Thiemann 2014

ASSESSMENT DIFFERENTIATION AND

SUPPORTS
The following is an ordered list of adaptations or modifications to help students that
are underserved by standard classroom assignments and assessments. The order is
from least intervention to most intervention.

1. Progress Report Student will be provided with a progress report in order to

provide feedback of their learning. This is to keep the students motivation
high. The progress report format and expectations will be reviewed with the
student before it is implemented. The progress report will break down the 3
Ps:
a. Performance Achievement of clear goals
b. Progress Growth over time
c. Process Habits and effort on a task
i. Completion of assignments
ii. Engagement in activities
iii. Follow directions
iv. Start Activities quickly
v. Ask Questions
2. Summative Tests Student will have the opportunity for retakes (may be for
full or partial credit recovery and helps students demonstrate learning). This
opportunity is available for all students to improve their scores on a formal
quiz, test, or other large point assignment (at the teachers discretion). The
student will have to email the teacher within one day of receiving the original
score with a time and date for the retake (resubmission) to occur.
3. Overall Grade Adjustment Determined by the mode, not the average
(describes their successes rather than failures and the consistency of their

Thiemann 2014
work rather than outliers). This grade adjustment may also be changed by
considering the 3 P progress report cards.

INTERVENTION STRATEGIES
The following is a table that I can use when I see certain triggers in the classroom.
For any given trigger I can try a strategy to help alleviate the issue and best help the
student.

TRIGGER
1. Avoid Work

2. Seems to do work, yet

performance does not match
observed behavior

3. Overly Social

4. Non compliant/Disrespectful

5. Will not work with peers

STRATEGY
1. Get student started on the
task. Use easy and attainable
goals to start and walk the
student through the process.
2. The student may need a grade
adjustment with the above
differentiation system.
Students should not be
penalized for putting out
strong effort yet yielding
limited results
3. Move the student to a better
location in the classroom, use
proximity to limit the
behavior, and remind student
about the expectations of
socialization in the classroom.
4. Tell student the instructions
for the task a second time.
They may need a starting
point. Also implement microdirections in which the
directions are given with
alpha commands that has
little room for opting out.
5. Help the student find their
place in a group. Determine
the roles of group members
and encourage the student to
use their strengths to help

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their team.