Click the Icon to Go Back to the Framework	Theme
	Instructional Programs, Practices & Arrangements
	Classroom Level
	Differentiate instruction in inclusive classrooms

Differentiation in instructional practices allows for students of differing academic performance to be grouped together and aligns with district visions of encouraging high performance in all students. Expectations for all students regardless of prior experience are high and all students receive the benefits of enrichment within their classrooms.

Effective schools select a variety of programs and practices that are consistent with their goals and philosophies and provide opportunities for teachers to learn how to implement them, but rarely are these programs "mandates."

The team structure in effective middle schools fosters widespread sharing among teachers, both within their teams and individual disciplines. Team meetings focus on curriculum, instruction, and assessment, with constant progress monitoring and modifications of instruction or other services to serve a student or group of students better.

Collaboration, including co-teaching, with inclusion and ESL teachers is common as teachers strive to provide differentiated instruction. We found pervasive sharing of materials and instructional strategies, co-development of tests, often voluntary, and voluntary pacing in some subjects.

At Niagara Middle School, Niagara Falls City School District (NY), special education teachers meet daily during a dedicated period to collaborate with fellow team teachers.