Complete Differentiation Guide: ELL and ESE

Complete Differentiation Guide: ELL/ESOL and ESE/SWD

ELL/ESOL Differentiation (WIDA Framework)

WIDA Proficiency Levels

Strategies by Proficiency Level

Levels 1-2 (Entering/Emerging): - Heavy use of visuals, gestures, realia - Native language support when possible - Simplified text with picture support - Sentence frames: "I think ___ because ___" - Allow pointing, acting out responses

Levels 3-4 (Developing/Expanding): - Sentence frames for complex ideas - Graphic organizers - Partner practice with sentence starters - Vocabulary development focus - Bilingual dictionaries for comprehension

Levels 5-6 (Bridging/Reaching): - Complex texts with scaffolding - Academic language focus - Content integration - Near grade-level expectations

ELA-Specific Strategies

Phonics: - Show tongue placement for unfamiliar sounds (use mirror) - Connect to home language when possible - Multisensory instruction benefits all

Reading Comprehension: - Pre-teach key vocabulary with visuals - Allow bilingual dictionary for comprehension (not decoding) - Pair with patient English-speaking peer - Accept drawing + labeling as response

Writing: - Provide word banks - Use sentence frames - Allow mixing of drawing and writing - Celebrate attempts at English expression

Math-Specific Strategies

Key Advantage: Numbers are universal - leverage math confidence

Strategies: - Use gestures and demonstration constantly - When teaching vocabulary, show action (physically remove object for "take away") - Allow responses through manipulatives/pointing - Sentence frames: "I have ___ blocks" or "___ is longer" - Exploit pattern recognition strengths

FAST Accommodations for ELLs

• Flexible setting (ESOL teacher as test administrator)
• Flexible scheduling (extended time, breaks within one school day)
• Heritage language support for directions (word-to-word translation only)
• Approved bilingual dictionaries

NOT Allowed: Picture cues for word reading (violates HB 7039)

ESE/SWD Differentiation

General Principles

• Concrete and sensory experiences are critical
• Multi-sensory approaches benefit all disabilities
• Follow IEP accommodations consistently
• Celebrate growth, not just perfection

By Disability Type

Dyslexia: - Orton-Gillingham style multisensory phonics - Writing letters in sand, sky-writing - Color-coded sound boxes - Systematic, explicit instruction essential

ADHD: - Breaks every 15 minutes - Movement incorporated into lessons - Separate setting for testing - Noise-canceling headphones - Clear, short instructions - Frequent check-ins

Intellectual Disabilities: - Smaller steps with more repetition - Simplified tasks (count to 5 while peers do 10) - Visual schedules and routines - Adaptive tools (large manipulatives, picture supports)

Autism Spectrum: - Clear routines with visual schedules - Predictable transitions - Concrete examples - Reduce sensory overload - Explicit social instruction for group work

Fine Motor/Dysgraphia: - Letter tiles instead of writing - Typing on tablet - Large-grip pencils - Graph paper for math alignment - Speech-to-text technology

Speech/Language Delays: - Visual picture cues for sounds - Extra wait time for responses - Allow demonstrations instead of verbal answers - Consistent routines for comfort

Hearing Impairment: - ASL for letters/phonics - Visual supports for all instruction - Captioning when available - Strategic seating

Visual Impairment: - Braille versions - Tactile letter cards - Large print (18pt minimum) - Audio support

FAST Accommodations for ESE

Must be documented on IEP AND used regularly in classroom:

• Extended time
• Flexible setting
• Large print
• Text-to-speech (NOT for ELA reading passages unless "unique accommodation")
• Masking (hide parts of screen)
• One-item-per-page
• Oral presentation of directions
• Assistive technology per IEP

Specific Code: 1-FP (Flexible Presentation) for human reader of passages (not test items)

Access Points

For students with significant cognitive disabilities assessed via Florida Alternate Assessment (FAA): - Modified B.E.S.T. standards (e.g., ELA.3.R.1.AP.1) - Reduced complexity while maintaining core concept - Documented in IEP

Key Reminders

1. Accommodations ≠ Modifications
2. Accommodations: Change HOW student learns/tests (same content)

3. Modifications: Change WHAT student learns (different content)

4. Must use accommodations regularly in class to allow on state tests

5. Document everything for MTSS/IEP purposes

6. Partner with ESE specialists and parents

7. Focus on what students CAN do, then scaffold to grade-level goals