This report is the fifth in a series describing the background, theory, and progress of the Differentiated Staffing Project in the Eugene, Oregon, School District. The report describes a number of instructional changes that occurred during the first year of the project. Several examples of new instructional patterns that emerged in the experimental schools are described as evidence that the project has contributed significantly to creating better learning environments for children. These changes were the results of planned organizational changes rather than planned parts of the project. (Author)