Curriculum & Instruction

Developing the District 39 Curricula

District 39 Curricula is our roadmap for student learning. Our curriculum includes concepts, skills, contexts, applications, and assessments and is designed around learning standards. The Illinois State Board of Education designates the learning standards for all schools in the state. Districts then develop their curricula using these standards as guidance as they consider other best current practice research in the content area under consideration. Our goal is to create the most appropriate curricula to meet the needs of students in District 39.

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Grade level specific curriculum information can be accessed by clicking on this link:
District 39 Curriculum Maps by Grade Level

Principles and Goals of Differentiated Instruction

"When teachers effectively differentiate instruction, there is a continuous flow in the processes of teaching, learning, and assessment. These components operate not as steps that we follow, but rather as a continuous cycle. each process informing the next."
(Diane Heacox, Making Differentiation a Habit, 2009)

Principles of Differentiated Instruction
(adapted from The Differentiated Classroom by Carol Ann Tomlinson)

Beginning with a quality curriculum, teachers plan for differentiated instruction by...

attending to student differences
*Think learning profile, interests, and readiness
integrating assessment and instruction
*Think evidence of learning progress
modifying content, process, and products
*Think multiple pathways to attain and demonstrate mastery
providing respectful work for all students
*Think adequate challenge for each child
collaborating with students for learning
*Think
 independence and meaningful choice
balancing group and individual norms
*Think flexible, purposeful grouping
focusing on the essentials
*Think what students will KnowUnderstand, and Be Able to Do (KUD)

Goals of Differentiated Instruction

  • understand, appreciate, and build upon student differences.
  • strive to engage all learners by attempting to match their needs with the content you teach.
  • utilize ongoing assessments to help you better match student needs with your instruction. Use them before, during, and following instruction.
  • differentiate content, process, and product in response to student readiness, interests, and learning profile.
  • incorporate critical and creative thinking opportunities into your instruction
  • ensure that all students engage in respectful tasks
  • provide a balance between teacher-assigned and student-selected tasks
  • group students flexibly according to readiness, interest, learning style, or personal choice.
  • offer supports, additional motivation, and time when needed
  • build your instruction around what is essential for learners to be able to recall, understand, and be able to do in your given content area
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