2014-15

Individualized Accommodations Plan for

Students Name:

ROSA SIERRA

8 FMS

School: Forestbrook Middle School

English Proficiency: 4

INSTRUCTION:
Allow extended time for completion of assignments and projects.
Conducted in all classrooms
Pre-teach vocabulary and incorporate teaching sight vocabulary for beginning English readers.
Vocabulary is taught in small group and reviewed with ESOL group pull out program

GROUPING SUGGESTIONS:
Small Groups
Small groups are done in the classroom and with ESOL group pull out program

ASSESSMENT:
Allow short answer for LEP students (avoid essay questions).
Conducted in all classrooms
Reduce number of questions and prioritize questions.
Conducted in all classrooms

Revised 8-11-2014

2014-15

Individualized Accommodations Plan for

Students Name:

ADA HERNANDEZ-

English Proficiency: 2.6

INSTRUCTION:
Articulate clearly, pause often, limit idiomatic expressions, and slang.
Conducted in all classrooms
Permit student errors in spelling and grammar except when explicitly taught. Acknowledge errors as
indications of learning.
Conducted in all classrooms
Model expected student outcomes. Show a finished product of what is expected.
Conducted in all classrooms
Allow extended time for completion of assignments and projects.
Conducted in all classrooms
Rephrase directions and questions.
Conducted in all classrooms
Pair with native English speakers that are compassionate and mature learners.
Conducted in all classrooms
Pre-teach vocabulary and incorporate teaching sight vocabulary for beginning English readers.
Vocabulary is taught in small group and reviewed with ESOL group pull out program

GROUPING SUGGESTIONS:
Pair with native English speakers.
Conducted in all classrooms
Small Groups
Small groups are done in the classroom and with ESOL group pull out program

ASSESSMENT:
Allow short answer for LEP students (avoid essay questions).
Conducted in all classrooms
Reduce number of questions and prioritize questions.
Conducted in all classrooms
Provide oral administration and/or oral response
Conducted in all classrooms
Oral administration:
Writing
Mathematics
Science
Conducted in all classrooms

Revised 8-11-2014

Social Studies

2014-15

Individualized Accommodations Plan for

School: Forestbrook Middle School

English Proficiency: 8

INSTRUCTION:
No accommodations needed at this time.

Revised 8-11-2014

Students Name: RAUL GARCIA TREJO

2014-15

Individualized Accommodations Plan for

School: Forestbrook Middle School

English Proficiency: 8

INSTRUCTION:
No accommodations needed at this time.

Revised 8-11-2014

Students Name:

ALEJANDRO TRUJILLO

2014-15

Individualized Accommodations Plan for

Students Name: JOSE ALCAZAR JR.

School: Forestbrook Middle School

English Proficiency: 4

INSTRUCTION:
Model expected student outcomes. Show a finished product of what is expected.
Conducted in all classrooms

GROUPING SUGGESTIONS:
Small Groups
Small groups are done in the classroom and with ESOL group pull out program

Revised 8-11-2014

2014-15

Individualized Accommodations Plan for

Students Name: YAMILA ALCOSER SILVA

School: Forestbrook Middle School

English Proficiency: 2

INSTRUCTION:
Permit student errors in spelling and grammar except when explicitly taught. Acknowledge errors as
indications of learning.
Conducted in all classrooms
Allow extended time for completion of assignments and projects.
Conducted in all classrooms
Simplify language. (Ex. Use short sentences, use simple directions)
Conducted in all classrooms
Pre-teach vocabulary and incorporate teaching sight vocabulary for beginning English readers.
Vocabulary is taught in small group and reviewed with ESOL group pull out program

GROUPING SUGGESTIONS:
Pair with native English speakers.
Conducted in all classrooms
Small Groups
Small groups are done in the classroom and with ESOL group pull out program

ASSESSMENT:
Provide oral administration and/or oral response
Conducted in all classrooms
Oral administration:
Writing
Mathematics
Conducted in all classrooms

Revised 8-11-2014

Science

Social Studies

2014-15

Individualized Accommodations Plan for

Students Name: NIKKI CHEN

School: Forestbrook Middle School

English Proficiency: 4

INSTRUCTION:
Rephrase directions and questions.
Conducted in all classrooms
Pre-teach vocabulary and incorporate teaching sight vocabulary for beginning English readers.
Vocabulary is taught in small group and reviewed with ESOL group pull out program

Revised 8-11-2014

2014-15

Individualized Accommodations Plan for

Students Name: MICHAEL CRUZ

School: Forestbrook Middle School

English Proficiency: 4

INSTRUCTION:
Rephrase directions and questions.
Conducted in all classrooms
Allow wait time for responses.
Conducted in all classrooms
Pre-teach vocabulary and incorporate teaching sight vocabulary for beginning English readers.
Vocabulary is taught in small group and reviewed with ESOL group pull out program

GROUPING SUGGESTIONS:
Small Groups
Small groups are done in the classroom and with ESOL group pull out program

Revised 8-11-2014

2014-15

Individualized Accommodations Plan for Students Name:

KARINA CORDERO-

INSTRUCTION:
Permit student errors in spelling and grammar except when explicitly taught. Acknowledge errors as
indications of learning.
Conducted in all classrooms
Model expected student outcomes. Show a finished product of what is expected.
Conducted in all classrooms
Allow extended time for completion of assignments and projects.
Conducted in all classrooms
Simplify language. (Ex. Use short sentences, use simple directions)
Conducted in all classrooms
Pre-teach vocabulary and incorporate teaching sight vocabulary for beginning English readers.
Vocabulary is taught in small group and reviewed with ESOL group pull out program

GROUPING SUGGESTIONS:
Pair with native English speakers.
Conducted in all classrooms
Small Groups
Small groups are done in the classroom and with ESOL group pull out program

ASSESSMENT:
Allow short answer for LEP students (avoid essay questions).
Conducted in all classrooms
Reduce number of questions and prioritize questions.
Conducted in all classrooms
Provide oral administration and/or oral response
Conducted in all classrooms
Oral administration:
Writing
Science
Social Studies
Conducted in all classrooms

Revised 8-11-2014

2014-15

Individualized Accommodations Plan for

Students Name:

FRANCISCO SERNA

School: Forestbrook Middle School

English Proficiency: 3.9

INSTRUCTION:
Model expected student outcomes. Show a finished product of what is expected.
Conducted in all classrooms
Allow extended time for completion of assignments and projects.
Conducted in all classrooms
Rephrase directions and questions.
Conducted in all classrooms
Allow wait time for responses.
Conducted in all classrooms
Pre-teach vocabulary and incorporate teaching sight vocabulary for beginning English readers.
Vocabulary is taught in small group and reviewed with ESOL group pull out program

GROUPING SUGGESTIONS:
Small Groups
Small groups are done in the classroom and with ESOL group pull out program

ASSESSMENT:
Allow short answer for LEP students (avoid essay questions).
Conducted in all classrooms
Reduce number of questions and prioritize questions.
Conducted in all classrooms
Oral administration:
Writing
Mathematics
Science
Conducted in all classrooms

Revised 8-11-2014

Social Studies

2014-15

Individualized Accommodations Plan for

Students Name:

SERGUI MENDOZA

School: Forestbrook Middle School

English Proficiency: 4

INSTRUCTION:
Model expected student outcomes. Show a finished product of what is expected.
Conducted in all classrooms
Pre-teach vocabulary and incorporate teaching sight vocabulary for beginning English readers.
Vocabulary is taught in small group and reviewed with ESOL group pull out program

GROUPING SUGGESTIONS:
Small Groups
Small groups are done in the classroom and with ESOL group pull out program

ASSESSMENT:
Allow short answer for LEP students (avoid essay questions).
Conducted in all classrooms
Reduce number of questions and prioritize questions.
Conducted in all classrooms

Revised 8-11-2014

2014-15

Individualized Accommodations Plan for

School: Forestbrook Middle School

English Proficiency: 4

INSTRUCTION:
No accommodations needed at this time.

Revised 8-11-2014

Students Name:

KIM DIHN

2014-15

Individualized Accommodations Plan for Students Name:

KEVIN MARTINEZ

INSTRUCTION:
Permit student errors in spelling and grammar except when explicitly taught. Acknowledge errors as
indications of learning.
Conducted in all classrooms
Model expected student outcomes. Show a finished product of what is expected.
Conducted in all classrooms
Allow extended time for completion of assignments and projects.
Conducted in all classrooms
Rephrase directions and questions.
Conducted in all classrooms
Simplify language. (Ex. Use short sentences, use simple directions)
Conducted in all classrooms
Allow wait time for responses.
Conducted in all classrooms
Pre-teach vocabulary and incorporate teaching sight vocabulary for beginning English readers.
Vocabulary is taught in small group and reviewed with ESOL group pull out program

GROUPING SUGGESTIONS:
Pair with native English speakers.
Conducted in all classrooms
Small Groups
Small groups are done in the classroom and with ESOL group pull out program

ASSESSMENT:
Allow short answer for LEP students (avoid essay questions).
Conducted in all classrooms
Reduce number of questions and prioritize questions.
Conducted in all classrooms
Provide oral administration and/or oral response
Conducted in all classrooms
Rephrase directions
Conducted in all classrooms
Oral administration:
Writing
Mathematics
Science
Conducted in all classrooms

Revised 8-11-2014

Social Studies

2014-15

Individualized Accommodations Plan for

Students Name: CARLOS OCHOA

School: Forestbrook Middle School

English Proficiency: 3

INSTRUCTION:
Model expected student outcomes. Show a finished product of what is expected.
Conducted in all classrooms
Allow extended time for completion of assignments and projects.
Conducted in all classrooms
Rephrase directions and questions.
Conducted in all classrooms
Simplify language. (Ex. Use short sentences, use simple directions)
Conducted in all classrooms
Pre-teach vocabulary and incorporate teaching sight vocabulary for beginning English readers.
Vocabulary is taught in small group and reviewed with ESOL group pull out program

GROUPING SUGGESTIONS:
Pair with native English speakers.
Conducted in all classrooms
Small Groups
Small groups are done in the classroom and with ESOL group pull out program

ASSESSMENT:
Allow short answer for LEP students (avoid essay questions).
Conducted in all classrooms
Reduce number of questions and prioritize questions.
Conducted in all classrooms
Provide oral administration and/or oral response
Conducted in all classrooms
Oral administration:
Writing
Mathematics
Science
Conducted in all classrooms

Revised 8-11-2014

Social Studies

2014-15

Individualized Accommodations Plan for

Students Name:

ELDA XHEMOLLARI

School: Forestbrook Middle School

English Proficiency: 4

INSTRUCTION:
Model expected student outcomes. Show a finished product of what is expected.
Conducted in all classrooms

GROUPING SUGGESTIONS:
Small Groups
Small groups are done in the classroom and with ESOL group pull out program

Revised 8-11-2014

2014-15

Individualized Accommodations Plan for

Students Name:

MATEI CRAILA

School: Forestbrook Middle School

English Proficiency: 4.6

INSTRUCTION:
Model expected student outcomes. Show a finished product of what is expected.
Conducted in all classrooms

GROUPING SUGGESTIONS:
Small Groups
Small groups are done in the classroom and with ESOL group pull out program

Revised 8-11-2014

2014-15

Individualized Accommodations Plan for

Students Name:

MYRA PEREZ-GARCIA

School: Forestbrook Middle School

English Proficiency: 1.0

INSTRUCTION:
Limit or modify note taking.
Conducted in all classrooms
Articulate clearly, pause often, limit idiomatic expressions, and slang.
Conducted in all classrooms
Permit student errors in spelling and grammar except when explicitly taught. Acknowledge errors as
indications of learning.
Conducted in all classrooms
Model expected student outcomes. Show a finished product of what is expected.
Conducted in all classrooms
Allow extended time for completion of assignments and projects.
Conducted in all classrooms
Rephrase directions and questions.
Conducted in all classrooms
Simplify language.
Conducted in all classrooms
Allow wait time for responses.
Conducted in all classrooms
Pair with native English speakers that are compassionate and mature learners.
Conducted in all classrooms
Incorporate student culture (as appropriate).
Conducted in all classrooms
Pre-teach vocabulary and incorporate teaching sight vocabulary for beginning English readers.
Vocabulary is taught in small group and reviewed with ESOL group pull out program
Choose alternate reading selections, shorten reading selections or modified text.
Conducted in all classrooms
Bilingual Dictionary
Conducted in all classrooms

GROUPING SUGGESTIONS:
Pair with native English speakers.
Conducted in all classrooms
Small Groups
Small groups are done in the classroom and with ESOL group pull out program

ASSESSMENT:
Allow open note/open book tests (include page numbers as appropriate).
Conducted in all classrooms
Allow short answer for LEP students (avoid essay questions).
Conducted in all classrooms
Reduce number of questions and prioritize questions.
Conducted in all classrooms
Provide oral administration and/or oral response
Conducted in all classrooms
Allow alternate forms of assessment. (Ex. Portfolios, Classroom Observations, Drama, Non-Verbal
Responses, Word Banks)
Conducted in all classrooms
Rephrase directions.

Revised 8-11-2014

2014-15

Conducted in all classrooms

Science

Social Studies

Individualized Accommodations Plan for Students Name:

MELVIN DIAZ-

INSTRUCTION:
Limit or modify note taking.
Conducted in all classrooms
Articulate clearly, pause often, limit idiomatic expressions, and slang.
Conducted in all classrooms
Permit student errors in spelling and grammar except when explicitly taught. Acknowledge errors as
indications of learning.
Conducted in all classrooms
Model expected student outcomes. Show a finished product of what is expected.
Conducted in all classrooms
Allow extended time for completion of assignments and projects.
Conducted in all classrooms
Rephrase directions and questions.
Conducted in all classrooms
Simplify language.
Conducted in all classrooms
Allow wait time for responses.
Conducted in all classrooms
Pair with native English speakers that are compassionate and mature learners.
Conducted in all classrooms
Incorporate student culture (as appropriate).
Conducted in all classrooms
Pre-teach vocabulary and incorporate teaching sight vocabulary for beginning English readers.
Vocabulary is taught in small group and reviewed with ESOL group pull out program
Choose alternate reading selections, shorten reading selections or modified text.
Conducted in all classrooms
Provide supplementary reading materials in the content area.
Conducted in all classrooms
Bilingual Dictionary
Conducted in all classrooms

GROUPING SUGGESTIONS:
Pair with native English speakers.
Conducted in all classrooms

ASSESSMENT:
Allow open note/open book tests (include page numbers as appropriate).
Conducted in all classrooms
Allow short answer for LEP students (avoid essay questions).
Conducted in all classrooms
Reduce number of questions and prioritize questions.
Conducted in all classrooms
Provide oral administration and/or oral response
Conducted in all classrooms

Revised 8-11-2014

2014-15

Allow alternate forms of assessment. (Ex. Portfolios, Classroom Observations, Drama, Non-Verbal
Responses, Word Banks)
Conducted in all classrooms
Rephrase directions.
Conducted in all classrooms
Oral administration:
Writing
Mathematics
Science
Social Studies
Conducted in all classrooms

Revised 8-11-2014