I have catered to
the multiple academic needs of the students.
Not exact matches
They show that 1) Different
academic indicators measure very different aspects
of school performance, suggesting that states should be allowed and encouraged to make full use
of multiple measures to identify schools in the way they see fit instead
of reporting a summative rating; 2) The ESSA regulations effectively restrict the weighting
of the non-
academic «School Quality and
Student Success» indicators to zero, which is not in the spirit
of the expanded measurement; and 3) The majority
of schools will be identified for targeted support under the current regulations, suggesting the
need for a clarification in federal policy.
I was encouraged this week to learn that ESSA — the new American education law — that replaced NCLB includes language that opens the door beyond
academic testing to include «
multiple measures
of student learning and progress, along with other indicators
of student success...» Education Week notes that sprinkled throughout the law are references to an instructional strategy that has enormous potential for reaching learners with diverse
needs.
Every day, teachers — especially those in our poorest communities — are asked to address their
students»
multiple out -
of - school
needs, including healthcare, social support, housing, and nutrition, while still achieving high
academic success.
Eun has achieved incredible
academic advancement results with
multiple types
of learners, including those with special
needs, English - Learners, and low - income
students.
As documented under Section 1115
of Title I, Part A
of the Every
Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest
need for special assistance... Eligible children are children identified by the school as failing, or most at risk
of failing, to meet the State's challenging
student academic achievement standards on the basis
of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis
of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures».
Often, teachers are overwhelmed by
multiple demands and the pressure
of achieving
academic goals, while struggling to address each
student's unique
needs and emotional barriers.
That process requires local schools administrators to continuously evaluate every teacher and that the evaluation process uses
multiple indicators
of student academic growth to identify which teachers are succeeding and which
need to be asked to leave the teaching profession.
As teachers will often have classes filled with
multiple students of different
academic levels, they will
need to keep documentation
of the different teaching methods that facilitate the best results.