DS8's teacher this year does try to give him work at his level, and I am certainly thankful for it. However, differentiated instruction implies that children will be instructed at their level, not simply given different worksheets to do than the other kids.
That's why I instruct DS after school and on weekends (we used to homeschool) and having patiently waited until standardized testing was over, got his teacher to agree to using our Beast Academy math curriculum in school. I also sent his teacher a list of books on/above his level so he could begin reading/writing about them at school. (He is having a blast reading The Hobbit, for example, which isn't a stretch read but still closer than anything else he's read in school this year). I've had to get over worrying whether I will be seen as a pushy tiger mom or not. My son does have a GIEP which is worth very little unless you push the school to follow it. I had him skip 1st grade, but since the district readily admits to not knowing what to do for a kid like him, I happily rush in to fill the void. And I like to think that as a fellow teacher, my suggestions carry some weight.
From that perspective... I am a middle school math teacher (grades 6-8) and it is not easy or practical to differentiate instruction when some kids are at grade level, some barely remember basic math -- think adding and subtracting single digit numbers -- and when you turn your attention to one student or group, many others in class will get off task.
I do have paras in my room throughout the week to help students with IEPS and 504s. It's not daily, however, and they are hard pressed to help only "their" students when others see the assistance those kids get and clamor for extra attention as well. So, in my experience thus far, as a parent and teacher, at least in our FL district, it is certainly wishful thinking that any real differentiation can take place under existing class structures.
