Checklist of Instructional Modifications for LEP Students

(Recommended for Regular, Bilingual, ESL and Special Education Teachers)

Student _________________________________Grade _______________ Year_______

Campus _____________Subject _____________ Teacher___________________________

LEP Status _________ ESL Level _____ IPT Score _____ Spec. Ed. _____
(Monitored, Waiver, Bilingual, ESL)

Please retain this record in your gradebook/lesson plan book as documentation for TEA Audits.

Instructional Modifications Check (√) Comment

Modification
1. Shorten assignments, tests YES
2. Oral administration of test, taped tests NO
3. Provide highlighted texts, tests YES
4. Use visual cues to accompany oral directions YES
5. Provide advanced organizers-webbing, outlining,
NO
graphing …
6. Extend time for completion of assignments, projects YES
7. Provide study sheets YES
8. Use assignment notebooks and prompts YES
9. Provide repeated reviews and drills-vary teaching NO
strategies
10. Teach in small cooperative groups NO
11. Reduce paper/pencil tasks YES
12. Provide manipulatives NO
13. Seat in close proximity to the teacher YES
14. Encourage student to underline key words or facts YES
15. Use language experience activities NO
16. Allow students to express key concepts in their own
YES
words
17. Provide time and place for assistance with school YES
projects
18. Directly teach vocabulary used on tests YES
19. Audiotape lectures NO
20. Peer tutoring NO
21. Shorten length of oral tasks YES
22. Provide clarification in primary language (if possible) YES
23. Allow translations by peers for clarification YES
24. Monitor for individual student comprehension YES
25. Simplify language and adjust rate of speech when YES
needed
26. Frequently monitor for comprehension YES
27. Other recommended interventions….
Observation Questions for ELL student(s)  
 
1. What techniques/methods/strategies do you see being used with the ELL 
student(s)? Are they effective? Why or why not? (Either specifically for the ELL 
student(s) or in whole class/small group instruction)  

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)  

3. What type of interactions do you see between the ELL student(s), other classroom 
students, and the teacher(s)? Please describe in detail.  

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.  

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.  

6. What’s the “comfort” level of the ELL student(s) in regards to the English 
language? What observations help you arrive at your decision? At what stage would 
you place the ELL student? How did you decide on that level?  

7. Ask the cooperating teacher (or ESL teacher) what type of 
accommodations/modifications they have to make for the ELL student(s). Please 
describe the types of accommodations/modifications that were discussed. Do they 
appear on the checklist? Why/why not do you think they are present/not present 
on the checklist?