In a small Jewish day school, differentiation is a fact of life. Some of our students have diagnoses which explain why they have challenges in learning and some do not; some need lots of repetition of material in order to synthesize ideas and others seem to understand and be prepared to explain the content the first time they read or hear an idea. In our small community, some are able to thrive in a Hebrew immersion class while others begin to shut down in this environment. A typical curricular model in middle schools at small Jewish day schools is to offer grade-specific Jewish studies courses; this has the advantage of all students being exposed to the same content, and building upon past learning is an easier task. At Oakland Hebrew Day School (Oakland, CA), a K-8 school, we, too, had this model until ten years ago, when we found ourselves grappling with the following issues: