We've found that the individual teachers make a tremendous difference (don't they always!) in how the program works. If the teacher is a good fit, it's really good. However, we had one year where the pull-out stuff was good, but the classroom teacher did none of the differentiation (at least on the upper end of the scale.) Waste of a year.
I think this is really the key, isn't it? I think there will be a big learning curve in implementing the program. And probably not everyone will be on board right away. But the goal and the idea of the program sounds good.
Thanks for sharing the negative aspect of the kids worrying that they might not get in. I think that even though you don't label the kid, but label the services, there will still be the impact of wanting to get in. Although I think the level 3 and 4 services might be compacted curriculum/more challenging work, and so maybe not everyone will want to get in?
I'll keep everyone posted on how things pan out. Our district doesn't have a whole lot of money, so the program will be slowly implemented.
