[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-498302-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-498302-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","english-learner-instructional-accommodations-checklist-lpac-framework-manual-2019-2020","English Learner Instructional Accommodations Checklist - LPAC Framework Manual 2019-2020","","English Learner instructional accommodations checklist aligned to the LPAC framework and used across BOY, MOY, and EOY. Focuses on targeted language supports including gestures and emphasis techniques, pre-teaching vocabulary, simplified sentence structures, wait time, extra time for complex tasks, word banks, tiered sentence stems, chunked reading, and clarification through translation or dictionaries/glossaries. Also includes modeling supports such as think-aloud, bilingual tools, and scaffolded writing using drawing or pictorial representation. Includes TELPAS and assessment-related progress and committee review sections.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/english-learner-instructional-accommodations-checklist-lpac-framework-manual-2019-2020/498302/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/english-learner-instructional-accommodations-checklist-lpac-framework-manual-2019-2020/498302.png","ImageObject",300,407,{"name":42,"@type":43},"Stanford","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-08","2026-10-02",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What accommodations are listed for BOY, MOY, and EOY?","Question",{"text":63,"@type":64},"The checklist lists consistent language supports across BOY, MOY, and EOY, including gestures for emphasis, pre-teaching vocabulary, short sentence supports, wait time, extra time for complex material, and word banks or tiered sentence stems.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the checklist support vocabulary and comprehension?",{"text":68,"@type":64},"It recommends pre-teaching vocabulary, using short sentences and single words or simple sentence frames, organizing reading in chunks, clarifying words/phrases with oral translation, and using bilingual dictionaries or glossaries.",{"name":70,"@type":61,"acceptedAnswer":71},"Which assessment elements and levels are referenced in the checklist?",{"text":72,"@type":64},"The document references Prior Year TELPAS and TELPAS ALT, includes EOY committee review, and tracks linguistic accommodations levels such as Awareness (A), Early Independence (EI), Developing Independence (DI), and Basic Fluency (BF).","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},498302,1791587231,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":97,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","LPAC Framework Manual 20 19-2020 102 Texas Education Agency  \nName:  \nAcademic Year: Grade: Campus:  \nENGLISH LEARNER INSTRUCTIONAL ACCOMMODATIONS CHECKLIST  \nBeginning of Year (BOY) Middle of Year (MOY) End of Year (EOY)  \nDate:  \npeer and native language support gestures for added emphasis  \nsimple conversations (words/phrases) visuals and/or verbal cues to reinforce spoken or written words  \npre-teach vocabulary  \nshort sentences and single words provide phrases or simple sentence frames rephrase, repeat, or slow down  \nwait time  \nextra time for complex material and/or assignments non-participation in simple conversations  \nword bank of key vocabulary model pronunciation  \ntiered sentence stems  \norganize reading in chunks adapted text(s)  \nclarification of word(s) or phrase(s) oral translation  \nbilingual dictionary or glossary clarify directions  \ntranslate word(s), phrase(s), or sentence(s) read and model think aloud  \ndrawing or pictorial representation writing on familiar, concrete topics scaffold writing assignments  \nDate:  \npeer and native language support gestures for added emphasis  \nsimple conversations (words/phrases) visuals and/or verbal cues to reinforce spoken or written words  \npre-teach vocabulary  \nshort sentences and single words provide phrases or simple sentence frames rephrase, repeat, or slow down  \nwait time  \nextra time for complex material and/or assignments non-participation in simple conversations  \nword bank of key vocabulary model pronunciation  \ntiered sentence stems  \norganize reading in chunks adapted text(s)  \nclarification of word(s) or phrase(s) oral translation  \nbilingual dictionary or glossary clarify directions  \ntranslate word(s), phrase(s), or sentence(s) read and model think aloud  \ndrawing or pictorial representation writing on familiar, concrete topics scaffold writing assignments  \nDate:  \npeer and native language support gestures for added emphasis  \nsimple conversations (words/phrases) visuals and/or verbal cues to reinforce spoken or written words  \npre-teach vocabulary  \nshort sentences and single words provide phrases or simple sentence frames rephrase, repeat, or slow down  \nwait time  \nextra time for complex material and/or assignments non-participation in simple conversations  \nword bank of key vocabulary model pronunciation  \ntiered sentence stems  \norganize reading in chunks adapted text(s)  \nclarification of word(s) or phrase(s) oral translation  \nbilingual dictionary or glossary clarify directions  \ntranslate word(s), phrase(s), or sentence(s) read and model think aloud  \ndrawing or pictorial representation writing on familiar, concrete topics scaffold writing assignments  \nL  \nS  \nR  \nW  \nB  \nB  \nB  \nB  \nPrior Year TELPAS:  \nI  \nI  \nI  \nI  \nA  \nA  \nA  \nA  \nAH  \nAH  \nAH  \nAH  \nPrior Year TELPAS ALT (if applicable)  \nL  \nS  \nR  \nW  \nA  \nA  \nA  \nA  \nI  \nI  \nI  \nI  \nEI  \nEI  \nEI  \nEI  \nDI  \nDI  \nDI  \nDI  \nBF  \nBF  \nBF  \nBF  \nCopyright © 2019  \nLPAC Framework Manual 20 19-2020 103 Texas Education Agency  \nName:    \nENGLISH LEARNER INSTRUCTIONAL ACCOMMODATIONS CHECKLIST  \n\n| Teacher |  | LPAC Committee |  |\n| --- | --- | --- | --- |\n| BOY | Subjective Teacher Evaluation/EL Reclassification Rubric: | Comments/Recommendations: |  |\n| MOY | Subjective Teacher Evaluation/EL Reclassification Rubric: | Comments/Recommendations: |  |\n| EOY | Subjective Teacher Evaluation/EL Reclassification Rubric:\u003Cbr>Completed by:   Signature:   Date:   | Comments/Recommendations:\u003Cbr>Signature:\u003Cbr>\u003Cbr>Date: | EOY Review:\u003Cbr>TELPAS/TELPASALT\u003Cbr>State Assessment Results Additional Assessment (Optional) Linguistic Accommodations Academic Progress |\n|  |  |  | Linguistic Accommodations to“Developing Independence\u003Cbr>A Awareness I Imitation\u003Cbr>EI Early Independence\u003Cbr>DI Developing Independence BF Basic Fluency |","cbCaif2r3RO7tSyA","https://ap.wps.com/l/cbCaif2r3RO7tSyA","pdf",287606,"English","# English Learner Instructional Accommodations Checklist\n## BOY, MOY, EOY Accommodation Supports\n## Assessment and Committee Review\n## TELPAS/TELPAS ALT and Linguistic Accommodations Levels","[{\"question\":\"What accommodations are listed for BOY, MOY, and EOY?\",\"answer\":\"The checklist lists consistent language supports across BOY, MOY, and EOY, including gestures for emphasis, pre-teaching vocabulary, short sentence supports, wait time, extra time for complex material, and word banks or tiered sentence stems.\"},{\"question\":\"How does the checklist support vocabulary and comprehension?\",\"answer\":\"It recommends pre-teaching vocabulary, using short sentences and single words or simple sentence frames, organizing reading in chunks, clarifying words/phrases with oral translation, and using bilingual dictionaries or glossaries.\"},{\"question\":\"Which assessment elements and levels are referenced in the checklist?\",\"answer\":\"The document references Prior Year TELPAS and TELPAS ALT, includes EOY committee review, and tracks linguistic accommodations levels such as Awareness (A), Early Independence (EI), Developing Independence (DI), and Basic Fluency (BF).\"}]","English Learner Instructional Accommodations Checklist - LPAC Framework Manual 2019-2020 | PDF",1790979300]