• Offer students more time to respond orally, read passages and complete learning tasks.
• Use multi-sensory (auditory, visual, tactile,kinesthetic) instructional materials to support student comprehension.
• Provide a visual organizer, outline or copy of notes to students when presenting academic content.
• Enable students to record oral lessons.
• Supplement auditory information with visual cues and gestures.
• Chunk presentations into short segments.
• Reduce the amount of text on screens or printouts.
• Segment instruction for physical (e.g., body breaks) and tactile activities.
• Provide opportunities for learning tasks that are active (rather than focusing on only sedentary tasks).
• Model/demonstrate ways to self-regulate.
• Support students to recognize their learning strengths and styles and the adaptations and strategies that work best for them.
• Increase the wait time after questioning and during discussions.
• Make available advanced or challenging tasks to students who require enrichment or extension.
• Activate and build on background knowledge or experience for students.
• Tailor tasks and units to students’ interests and cultural needs.
• Use the gradual release of responsibility model to meet the needs of individuals and groups of students.
• Ensure guided/scaffolded and independent practice and application are a part of instruction.
• Use a combination of advanced and simple vocabulary during instruction and conversations with students.
• Pre-teach challenging vocabulary.

Resources 

• Provide resources in a variety of formats including print, visual, audio and multimedia.
• Collaborate with students to select resources that reflect diversity and students’ needs and interests.
• Invite students to use portable electronic devices to document information.
• Provide assistive technology such as speech to text, text to speech, word prediction, talking dictionary and highlighter.
• Encourage students to use visual dictionaries to verify meanings or spellings of words.
• Provide online accessibility to textbooks, assignments, calendars with assignment and assessment dates and assessment rubrics.
• Support EAL students’ language needs with resources in the language of instruction and in their first language.

Assessment

• Provide additional time to complete assessments.
• Offer a reader and/or a scribe and explain difficult wording.
• Give students specific dates for completion of individual parts of an assignment.
• Communicate details about assignments and examinations to parents/guardians in electronic or print format.
• Use a variety of ongoing daily assessments to monitor students’ progress.
• Present options to students regarding topics, tasks, resources and learning groups.
• Vary options for demonstrating learning (oral, written, visual, dramatic, multimedia).
• Involve students in assessing their learning and development using portfolios, celebrations of learning and/or electronically documented learning.
• Involve families in developing plans for supporting student achievement.