Differentiation is a philosophy which allows teachers to provide instruction that meets the differing academic needs of students. Students who can understand and apply concepts at a quicker pace are accelerated. The practice of differentiation also provides opportunities for success for students who need more practice and a varied pace.

"To be a little more precise, it means that the teacher anticipates the differences in students' readiness, differences in their interests, differences in their learning profiles, and as a result of that creates different learning options or different paths to learning so that students have the opportunity to learn as much as they can, as deeply as they can but without experiencing undue anxiety because the assignments are too taxing, or boredom because they are not challenging enough."
-Dr. Carol Ann Tomlinson

In 1995 the Rockwood Board of Education provided the impetus for differentiation and acceleration by adopting Policy and Regulation 2535- Student Academic Acceleration.

 Policy 2535 »
 Regulation 2535 »

This policy and regulation ensures that our students are appropriately challenged according to his or her interests, readiness levels, and learning styles.

Our model for differentiation and acceleration is based upon the work of the leading international authority on differentiation, Dr. Carol Ann Tomlinson from the University of Virginia. Dr. Tomlinson tells us that a differentiated classroom is a fairer environment. Fair is not giving every student the same thing but making sure that students get what they need in order to grow academically.

Many components of differentiation and acceleration are in place to some degree with teachers receiving ongoing professional development and support to assure full implementation.

For more information about differentiation and acceleration in the Rockwood School District, contact your school principal or Julie McDonnell, coordinator of professional development at 636-733-2113.