The School District of Lee County Meeting Date

CORE DIFFERENTIATED PLAN Print Form

FOR ENGLISH LANGUAGE LEARNERS
COMPLETE PAGES 1 AND 2 PRIOR TO THE MEETING; COMPLETE PAGES 3 AND 4 DURING THE MEETING
COMPLETE ALL FIELDS UNLESS OTHERWISE INDICATED

Student Information

Last, First Current Grade Date of Birth Student ID#

School Referring Teacher
Number of years in LCSD Length of time in current setting Retentions Retained in grade(s)
Pre-school experience 504 Plan Number of absences: this year last year
Prior psycho-educational testing date Number of tardies: this year last year
Previous or current ESE eligibilities Primary Secondary

ELL History
Native language Years in USA Review of educational background
Less than 2 years in English-speaking school If yes, indicate the most recent test scores:
Aprenda Reading Aprenda Math CELLA LAB Haitian/Creole Assessment

Student Performance Information

*REPORT CARD GRADES FAIR FCAT
Quarter 1 Quarter 2 Quarter 3 Quarter 4 Three (3) most recent dates Spring Spring
Enter specific course % or SNU % or SNU % or SNU % or SNU Enter dates 2009 2010
PRS/FSP
Reading (K-12) Rdg AL Rdg AL
WCPM
Math Rdg DSS Rdg DSS
(Gr 1-2)
Comp
LA/Writing Math AL Math AL
%ile
Science Vocab
Math DSS Math DSS
%ile
Soc. St. Fluency Non-FAIR Reading Fluency
*If this Core Differentiation Plan for ELL Students is completed prior to 3rd Assessment used
WA %ile
quarter, also attach a copy of all grades from the previous academic year. WCPM

Additional Total Score Subtest Score Subtest Score Subtest Score Subtest Score Subtest Score Subtest Score
Assessment Data
SAT 10 Total

Total

Total

Total

Created 10/7/2010 Page 1 of 4

Performance Considerations
Oral Language Development Explanation
Refer to Differentiation Guide for English language Learners, p. 30-31
Level 1 - Starting Listens attentively, understands pictorial, graphic or
nonverbal representation of language and commands, knows high-frequency
words
Level 2 - Emerging Speaks in one or two word phrases, understands
high-frequency and general vocabulary and general expressions, uses phrases
or short sentences in oral or written communication
Level 3 - Developing Uses language to communicate with others on
familiar matters, uses general and some academic vocabulary and
expressions, uses expanded sentences in oral and written communication
Level 4 - Expanding Uses language in both concrete and abstract
situations and applies language to new experiences, uses specialized and
some technical academic vocabulary and expressions
Level 5 - Bridging Understands a wider range of longer oral and written
texts, recognizes implicit meaning, uses and understands technical academic
vocabulary and expressions

Reading Performance
Area of concern Level Explanation/description (leave blank if not a concern)
Reads grade level materials with appropriate fluency
Is able to comprehend grade level passages and texts
Assessment results align with students reading skills
Other: enter skill area
Reading deficit areas (check all that apply)
Phonological Awareness Phonics Fluency Vocabulary Comprehension
gross differences single consonants accuracy unable to decode recall of pertinent facts
rhyme digraphs speed known vocabulary due identifying main idea
to poor phonics skills
syllables blends word auto- prediction/inference
short vowels maticity limited vocabulary summarizing
alliteration
onset and rime long vowels limited English limited background
language skills knowledge
phonemic segmentation vowel digraphs
phonemic synthesis diphthongs learning/applying
syllables comprehension
phonemic manipulation strategies
silent e
r-controlled vowels
poly-syllabic words

Mathematics Performance
Area of concern Level Explanation/description
Solves computational problems at grade level
Solves word problems at grade level
Test results align with students mathematics skills
Other: enter skill area
Mathematics deficit areas (check all that apply)
Content Knowledge Problem Solving Processing
addition/subtraction facts reading level addition/subtraction fluency
multiplication/division facts vocabulary multiplication/division fluency
fractions symbols/diagrams step sequendcing
decimals multi-step problems process retention
spatial relationships reasonableness of answers completion speed
other
other enter skill area

Page 2 of 4
Pages 3 and 4 of this document are to be completed during the meeting.

ELL DIFFERENTIATION PLAN

What is going to be done?
Plan # 1 2 3 4

Area of concern addressed by oral language reading mathematics

this plan

Specific skill of concern

Problem definition

Goal

Intervention description

Strategies for oral language

development (p. 13)

Accommodations (p. 69-70)

Explain how differentiation will

be implemented
Interventionist and location of
intervention
Frequency / time of
M T W Th F beginning time ending time
intervention

Dates of intervention beginning date ending date

SIOP MODEL INTERVENTIONS

Select at least two (2) SIOP Model Components and explain how you will incorporate them.
Refer to Differentiation Guide for English Language Learners, pp. 35 - 48.

Preparation

Building background

Comprehensible input

Strategies

Interaction

Practice / application

Lesson delivery

Review / assessment

Page 3 of 4
 MEASUREMENT SYSTEM
How will progress be monitored?

Assessment type/name

Assessment frequency

What will be recorded?

Data collector

When will data be collected?

MEETING PARTICIPANTS
Name of Attendee Signature Role
Administrator
Teacher
Parent
ESOL Contact
ESOL Specialist

Parent/guardian was invited but not in attendance. Contact made by via on

REVIEW AND DECISION MEETING

Meeting date

The team will meet on the above date to review student progress data. Based on the evidence presented at the
meeting, the team will decide on future action.
Maintain the current differentiation plan to meet the needs of the student as progress is evident.
Discontinue the differentiation plan because the goal has been met or the problem has been resolved.
Revise or modify the current differentiation plan or create a new plan because the student's needs are
not being met.
Consider increasing supports through the RtI problem-solving process. Complete the Comprehensive
Student Review Form and refer the student to the school-based RtI problem-solving team.

MEETING PARTICIPANTS
Name of Attendee Signature Role
Administrator
Teacher
Parent
ESOL Contact
ESOL Specialist

Parent/guardian was invited but not in attendance. Contact made by via on

Page 4 of 4