NEW YORK CITY DOE Language Instruction Educational Plan (LIEP) for English Language Learners (ELLs)
STUDENT INFORMATION My name: ANDY EXCELLENT My State ID Number (SSID): 2xxxxx My School site: MANHATTAN BRIDGES HIGH SCHOOL My Grade level: 10 My Years of ELL-Eligibility: xxx
CURRENT PLACEMENT TEST (LAB-R or NYSITELL DATA) CURRENT ELLs PERIODIC & NYSESLAT TEST INFORMATION:
My READING PLUS SKILL GOALS ARE ATTACHED.
MY ENGLISH LANGUAGE DEVELOPMENT (ELD) & CONTENT AREA GOALS FOR 2014: My chart uses my current ELLs Test Data and placement information, with NYSELD ELD Standards, WIDA Can DO Descriptors & my Reading Plus Levels. I developed S.M.A.R.T. Goals to target the domain(s) that require intervention to attain state proficiency targets. CONTENT AREA(S): GOALS: LANGUAGE DOMAIN: GOALS: Listening
Speaking
Reading
Writing
S = Specific M = Measurable A = Attainable R = Realistic T = Time-Sensitive Test: Date: Score: LAB-R
LAB R (S)
NYSITELL L S R W NYSESLAT L S R W Other Data: Language Instruction Educational Plan (LIEP) for School Year THIS DOCUMENT IS CONFIDENTIAL.
LANGUAGE INSTRUCTION SERVICES (ALIGNED WITH NYS ELL BEST PRACTICES) I completed the chart below by choosing which supplementary language instruction educational programs should be provided to me. Also, I have added details about the chosen language instruction educational program services. Date I wa s identified as ELL: Date I first entered language instruction: services:
I will receive sheltered English instruction taught by a teacher certified in English. (This is for Grades 9 through 12 only with a teacher certified in English. I should receive credit.) Semester class (Y/N):
Comments:
Year-long class (Y/N):
x I will receive a combination of specialized language instruction services. (These are listed: ) Comments:
Our resource teacher (or ESL teacher) will give me supplementary language instruction services within my regular classroom. This service is known as push- in. Comments:
I will receive a mainstream placement with accommodations. Comments:
I will get other language instruction educational services. Comments:
I will receive language instruction educational services through co-teaching. Comments: I will receive pull-out ESL services. Comments:
My parents have declined language instructional/educational services, not ELP testing. Comments:
PARTICIPATION IN THE STATE-REQUIRED ASSESSMENT AND ACCOUNTABILITY SYSTEM I will participate in these tests during the following year: I will participate in:
Annual English Language Proficiency (ELP) Assessment (NYSESLAT)
Annual English Language Proficiency (ELP) Assessment (Alternate ELLs Test)
New York Core Curriculum Tests (Criterion Referenced Tests or End of Instruction Tests) with accommodations New York Core Curriculum Tests (Criterion Referenced Tests or End of Instruction Tests) without accommodations Language Instruction Educational Plan (LIEP) for School Year THIS DOCUMENT IS CONFIDENTIAL.
ACCOMMODATIONS FOR NEW YORK CORE CURRICULUM TESTS (REGENTS, CC REGENTS) To meet my needs, the checked accommodations will be used b e f o r e and during my Regents. These accommodations must be appropriate to my English language proficiency level and reflect my individual needs.
I want to have a qualified translator (person).
Provide word-to-word dictionary (no definitions) I want to have audiotapes of instructions and test items made by a qualified translator. Allow for small-group (no more than 5 students) or individual test administration I want to have answers transcribed into test document. Provide extended time. Someone will read aloud, simplify, repeat, and clarify test instructions. Read aloud and repeat test items in English (if the test is not a reading test). INSTRUCTIONAL METHODS IN THE REGULAR CLASSROOM To meet my individual needs, the accommodations I check will be used in my regular classroom instruction:
Reword, rephrase, or summarize test directions and/or test items in English.
Provide me with take-home materials to practice concepts.
Grant me written responses at my ELP level.
Use leveled readers.
Have interpretation/translation (oral/written assistance) by qualified staff.
Use overheads or other type of projector, and provide students with copies of teacher transparencies/notes/lectures.
Use technology (including on-line testing and instruction).
Make my instruction visual to aid in understanding. Use graphic organizers, pictures, maps and graphs.
Provide me extended time to complete tests and assignments.
Highlight/color code tasks, directions, or letters home.
Provide me a resource lending library.
Substitute projects for test. Allow for individual or small-group test administration. Reduce the language complexity of my test questions. Label items in our classr oom and/or school. I will participate in group assignments. Provide alternative homework assignments that meet that standard or objective. Increase wait time, and ask questions at students ELP level. Give both oral and written instructions. Allow me opportunities to read and speak aloud successfully. Notify resource teacher (language specialist) when work is not being completed. Lets use manipulatives (both me and m y teacher).
Give m e assignments that emphasize both oral language and literacy development.
Record material, including classroom instruction and notes, for student listening and review.
Break my assignments into a series of smaller assignments.
Use audiobooks or electronic readers.
My tests and assignments will reflect the NYSESLAT levels, WIDA English Language Development (ELD) Standards, and/or m y English language proficiency level on the NYSESLAT. Language Instruction Educational Plan (LIEP) for School Year THIS DOCUMENT IS CONFIDENTIAL.
MY READING PLUS SKILLS (ALIGNED TO COMMON CORE) I can track my Reading Skill Mastery: LEVELS B-L TOTAL S SKILL 1 CLOSE READING (BOY%) [Beg of Year%/End of Year%] End of Year %] Identify Explicit Details B1 C1 D1 E1 F1 G1 H1 I1 J1 K1 L1 Identify Speaker & Character Details B1 B2 C1 D1 E1 F1 G1 H1 I1 J1 K1 L1 Identify Setting Details B1 B2 C1 C2 D1 E1 F1 G1 H1 I1 J1 K1 L1 Drawing Conclusions Analyzing Implicit Details/Inference SKILL 2 MAIN IDEA & THEMES Determining Main Idea & Themes Determining Relative Importance Summarizing SKILL 3 INTERACTION OF IDEAS Predicting Outcomes Analyzing Plot/Character Analyzing Cause/Effect SKILL 4 - USE OF LANGUAGE Interpreting Word Meaning: Definition Interpreting Word Meaning: Figurative Interpreting Analogies Visualizing SKILL 5 - STRUCTURE Examining Test Structure Examining Sequence
Language Instruction Educational Plan (LIEP) for School Year THIS DOCUMENT IS CONFIDENTIAL. SKILL 6 POINT OF VIEW Recognizing Authors Purpose Recognizing Persuasive Devices Recognizing Slant & Bias Recognizing Fact & Opinion Recognizing Mood & Tone