Classvero teaching resources
Differentiated instruction with Classvero AccessFit
Students may need different ways to access a lesson while working toward the same learning target. Classvero AccessFit supports that planning process with instructional scaffolds that teachers review and select.
Name the barrier before changing the task
Ask what prevents a student from showing the target skill. Complex directions, unfamiliar vocabulary, organizing a response, or holding several steps in mind can each require a different support. Describe the instructional barrier in general terms rather than uploading identifiable student information.
Adapt access while preserving the target
AccessFit supports chunked directions, reduced language load, vocabulary and visual support, executive-function support, sentence frames, and scaffolded responses. Select supports that address the identified barrier. Changing how students respond can be appropriate; reducing the intended learning goal should be an intentional teacher decision, not an automatic shortcut.
A classroom example
If the target is to explain a character’s motivation using evidence, one learner might use a sentence frame while another organizes evidence in a small checklist. Both still explain the motivation and connect it to the text. If a frame supplies the answer itself, revise it so the learner must demonstrate the reasoning. This example illustrates scaffold design, not a claim about student outcomes.
Review, observe, and adjust
Check that the adapted material remains accurate and aligned with the lesson. Observe whether the scaffold helps students begin and show understanding. Fade supports when appropriate and keep those that continue to provide access. Classvero materials complement professional judgment; they do not replace individualized decisions or required school processes.