Glossary for Differentiated Learning
The following is a list of terms describing differentiated service delivery options for learning environments, content modifications, curriculum / interest enrichment, identification instruments, and instructional strategies.

Cluster Grouping
Cluster grouping is the grouping of highly capable students with similar needs. The regular classroom teacher works closely with the GTD to design appropriate differentiated curriculum for this group.

Computer – Based Instruction
Computer – based instruction is used to teach or enrich the curriculum and improve individual skill levels. All forms of technology within the regular classroom, media centers, and computer labs can be used.

Cognitive Ability Testing
Cognitive Ability testing is used to measure the intellectual capacity of a student. The results are reported as standards scores with a score of 100 considered average. The results, which report verbal and nonverbal ability, are used as a factor in determining potential academic giftedness.

Cross – Grade Grouping
Students are grouped and regrouped flexibly across the grade levels.

Curriculum Compacting
Compacting is modifying or streamlining the regular curriculum in order to eliminate repetition of mastered material. It serves to upgrade the challenge level of the regular classroom curriculum, and provides time for appropriate enrichment and/or acceleration activities while insuring mastery of basic skills.

Differentiated
A process that enables teachers to improve student learning by matching students’ learning characteristics to the District 97 curriculum.

Enrichment and Enrichment Grouping
Students work on interest/content related topics either in the classroom or as a temporary pullout by the GTD. Activities extend beyond the regular curriculum and focus on specific process skills such as critical and creative thinking, research skills, independent and small group investigations, and computer and telecommunications skills. Learning experiences are specifically designed to expose students to a variety of activities in order to expand their interests. Students may rotate between classes or stations for designated periods of time.

Enrichment Support
In the primary grades, flexible small group instruction of high ability students is conducted by the classroom teacher and/or the GTD.

Flexible Grouping
Students are put in groups that do not remain the same and the composition of the group is determined by interest, learning style, and compacting.

Grade Level Acceleration
The parents, in connection with the building staff/ administration may move the child forward one or more grade levels. This decision is based upon academic performance, intellectual capacity, maturity, motivation and demonstration of persistence.

Independent Study
Students will be given the opportunity to study subject matter in more depth, on an individual or group basis. This can be specific to a curricular area of interest, or it can be generated by the student’s particular interest in a topic. Materials may be supplied by the teacher, the media center, or the student. Research may be guided by student, teacher, or GTD questions. The knowledge gained will be shared with classmates in any form agreed upon by the teacher and student: written, oral, multimedia, project, paper, models, journal, etc. This may be done in or outside of the formal class setting.

Learning Centers
A learning center is an appropriate way to provide continent enrichment. Learning centers are designed as table top work stations for individual group work. Students may self-select centers or be assigned to centers according to readiness, interest, or learning styles. The modification adapts well to the development of multiple intelligences.

Learning Contracts
Learning contracts are agreements made between a teacher and student that allows students to work independently on either accelerated or enriched materials related to a unit of study.

Mentorships
Mentorships provide an opportunity for students to be paired with a teacher, parent, or community volunteer in order tro develop a student’s knowledge in an area of interest or expertise and to develop a product from the experience.

Subject Acceleration
Students demonstrating precociousness in a core subject may be recommended for acceleration to the next grade relevant to that subject area. This recommendation is based upon classroom performance, intellectual capacity specific to that subject area, ISAT results, and report card grades for that subject.

Subject Grouping
Students are grouped for specific subjects based on their aptitude, achievement, and/or performance.

Tiered Lesson / Assignment / Product
The curriculum is the same but the process and/or the products are varied according to the student’s level of skill.