Mrs. Corpuz ESL World

Accommodations vs Modifications

An instructional accommodation changes how information and concepts are presented or practiced ensuring that each student has the opportunities and support needed to learn.
Instructional accommodations do not reduce the learning expectations and should be chosen based on the student’s individual needs and not applied arbitrarily to all MLs.
Instructional accommodations are not to be viewed as an advantage to the student; instructional accommodations provide access to the content for the student.

Assessment Accommodations

To find which accommodations are applicable for MLs on each assessment, see the Test Administration Manual (TAM).
These accommodations should be regularly used in the classroom.
Accommodations may not be given to M1-M4 students on state assessments.

Modifications

Modifications change, lower, or reduce learning expectations. The curriculum is altered.
Modifications are not appropriate for most MLs as they could invalidate instruction or assessment results.
MLs are placed age-appropriately to provide meaningful access to meet grade-level standards.
Modifications must be temporary support for students who truly need them.
Best for Students with Limited or Interrupted Formal Education (SLIFE) and newcomers.

What literacy skills does the student possess in their native language?
Are the translated materials accurate?
What additional supports will be used in conjunction with translated materials?
Are all applicable languages represented when translating materials?
How will you use the L1 (native language) to support English language acquisition?

Best practices are intended to support all students and MLs in every classroom, no matter their proficiency level.
Best practices are strategies that educators can quickly implement within daily instruction, activities, and classroom assessments.
These strategies are expected to be used by all teachers within lessons, assignments, and assessments to support MLs and all learners.

Additional Best Practices Examples

Have a Can Do Attitude!
Don't make assumptions. Meet students where they are!
Lower the "affective filter".
Teach cultural norms and pragmatics such as, how to ask to use the bathroom, using classroom materials, etc.
Build a welcoming and culturally relevant environment.
Use repetition.
Use visuals and realia.
Demonstrate and model all activities, classwork, expectations, etc.
Scaffold classwork, instructions, and assessments.
Get to know students for who they are! Use their knowledge, language, and experiences to build and foster their language acquisition.
Use phrases such as, "Point to...", or "Show me..."
- Move into longer phrases, sentences, and paragraphs as language acquisition progresses.

For additional information, please visit the SCDE's Best Practices Digital Handbook.