Differentiated Instruction

Differentiation Philosophy
All students, with or without disabilities, deserve to be set up for success in every task. Each child brings a unique background, set of strengths, and learning needs to the classroom. I strive to create an environment where every student feels seen, heard, and valued for their ideas and contributions. My instruction includes a variety of supports such as word banks, sentence starters, and detailed graphic organizers to provide equitable access to learning.

Meeting IEP Needs
When working with students with IEPs, I carefully implement the accommodations outlined in their plans. This may include modified assessments with embedded graphic organizers, extended time, visual supports, and chunked tasks. I ensure that these accommodations are integrated into daily instruction, not just during testing, so students receive consistent, supportive instruction throughout the school day.

Supporting Varied Reading Abilities
To address the range of reading levels in my classroom, I differentiate materials and tasks. I often pair students strategically based on their reading abilities when working with complex texts. I also use leveled texts, audio resources, and guided reading groups to help all students access and engage with content meaningfully.

Multilingual Learner Support
For multilingual learners, I would incorporate visuals, sentence stems, and language scaffolds. I would provide opportunities for oral language development and collaborative learning, and I would ensure that instructions are clear and accessible. When possible, I would offer translated materials and encourage peer support to build confidence and comprehension.

Behavior-Based Differentiation

In one case, I worked with a student who struggled with staying on task during small group activities due to feeling overwhelmed. To support both him and his peers during writing instruction, I created a visual of the writing process in the form of a ladder. Each student received a small eraser piece they could move along the ladder to track their progress. This allowed them to clearly see which step they were on and what came next. Additionally, for longer assignments, I often provide a chunked checklist for the whole class. These checklists break tasks down by day, helping students manage their workload, reduce feelings of being overwhelmed, and stay motivated by checking off each completed step.