An accommodation changes how information and concepts are presented or practiced ensuring that each student has the opportunities and support needed to learn. 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. Accommodations are not to be viewed as an advantage to the student; accommodations provide access to the content for the student.

Accommodations:

• Provide access to grade-level curriculum;
• Alter the environment, not the curriculum;
• Do not change the learning outcomes;
• Happen in the content-area classroom; and 
• Should not impact grading, though how learning is assessed may change.

Description

Individual instruction should take place to pre-teach, reinforce, or reteach specific skills and concepts in a one-on-one setting. 

Examples:
Individual instruction can help lower the student's affective filter and increase confidence when performing tasks that might be very challenging, therefore emotionally risky, for the ML. Examples for use of individual instruction:

• introducing high high-frequencys
• assessing reading skills
• pre-teaching vocabulary
• re-visiting/re-teaching specific content

	Teacher	Student
	The teacher pulls the student aside for targeted instruction, content recovery, frontloading of vocabulary or content, or skill assessment.	The student feels less risk in performing specific learning tasks, knowing only the teacher is listening.

	Teacher	Student
	“I’d love to hear you read to me. Let's work together at the small table.” “Let's go over some words together." "Let's look at this math problem together."	"Can I read to you only?" “I don't understand these words. Can you help me?" "I don't understand this problem. Can you help me?"

Recommended Domain(s)	Recommended Level(s)
Listening, Speaking, Reading, Writing	Entering (1) through Developing (3)

Scaffolding

When should the accommodation be removed?

The Individual Instruction accommodation should be removed gradually once an ML demonstrates increased literacy and auditory comprehension, increased confidence with academic language, and increased independence in task completion. Most MLs do not require frequent individual instruction beyond the Developing level (3), but some students occasionally require this accommodation through the Expanding level (4). If you have questions, or feel your ML requires a change in their ILAP regarding this accommodation, please reach out to the Multilingual Learner Program Specialist (MLPS) in your building to discuss the student's needs.