ELL, Sped and 504 needs
Student supports and modifications
- ELL: English Language Learners
- SPED: Special Education students
- 504: Medical classifications
- LEP: Limited English Proficient students (aka: ELL student)
- ESL: English as a Second Language
- ARD: Admission, Review and Dismissal committee for Special Education students
- IEP: Individual Education Plan for special education students
- LPAC: Language Proficiency Assessment Committee
Students are identified for services by committees and medical professionals
ARDS determine: Modifications, limitations, strengths, goals and objectives, strategies, behavioral expectations and outlines a plan for success for students. They work together to develop an IEP to serve as the "plan" for the academic year. Students have an ARD yearly, and a full re-evaluation dependent on needs or every 3 years.
Classroom accommodations: extra time for assignments, read aloud of materials, notes in advance, small group projects, spelling assistance, proximity to instructor, frequent reminders to stay on task, calculation devices, graphic organizers or other organizational tools, speech-assisting or other communication devices, frequent breaks, frequent checks for understanding and more.
They do NOT determine use of language sentence stems; Spanish-English dictionaries or translation services in any capacity.
What does 504 mean?
- Where can I find out about my student's needs?
- What can the ARD paperwork show me?
- What is my role as an instructor of a special education or 504 student?
- What does this mean for my teaching on a day to day basis?
Students whom speak a language other than English
- Limited English Proficient aka English Language Learner
- All students are required to enter through an LPAC (Language Proficiency Assessment Committee)
- Students are assessed annually through 4 modalities: Speaking, Listening, Reading and Writing (TELPAS)
- Students are rated on a scale of 1 to 4.
Beginner, Intermediate, Advanced, Advanced High
- Testing and classroom accommodations are made based upon proficiency levels in an LPAC meeting
- Classroom accommodations often mirror SPED accommodations but do NOT include "dumbing down material" or shortening the assignments. Scaffold, don't cut.
Accommodations for ELL students
- word banks
- partner or group pairing
- use of L1 to understand L2 (cognates and translation of individual words)
- explicitly teaching vocabulary prior to the lesson
- graphic organizers
- extra time for assignments and processing (thinking time)
- frequent checks for understanding
- total physical response for understanding
- modeling writing or assignment requirements
- sentence stems
- visual supports