Interrupted formal schooling, especially
if non- or semi-literate in first language
 In high school, failure to make progress
toward graduation requirements
- A Grade K student must have a W-APT
score of 15-21.
- A student grades 1-12 must be currently
identified as LEP and MUST meet at
least fiveof the following criteria:
 In U.S. Schools three to six years
 ACCESS Overall Composite 2.0-4.0
 ACCESS Reading and/or Writing
2.0-4.0
 ACCESS Listening and/or Speaking
2.0-4.0
 Needs some support with class
instruction, assignments and
assessments
 Below proficient on standardized
tests of reading/writing
 Interrupted formal schooling
 In high school, slow progress toward
graduation requirements
- A Grade K student must have a W-APT
score of 22-26.
- A student grades 1-12 must be currently
identified as LEP and MUST meet at
least four of the following criteria:
 In US Schools four or more
years
 ACCESS Overall Composite
4.0-4.8
 ACCESS Reading and/or
Writing 4.0-5.6
 ACCESS Listening and/or
Speaking 4.0-6.0
 May struggle with grade level
classroom assignments and
assessments
 May be at or near proficient on
standardized tests
*The criteria for the 3 LEP Levels above will determine the placement of ALL LEP students into the most appropriate category of LIEP
Service.
Comprehensive Services
Elementary



Schools with <30 LEPs –
minimum of 45 min. 2x per week
in Pull-out plus any additional ESL
services that may include Small
Group, Co-teaching, SIOP
instruction
Schools with 30-70 LEPs –
minimum of 30 min. 3x per week
in Pull-out plus any additional ESL
services that may include Small
Group, Co-teaching, SIOP
instruction
Schools with 70+ LEPs –
minimum of 30 min. 5x per week
in Pull-out plus any additional ESL
services that may include Small
Group, Co-teaching, SIOP
instruction
[LEP Plan with Classroom Modifications &
Testing Accommodations integral to these
services.]
Supportive Services
Elementary



Co-teaching (with regular coplanning/collaboration between a
trained ESL and classroom teacher)
Or, Small Group Instruction with
consistent collaboration and
planning between the ESL and
classroom teacher
Or, in the absence of Co-teaching
services, these LEPs will be served
in Pull-out identical to what is
described in the context and time for
Comprehensive Services
[LEP Plan with Classroom Modifications
& Testing Accommodations integral to
these services.]
Transitional Services
Elementary



Or, Sheltered services with a SIOP
trained classroom teacher receiving
ongoing support and coaching in
implementing SIOP with fidelity
Co-teaching (with regular coplanning/collaboration between a
trained ESL and classroom teacher)
o
Or, these LEPs will receive a
minimum of Small Group
Instruction:
Schools with <30 LEPs –
minimum of 30min. 2x per week
in Small Group Instruction
Schools with 30-70 LEPs –
minimum of 30 min. 2x per
week in Small Group Instruction
Schools with 70+ LEPs –
minimum of 30 min. 2x per
week in Small Group Instruction
[LEP Plan with Classroom Modifications
& Testing Accommodations integral to
these services.]
-
Note: It is best practice that all K-12 LEP students are hand-scheduled into their classes and offered the ESL Services that
best meet their language and academic needs described in their Language Instruction Education Plan (LIEP). The ESL
Teacher will periodically monitor, review, and document the progress of the LEP student’s language development and
academic performance and follow up and communicate with school personnel to make the necessary adjustments to ESL
Services and instruction. If a student is both EC/LEP, decisions will be made based on the individual needs of the student in
collaboration with the EC Dept.