9/13/12 R
District Five Schools of Spartanburg County
English for Speakers of Other Languages (ESOL) Services Individualized
Modifications/Accommodations Plan
Student: __________________________________________ School: _________________________ Grade: ________ LEP Code: ________
ESOL Teacher: ___________________________________ Student has:
IEP
504
No Accommodations Needed
General Modifications / Specific Strategies and Ideas
General
Collaborate closely with ESOL teacher.
Establish a safe/relaxed/supportive learning
environment.
Review previously learned concepts regularly and
connect to new learning.
Contextualize all instruction.
Utilize cooperative learning.
Teach study, organization, and note taking skills.
Use manuscript (print) fonts.
Teach to all modalities.
Incorporate student culture (as appropriate).
Activate prior knowledge.
Extended time for completion of assignments and
projects.
Rephrase directions and questions.
Simplify language. (Ex. Use short sentences, bullets vs.
narrative; visual graphics, underline key words/key
points, use charts and diagrams).
Use physical activity. (Total Physical Response)
Incorporate students L1 when possible.
Multicultural library selections of all reading levels;
especially books exemplifying students’ cultures.
Articulate clearly, pause often, limit idiomatic
expressions, and slang.
Student errors in spelling and grammar except when
explicitly taught. Acknowledge errors as indications of
learning. Spelling not graded, except when taught.
Allow frequent breaks.
Provide preferential seating.
Model expected student outcomes.
Prioritize course objectives.
Reading in the Content Areas
Pre-teach vocabulary
Teach sight vocabulary for beginning English readers.
Allow extended time.
Shorten reading selections.
Choose alternate reading selections.
Allow in-class time for free voluntary and required
reading.
Use graphic novels/books and illustrated novels.
Leveled readers
Modified text
Use teacher read-alouds.
Incorporate gestures/drama.
Experiment with choral reading, duet (buddy) reading.
Use Language Experience Approach, story charts,
storyboards.
Introduce reading selections.
Assessment
Allow open note/open book tests (include page
numbers as appropriate).
Allow short answer for LEP students, avoid essay
questions for most limited English speakers.
Reduce number of questions/prioritize questions.
Reduce cultural bias.
Answer questions on test; avoid Scantron and answer
sheets.
Provide oral administration/oral response.
Break test into small parts.
Present test question using same phrasing as
instruction.
Correlate instruction and assessment styles.
Allow alternate forms of assessment. (Ex. Portfolios,
Classroom Observations, Conferencing, Art Forms,
Simulations, Drama, Non-Verbal Responses)
Provide visible criteria for assignments and projects
(Ex. Rubrics, Checklists).
Provide examples/models of completed
projects/papers.
Provide quality study guides for assessments.
Include word banks, small groups of matching, no
more than three distracters in multiple choice.
Allow student translations.
Note Taking
Limit or modify note taking:
Cloze Notes
Prioritize Information
Graphic Organizers
Copy of Teacher Notes (Word Processed)/Buddy Notes
Visual Notes (Avoid aural note taking.)
Grouping Suggestions
Partners; L1+L1, L1+L2.
Small Groups.
Heterogeneous and Homogenous Grouping
(depending on the purpose, avoid pairing struggling
learners).
Pair with native English speakers
Pair with compassionate and mature learners.
9/13/12 R
Recorded text novels. (English and/or L1)
Simplified/High-Low/Adapted Novels
Flash cards with pictures and/or words.
Realia.
Games supporting language acquisition and cultural
knowledge.
Music with lyrics.
Illustrations/Videos
Manipulatives
Resources
Picture Dictionary
Bilingual Dictionary
Textbooks/Novels in home language: when available.
Standardized Testing
Prior test preparation concerning testing strategies.
** NOTE: If the student has an IEP or 504 Plan, the testing accommodations listed on those documents are the required
standard. Be sure the classroom accommodations above match the IEP/504 Plan.
These modifications are suggestions based on current student level of English proficiency. Since language learning is a
dynamic process, modifications/accommodations will change in relation to language development. Although some form of
modification is required, teacher and student are not limited to the indicated modifications. The list can be expanded or
condensed based on student need and/or classroom and ESOL teacher observations. Signatures indicate that modifications
have been discussed and acknowledged by ESOL and classroom teachers.
*Non-verbal*
Response Option
Presentation
Timing
Individual/Small Group
Scheduling
Oral Administration
Reword/Translate Directins
ESOL/LEP Allowable Student
Accommodations
(Always refer to the current TAM
for up-to-date information)
Bilingual Dictionary
State/Federal Testing Accommodations:
ELDA Reading/Listening
ELDA Writing
ELDA Speaking
PASS Writing
PASS ELA
*
PASS Math/Sci/Soc
EOCEP Eng 1
*
*
*
*
*
*
*
*
*
*
EOCEP Alg 1/Bio/US Hist
HSAP ELA
*
HSAP Math
* Only allowable if addressed on the IEP/504
Signatures:
ESOL Teacher: _____________________ Date: ___________
Teacher: ____________________________ Date: ___________
Teacher: ____________________________ Date: ___________
Teacher: ____________________________ Date: ___________
Teacher: ____________________________ Date: ___________
STC: _________________________________ Date: _____________
Comments:
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