These data are then used as the basis for decision making, promoting proactive, preventive support for students.
When core programs and supports that are available to all students prove to be inadequate for some, a systemwide continuum of supports is implemented.
Aligned with curricula across the English-speaking world, it’s loved by more than 500,000 teachers and 16 million students.
Effectively meeting the needs of an increasingly diverse population of students presents challenges for educators across the United States, including the Texas and Southeast Comprehensive Center regions.
Currently, one out of every five school-age children speaks a language other than English at home, and approximately one in eight children have an identified disability necessitating the provision of special education services (Aud et al.). Given the challenges school districts encounter relative to their accountability for the achievement of diverse learners such as SWDs and ELs, it is reasonable to assume that work under a reauthorized ESEA might focus heavily on diverse learners.
Under the current version of the Elementary and Secondary Education Act (ESEA), many schools and districts have struggled to advance the achievement of English language learners (ELs) and students with disabilities (SWDs) who receive special education services. public schools required to calculate adequate yearly progress (AYP) during the 2005–2006 school year, 43% did not make AYP for the SWD subgroup and 30% also missed AYP due, at least in part, to the performance of ELs (U. Although diverse learners are the focus of this briefing paper, we do not provide information on all diverse learner groups, nor do we address the efforts of all states to meet the myriad needs of children identified as diverse learners.
Rt I is one form of a multi-tier system of support (MTSS), a research-based, systemic approach to addressing the academic, social, emotional, and behavioral needs of youth struggling with school success (Averill & Rinaldi, 2011).
While an MTSS approach includes tiered interventions common to Rt I, as well as positive behavior intervention and supports (PBIS) frameworks, it also places the multi-tier system at the center of whole-school reform and school improvement.There is little doubt that graduating students college and career ready poses a challenge unparalleled in the history of American public education; however, this task appears even more colossal when one considers the widely diverse student population. Department of Education [USED], 2010a) presents a framework for the reauthorization of ESEA.Since 1989, the percentage of White students enrolled in prekindergarten through 12 grade has decreased from 68% to 55%, while that of Hispanic children has doubled from 11% to 22% (Aud et al., 2011). It expands upon four areas of education reform encouraged through the American Recovery and Reinvestment Act of 2009—preparing college- and career-ready students, improving the effectiveness of leaders and teachers, providing information for families and educators, and turning around the lowest-performing schools.If it doesn’t by a predetermined date, assign one of your set options.The usual tendency is to start with what we perceive to be grade-level material and then dumb it down for some and raise it up for others.optimal kind of instruction to suit each group’s common needs and preferences.