be beneficial to LEP students Pictorial and realia support should be plentiful Multiple approaches to presenting information (audio, visual, tactical, etc) should be used to increase opportunities for students success IPT/W-Apt scores, LEP Material will need to be Varied levels of English proficiency present in roster, Avenues adapted for comprehension same classroom, ranging assessment (administered by novice students from newcomer to 10/08) and personal Assignments must be advanced observation rigorous enough to challenge more advanced students Collaborative learning will be used to heighten opportunities for negotiation of meaning Despite high Cumulative folders, 100% of materials will need level of school, Student Services Specialist, to be provided personal knowledge of Prior knowledge of some 75% of students in this class have low family parents’ professions and concepts may be limited due incomes student domiciles to lack of experiences Students have varied LEP roster, cumulative Native language dictionaries native languages: French folders and personal will be helpful but must be (1), Spanish (2) and observation available in all languages English Bilingual instruction cannot be relied upon to deliver content material This class is an ESL Elizabeth Lane master Lessons must be 50 minutes out session that occurs schedule, personal in length and independent of during the students’ observation one another to some degree. When possible, instruction science and social studies time. Class duration is 60 should compensate for the minutes including travel missed Social Studies and to and from homeroom Science material incorporating language Student #1 is in the IEP meeting, Student Assignments must be process of testing with the Services Specialist, modified for this student: Classroom teacher, IEP reduced written output Exceptional Children department due to severe draft, participation in the required, modified responses academic concerns. Tests referral process allowed (bulleted vs. have revealed significant paragraph, etc.) learning disabilities Instructional modifications: highlight main ideas, brief and high interest presentation of concepts Assessment modifications: reduced choices on multiple
be beneficial to LEP students Pictorial and realia support should be plentiful Multiple approaches to presenting information (audio, visual, tactical, etc) should be used to increase opportunities for students success Varied levels of English proficiency present in same classroom, ranging from newcomer to advanced IPT/W-Apt scores, LEP roster, Avenues (administered 10/08) and personal observation Material will need to be adapted for comprehension by novice students Assignments must be rigorous enough to challenge more advanced students Collaborative learning will be used to heighten opportunities for negotiation of meaning Despite high level of school, 75% of students in this class have low family incomes Cumulative folders, Student Services Specialist, personal knowledge of parents’ professions and student domiciles 100% of materials will need to be provided Prior knowledge of some concepts may be limited due to lack of experiences Students have varied native languages: French (1), Spanish (2) and English LEP roster, cumulative folders and personal observation Native language dictionaries will be helpful but must be available in all languages Bilingual instruction cannot be relied upon to deliver content material This class is an ESL session that occurs during the students’ science and social studies time. Class duration is 60 minutes including travel to and from homeroom Elizabeth Lane master schedule, personal observation Lessons must be 50 minutes in length and independent of one another to some degree. When possible, instruction should compensate for the missed Social Studies and Science material incorporating language Student #1 is in the process of testing with the Exceptional Children department due to severe academic concerns. Tests have revealed significant learning disabilities IEP meeting, Student Services Specialist, Classroom teacher, IEP draft, participation in the referral process Assignments must be modified for this student: reduced written output required, modified responses allowed (bulleted vs. paragraph, etc.) Instructional modifications: highlight main ideas, brief and high interest presentation of concepts Assessment modifications: reduced choices on multiple assessment out