WINTON WOODS CITY SCHOOLS
ENGLISH AS A SECOND LANGUAGE PLAN
Student___________________________________________________ Date______________________
Gender___________ Pronunciation of name:______________________________________________
Home Language(s)____________________________________________________________________
Birthplace/Heritage Country________________________________________ DOB________________
School_____________________________ Homeroom Teacher________________________________
ESL Service Providers_________________________________________________________________
Grade____________ No. of years in U.S. Schools _____<1
_____<2
_____<3
_____3 or more
Number in Winton Woods____________ Previous_________________________________________
Date identified as Limited English Proficient__________________________
Pass/Fail Grading Recommended _______ Yes
IEP _____Yes _____No
504 _____Yes _____No
_______ No
_______ N/A
If Yes, Person responsible_______________________________________
If Yes, Person responsible_______________________________________
Gifted and Talented _____Yes _____No __________________________________________________
Honors Course _____Yes _____No _____________________________________________________
Language Skill
Proficiency Levels as of ________________
Listening
_____Pre-functional _____ Beginning _____ Intermediate _____ Advanced ____ Proficient
Speaking
Reading
_____Pre-functional _____ Beginning _____ Intermediate _____ Advanced ____ Proficient
_____Pre-functional _____ Beginning _____ Intermediate _____ Advanced ____ Proficient
Writing
Comprehension
_____Pre-functional _____ Beginning _____ Intermediate _____ Advanced ____ Proficient
_____Pre-functional _____ Beginning _____ Intermediate _____ Advanced ____ Proficient
Composite
_____Pre-functional
_____ Beginning _____ Intermediate _____ Advanced ____ Proficient
Explanation of Proficiency Levels
The Pre-functional LEP student is beginning to: understand short utterances and simple printed material, use gestures
and simple words, and develop communicative writing skills.
The Beginning LEP student can: understand simple statements, directions, questions and the general message of basic
reading passages; use appropriate strategies to initiate and respond to simple conversation; and compose short
informative passages on familiar topics.
The Intermediate LEP student can: understand standard speech in school and social settings; communicate orally with
some hesitation; understand descriptive material within familiar contexts and some complex narratives; write simple texts
and short reports.
The Advanced LEP student can: identify the main ideas and relevant details of discussions/presentations on a wide
range of topics; actively engage in most familiar and unfamiliar communicative situations; understand the content of most
academic texts with support; write multi-paragraph essays, journal entries, letters, and creative texts with some errors.
The Proficient LEP student can: understand and identify the main ideas and relevant details of extended
discussions/presentations on a wide range of topics; produce fluent, accurate oral and written language; use the same
reading strategies as native-English speakers to derive meaning from a wide range of texts.
CLASSROOM METHODS
In compliance with Title VI, Section 601 of The Civil Rights Act of 1964, the following instructional and
assessment modifications and accommodations are recommended to “ensure that students are [not] excluded
from effective participation in school because of their inability to speak or understand the language of
instruction.” The modifications/accommodations are based on this student’s levels of English proficiency as
indicated above.
INSTRUCTION
Use simplified language
Allow for alternative projects or reading
assignments
Allow buddy/peer teaching
Slow pace of instruction
Allow student to write in native language
Give additional/repeated instructions and
demonstrations
Check and recheck for understanding
Allow the use of a bilingual or English dictionary
Other
ASSESSMENT
Highlight texts, materials
Provide written notes/allow student to copy
notes
Give shorter assignments (reports, projects,
homework)
Create limited/alternative spelling/vocabulary
lists
Employ realia and hands-on activities
Give shortened, modified (e.g., simpler
language) or alternative (e.g., matching) tests
Extend test time
Use gestures and visuals to aid understanding (graphic organizers, pictures, maps, etc.)
Limit areas for correction, development, or
improvement
Extend time for assignments
Allow tests to be taken with ESL teacher or IA
Allow open-book, open-note tests
Grade on a pass-fail basis
Allow the use of a bilingual or English dictionary
Other
ESL INSTRUCTIONAL PLAN
The following areas will be targeted for improvement this year.
Listening
Speaking
Reading
Writing
Comments:_______________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Rev’d 4/15