Differentiation 

CSD17 is committed to meeting the needs of ALL students.  This is achieved through a commitment to high-level differentiation in the classroom.  Students who excel in school but do not meet the criteria for acceleration or promotion to the next grade level have the right to expect an appropriately challenging instructional program in their classroom.  Teachers differentiate for each lesson to meet the needs of all learners and commit to ensuring a valuable experience for students.  Students requiring differentiation can expect teachers to embed communicate student progress throughout the year.  Specifically, teachers will discuss student progress through individual communication via e-mail/phone and meet with parents at conferences.

Examples of differentiation in the general education classroom include but are not limited to:

• Flexible grouping

• Mentorship

• Integrating curriculum

• Accelerated learning (by subject area)

• Tailored study (independent research) 

• Advanced learning contracts 

• Tiered expectations/assignments 

• Additional Time

• Guided Reading

• Instructional Centers

• Project-based Learning

• Creation-based Exploration

• STEM/Dream Lab

• Problem-based learning 

• Anchoring Activities 

• Student Choice (Deep dives into areas of interest)

Achieving Differentiation Through The PLC Framework

This approach to teaching is foundational to the PLC model in Channahon Schools.  "A Professional Learning Community (PLC) is educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve. PLCs operate under the assumption that the key to improved learning for students is continuous, job-embedded learning for educators." —adapted from Learning by Doing   

The PLC Framework includes the following components:

• The Three Big Ideas

  1. Focus on learning: The fundamental purpose of the school is to ensure high levels of learning for all students. This focus on learning translates into four critical questions that drive the daily work of the school. In PLCs, educators demonstrate their commitment to helping all students learn by working collaboratively to address the following critical questions: 

     • Question 1) What do we want students to learn? What should each student know and be able to do as a result of each unit, grade level, and/or course? 

     • Question 2) How will we know if they have learned? Are we monitoring each student’s learning on a timely basis? 

     • Question 3) What will we do if they don’t learn? What systematic process is in place to provide additional time and support for students who are experiencing difficulty? 

     • Question 4) What will we do if they already know it?  This question is essential to for all students and is considered often when assessing gifted and bright learners.

  2. Build a collaborative culture

     • No school can help all students achieve at high levels if teachers work in isolation.

     • Schools improve when teachers are given the time and support to work together to clarify essential student learning, develop common assessments for learning, analyze evidence of student learning, and use that evidence to learn from one another 

  3. Focus on Results: 

     • PLCs measure their effectiveness on the basis of results rather than intentions.

     • All programs, policies, and practices are continually assessed on the basis of their impact on student learning.

     • All staff members receive relevant and timely information on their effectiveness in achieving intended results. 

                                                                                                                 —adapted from Learning by Doing

Question 4 must be considered by every educator and must be embedded in each unit through differentiation and regular formative assessment.