The Program Services Plan
![Picture](/uploads/1/2/2/9/12297000/6029605.jpg)
The PSP or Program Service Plan was implemented by Title III and No Child Left Behind (NCLB) to provide assistance and accommodation for students identified as Limited English Proficient (LEP). A PSP is very similar to an Individualized Education Plan (IEP) for special education students. The plan includes both demographic and assessment data in addition to monitoring the accommodations and modifications the student receives in the classroom and on standardized assessments.
The PSP is created by a Language Assessment Committee (LAC). The LAC is composed of the ESL teacher, all content teachers, counselor, principal and parent. If a ELL student arrives on the first day of school the plan must be created within 30 days, however, if they arrive in the middle of the year it must be created within 10 days. The LAC uses the students demographic, linguistic and assessment data to create accommodations and modifications that will allow the ESL student to perform successfully in their academics. Accommodations and modifications must be consistently provided in the classroom and on standardized assessments. The LAC must meet twice per year to conduct a review of the PSP. As student makes linguistic progress, PSP reviews may be conducted more frequently.
A PSP is composed of four pages. Page one contains the demographic informations such as initial assessment data, limited english proficiency status, and the instructional delivery model. Page two contains the accommodations and modifications. Page three contains a code glossary for assessment accommodations and English Language Proficiency Assessment data. Page four contains the signatures of the members present at each LAC meeting. While all pages of the PSP are important, core content teacher only receive a copy of page two of the PSP (seen in photographs below).
All teachers should use this page of the PSP on a daily basis in the classroom to accommodate ELL and help facilitate their academic success. All content teachers should actively communicate with the students case manager/ ESL teacher if they have concerns. The modifications and accommodations provided by the PSP will help students to bridge the gap between English language acquis
The PSP is created by a Language Assessment Committee (LAC). The LAC is composed of the ESL teacher, all content teachers, counselor, principal and parent. If a ELL student arrives on the first day of school the plan must be created within 30 days, however, if they arrive in the middle of the year it must be created within 10 days. The LAC uses the students demographic, linguistic and assessment data to create accommodations and modifications that will allow the ESL student to perform successfully in their academics. Accommodations and modifications must be consistently provided in the classroom and on standardized assessments. The LAC must meet twice per year to conduct a review of the PSP. As student makes linguistic progress, PSP reviews may be conducted more frequently.
A PSP is composed of four pages. Page one contains the demographic informations such as initial assessment data, limited english proficiency status, and the instructional delivery model. Page two contains the accommodations and modifications. Page three contains a code glossary for assessment accommodations and English Language Proficiency Assessment data. Page four contains the signatures of the members present at each LAC meeting. While all pages of the PSP are important, core content teacher only receive a copy of page two of the PSP (seen in photographs below).
All teachers should use this page of the PSP on a daily basis in the classroom to accommodate ELL and help facilitate their academic success. All content teachers should actively communicate with the students case manager/ ESL teacher if they have concerns. The modifications and accommodations provided by the PSP will help students to bridge the gap between English language acquis