Part of the Danielson's Framework deals with options that are available for students who need extra support and time to meet instructional goals. A small example of this is with the tests I administer for assessment. There is the standard test most of my students receive, a multiple choice version for those that struggle under pressure or with concepts, and if they are excelling I can even give them a more challenging version. A large portion of my students have accommodations from 504s or IEPs. Due to the large numbers of these students, as a class we have shortened assignments; typically 10 to 15 questions per section. To compensate for this, we go over more examples in class and/or work in small groups at the white boards. Students with the accommodation allowing them to test in separate locations are given the option to take a desk to the hall or go to their study skills room. Whenever possible, I will also seek additional ways of meeting accommodations, such as allowing students to come to my class during my prep period and test then. A few of my students struggle more than others on tests, and are allowed to utilize notes. Ultimately, I do everything I reasonably can to meet their needs. I attempt to make time in each class for individual instruction. My classroom door is always open to students who have questions, need help, or just a quiet place to work on assignments. Twice each week I participate in the school's tutoring program, as well as staying after each day for those who can come in for help.