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Peer tutoring within the classroom, especially when done with friendships/student personality taken into account (who works well together, who is more comfortable together)

Heterogenous grouping but not highest students helping lowest students, rather - high/mid level students helping mid/lower level students

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Some students may move into and out of a particular tier of support. Tracking student movement between tiers can be challenging and can vary from unit to unit and between standards as well. Offering the correct support to each student requires careful planning

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More staff in the room to help out

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Push-in teachers for small group instruction

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Identifying the students - students may work really well with one skill and then struggle on the next skill before you are able to identify them requiring regrouping

Sometimes the supports that you preplanned don't end up meeting the needs of the students during class

Finding the time to give tier 2 the support they need (especially if you are only one teacher in the classroom)

Limitations of the physical space (i.e. not enough desks for 34 students)

Heterogenous grouping is not always effective if stronger students are not able to/don't want to help struggling students

Singling out students (even just in one-on-one conversations) can bring up negative emotions with students/insecurities

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common planning time: specified, structured, case-by-case

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group projects, gallery walks, parallel teaching (when possible), other student volunteers

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I find that providing access to all supports for all students is helpful. Gen ed students in my class may not struggle with reading English, but ELLs might. In this case, provide the ELL student an extra credit opportunity to translate the document into their native language

The challenge is that this creates more work for students and staff. Some may resist. We also find that Tier 2 supports may be hard to provide when the number of students requiring them increases

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Having other teachers in the room for small group instruction (push-in)

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When trying to tailor instruction for individuals, how do we not make them feel isolated?

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As the only teacher it is difficult to identify and implement what each kid needs

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challenge: too many students in the classroom, not enough paras

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challenge: too many students in the classroom, not enough paras

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parallel teaching, stations

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1) differentiating between lack of ability and lack of motivation

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Lack of ability VS motivation