LAS Links Level 5, Year (Date)
LAS Links Level 5, Year (Date)
Monitor Through (Date)
(2 Years)
MSDWT Individual Learning Plan (ILP) for English Learners
Name:
School:
D.O.B.
Grade:
Gender:
Entered U.S. Schools:
Primary Language:
Secondary Language(s):
Program Status:
ENL Classes
Newcomer
Spring LAS Links Scores (1-5):
Score Type
Speaking
Listening
Reading
STN:
Score
Intervention
Date:
OVERALL:
Score Type
Score
Writing
Oral
Comprehension
Proficiency Level
Please select
Please select
Please select
Previous LAS Links Score:
Date:
Score:
LAS Links Placement Test Score: Date:
State proficiency level: Please select
Push-In
Regular Ed.
SIOP
Please select
Proficiency Level
Please select
Please select
Please select
Please select
Score:
Please Select One: Please Select
See reverse side for definitions. Note date of designation
Additional Assessments/Background Information:
Can read/write in Native Language? unknown
Retained? School year:
IEP
504
Attended school in home country?
Speech
G/T
ISTEP+ and ECA Results
STEP+ Date
ECA
Date
LA
Eng 10
Date
unknown
State Testing Accommodations:
Math
Algebra 1
Date
Biology
Extended Time (one and a half or double time)
Small group testing by a familiar teacher
Approved word-to word dictionaries if literate in native language)
Math/Science/Social Studies items and answers read verbatim
Read test/assignment directions and questions
Other assessments (IREAD3, DRA, Peabody, Native Lang., etc.):
Mainstream Modifications / Adaptations:
Note: These are some modifications that can be made for ESL students, however, teachers should be differentiating their
instruction so all students can be successful. See reverse side for more ideas.
PACING:
Extend time requirements
Omit assignments
Other:
ENVIRONMENT:
Assign preferential seating
Assign peer buddy
Other:
TESTING:
Allow student to answer orally
Use multiple-choice
Read test to student
Modify format
Shorten test length
GRADING:
Use S’s and U’s
Other:
ASSIGNMENTS:
Lower reading level
Shorten assignments
Read directions to students
Modify Homework
ENL Teacher
Revised February 2012
Signature
MATERIALS:
Use supplementary materials
Bilingual/Picture dictionaries/electronic translators
Use visuals/realia/picture files
PRESENTATION OF SUBJECT MATERIAL:
Use individual/small group instruction
Simplify language
Use manipulatives
Pre-teach vocabulary/key concepts
Use body movements and gestures
Plan for cooperative learning
Use graphic organizers
Choose 5 key concepts/limit amount of information
Comments:
Date
Classroom Teacher
Signature
Date
Indiana Department of Education  Language Minority and Migrant Programs 
www.doe.state.in.us/lmmp
Beginner Level 1
Students performing at
this level of English
language proficiency
begin to demonstrate
receptive or productive
English skills. They are
able to respond to some
simple communication
tasks. Student Actions:
• Classifies pictures
without verbalizing logic
behind them • Makes
picture collages • Builds
picture dictionary based
on content • Points to an
appropriate response •
Creates a pictorial
graph/chart • Uses body
language
Levels of English Proficiency & Corresponding Student Actions
LIMITED ENGLISH PROFICIENT (LEP)
Early Intermediate
Intermediate Level 3
Advanced Level 4
Level 2
Students performing at
Students performing at this
Students performing at
this level of English
level of English language
this level of English
language proficiency
proficiency tailor the
language proficiency
respond with increasing
English language skills they combine the elements of
ease to more varied
have been taught to meet
the English language in
communication tasks.
their immediate
complex, cognitively
communication and
demanding situations
Student Actions: All of
learning needs. They are
and are able to use
the above, and: • Labels
able to understand and be
English as a means for
pictorial charts with key
understood in many basic
learning in other
vocabulary or concepts •
social situations (while
academic areas,
Labels pictures with
exhibiting many errors of
although some minor
single words or phrases •
convention) and need
errors of conventions
Sequences events
support in academic
are still evident.
(time/order) • Uses
invented spelling •
language. Student
Student Actions: All
Utilizes graphic
of the above, and: •
Actions: All of the above,
organizers • Accept ‘yes’
Reasoning expressed
and: • Classifies and gives
or ‘no’ and either/or
more fluently •
reasons in simple
Expresses opinions •
sentences • Gives simple
Criticizes and justifies •
explanations • Describes
event/topic • Outlines topics Uses persuasion •
Answers how and why
using time sequence, as
questions • Predicts the
well as main idea and
outcome of events •
supporting details •
Drafts/edits assignments
Formulates questions •
Compares/contrasts
information • Conducts
simple interviews
FEP
Fluent English
Proficient Level 5
Students performing at
this level of English
language proficiency
communicate effectively
with various audiences
on a wide range of
familiar and new topics
to meet social and
academic demands.
Students speak,
understand, read, write,
and comprehend in
English without difficulty
and display academic
achievement comparable
to native English
speaking peers. In order
to attain the English
proficiency level of their
native English-speaking
peers, further linguistic
enhancement and
refinement are
necessary. Student
Actions: • On par with
native English speaking
peers
Typical Student Behavior &
Appropriate Teacher Behavior by Levels of English Proficiency
Beginner
Level 1
Points or provides other
non-verbal response
Actively listens
Early Intermediate
Intermediate
Level 2
Level 3
Sample Student Behaviors
One-word responses
Short utterances
Participates in small group
activities
Advanced
Level 4
Participates in reading and
writing activities to acquire
new information
Demonstrates
comprehension in a variety of
ways
Responds to commands
Sample Teacher Behaviors
Gestures
Language focuses on
conveying meanings and
vocabulary development
Repetition
Asks questions that can be
answered by yes/no and
either/or responses
Focuses content on key
concepts
Provides frequent
comprehension checks
Models correct responses
Uses performance- based
assessment
Asks open-ended questions
that stimulate language
production
Fosters conceptual
development and
expanded literacy through
content