he Equity Conversation has risen to the top of many district agendas, with greater urgency and volume. That is the good news, in my view. However, over time, the weight of “the system” often brings the conversation back to the “same old, same old” – test more, place kids in tiers, treat each tier according to a set of protocols, test again.

If the COVID era has revealed anything to us, it must be that each student’s individual learning journey is substantially different, because his or her classroom-to-living-room journey is also different. The “real life” of a child includes different family structures, different supports, different interests, different motivations, and differences in resilience and emotional needs. And of course, each child brings different skill fluencies and gaps across the curriculum.

Perhaps the Equity Conversation is accelerating because our view of diversity is expanding. A recent research briefing from Successful Practices Network, the non-profit Center for College & Career Readiness, and ACHIEVE3000 presented data on the Fragmenting Middle. Today’s classrooms – virtual, hybrid, in-person – face a “greater and growing spread in student skills.” Teaching one lesson to one group of students seems impossible as the group’s needs diverge across individual skill gaps.

The concept of “Teaching with Fidelity” is challenged in such a diverse environment. We all know that one size does not fit all, and yet many times we adopt one primary text and adhere to one common scope and sequence. While sameness – similar protocols, common language and standardized tiers of support – allow our schools to function as systems, students get lost in the generic wash. Looking at each student and each teacher as an individual, supporting very personal and specific needs, seems daunting.

Five years ago, I was part of the study which culminated in the book Humanizing the Education Machine: How to Create Schools that Turn Disengaged Kids into Inspired Learners (Miller, 2016). Our follow-up book Whole: What Teachers Need to Help Students Thrive (Miller, 2020) reaffirmed my faith that humanizing our approach to each child and for each teacher is not only possible, but absolutely necessary. That journey – from sameness to the understanding of unique difference – begins with listening.

At Achieve3000, we are committed to hearing every story possible, working to get the broadest and deepest understanding of your needs.

To better support teachers, students and school leadership, we are engaged in listening to each individual story – the specific challenges of each unique classroom, new needs for closing gaps, and the successes we should be building upon.

As we listen to as many individual stories as possible, our mosaic is coming into view. While the premise of Achieve3000 is to differentiate content to ensure students read successfully, gain confidence, and accelerate skills, we are working to provide more specific personal experiences for our more than five million learners. In our next issue, after I have heard your requests for helping children, I will be able to share our starting points. Advancing equity begins with inviting conversation. I hope you will join in by sending me your thoughts at KBaird@ACHIEVE3000.com. I will read them, and I will respond!

Moving to meet the many divergent needs of our students and teachers, away from sameness and toward increased humanization, is incredibly challenging. Meeting diverse needs requires a move away from sameness, and we know that begins by listening.

Kevin Baird (MBA, ALEP) serves as chief academic officer for Achieve3000. He is a noted leader in college and career readiness content, strategies and standards. He has taken part in educational research on every continent save for Antarctica; consulted with governments to create college & career readiness initiatives; and has served as trainer and consultant for states and districts across North America. Kevin has served as chairman and senior faculty at the non-profit Center for College & Career Readiness and has collaborated with Achieve3000 for over 15 years; and contributes as a member of our Educator Leadership Council.