DIFFERENTIATION & ASSESSMENT
Every Student Can Succeed
Different learners. Different supports. Shared opportunities for success.

Every student brings unique strengths, experiences, language abilities, and learning needs into the classroom. Differentiation allows me to provide students with multiple ways to access learning, participate, and demonstrate what they know. Through intentional lesson and assessment strategies, I strive to maintain high expectations while providing each student with the support they need to be successful.

Small-Group Instruction

Supports: ELD • IEP • Learning Support

Purpose:
I use small-group instruction to provide additional support based on students’ individual learning and language needs.

In My Classroom:
During English math, my English Learners may work in a small group with my paraeducator for additional language support.

Visual Supports

Supports: ELD • IEP • All Learners

Purpose:
Pictures, anchor charts, diagrams, gestures, and real-world examples help students understand new vocabulary and difficult concepts.

In My Classroom:
I use pictures and clues when introducing new vocabulary so students can make predictions before learning the word.

Strategic Use of Both Languages

Supports: ELD • Dual Language Learners

Purpose:
Using a student’s stronger language when needed can help remove language barriers while maintaining the academic learning goal.

In My Classroom:
During English instruction, I may clarify a question in Spanish. During Spanish science, I sometimes allow students to answer in English when I am assessing their understanding of the science concept.

Sentence Frames & Word Banks

Supports: ELD • IEP • Learning Support

Purpose:
Sentence frames and word banks give students language support for speaking and writing while encouraging complete academic responses.

In My Classroom:
For example:

“I observe ______.”
“I think ______ because ______.”

Enrichment & Student Choice

Supports: GATE • Advanced Learners • All Learners

Purpose:
Students who demonstrate mastery can extend their learning through higher-level questions, problem-solving, student choice, and additional challenges.

In My Classroom:
Students may explain why an answer works, create their own example, or apply the concept to a new situation.

Oral Responses

Supports: ELD • IEP

Purpose:
Allowing students to respond orally can help separate their understanding of the content from difficulties with writing or academic language.

In My Classroom:
A student may explain an answer verbally when I need to determine whether they understand the concept.

Extended Time

Supports: IEP • 504 • Learning Support

Purpose:
Additional time allows students who need more processing time to demonstrate their knowledge without unnecessary time pressure.

In My Classroom:
Students with this accommodation can receive additional time to complete assignments or assessments.

Visuals & Manipulatives

Supports: IEP • ELD • All Learners

Purpose:
Students can use drawings, diagrams, models, or manipulatives to demonstrate their understanding.

In My Classroom:
During math, students can use counters, equal groups, or arrays to demonstrate multiplication.

Chunking Assessments

Supports: IEP • ELD • Learning Support

Purpose:
Breaking an assessment into smaller sections can reduce cognitive overload and help students focus on one task at a time.

In My Classroom:
Instead of giving a student an entire page at once, I can have the student complete one section before moving to the next.

Multiple Ways to Show Learning

Supports: ELD • IEP • GATE • All Learners

Purpose:
Students can demonstrate mastery in different ways while working toward the same learning objective.

In My Classroom:
Depending on the learning goal, students may write, draw, explain orally, create a model, or present their understanding.