Learning at Different Paces

Children learn in different ways and at difference paces. At Island Park Charter School, we adjust our teaching to the instructional needs of each child. Since we have students in different grades in each of our classrooms, we can usually put children in groups with others who are working on similar skills. Learning to read is a process that takes time, and there are “overlaps” between grade levels. It is not unusual for students in the same grade to be working on different skills. Some are learning to decode, or “sound out” single-syllable words. Others are learning words with consonant blends (like “sk”, “fl”, or “tr”) or consonant digraphs (like “ch”, “sh”, or “th”). Some are learning to add prefixes and suffixes to words. Others are reading multisyllabic words and complex sentences. The needs of the students vary because each child learns at his or her own pace. In the same way, it takes time to build math skills. Counting, adding, subtracting, multiplying, and dividing are skills that develop over time. Just because two students are in the same grade does not mean that they will develop at the same pace. Just as babies learn to walk at their own pace, students learn reading and math skills at different times. Whatever skills a student may be working on, we can usually find others who need practice on the same skill. In reading and math classes, we have students in different grades learning and practicing skills together. I think this benefits all the students. They can work on challenging—but not frustrating—skills, and no one is singled out as being “low.” They are just working on what they need to work on. Every teacher will tell you that students—even in single-grade classrooms—have a wide range of skills. When I taught second grade in Idaho Falls, the independent reading levels of the students ranged from kindergarten to around sixth grade. Differentiated instruction is needed in every classroom. In our multi-grade classrooms, this is expected and built into our plans. We work to help all students reach their grade-level standards, but many are working at a level that is higher than their assigned grade. Students who are on grade-level, and especially those who are below their assigned grade level get extra support and help at school. Some of our students have an IEP (Individualized Education Program). The purpose of an IEP is to design instruction, support, and services that a student needs to be successful in school. Students with learning disabilities typically get extra support and time to meet their educational needs. Each of our students in Special Education has a plan that includes time with a teacher or paraprofessional to work on the goals outlined in their IEP. The IEP is a legal document that outlines what our school must provide for Special Education students. We, of course, meet the requirements of each IEP, but we also have students who do not have an IEP but still need extra support. Personally, I think that every child deserves to have an individualized education program, because each person is unique and has their own strengths and weaknesses. Regardless of whether a child has a legal document that says they need extra help or support, I believe schools should provide all they can to help each student find success. We provide interventions for each student that needs extra help. Most of the students at our school who have an intervention time with a teacher or paraprofessional do not actually have an IEP. They just have a need for extra help and instruction. We identify their needs and give them time and help so they can be successful. Sometimes I think it would be easier to just teach one level at one pace and just hope that the students get it. It would make lesson planning easier for the teachers! But the instructional needs of our students should always be at the center of what we do as educators.