A student completes alternative math assignments aligned to a lower grade level instead of grade-level work.

A multiplication chart is used while learning multi-digit multiplication procedures and is gradually phased out.

Sentence frames are provided for writing a lab conclusion in science class and are later removed.

A student receives 1:1 targeted fluency practice with repeated reading of text three times per week, with progress monitoring.

During a reading lesson, all students work on identifying the main idea. Some students use a graphic organizer, others receive sentence stems, and a third group works independently with extension questions.

The teacher uses manipulatives for some students and abstract problem-solving for others to reach the same objective.

A student receives extended time on assessments.

Students receive an extra 1:1 or small- group practice session focusing on targeted phonemic awareness skills outside of core instruction.

A student is excused from learning multiplication facts and works only on addition.

A student is assigned only 5 spelling words instead of the required 20.

Students can demonstrate understanding of a topic by writing a paragraph, creating a diagram, or recording an explanation, all using the same rubric.

A student uses text-to-speech to read a grade-level reading passage.

The teacher models writing a topic sentence before students attempt their own.