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--- | --- |\n| Grade: | Campus: |  |\n| Prior Year: ☐ TELPAS ☐ TELPAS Alt Listening: | Speaking: Reading: | Writing: |\n\n\n| Instructional Supports |  |  |  |\n| --- | --- | --- | --- |\n| Linguistic Supports | Beginning of Year | Middle of Year | End of Year |\n| peer and primary language support | ☐ | ☐ | ☐ |\n| allow non-verbal responses or prompt verbal responses during conversation | ☐ | ☐ | ☐ |\n| model pronunciation | ☐ | ☐ | ☐ |\n| pre-teaching vocabulary | ☐ | ☐ | ☐ |\n| simple visuals or icons to clarify instructions | ☐ | ☐ | ☐ |\n| simple conversations (words/phrases) | ☐ | ☐ | ☐ |\n| rephrase, repeat, or slow down | ☐ | ☐ | ☐ |\n| wait time | ☐ | ☐ | ☐ |\n| gestures for added emphasis | ☐ | ☐ | ☐ |\n| bilingual dictionary or glossary | ☐ | ☐ | ☐ |\n| word bank of key vocabulary | ☐ | ☐ | ☐ |\n| organize reading in chunks | ☐ | ☐ | ☐ |\n| writing on familiar, concrete topics | ☐ | ☐ | ☐ |\n| tiered sentence stems | ☐ | ☐ | ☐ |\n| scaffold writing assignments | ☐ | ☐ | ☐ |\n| extra time for complex material and/or assignments | ☐ | ☐ | ☐ |\n| Accommodations Relating to Content and Language Support | Beginning of Year | Middle of Year | End of Year |\n| define, clarify, visually cue, or provide alternative words, phrases, and sentences using language, synonyms, definitions, or examples of varied levels of complexity | ☐ | ☐ | ☐ |\n| provide a visual representation in the passage, question, answer choices, or constructed-response questions | ☐ | ☐ | ☐ |\n| isolate specific information in a question, passage, or graphic that corresponds to each answer choice | ☐ | ☐ | ☐ |\n| Bullet, separate steps, or chunk information in a process | ☐ | ☐ | ☐ |\n| reword complex questions or answers to condense text to scaffold and support comprehension | ☐ | ☐ | ☐ |\n| provide relevant mathematical or scientific formulas from approved grade-specific reference materials | ☐ | ☐ | ☐ |\n| apply an allowable supplemental aid (graphic organizer, place value chart, t-chart, scientific concept graphic, timeline, map)* | ☐ | ☐ | ☐ |\n| Accommodation Relating to Oral and Signed Administration | Beginning\u003Cbr>of Year | Middle of Year | End of Year |\n| Read aloud directions, questions, answer choices, or specific parts of text referenced directly in text | ☐ | ☐ | ☐ |\n\n*Review allowable forms of Supplemental Aids from the District and Campus Coordinator Resources manual.  \n\n|  | Teacher’s Comments/Notes |  | LPAC Comments/Recommendations |\n| --- | --- | --- | --- |\n| Beginning of Year |  |  |  |\n|  | Language of Instruction: |  |  |\n|  | Completed By: |  |  |\n|  | Signature: | Date: |  |\n| Midd le of Year |  |  |  |\n|  | Language of Instruction: |  |  |\n|  | Completed By: |  |  |\n|  | Signature: | Date: |  |\n| End of Year |  |  |  |\n|  | Language of Instruction: |  |  |\n|  | Completed By: |  |  |\n|  | Signature: | Date: |  |","cbCaimoVp8RRDmdd","https://ap.wps.com/l/cbCaimoVp8RRDmdd","pdf",515552,"English","# Student Information\n# Instructional Supports\n## Linguistic Supports\n## Accommodations Relating to Content and Language Support\n## Accommodation Relating to Oral and Signed Administration\n# Teacher and LPAC Sections","[{\"question\":\"What sections does the tool include for documenting student information?\",\"answer\":\"It records student name, school year, grade, campus, prior year TELPAS participation, and language domains such as listening, speaking, reading, and writing, along with completion status fields.\"},{\"question\":\"How are linguistic supports tracked across the year?\",\"answer\":\"The tool provides checkbox rows under Beginning of Year, Middle of Year, and End of Year for supports like peer/primary language support, model pronunciation, pre-teaching vocabulary, visuals, rephrase/repeat or slow down, and gestures for emphasis.\"},{\"question\":\"Which accommodation types address content and language support?\",\"answer\":\"It includes items for defining/clarifying with alternative words or examples, providing visual representations in passages and answers, isolating specific information linked to answer choices, chunking steps, rewording complex questions, offering approved formulas, and using allowable supplemental aids.\"}]","Emergent Bilingual Student Instructional Supports Tool | PDF",1790978010]