This document outlines strategies for teaching diverse students including task analysis, differentiated evidence, and constant time delay. It provides examples of how each strategy could be implemented in a math and English classroom. For task analysis, a teacher would break solving systems of equations into steps and take data on student learning. For differentiated evidence, students would have options for presenting their personal qualities through various works. And for constant time delay, the teacher would gradually increase the time before prompting students to think deeper about diversity. The goal is to help all students meet learning objectives through tailored instructional approaches.