School District of Janesville
English Language Learner Individual Report & Plan (IRP)
For School Year___________
Last Name
First Name
Date of Birth
Gender
 Male Female
Has an IEP *
 Yes No
Disability Area
Primary/Home Language
ELL and Special Education Services are coordinated between case
managers.
Parent/Guardian Prefers Oral
Parent/Guardian Prefers Written
Interpretation
Translation
 Yes No
 Yes No
Part 1: Report
Report is from School Year
School Attended
Grade at time of Assessments
Part 1A: English Proficiency Assessments
ACCESS (Tier ___) Alternate ACCESS W-APT
MODEL  P4J/EC Inventory
Listening Proficiency Level
Reading Proficiency Level
Comprehension Proficiency Level
Speaking Proficiency Level
Writing Proficiency Level
Expression Proficiency Level
Oral Language Proficiency Level
Literacy Proficiency Level
Overall Composite Proficiency
Level
Additional Proficiency Assessment Results (Optional)
Part 1B: Academic Assessments
WKCE/WAA
Subject Area
MAP
Score
Subject Area
RIT Score
Primary MAP
Subject Area
RIT Score
(Minimal, Basic,
Proficient,
Advanced)
Math
Math
Reading
Reading
Reading
Math
Language Arts
Language Arts
Science
Spanish Audio
Used on Math
Spanish Audio
Used on Math
Social Studies
Yes No
Yes No
Writing
Reading Level
Leveling System
Reading Level
Grade Level Equivalence
Part 1C: Instructional Information
English Language Development Curriculum/Materials Used (prior year):
Services Provided (prior year):
Part 2: Plan of Services
Part 2A: Recommended Services for the _____________School Year
Part 2B: Recommended Accommodations
Accommodations for Instruction:
 Simplify language—sentence structure, idioms, abbreviations.
 Use cooperative learning in flexible groups: pairs and small groups.
 Use illustrations, photographs, maps, and graphs.
 Use graphic organizers.
 Seat in this preferred location: _____________________.
 Pre-teach vocabulary.
 Provide increased wait time.
 Use multiple modalities: visual, aural, tactile, and kinesthetic.
 Allow use of native language orally to enhance and support learning (processing activities).
 Provide native language instructional materials
 Model tasks.
 Have student restate or demonstrate comprehension.
 Scaffold questions (Yes/No; Either/or; Wh).
 Provide extended time.
 Have student read aloud, not silently.
 Repeat/rephrase/review.
 Use manipulatives.
 Other _______________________________________________________
 Other_______________________________________________________
Accommodations for Assessment:
 Reword the question/Simplify sentences and/or non-tested vocabulary.
 Reduce the number of choices (multiple choice or matching).
 Provide a word bank (give one or two extra choices).
 Eliminate correction of false statements on True/False. Ask for explanation instead.
 Provide page number or section heading for location of answers (book questions or worksheet).
 Reduce the number of questions to reduce amount of language to be processed.
 Maintain essential concepts and levels of difficulty.
 Provide graphic organizers, fill-in-the blank, or sentence starters for essay prompts.
 Provide choices, sentence frames, or sentence starters for short answer prompts.
 Allow extended time for assignments, projects, and tests.
 Repeat assessment formats regularly so the student can master the process of the assessment.
 Simplify directions. Break them into steps.
 Read aloud.
 Provide fill-in-the blank outlines for notes.
 Use frequent and varied methods of assessment.
 Allow dictated or illustrated responses.
 Other _______________________________________________________
 Other_______________________________________________________
Part 2C: Educational Strengths
Identified area(s) of strength:
Description of how strengths will be developed:
Part 2D: Progress Toward Graduation (High School Only)
Number of credits earned:
Number of credits needed:
The student is on track for graduation : Yes/No
Comments:
Part 3C: Comments