During my time at Omaha South High working with struggling 9th grade students, we had rosters of students with a variety of challenges. Some of my students were trying to acquire mathematics at the same pace of their peers despite having a learning disability. Some of my students were overcoming learning English and math at the same time. Some of my students were overcoming attendance issues (taking younger siblings to school, needing to work to support their family, or general apathy). Some students truly struggled with self-regulation and therefore they needed additional time to work through personal challenges before being ready to learn. We saw it all. In 2017, approximately 70% of our students were earning Ds and Fs. It was then when I knew something had to change. These students needed an instructional model that was responsive to their needs. So, I took the mandated district curriculum and designed a self-paced model. Students had the ability to pick up right where they left off, move faster through concepts they already understood, and spend more time on areas they didn't understand yet. Just by changing the instructional approach, 75% of students were earning As, Bs, and Cs. It was not what we were teaching, it was how we were teaching it. I saw so many beautiful success stories from this learning experience. Just ask me about Maria, Osbaldo or Bryan. My heart could just explode!