This article addresses the increasingly critical issue of how educators can reconcile standards-driven accountability imperatives with the growing need to address the individual strengths and needs of diverse learners. It argues that not only are these 2 issues reconcilable, it is impera- tive that educators attend to them simultaneously and consistently if continuous improvement is to occur in schools and districts. The authors re- spond to three essential questions at the heart of these issues: How can we address required con- tent and grade-level performance standards while remaining responsive to individual students? Can differentiation and standards coexist? How do we maintain standards without standardization?
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