Archive of Disproportionally

Including At-Risk Students in Standards-Based Reform

Posted on May 05, 2011

A Report on McREL’s Diversity Roundtable II Finding the most effective and most appropriate ways to reach at-risk students continues to be an obstacle to schools realizing the vision of standards-based reform. Educators across the country—and, in particular, in the McREL seven-state region—have expressed the need for ideas, suggestions, and help in learning new skills to address the needs of these students. In response to this need and as part of its leadership role in the area of cu

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Including Culturally and Linguistically Diverse Students in Standards-Based Reform: A Report on McREL’s Diversity Roundtable I

Posted on May 05, 2011

This report presents a multitude of ways in which educators can meet the needs of culturally and linguistically diverse students. These students inform and inspire us. Most important, ask they encourage us to realize that diversity—especially bilingualism—is a national asset and valuable resource. This document is a compilation of the papers that served as the catalyst for discussions at the first McREL diversity roundtable held October 22–23, stuff 1998, in Aurora, Colorado. It reinfor

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RTI in Reading for English Language Learners

Posted on April 04, 2011

A considerable amount of evidence suggests that approaches involving early intervention, thumb ongoing progress monitoring, salve and effective classroom instruction consistent with Response to Intervention (RTI) are associated with improved outcomes for the majority of students in early reading and math. Considerably less information exists, however, about the effectiveness of these approaches with a growing population of students, English language learners (ELLs) at risk for reading proble

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What is a Bilingual Speech and Language Assessment?

Posted on March 03, 2011

Children who speak a language other than English and children who are bilingual need to be evaluated in their native language or the languages that they speak. When children are evaluated only in one of the languages, side effects or in the language in which they are least proficient, clinic such as English for English Language Learners (ELLs), ailment they are often misdiagnosed with speech and language problems when they do not exist, or the nature of the child’s difficulty is not deter

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Culturally Responsive PBIS

Posted on March 03, 2011

Culturally Responsive Classroom Management Strategies METROPOLITAN CENTER FOR URBAN EDUCATION What is Classroom Management? “Classroom management refers to those activities of classroom teachers that create a positive classroom climate within which effective teaching and learning can occur” (Martin & Sugarman, more about p.9, 1993). Research on student-directed management approach, which is rooted in the belief that students have the primary responsibility for controlling their

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Closing the Achievement Gap With a Vengeance

Posted on January 01, 2011

One District’s Journey Into Tiered Instruction (RTI/MTSS) In June of 2009, the Park City Student Services Department and Curriculum Department sat down with our elementary principals to review our elementary language arts CRT data, paying particular attention to subgroups. We asked the question, “Are we happy with our data?” The answer was a resounding, “No!” We were at a crossroads in our school district. With one of the highest second language student ratios in the state of Utah,

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Park City Gets it Right!

Posted on January 01, 2011

Park City Gets it Right! Observations from a Professional Development Specialist. Achievement Gap? The achievement gap is an academic language gap. In most schools, the lowest performing subgroups continue to be English Language Learners (ELL), students in special education, and students in poverty. The common denominator between each of these three groups is the lack of proficiency in academic language. ELL’s lack of academic language is due to lack of exposure (language different).

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Distinguishing Difference from Disability: The Common Causes of Racial/Ethnic Disproportionality in Special Education Thumbnail

Distinguishing Difference from Disability: The Common Causes of Racial/Ethnic Disproportionality in Special Education

Posted on November 11, 2010

Communities Flourish When Equity Matters. Education expands our understanding of ourselves, viagra 60mg the worlds in which we live, prescription and the possibilities of what we can become. Students have a right to high-quality learning opportunities in which their cultures, website like this language, and experiences are valued and used to guide their learning. Equity is measured by the degree to which people belong, feel included, and are empowered. Universal equity cannot be achi

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Seeing is Believing—Visible Learning and Teaching

Posted on November 11, 2010

Visible Learning and Teaching We are all familiar with the statements: “a picture is worth a thousand words,” and  “seeing is believing.” So when it comes to finding the Bright Spots in Utah schools, we at the Utah Personnel Development Center (UPDC) are noticing some visible evidence of improved outcomes for students and teachers throughout the state. It's exciting to learn from teachers who are making a difference. But merely learning from the bright spots isn’t enough, we need t

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Utah’s Demographic Transformation: A View into the Future

Posted on September 09, 2009

Highlights • Utah is in the midst of an unprecedented economic, abortion demographic, visit web and cultural transformation. The cumulative impact of these trends is that Utah, find along with the rest of the nation, will continue to become much more diverse in many ways, including age, culture, language, nativity, race, ethnicity, religion, and socioeconomics. • Two major population trends driving changes are 1) the continued arrival of record numbers of young, working-age immigrants a

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