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Every classroom encompasses diversity of abilities, learning styles, background knowledge, cultural and linguistic understanding, talents, and experiences. To effectively support all of these differences and meet each learner where they are, classroom teachers must build supportive and safe learning environments with opportunities to implement appropriately challenging instruction that supports each learner in reaching their full potential. Teachers get to know their students as individuals, they build experiences to include varied cultures, experiences, strengths and needs, they utilize curriculum that is engaging and developmentally appropriate, and they employ methods of both formative and summative assessment to plan for adjustments to their instruction and to monitor student growth and improvement in learning. This is where differentiated instruction comes in.

DIFFERENTIATED INSTRUCTION is not a curriculum or a program. It is a way of thinking about teaching and learning that is ongoing throughout an instructor's planning process. To differentiate effectively, a teacher considers the variation present in his or her classroom and plans responsively to address that variation, based on readiness, interest, learning preferences and information gathered from assessment and informal observations. Differentiated instruction is an instructional approach that utilizes the grade-level standards and district adopted core curriculum to adjust instruction (content, process, product, environment) and provide intervention and challenge to students as needed. (from Leading and Managing A Differentiated Classroom, 2nd Edition, Carol Ann Tomlinson, 2023)

When differentiating, teachers are able to improve student learning by matching their learning characteristics to the District 39 curriculum. Effective differentiation allows students to engage in meaningful work that is challenging, and enables them to think creatively, problem solve, and make sense of increasingly complex concepts. In differentiating instruction, teachers address student learning differences by modifying content, process, product, and environment.

• Content is what students will learn and the materials they will use. When teachers differentiate the District 39 curriculum, they may vary depth and breadth of learning or the complexity of the ideas. It may also involve student selection of topics related to the content.
• Process describes how children make sense of the content. When teachers differentiate process, they design learning experiences that involve thinking, from basic to complex understanding.
• Product is the way students demonstrate and apply what they have learned. When teachers differentiate the product, students may respond to learning or express their understanding in a variety of ways.
• Environment refers to the physical and emotional conditions for learning. Students have the opportunity to work independently and collaboratively in a flexible and student-centered setting that is differentiated for their learning style and needs.

A DIFFERENTIATED CLASSROOM... considers student differences when proactively planning instruction. utilizes assessment on an ongoing basis to respond to student needs. employs varied approaches to account for many different learning styles and depths of knowledge. supports individual student growth. applies understanding of student readiness, interest and learner profile when developing instruction. focuses on building skills and understandings based on the grade-level standards. utilizes multiple forms of assessment. fosters student independence and self-reflection. targets instruction toward whole-class and individual learning goals. (from The Differentiated Classroom, Carol Ann Tomlinson, 1999)

District 39 has adopted a model where all teachers plan and deliver effective, content-rich ways to provide all students with learning experiences and challenges from the district curriculum at a level that matches their needs and readiness.

Teachers Teachers in District 39 anchor their instruction in the core curricular content and grade-level standards, and based on those, they set appropriate expectations for learning for students. Units and lessons are developed incorporating appropriate instructional methods and groupings, and often specialists such as Instructional Coaches or Math Support Teachers are consulted to co-plan and co-teach. Instructional approaches and student groupings are flexible and change regularly as teachers continually analyze student data, assess progress, collaborate with colleagues, and set learning goals for students from unit to unit. Parents can expect teachers to communicate about differentiation practices so they know what support or enrichment is taking place for their child.

Instructional Coaches

District 39 uses a model called Student-Centered Coaching for Instructional Coaches in the district. This model puts student learning at the core, and employs Instructional Coaches as partners in the instructional planning process as they use evidence of student learning to make instructional decisions. Coaches co-plan and co-teach with teachers to adjust lessons, develop and improve assessments, support small group instruction, and learn new strategies to support student growth. Instructional Coaches often do not work directly with students, however, they do support student learning by helping teachers determine interventions, enrichment, and overall instructional plans for their classrooms.

Math Support Teachers District 39 employs Math Support Teachers (MSTs) at K-5 as supports for math instruction in the district. MSTs work together with teachers to analyze student achievement and growth in math, and support intervention and enrichment in the classroom. MSTs often co-plan and co-teach with teachers, often supporting small group instruction, and providing resources to help all students in a flexible way. When providing intervention or enrichment in math, MSTs may pull out small groups, but this support is typically done in the classroom.