As everyone knows, students learn math at different rates. What should we do about it? Traditional responses are tracking, acceleration, and individualization. Still, all classes are heterogeneous. I will present the non-traditional response I developed in my 42 years in the classroom and 30 years as department chair in a school with no tracking. This involves a two-prong strategy. First, some relatively easy to implement structural practices: lagging homework, separating related topics, and alternative assessments. These practices can be introduced immediately, they take no extra time, and they help create an environment that supports a growth mindset. Second, some more demanding changes, including a pruning of the curriculum and a tool-rich pedagogy, using among other things manipulatives and technology. Presented by Henri Picciotto, Math Education Consultant and past director of the Center for Innovative Teaching at the Urban School of San Francisco.