Experts call it differentiated instruction — in essence, adapting lessons for kids of different abilities within a classroom. Teachers have always had to juggle disparate student needs. But pressure is rising to do it more often and with better results.
The practice of “tracking” students — isolating the high, average or low performers in different classrooms — is falling out of favor. Inclusion is in. Schools are expected to push all students to graduate ready for college. At the same time, new teacher evaluations being developed in many states and ever-higher testing goals make it even more critical to meet the needs of every student — those who speak limited English, those with special needs, those way behind and those far advanced.
“Each year, it seems like the expectations and the demands get a little bit higher,” Carter said.
The 27-year-old teacher arrives at school each day two hours early. Before the opening bell, she prepares three math lessons and five reading lessons for her 19 students. Some of her readers are still sounding out basic words while others are analyzing themes in chapter books. Eleven are learning English as a second language.
Last year, Carter sent her more-advanced students down the hall to learn third-grade math. This year, in a switch that reflects a new Montgomery curriculum, all of her students stay together.
The shift in math instruction in Maryland’s largest school system is the latest example of a move toward more mixed-ability classes that is mirrored in Fairfax and Arlington counties and across the country, with greater inclusion of special education students, more open enrollment in Advanced Placement classes and the elimination of some honors-level courses.
It’s all part of an effort to lift the performance of all students and overturn a legacy of sorting children into perceived ability tracks that often divided along racial lines. But some parents wonder if it is really possible to meet everyone’s needs in one room, or if their kids will get lost in the shuffle.
“With a single teacher dividing her time, I don’t know how it’s benefiting the kids who are struggling or the ones who are ready to move along,” said Alice Caponiti, who is concerned that her child, a second-grader at Sequoyah Elementary School in Derwood, is not being challenged.
Montgomery’s curriculum, which reflects new national academic standards and is being taught this year in kindergarten and first and second grades, represents an about-face for a school system that in 2010 accelerated nearly half its fifth-graders into above-grade-level math classes.