Differentiated Curricula and Instructional Practices for all Learners

We endorse the following working definition of differentiation (Carol Tomlinson, 1995) the intent of which is to: “…consistently use a variety of instructional approaches to modify content, process, and/or products in response to learning readiness and interest of academically diverse students.”

Differentiation of curriculum and instruction provides the overriding philosophical basis for the inclusion of gifted services into the regular classroom. To address the need for all of the students in our district who perform or show the potential to perform at substantially high levels of accomplishment, there is a need for systematic differentiation of curriculum and instruction in the regular classrooms. Student growth and achievement provide the most important reasons for the need for high quality curriculum and instruction that are designed for the specific needs of gifted learners. Differentiated curriculum components are intended to bring about change in the depth and breadth of student learning. They include modifications in content, assessment, introduction, grouping practices, teaching strategies, learning activities, resources, products, extensions, and other modifications to the New York State Standards for each grade.

This model of integration of general and gifted education requires a wide range of administrative support from the district and school levels for sustained and consistent collaboration time, provision of differentiated curriculum and resources, and opportunities for professional development in the differentiation of curriculum and instruction.

To support the need for high quality, differentiated curriculum and instruction for gifted learners, the district will provide professional development to teachers of gifted learners for a range of topics and needs.

Suggested Differentiation Education Plan Components: Elementary Schools

• Advanced vocabulary study
• Advanced texts for literature studies and other curricular areas of study
• Advanced literature studies
• Differentiated writing instruction using advanced rubrics
• Higher order, critical and creative thinking skills incorporated into appropriate curricular areas
• Cluster grouping as identified for reading and/or math
• Flexible grouping within a class or across grade level classes for rigor as identified for reading and/or math
• Advanced problem solving in math
• Teacher selected instructional strategies that are focused to provide challenge, engagement and growth opportunities
• Multi-disciplinary unit and/or project
• Interest-based inquiry project
• Acceleration (grade or subject)

Support for high ability students may include the following ways:

• Third through fifth grade students who demonstrate the need for gifted services receive differentiated curriculum and instruction.
• Identified students are clustered with other learners having similar learning needs in grades 3-5 for reading. This grouping practice addresses students’ intellectual and affective needs for academic peers and for appropriate differentiated instruction within the regular classroom.
• Curriculum and instruction are designed to support students’ affective growth and development of self-efficacy.
• The New York State standards will be deepened, broadened, and
  enriched as needed.
• Curriculum and instruction incorporate real world problem-solving to develop and elicit critical and creative thinking skills.
• Higher order questioning and thinking skills are emphasized to develop skills of application, analysis, evaluation, and synthesis.
• Individual interests and learning preferences are incorporated whenever possible to promote high engagement and motivation to learn.
• Instructional strategies that are research-based, best practices in gifted education are implemented as appropriate.
• Curriculum compacting

Students are identified and served in the regular classroom in areas of need according to each student’s needs assessment profile for one of the following options. It is proposed that these services are offered in the Niskayuna Central Schools:

Elementary

• Flexible grouping
• Cluster Grouping in 1 or more content areas
• Separate Classes-ALPHA
• Grade level acceleration
• Math Acceleration

This continuum provides services that range from general enrichment for all students across all grade levels, to curriculum differentiation procedures including both enrichment and acceleration for rapid learners, advanced classes, individualized research opportunities for identified gifted and talented students, and counseling to meet affective needs.

The school team determines the most appropriate placement based on the student needs assessment and identification results of each student. Equally weighted results from multiple sources of data are used to determine the most appropriate type of placement. No single criterion may prevent a student from being offered gifted education services.