Checklist of Instructional Modifications for LEP Students

Student(s) (initials): _____________R and J___________________________ Grade:

___8_
School: ______Mid Valley Secondary Center________ Date:
____10/5/15___________
Instructional
Modifications

Check () Modification

Comment

1. Shorten assignments,
tests

Yes

-Will have fewer multiple

choice options

2. Oral administration of
tests, taped tests

Yes

-They take their tests

with the IEP students
with the special
education instructor. I
do not know if they
actually read the test
out loud to them.

4. Use Visual cues to

accompany oral
directions

Yes

- The teacher naturally

does visual cues while
teaching.

5. Provide advanced
organizers-webbing,
outlining, graphing.

Yes

-The class is a writing

class and so the teacher
teaches the whole class
how to make an
organizer, or outline

3. Provide highlighted
texts, tests

-It is just used for class

work, but not tests
6. Extend time for
completion of
assignments, projects
7. Provide study sheets
8. use assignment

Yes

-The teacher does a

notebooks and prompts

9. Provide repeated
reviews and drills-vary
teaching strategies

10. Teach in small

cooperative groups

grammar exercise
almost every day to
review the grammar she
is teaching. They have
to correct a small
paragraph and identify
the parts of speech.
Yes

They do a
grammar exercise
every day and she
tries to review
their vocabulary
every day as well.

She usually does

direct instruction,
but she
occasionally will
have group work.

Yes

She sometimes
has the students
do exercises
together in
groups.

Yes and No

R sits in the front

row next to the
teachers desk,
but J sits in the
back corner.

11. Reduce paper/pencil

tasks
12. Provide
manipulatives
13. Seat in close
proximity to the teacher

14. Encourage student

to underline key words

or facts
15. Use language
experience activities

Yes

The students
usually have to
read sentences or
paragraphs out
loud in class.

16. Allow students to

express key concepts in
their own words.

Yes

When she asks for

a definition of a
grammatical or
vocabulary term,
she asks for them
to use their own
words.

17. Provide time and

place for assistance with
school projects
18. Directly teach
vocabulary used on
tests

Yes

- She gets all of

the words from
their vocabulary
book.

Yes

-She walks around

the classroom and

19. Audiotape lectures

20. Peer tutoring
21. Shorten length of
oral tasks
22. Provide clarification
in primary language (if
possible)
23. Allow translations by
peers for clarification
24. Monitor for
individual student

comprehension

inspects each
students work to
ensure they are
doing it correctly

25. Simplify language

and adjust rate of
speech when needed

Yes

- She rephrases or
repeats herself if
necessary.

26. Frequently monitor

for comprehension

Yes

-She is constantly
walking around
the room.

27. Other recommended

interventions.

- More one on one

work or
individualized
attention besides
the pull out
services

Observation Questions for ELL/LEP student(s)

1.

What techniques/methods/strategies do you see being used

with the ELL/LEP student(s)? Are they effective? Why or
why not? (Either specifically for the ELL student(s) or in
whole class/small group instruction)
The teacher mostly does direct instruction. Sometimes she
splits the students into groups and has them work on an
exercise. The ELL students are pulled out of the classroom to
work with an ESL teacher when the teacher is available,
since the ESL teacher does not work at the school full time.
The students also work with the special education instructor
when needed.

2. Do you notice any student behaviors that you would consider

out of the ordinary? Please describe in detail. (This
applies to both the ELL student(s) and other classroom
students)

The students are typical 8th grade students. The school

groups the students into classes based on their level. For
example, the second period class has mostly students with
IEPs. The ELL students are placed in this class with the IEP
students. I have noticed that sometimes R will be confused
when the teacher says something to him, but she repeats it
slower and he usually gets it.
3.

What type of interactions do you see between the ELL

student(s), other classroom students, and the teacher(s)?
Please describe in detail.
The students get along with each other really well. They do
not treat the ELL students any different. The teacher does
say that she does not believe that J or R have an ESL
difficulty because they both speak English fluently. I am not
sure she is aware that that does not mean that they have
CALP, or the academic language down. Otherwise, the
students are treated the same as the other students in the
class, except for when they are pulled out of the classroom
to meet with the ESL teacher.

4. Identify resources/materials that are being used with the ELL

student(s). Please describe in detail how the ELL student is
using them. Do they appear to be effective? Explain.
The ELL students get adapted tests that eliminate choices.
For example, on a vocabulary test instead of four multiple
choice answers, they will have three. The teacher sometimes
also gives them handouts explaining the grammar in more
detail, but the handout comes from the textbook and she
does not go over it. All of the students are struggling with
the parts of speech that they were supposed to learn in
seventh grade, so I cannot say if the handouts are really
helpful.

5.

Does the classroom environment seem to be comfortable for

the ELL student(s)? Please describe the environment and
explain how you made your decision.
I think so. It is a very welcoming environment. The teacher
also stresses that it is a safe classroom and that we need to
always be kind and respectful to each other. She does not
tolerate any students making fun of each other, or bullying
in her classroom. She is also very quick to correct the
students inappropriate behaviors.

6. Whats the comfort level of the ELL student(s) in regards to

the English language? What observations help you arrive at
your decision? Refer to the Vocabulary Performance
Indicators. At what level would you place the ELL student?
How did you decide on that level?
I would say that the ELL students are both fluent in English
socially (BICS). I am not so sure that they have academic
language (CALP). The students are most likely between
stages four and five because the students are forming
complex sentences and grasping the difficult grammar,
however, they are still having difficulty. The teacher and the
ESL teacher believe that J may have more of a learning
disability apposed to an ESL issue.
7. If you feel comfortable enough to ask, ask the cooperating
teacher (or ESL teacher) what type of
accomodations/modifications they have to make for the ELL
student(s). Please describe the types of
accomodations/modifications that were discussed. Do they
appear on the checklist? Why/why not do you think they are
present/not present on the checklist?
The only real accomodation that they make for the students
is the modification of tests and quizzes, like eliminating
choices. However, they do get pulled out of the classroom

for special instruciton from the ESL teacher. However, this

does not happen every day because the ESL teacher is not
full time at the school. So, the students get pulled out
randomly when the teacher is available to take them. Also,
during tests or quizzes, the students will go with the special
education instructor and the IEP students if the ESL teacher
is not available.