A teacher has a student reading several grade levels below the rest of the class. The student cannot simply be handed the same material and expected to keep up. At the same time, the teacher does not want to water everything down or lose sight of the real academic goal.

She begins by identifying the core skill the class is working on, then uses the Skills Library to pull direct instruction and simpler supports for that same skill at a more accessible level. The Text Modifier, Text Scaffolder, or Auto Annotator can then adapt the materials so the student can still work toward the same skill, even if the text and support look different. The teacher can also use the Assessment Creator to make a more reachable check for understanding tied to the same underlying skill.

This solves the problem of keeping a struggling student included in real learning while still meeting them where they are.

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A special education teacher—or a general education teacher with several students on IEPs—is planning a lesson and knows that some students will need additional support with language, structure, pacing, and clarity. The goal is not to change the lesson, but to make the path into it more accessible.

She starts by gathering insight into her students through the work she is already collecting and grading. By looking closely at student responses, she identifies patterns—who struggles with vocabulary, who has trouble organizing their thinking, who can’t yet explain their reasoning. This gives her a clearer picture of where support is actually needed.

To deepen that understanding, she uploads her lesson materials into the Subject-Specific Assistant, which identifies the underlying skill being taught. This helps her separate the core objective from the barriers students might face in reaching it.

She then turns to the Skills Library for direct support on that skill. Here, she finds multiple ways to teach it—videos, infographics, tutoring scripts, and podcasts—all of which are already differentiated. This is especially valuable for students with IEPs, because they can access the same skill through different modalities: visual, auditory, conversational, and written.

Next, she adapts the materials themselves. Using the Text Modifier or Text Scaffolder, she simplifies readings, builds guided notes, adds vocabulary support, creates checklists, and breaks tasks into manageable steps. If the reading is especially dense, she uses the Auto Annotator to model close reading and make meaning more visible. She can also use the Text Engineer as a consistent structure—chunking text, adding guiding questions, and organizing instruction in a predictable way for students who need it.

To ensure supports are aligned to individual needs, she uses the Accommodations Suggester Virtual Assistant. It generates targeted accommodations like sentence frames, pacing adjustments, alternative response formats, and structured supports that directly align with student IEP goals.

When it comes to assignments and assessment, she uses the Assessment Creator and other assistants to build individualized tasks. She can adjust complexity, language, format, and expectations while still keeping the same underlying skill. This means some students might complete a written response, others might use sentence frames, and others might demonstrate understanding through guided or alternative formats—all aligned to the same objective.

This process solves a critical problem: it allows the teacher to maintain rigor and purpose while individualizing access. Using real student insight, differentiated skill resources, targeted accommodations, and flexible assessments, she creates multiple pathways so every student can meaningfully engage with the same core learning.

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A teacher knows that some students need more support outside of class, but she doesn’t want to send home random packets that families may not understand or use effectively. She wants students and families to receive something focused, usable, and clearly connected to what the student is actually trying to learn.

She begins by identifying the exact skill the student needs—using classroom data, work samples, or the Subject-Specific Assistant to pinpoint the underlying gap. Instead of sending general practice, she targets a specific skill the student is ready to work on.

She then turns to the Skills Library, which becomes the foundation for at-home learning. What makes it especially powerful is that it is already fully differentiated and designed for independent or supported use at home. She can pull together a simple, structured learning sequence using multiple formats:

• Videos that explain the skill in clear, accessible language

• Infographics that students can use as visual guides or even as note-taking organizers

• Tutoring scripts that allow a parent, sibling, or peer to sit with the student and work through the skill together like a guided conversation—or for the student to read independently if needed

• Podcasts (including interactive ones) that reinforce the skill through listening, ideal for review, repetition, or pre-teaching

This gives families flexibility—students can watch, listen, read, speak, or interact with the skill depending on how they learn best. It’s not one format—it’s multiple entry points into the same learning goal, which is especially important for students with IEPs or language needs.

To make the materials even more accessible, she can use the Text Modifier to simplify directions, create guided notes, or add vocabulary support for home use. She then uses the Assessment Creator to build a short, clear check for understanding—something manageable that directly measures the same skill.

To increase motivation and engagement, she also incorporates the ELA Adventures and Math Adventures:

• In ELA Adventures, students can create and write their own stories while practicing skills like inference, tone, or evidence-based thinking within a narrative.

• In Math Adventures, students solve problems in real-world scenarios where their math decisions affect outcomes, helping them practice reasoning, modeling, and application in a meaningful context.

Both of these are not just engaging—they are skill-aligned and assessable, meaning the teacher can still evaluate student thinking and progress based on what they produce.

This approach transforms homework from something passive and disconnected into something targeted, flexible, and engaging. Instead of sending home packets, the teacher sends home a complete, differentiated learning experience—one that students can actually use, families can support, and that directly builds the skills that matter most.

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Got it—here’s the final version with ELA (and Math) Adventures placed toward the end as reinforcement and motivation, not upfront:

“My student has been out for months and is completely disconnected”

Ms. Carter, a middle school teacher, has a student return after being absent for several months. When the student comes back, it’s immediately clear—they are not just behind, they are disconnected from the content, routines, and skills the class has been building. On top of that, the student is already working several grade levels below, so giving them months of missed work would be overwhelming and ineffective.

Ms. Carter knows this isn’t a catch-up situation—it’s a re-entry and skill-rebuilding problem.

She starts by gathering insight. Instead of focusing on everything the student missed, she identifies the core skills the class has been developing. She uses the Subject-Specific Assistant to analyze recent materials and combines that with her own observations to determine where the student is actually starting from.

Rather than recreating months of instruction, she turns to the Skills Library as a standalone recovery system, focusing on the most essential foundations:

• ELA reading, writing, and speaking

• Math reasoning and explanation

• Social studies nonfiction literacy

She selects foundational skill bundles and builds a structured plan using the Skills Library across the full learning cycle:

Before re-entry (at home or support time):
She assigns Skills Library videos that explain key skills in clear, accessible language, often starting below grade level to rebuild confidence.

She also sends home tutoring scripts and asks a parent, sibling, or caregiver to read through them with the student. These scripts are written like guided conversations, so even someone without teaching experience can support the student. If no one is available, the student can use them independently.

During re-entry (in class or small group):
Ms. Carter uses infographics as anchor tools to help the student organize their thinking visually. The student can reference them during instruction, use them for note-taking, or explain parts back to the teacher to build confidence.

If there are key readings, she uses the Auto Annotator to make meaning visible and the Text Modifier to simplify language and add supports. If the student needs more structure, the Text Engineer helps chunk the material and guide them step by step.

After instruction (reinforcement):
She assigns Skills Library podcasts—especially interactive ones—so the student can revisit the skill and reinforce understanding at their own pace.

Assessment and re-entry checkpoints:
Instead of expecting completion of months of work, Ms. Carter uses the Assessment Creator to design individualized, skill-based assessments. These are aligned to the same core skills but adapted to the student’s level, helping her track progress and readiness to rejoin the class.

Motivation and continued skill-building:
Once the student begins to regain footing, Ms. Carter introduces ELA Adventures and Math Adventures as a way to build momentum and engagement.

• In ELA Adventures, the student creates and develops their own story while practicing literacy skills like writing, editing, inference, and organization.

• In Math Adventures, the student solves problems in real-world scenarios, strengthening reasoning and application in a more engaging format.

Both experiences are skill-aligned and assessable, allowing Ms. Carter to monitor growth while giving the student a more motivating and creative way to continue building skills.

Throughout this process, Ms. Carter is not trying to “cover everything.” She is rebuilding the foundation—using the Skills Library before, during, and after instruction, involving the family, and then layering in engaging, skill-based experiences once the student is ready.

This approach solves the real problem: after months away, the student doesn’t need a backlog—they need a clear, structured path back into learning, with both support and motivation to move forward.

A teacher is working with multilingual learners who are capable of strong thinking, but often struggle with the language demands of the lesson—academic vocabulary, complex sentence structures, and unfamiliar expressions. She knows the issue is not ability. It’s access. She wants students to engage with the same academic skill as everyone else, but with the right linguistic supports in place.

She starts with the Subject-Specific Assistant to identify the deeper skill in the lesson or text—whether it’s analyzing an argument, identifying central idea, or explaining cause and effect. This keeps her focused on the thinking goal, not just the language barrier.

Next, she turns to the Skills Library, which provides both explicit instruction on the skill and a foundation for students who may need to go below grade level. If necessary, she can guide students into earlier skill levels—helping them shore up reading, writing, or reasoning skills they may have missed or never fully developed. This ensures students are not just accessing the current lesson, but building the underlying skills that make future learning possible.

The Skills Library also gives her multiple ways to teach and reinforce the skill—videos, infographics, tutoring scripts, and podcasts—so students can engage with it in different formats depending on their needs.

Then she uses the Text Modifier, which becomes the core differentiation tool for multilingual learners. Instead of just simplifying, it provides targeted supports:

• Multilingual vocabulary lists with translations

• Cultural context and allusion support to explain unfamiliar references

• Simplified and leveled versions of the text that preserve meaning

• Sentence starters and frames to support academic speaking and writing

• Guided notes and structured outlines for comprehension

• Step-by-step annotation instructions to model close reading

• Pre-teaching materials and background readings to build context

This allows her to separate language complexity from cognitive demand, so students can still engage in rigorous thinking.

If students are working with a challenging article, speech, or source, she also uses the Auto Annotator to break down meaning, highlight key ideas, and make the author’s moves visible.

From there, she builds or adapts her lesson and uses the Assessment Creator to design aligned, differentiated assessments—so students can demonstrate the same skill with appropriate supports.

This process solves a critical problem: multilingual learners are no longer held back by language gaps. Instead, they are fully included in rigorous academic work, while also having a pathway to strengthen foundational skills when needed.

“I’m a new teacher and I need help”

Ms. Nguyen, a first-year teacher, is sitting in her classroom after school with tomorrow’s reading in front of her. She knows what students are supposed to read, but she’s not yet sure how to turn it into strong instruction. She’s thinking about what to say, how to explain the skill, and how to guide students through it. She realizes she doesn’t just need help with the content—she needs help with the skill and with the teaching of that skill.

She starts with the Custom Lesson Generator, uploading the reading. The tool identifies the underlying skill—such as analyzing central idea or interpreting evidence—and builds a full, skill-based lesson. It gives her a clear structure: objective, modeling, guided questions, scaffolds, and common misconceptions. Now she can see what the lesson should actually look like in practice.

To prepare herself, she turns to the Skills Library—not just for student materials, but for teacher-facing guidance on how to explain the skill clearly. She reviews a breakdown of the skill that includes:

• Step-by-step explanations of the thinking process

• Mnemonics and memory tools to make the skill easier to teach and remember

• Common student mistakes and how to address them

• Clear language she can use when modeling the skill out loud

The night before, she watches the video and studies the infographic to internalize the skill. During the lesson, she uses the infographic as an anchor to explain it to students. Afterward, she can revisit the podcast or tutoring scripts to reinforce how the skill should sound when explained clearly.

To strengthen the reading itself, she uses multiple supports. She uploads it into the Auto Annotator to model close reading and highlight key ideas, tone, and evidence. She uses the Text Modifier to add scaffolds like vocabulary support and guided notes.

She also uses the Text Engineer as a reliable instructional backbone. It breaks the reading into chunks, adds guiding questions, identifies key vocabulary, and structures the lesson into clear “I Do, We Do, You Do” steps. For a new teacher, this gives her not just materials—but a repeatable process she can follow every time she teaches a text.

Because she’s still developing as a teacher, she also uses the New Teacher Skills resources, which help her think about pacing, questioning, and how to model thinking more effectively—giving her support not just in what to teach, but in how to teach it well.

Finally, she uses the Assessment Creator to design a quick, aligned check for understanding, with the option to differentiate it so all students can demonstrate the same skill at their level.

By the end of this process, Ms. Nguyen is no longer guessing how to teach the lesson. She has a clear explanation of the skill, a structured lesson, a repeatable teaching process, and the language to deliver it effectively.

This solves a core problem for new teachers: not just planning a lesson, but learning how to turn content into explicit, skill-based instruction they can confidently explain and deliver.

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