Mrs. Else has come to understand the importance of teaching inclusively as each student has different needs. This year she has a diverse classroom and wants to make sure she is able to help each student reach their full potential in their learning goals. Mrs. Else wants to see all her students succeed in her class which means she may have to adapt her teaching methods and lessons to ensure this happens.

"Good Morning Class!" Mrs. Else said as she wrote out the schedule for today. "Today we are going to start off the day by finishing our book projects. As you all know I’ve asked you to read a book and present your story in a creative manner. Introducing the setting, characters and plot. Each student or group of students will get to present to the class."

"Mrs. Else, I've finished my project already!" piped a girl named Sasha.

"Don't you worry Sasha, I have one more thing for you to do," replied Mrs. Else.

Mrs. Else knew she had a wide range of student abilities in her class and by implementing a tiered performance task system she could accommodate students at each level. Mrs. Else explained to Sasha that since she was so fast at completing her work, she should reflect on the characters in her story and decide which character would most represent herself and why.

Mrs. Else also knew that a boy named Rory struggled with reading. She dedicated a certain quiet area on the carpet for Rory to be able to concentrate and partnered him with a stronger reader, David, so he may benefit from David's help.

"Mrs. Else, Mrs. Else! Can David and I make a movie for our project? I know it will be easier for me to share my book this way and David likes that idea!" exclaimed Rory.

"Of course, let me check if our school video camera is free." replied Mrs. Else.

Mrs. Else was proud of Rory for advocating for himself. He knew what was best for his learning and she wasn't going to stop his desire to produce his best work by utilizing his strengths.