Tiered Differentiation Plan

Students with Disabilities in General Education Settings

Tiered Differentiation Plan to Support Diverse Students with Disabilities in Inclusive Environments

Plan uses a provided, sample classroom data set.

Part One: Analysis of Classroom Dataset

Assets and Strengths of Students from the Classroom Dataset

Devi, Gloria, Garrett, Chidi, David, and Benito all show strengths with reading from either their SBAC score or their Aimsweb score. Gloria has the potential to be a great asset to her peers if given enough encouragement to feel more sure of herself. If coached appropriately, David’s enthusiasm for learning could spread to his peers, creating a classroom of learners excited to learn. Benito clearly shows strength individually, especially because he is being considered for gifted education. It is important to push him and prepare for a task to push the content further, as he might finish tasks early. Collaborative activities that distribute responsibility would work well for Chidi, since he enjoys group work but does not appreciate when the workload falls on his shoulders. In addition to the strong reading students, Shakima also shows some math strengths. In addition to the notes on the students who show strength with reading, Shakima could be considered another high flier who has the potential to be a leader in a collaborative setting.The class overall amongst the high-scoring students has a few students who enjoy group work, but more that prefer independent work. The trick to engagement here and using the strengths of the class to the highest potential is designing group work assignments that begin with individual preparation work to cater to the needs and learning styles of all students.

Identification of Intervention Needs from the Classroom Dataset

Poppy seems to get distracted during independent work and enjoys art. She has a learning disability and is receiving support for both reading and math. Another action to take as an educator could be integrating art into the classroom. Perhaps visual models of math problems could help her understand concepts, and maybe there could be an assignment to draw a scene from a story read in class to help her engagement. Alternative assignments (for the entire class) that offer opportunity for creativity could be pivotal for Poppy’s willingness to engage, and would probably help other students, too. Mateo has similar problems as Poppy, but a solution for him could be to provide more opportunities for group work, since he works very well with others.Zuri responds well to having an adult assist her in her learning. Her joy around learning is a huge benefit. Steps should be taken to help her become more independent, so that she is not always relying on another adult. A step towards independence could be encouraging her to reach out to other students for support before asking for an adult. Rocco needs time to continue to grow his English skills. I think that especially considering his joy in teaching other students Spanish, something that could be useful to all students in the classroom might be having a short story to read in Spanish. Students who speak Spanish could have the opportunity to engage critically with literature in their native tongue, while students who do not could use the material as an opportunity to learn a little bit about another language and another culture. To balance the activity, there can also be an assignment in English–so that every student is engaging with literature critically in the language familiar to them, and every student has an activity to expand their knowledge of a language. These techniques could also help Melissa. Betty, Eleanor, Podrick, Zion, and Issa are receiving various tiers of support. Without prior data to know if they are responding to this support, it is difficult to know if they should be pushed to tier 3. If assuming they are progressing in their learning, then educators should continue to try to find engaging activities, potentially ones that deviate from the norms, to help them learn in nontraditional ways.We should consider reaching out to David’s family about his behavior. While his excitement for learning is a beautiful trait that we should not lessen, it could be indicative of Autism or ADHD. The family might be interested in learning more and potentially testing David. Either way, we should offer support to better direct his enthusiasm so that it has fewer disruptions to class.Alexis seems well integrated into the class, but her scores are still concerning. With her interest in music, it could help to have reading assignments that relate to music. Additionally, math and music are heavily intertwined; it might help the educator to learn about the similarities so that it can be shared with Alexis. I have found great success, especially when teaching fractions, when I compare difficult math concepts with music concepts. However, I have the benefit of having a music degree, so the similarities are easier for me to find. Alexis might find online technological resources helpful, especially if they are interactive. The educator should consider an assignment that uses Desmos for math, since it helps visualize data and see how graphs shift when different information is inputted. Merlin also could benefit from more technological activities.

Part Two: Tiered Differentiation Recommendations

As you make recommendations for academic and behavioral/social-emotional differentiation techniques, be as specific as possible and include citations to support the use of that specific technique.

Tiers of Differentiation	Academic	Behavioral/Social-emotional	Techniques for Implementing Tiers of Differentiation
Tier 1	Technique: Flexible GroupingDescription: Flexible grouping involves organizing students into various groups based on their skills, interests, or learning profiles. Groups can change frequently to address different instructional needs and provide students with varied peer interactions.Citation: Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD.	Technique: Classroom Routines and StructureDescription: Establishing clear routines and structures helps students feel secure and understand expectations. Consistent routines support students’ behavioral and emotional regulation.Citation: Emmer, E. T., & Evertson, C. M. (2016). Classroom management for middle and high school teachers. Pearson.	Implementation Tips for Tier 1 DifferentiationRegularly use formative assessments to gauge student progress and adjust instruction as needed.Create a classroom environment that is responsive to diverse learning needs and styles.Provide ongoing professional development for teachers to stay updated on differentiation strategies.Flexible Grouping Implementation: Use formative assessments to identify students’ strengths and areas for growth. Group students by skill level for targeted instruction, and then regroup periodically to ensure diverse collaborative experiences.Classroom Routines and Structures Implementation: Develop a consistent daily schedule with visual supports and clear expectations. Reinforce routines with positive behavior supports and regular check-ins.
Tier 2	Technique: Targeted Small Group InstructionDescription: Small group instruction provides more personalized teaching to address specific learning needs. It allows for targeted interventions based on students’ performance data.Citation: Fuchs, L. S., & Fuchs, D. (2006). Introduction to response to intervention: What, why, and how. Reading & Writing Quarterly, 22(2), 109-126.Technique: Visual Supports and Schedules (with Alexis, Mateo, Poppy, and Zuri in mind)Description: Visual supports, such as visual schedules and graphic organizers, help autistic students understand and manage their tasks, routines, and expectations. These tools provide clear, concrete information that can aid comprehension and task completion.Citation: Murdock, M. A., & McLean, M. M. (2021). Visual supports for students with autism spectrum disorder: Practical strategies and tools for educators. Routledge.Technique: Scaffolded English Language Support (with Poppy, Melissa, Rocco, and Thomas in mind)Description: Scaffolding involves providing temporary supports to help bilingual students understand and use English more effectively. This includes modifying language, using visuals, and incorporating language-building strategies.Citation: Echevarria, J., Vogt, M. E., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model. Pearson.Technique: Reading Interventions with Phonemic Awareness (with Eleanor, Betty, Issa, and Rocco in mind)Description: Phonemic awareness interventions target specific reading difficulties, such as phoneme segmentation and blending, which are crucial for reading development.Citation: Torgesen, J. K., & Hudson, R. F. (2006). Reading interventions for students with reading difficulties: An update. In J. P. D. Reynolds & E. L. Schaefer (Eds.), Handbook of school psychology (pp. 465-485). Wiley.Technique: Manipulatives and Visual Models (with Betty, Issa, Podrick, Zion, Rocco, and Poppy in mind)Description: Manipulatives and visual models help students understand abstract math concepts through hands-on experiences. They provide concrete representations of mathematical ideas.Citation: Clements, D. H., & Sarama, J. (2009). Learning and teaching early math: The learning trajectories approach. Routledge.	Technique: Social Skills TrainingDescription: Social skills training involves explicit instruction and practice of social skills to improve peer interactions and emotional regulation.Citation: Gresham, F. M., & Elliott, S. N. (2008). Social skills interventions for students with emotional and behavioral disorders. Guilford Press.Technique: Social Stories (with Alexis, Mateo, Poppy, and Zuri in mind)Description: Social stories are short, personalized stories that describe social situations, expectations, and appropriate behaviors. They help autistic students understand social norms and reduce anxiety about social interactions.Citation: Gray, C. (2010). The new social story book: Revised and expanded edition. Future Horizons.Technique: Culturally Responsive Practices (with Poppy, Melissa, Rocco, and Thomas in mind)Description: Culturally responsive practices involve recognizing and valuing a student’s cultural background, which helps build their confidence and sense of belonging in the classroom.Citation: Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.Technique: Reading Motivation and Engagement Strategies (with Eleanor, Betty, Issa, and Rocco in mind)Description: Strategies to enhance motivation and engagement include setting reading goals, providing choice in reading materials, and incorporating interests into reading activities.Citation: Guthrie, J. T., & Wigfield, A. (2000). Engaging young readers: Promoting achievement and motivation. Guilford Press.Technique: Collaborative Math Activities (with Betty, Issa, Podrick, Zion, Rocco, Mateo, and Poppy in mind)Description: Collaborative activities involve students working together on math problems, which can enhance their problem-solving skills and reduce math-related anxiety through peer support.Citation: Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Active learning: Cooperation in the college classroom. Interaction Book Company.	Implementation Tips for Tier 2 DifferentiationMonitor and track student progress through specific assessments to tailor interventions.Collaborate with specialists, such as school counselors or reading specialists, to develop and implement targeted interventions.Communicate regularly with parents and caregivers about strategies being used and ways they can support their child at home.Academic Differentiation Implementation:Targeted Small Group: Group students based on specific needs identified through assessments. Provide targeted interventions and monitor progress to adjust groupings as needed.Visual Supports and Schedules: Create visual schedules that outline the daily routine and break tasks into smaller, manageable steps. Use visual aids for instructions, choices, and transitions throughout the day.Scaffolded English Language Support: Provide bilingual dictionaries or translation apps, use sentence starters, and offer visual aids and graphic organizers. Pair students with language buddies who can model correct usage and provide support.Reading Interventions with Phonemic Awareness: Use structured programs such as Phonemic Awareness Training or interventions like the “Sound-Symbol System” that provide explicit instruction in phonemic skills. Regularly assess progress and adjust the instruction accordingly.Manipulatives and Visual Models: Use physical manipulatives like base-ten blocks, number lines, or geometric shapes to illustrate math concepts. Integrate visual models such as diagrams or charts to support understanding and problem-solving.Behavioral/Social-Emotional Differentiation Implementation:Social Skills Training: Integrate social skills lessons into the curriculum or schedule specific times for social skills groups. Use role-playing and modeling to teach skills.Social Stories: Develop social stories that address specific social scenarios the student encounters. Review the stories with the student regularly and use them as a reference in real-life situations.Culturally Responsive Practices: Integrate culturally relevant materials into lessons, celebrate diverse cultures, and build relationships with students by learning about their backgrounds. Provide a welcoming environment that acknowledges and respects their heritage.Reading Motivation and Engagement Strategies: Allow students to select books that interest them, set achievable reading goals, and provide positive reinforcement for progress. Create a reading-friendly environment with various genres and formats.Collaborative Math Activities: Organize group work where students solve math problems together, discuss strategies, and explain their reasoning. Provide structured roles within the groups to ensure active participation and collaboration.
Tier 3	Technique: Individualized Education Plans (IEPs) (Zuri, Merlin, Poppy, Mateo, and Alexis in mind)Description: IEPs provide a customized educational plan for students with significant learning needs, detailing specific goals, accommodations, and services required.Citation: Mastropieri, M. A., & Scruggs, T. E. (2018). The inclusive classroom: Strategies for effective instruction. Pearson.Intensive Phonics and Fluency Interventions (Zuri and Poppy in mind)Description: Intensive phonics and fluency interventions focus on developing foundational reading skills through targeted, systematic instruction. Programs like the Wilson Reading System or the Orton-Gillingham approach are designed to provide structured, explicit phonics instruction to address severe reading difficulties.Citation: Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Wiley.Customized Math Remediation Programs (Zuri in mind)Description: Customized math remediation programs focus on providing intensive, individualized instruction to address specific mathematical skills deficits. Programs like Math Recovery or the Number Worlds intervention offer tailored instruction based on the student’s unique needs.Citation: Gersten, R., Fuchs, L. S., Compton, D. L., Coyne, M. D., Greenwood, C. R., & Innocenti, M. S. (2009). Assisting students struggling with mathematics: Response to intervention (RTI) for elementary and middle schools. IES Practice Guide. What Works Clearinghouse.	Technique: Behavior Intervention Plans (BIPs) (Poppy, Merlin, Mateo, and David in mind)Description: BIPs are individualized plans that address specific behavioral issues through targeted strategies, supports, and interventions.Citation: O’Neill, R. E., Horner, R. H., Albin, R. W., Storey, K., & Sprague, J. R. (1997). Functional assessment and program development for problem behavior: A practical handbook. Brooks/Cole.One-on-One Reading Intervention with Emotional Support (Zuri and Poppy in mind)Description: One-on-one reading interventions combined with emotional support provide personalized instruction and emotional encouragement, helping students build both reading skills and confidence.Citation: Vaughn, S., & Fletcher, J. M. (2012). Response to intervention with struggling readers: Theoretical and practical implications. Reading & Writing Quarterly, 28(2), 143-171.Math Anxiety Reduction and Growth Mindset (Zuri and Gloria in mind)Description: Reducing math anxiety and promoting a growth mindset involves helping students manage anxiety related to math and fostering a belief in their ability to improve through effort and persistence.Citation: Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.	Implementation Tips for Tier 3 DifferentiationEnsure that interventions are highly individualized and based on comprehensive assessments.Provide intensive support through one-on-one instruction or specialized programs.Involve a multidisciplinary team to address academic, behavioral, and emotional needs comprehensively.Academic Differentiation Implementation:Individualized Education Plans: Develop IEPs collaboratively with a team including teachers, parents, and specialists. Regularly review and adjust the plan based on student progress and needs.Intensive Phonics and Fluency Interventions: Conduct a detailed phonics assessment to identify specific areas of need, such as phoneme segmentation or blending. Use a structured phonics program that provides explicit, systematic instruction in phonics and fluency. Incorporate activities that include decoding words, word families, and practice with fluency passages. Schedule frequent, targeted practice sessions focusing on specific phonics skills and reading fluency. Regularly assess the student’s progress and adjust the instruction based on their needs and improvements.Customized Math Remediation Programs: Use diagnostic assessments to identify specific areas of difficulty in math, such as basic operations, number sense, or problem-solving skills. Create an individualized intervention plan that addresses the student’s specific deficits using customized programs designed for intensive remediation.Implement evidence-based tools and activities that focus on targeted skill areas, incorporating manipulatives and visual aids as needed. Regularly assess the student’s progress and adjust instruction based on ongoing assessments and feedback.Behavioral/Social-Emotional Differentiation Implementation:Behavior Intervention Plans: Conduct a functional behavior assessment to identify the causes of challenging behavior. Develop a BIP that includes preventative strategies, teaching of alternative behaviors, and reinforcement of desired behaviors.One-on-One Reading Intervention with Emotional Support: Provide regular, individualized reading sessions focusing on the student’s specific reading challenges. Use evidence-based interventions tailored to their needs. Offer consistent positive reinforcement, praise for effort, and encouragement to build confidence. Address emotional barriers to reading by discussing the student’s feelings and providing coping strategies. Work with the student to set realistic reading goals and celebrate small successes to build motivation. Communicate with the student’s family to provide strategies for supporting reading at home and to reinforce emotional support.Math Anxiety Reduction and Growth Mindset: Introduce techniques such as relaxation exercises, positive self-talk, and mindfulness strategies to help students manage math anxiety. Educate students about the concept of a growth mindset and emphasize that effort and perseverance can lead to improvement in math. Use language that praises effort and progress rather than innate ability. Foster a positive math environment by encouraging a culture of learning from mistakes and providing frequent, constructive feedback. Offer math problems that are challenging yet achievable, and celebrate progress to build confidence and reduce anxiety.

Part Three: Considerations for Enhancing Inclusive Differentiation Practices

Culturally Responsive Practices within Tiered Differentiation Framework	Enhancing inclusive differentiation practices through culturally responsive practices involves integrating students’ cultural backgrounds into the educational framework to ensure that teaching methods and materials reflect and respect diverse cultural perspectives. Culturally responsive practices recognize that students’ cultural experiences and identities significantly influence their learning and engagement (Gay, 2018). In a tiered differentiation framework, educators must tailor instructional strategies, resources, and assessments to be inclusive of various cultural contexts. This approach not only validates students’ backgrounds but also promotes equitable access to learning opportunities. Implementing culturally responsive practices involves using diverse texts, incorporating culturally relevant examples, and fostering a classroom environment that values and celebrates diversity (Ladson-Billings, 2014). These practices help bridge gaps in understanding and support students in connecting new knowledge to their cultural experiences, thus enhancing their overall learning outcomes.References:Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Theory, research, and the multicultural classroom. Theory Into Practice, 53(3), 99-106.
Centering Students in Differentiation Practices	Centering students in differentiation practices requires placing students’ individual needs, interests, and learning profiles at the forefront of instructional planning and execution. This student-centered approach involves actively engaging students in the learning process by incorporating their preferences, strengths, and goals into differentiated instruction (Tomlinson, 2014). By focusing on students’ voices and experiences, educators can design more personalized and effective learning activities that foster greater motivation and engagement. This approach also supports students in taking ownership of their learning, as they can see how their personal interests and needs are addressed in the instructional design (Tomlinson & Imbeau, 2010). Centering students helps create a more inclusive classroom environment where all learners feel valued and supported.References:Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.Tomlinson, C. A., & Imbeau, M. B. (2010). Differentiation in middle and high school: Strategies to engage all learners. ASCD.
Collaboration with other Educational Professionals (e.g., General Education Teachers, Special Education Teachers, Related Service Providers)	Effective differentiation practices often require collaboration among various educational professionals, including general education teachers, special education teachers, and related service providers. Collaborative efforts are essential for designing and implementing strategies that address the diverse needs of students (Friend & Cook, 2013). General education teachers bring insights into the general classroom environment and curriculum, while special education teachers offer expertise in individualized instruction and accommodations. Related service providers, such as speech-language pathologists or occupational therapists, contribute specialized knowledge that supports students’ specific needs. Effective collaboration involves regular communication, shared planning, and joint problem-solving to ensure that all professionals are aligned in their efforts to support students (Boudah, L. E., Schumaker, J. B., & Deshler, D. D., 2012). By working together, educators can create a more cohesive and effective tiered differentiation framework that meets the needs of all learners.References:Boudah, D. J., Schumaker, J. B., & Deshler, D. D. (2012). Collaborative planning for differentiated instruction: Strategies for success. Teaching Exceptional Children, 44(3), 48-56.Friend, M., & Cook, L. (2013). Interactions: Collaboration skills for school professionals (7th ed.). Pearson.
Collaboration with Parents and Families of Students with Disabilities	Collaborating with parents and families of students with disabilities is crucial for enhancing tiered differentiation practices and supporting student success. Parents and families possess valuable insights into their children’s needs, strengths, and challenges, which can significantly inform instructional strategies and support (Epstein, 2018). Effective collaboration involves establishing open lines of communication, involving families in the decision-making process, and respecting their knowledge and perspectives (Hanson & Jorgensen, 2007). By engaging families as partners in education, educators can develop more effective and individualized differentiation strategies, ensure that interventions are aligned with students’ home environments, and foster a supportive network that extends beyond the classroom (Turnbull, Turnbull, Erwin, Soodak, & Shogren, 2015). This collaborative approach enhances the overall effectiveness of tiered differentiation by incorporating family input and fostering a consistent support system for students.References:Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools (3rd ed.). Westview Press.Hanson, M. J., & Jorgensen, C. M. (2007). The inclusion toolbox: Strategies and techniques for all teachers. Corwin Press.Turnbull, A. P., Turnbull, H. R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust (7th ed.). Pearson.
Evaluating Effectiveness of Tiered Differentiation Practices	Evaluating the effectiveness of tiered differentiation practices is essential for ensuring that instructional strategies are meeting students’ needs and achieving desired outcomes. Effective evaluation involves using a range of assessment tools and data sources to monitor student progress and assess the impact of differentiated interventions (McLeskey, Landers, Williamson, & Hoppey, 2017). This process includes analyzing formative and summative assessment data, gathering feedback from students, and reviewing the fidelity of implementation of differentiation strategies. Additionally, educators should engage in reflective practices to adjust and refine their approaches based on evaluation results (Tomlinson, 2014). Continuous evaluation ensures that differentiation practices remain responsive to students’ evolving needs and helps educators make data-driven decisions to enhance instructional effectiveness.References:McLeskey, J., Landers, E., Williamson, P., & Hoppey, D. (2017). The role of data-based decision making in promoting student achievement. Journal of Special Education Leadership, 30(1), 18-26.Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.