SOCRATES ACADEMY LIMITED ENGLISH PROFICIENT PLAN (LEP PLAN)
At Socrates Academy, we unite as teachers and parents to create a plan to help students identified as Limited English Proficient
become full, active and successful participants in the classroom.
Student: _______________________________________ Grade:
School Year: 2014-15
Date of Birth: ______________ No. of yrs. in U.S. Schools: 1 / 2 / 3+ Classroom Teacher:
This plan began on _____________________________________ and will be reviewed in June 2015 .
I. Assessment Information
ACCESS /WAPT* - Speaking: _____ Listening: _____ Reading: _____ Writing: _____ Comp: _____
PL 1 – Entering: Student 1) knows and uses minimal social and academic language with visual, graphic and other support, and
2) finds demands of the regular classroom impossible to manage.
PL 2 – Emerging: Student 1) knows and uses some social English and general academic language with visual, graphic and other support, and
2) finds regular classroom language extremely difficult to manage.
PL 3 – Developing: Student ) knows and uses social English and some specific academic language with visual, graphic and other support, and
2) finds regular classroom language difficult to manage.
PL 4 – Expanding: Student 1) knows and uses social English and some technical academic language, and
2) finds regular classroom language manageable with some ESL assistance.
PL 5 – Bridging: Student 1) knows and uses social English and academic language working with grade level materials, and
2) finds regular classroom language manageable.
PL 6 – Reaching: Student 1) knows and uses social English and academic language at the highest level measured by ACCESS for ELL’s, and
2) finds regular classroom language easy to manage.
*For students in their first year in a WIDA-Consortium State, the WAPT will be the indicated test.
Students with a Reading Score below 5.0 are eligible for testing accommodations.
Based on his/her Reading ACCESS score, the student ( is / is not ) eligible for NC testing accommodations.
II. State-Approved Testing Accommodations
To be used in standardized tests, accommodations must be used routinely during the year in classroom testing.
___ - Testing in a separate room (circle: one-on-one / small-group of _____ or fewer)
(Required for most other accommodations; for Multiple Sessions, Extended Time and Read Aloud, this can be in small
groups of students with the same accommodations; for Read Aloud to Self, this requires a completely separate site)
___ - Multiple test sessions (specify: _________________________________________________________)
___ - Student Reads Test Aloud to Self
___ - Scheduled extended time (specify: ___ minutes beyond maximum administration time)
___ - Test administrator / computer reads test aloud in English (Not for English Language Arts Reading tests)
____ Entire test read aloud.
____ Test read by student request.
___ - Use of English/native language dictionary or electronic translator.
(The dictionary or electronic translator is word-to-word/phrase. It may not contain written notes, formulas, diagrams,
examples, or sample sentences. It must be approved in the school system prior to its use during state tests)
Comments (Including special instructions, such as “Read Aloud to Self only for Reading Test”):
III. Suggested Classroom Modifications
Beneficial accommodations that can be used to “level the playing field” for LEP students and any other student!
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Do not force child to speak
Do not require student to read in front of class
Use appropriate seating
Provide extra time for projects, assignments and
tests
Provide a peer tutor/helper
Modify classroom assignments and homework
Provide alternate materials of varying levels
Give directions one step at a time
Write page number and assignments on the board
Limit the number of skills covered in an
assignment
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Read aloud assignments
Use a lot of visuals
Simplify the language of the lesson
Have students draw pictures of words they do not
understand
Use appropriate reading groups
Assign books to take home at independent reading level
Use scaffolding techniques for writing assignments
Do not take points off for misspellings
Convert word problems to equations for students below PL
4 in Reading
Read aloud word problems in Math
(Include any others in space provided)
IV. Level of Student Service*
As of Fall 2012, the former NC-approved designation of “consultative” for high-performing ELLs has been discontinued. All LEP students are
to be considered as “served”. This has allowed for the consideration of how to define different levels of service the students receive.
Based on the criteria met by the student, check the level of services which s/he is receiving this year.
Extensive Services
Supportive Services
Transitional Services
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Based on (check all that apply)…
____ ACCESS or W-APT CPL <3.0
____ English Language Development
(ELD) generally <3.0 Rdg. /Writing
____ ELD level <3.0 Listening/Speaking
____ Kindergarten: W-APT Low
AND/OR:
____ student in U.S. schools <3 years
____ student needs constant support to
complete assignments or understand
lessons
____ below “proficient” (3) on most
standardized reading/writing tests
____ interrupted formal schooling
(especially if non- or semi-literate in
first language)
____ other (specify):
Based on (check all that apply)…
____ ACCESS or W-APT CPL 3.0-4.0
____ English Language Development (ELD)
level <4.0 in Reading/Writing
____ ELD level <4.0 Listening/Speaking
____ Kindergarten: W-APT Mid
AND/OR:
____ student in U.S. schools <3-5 years (but
has some basis in English Language see ELD level above)
____ student often needs support to
complete assignments or understand
lessons
____ below “proficient” (3) on some
standardized reading/writing tests
____ may have interrupted formal schooling
____ other (specify):
Based on (check all that apply)…
____ ACCESS or W-APT CPL >4.0
____ English Language Development
(ELD) level between 4.0 and 6.0
Reading/Writing
____ ELD level between 4.0 and 6.0
Listening/Speaking
____ Kindergarten: W-APT High
AND/OR:
____ student usually in U.S. schools 3-5+
years (excepting K-2)
____ student needs occasional support on
assignments/units, involving cultural/
linguistic references to which they
are unfamiliar
____ nearing “proficient” (3) on
standardized reading/writing tests
____ some interrupted formal schooling
____ other (specify):
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… this student will receive:
____ appropriately modified content by the
classroom teacher; and
____ English language assistance in the
classroom in:
____ Integrated Units (SS/Sci)
____ Language Arts Reading
____ Writer’s Workshop
____ Other:
____ English language instruction taught
by the ESL teacher away from the
classroom (aka “pullout”),
____ for work on both social and
essential academic language,
____ at a minimum of four 30minute sessions per week,
____ groups of no more than 4.
… this student will receive:
____ appropriately modified content by the
classroom teacher; and
____ English assistance in the classroom in:
____ Integrated Units (SS/Sci)
____ Language Arts Reading
____ Writer’s Workshop
____ Other:
____ English instruction away from the
classroom (aka “pullout”),
____ for work on specific
academic language issues/projects
agreed-upon by ESL team,
____ two to three 20-30 minute
sessions per week, minimum,
____ groups of no more than 6.
… this student will receive:
____ appropriately modified content in
areas in which the student struggles; and
____ English support in the classroom in:
____ Integrated Units (SS/Sci)
____ Language Arts Reading
____ Writer’s Workshop
____ Other:
____ English language instruction taught
by the ESL teacher away from the
classroom (aka “pullout”),
____ for specific work/projects,
by student or teacher request,
____ as often as agreed upon by
student / content-area and ESL
teacher; and
____ frequent contact with ESL
teacher.
* For LEP students who are also identified as AIG, EC or 504, LEP and other teams will coordinate services, classroom
modifications and testing accommodations.
V. Weekly ESL Pullout Schedule (subject to change)
For students receiving Extended and Supportive Services, there will be scheduled pullout; additionally, additional times for one-on-one help and
accommodated testing will be listed. For those receiving Transitional Services, times during which the ESL teacher is available to meet with
them will be listed.
Monday
Tuesday
Wednesday
Thursday
Friday
VI. Additional Comments
VII. Signatures of LEP Team (ESL and Content-Area Teachers, Parents, Administrators etc.):
Printed Name
Position
Signature
Date
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