Support for classroom differentiated instruction emerged out of a need for an effective, content-rich way to provide all students learning experiences and challenges from the district curriculum at a level that matched their needs, readiness, and potential. It began as a response to the elimination of a district pull-out program specifically designed for identified gifted students.

Wilmette's differentiation model provides additional support and services for classroom teachers from the Differentiation Support Teacher(s) assigned to each school. With this support and consistent training from district-designed professional development, classroom teachers are building their own strategies to match student learning needs to the curriculum.

Differentiation support provides our classroom and subject-area teachers with new or additional resources for content, process and product in a manner that can help their students to learn at a level that fits their readiness and learning profiles.

Initial efforts with differentiated instruction focused on only special needs gifted students. A pullout model was developed to meet the needs of identified students in grades three through eight. From 1980 until 1993, the Extended Enrichment Program was implemented.

Students left the classroom during an instructional period and frequently returned to find they had missed the topic for study, the introduction, the directions, or even the entire project. These students were either rushing to catch up or were simply excused from the missed learning experience.

Obviously, the pullout model, although having benefits, including the advantage of a one-to-one tutoring situation, created a situation in which the classroom teacher and the student functioned in a weekly pattern of hit or miss for learning the classroom curriculum. There was very little opportunity to share learning experiences, and the gifted students' specific needs were not always addressed during the rest of the week.

Wilmette educators gradually began to explore different models that emphasized including the identified gifted students in daily, ongoing classroom activities. Teachers began to look at ways to have these children participate regularly as an integral part of the learning community. Teachers were also in need of a model that could reach other students who showed exceptional talents in specific areas as well as students who had other special learning needs.

In 1994 District 39 began the implementation of a curriculum differentiation model on a very limited basis (one teacher hired for all four elementary schools). This model was intended to provide teachers with consultation and some instructional support that would offer students opportunities that would match their learning needs with the curriculum goals.

Inherent in the process of implementing differentiated instruction was the need to provide classroom support and extending personnel within the classroom.

Staff development was needed to facilitate the process of using effective, inclusive practices. Student Service Teachers (SSTs) focused on adapting curriculum for students with learning needs. This one teacher for the four elementary schools began to focus on facilitating differentiation for the identified gifted as well as students who were particularly talented in a specific area of study.

A co-teaching model and flexible grouping model was initiated in the regular classroom. The district teacher divided work time among the third and fourth grade classrooms at the four elementary schools. This model was extremely limited and teachers found little time to collaborate about student needs and curricular goals.

In the fall of 1998-99 the differentiation support model was extended with the employment of one curriculum differentiation teacher for each of the four elementary schools. Today the classroom teachers, differentiation support teacher, and the SSTs now collaborate at each building to provide students with an instructional program that works at matching individual interests, readiness levels, and individual learning needs to the students.

Differentiation support teachers at the elementary level work directly with students and teachers in the third and fourth grade classrooms and consult with K-2 teachers to develop possible differentiation plans for their classrooms.

In the fall of 2001 the differentiation model was extended with the employment of one differentiation teacher for the middle school and another for the junior high. The following year one additional support teacher was added to the DI staff at both the junior high and the middle school.

The classroom teachers and the differentiation support teachers at all schools collaborate and plan for extensions, enrichment experiences and an instructional program that works at matching individual learning needs to the language arts students. Differentiation support teachers work directly with students and teachers at 5th and 6th grades in the middle school and 7th and 8th grades in the junior high.

Accelerated math programs for students in grades 6 through 8 have been in place for a number of years.