Teachers have the awesome responsibility for the learning of all of their students. In the past, this was a daunting, often lonely, and sometimes overwhelming task. The student experience varied greatly in regards to the quality of the education they received by district, school, and teacher. In response to this disparity, specific state standards have been created to address the barriers and to begin establishing equity for all students. The state standards are the basis for the annual state assessments, which all schools in Colorado are now being held accountable to meet. The Colorado Academic Standards (CAS) are the expectations of what every student needs to know and be able to do at the end of each grade without exception. “They also stand
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Among its various components, it mentions:
Advancing equity by upholding critical protections for America’s disadvantaged and high-need students.
Requiring- for the first time- that all students in America be taught to high academic standards that will prepare them to succeed in college and careers.
Ensuring that vital information is provided to educators, families, students, and communities through annual statewide assessments that measure students’ progress toward those high standards.
Maintaining an expectation that there will be accountability and action to effect positive change in our lowest-performing schools, where groups of students are not making progress, and where graduation rates are low over extended periods of time.
(ESSA,Edu.gov, 2015) In some cases, the equity disparity is not overtly apparent. Some schools perform above state standards, hit performance goals, and do a respectable job of educating the children under their care. However, this does not mean that they are doing the best that they could do in regards to providing equity education. At my school for example, Platte River Academy …show more content…
Many of the children attend our school from kindergarten through eighth grade. This affords most of the students to form not only close relationships among themselves but also with a least one staff member. The majority of our students, over 90%, have one or more meaningful relationships with an educator. Likewise, 90% of our students believe that the school values their culture, race, and background. All of the students understand the high learning expectations the school has for them, but a few of them struggle meeting the expectations. We have many outreach programs that build strong relationships and collaboration with parents and community, but this tends to wane in the upper grades. Overall, this is an area where we are about 80% effective. The school as a whole is working together to help students receive the individual support in their learning needs and in who they are. Currently, we reach 90% of the students, but it is our goal to reach all of them through MTSS. The students who fall into this category do not follow any minority trends other than perhaps “ableism” and other such
Among its various components, it mentions:
Advancing equity by upholding critical protections for America’s disadvantaged and high-need students.
Requiring- for the first time- that all students in America be taught to high academic standards that will prepare them to succeed in college and careers.
Ensuring that vital information is provided to educators, families, students, and communities through annual statewide assessments that measure students’ progress toward those high standards.
Maintaining an expectation that there will be accountability and action to effect positive change in our lowest-performing schools, where groups of students are not making progress, and where graduation rates are low over extended periods of time.
(ESSA,Edu.gov, 2015) In some cases, the equity disparity is not overtly apparent. Some schools perform above state standards, hit performance goals, and do a respectable job of educating the children under their care. However, this does not mean that they are doing the best that they could do in regards to providing equity education. At my school for example, Platte River Academy …show more content…
Many of the children attend our school from kindergarten through eighth grade. This affords most of the students to form not only close relationships among themselves but also with a least one staff member. The majority of our students, over 90%, have one or more meaningful relationships with an educator. Likewise, 90% of our students believe that the school values their culture, race, and background. All of the students understand the high learning expectations the school has for them, but a few of them struggle meeting the expectations. We have many outreach programs that build strong relationships and collaboration with parents and community, but this tends to wane in the upper grades. Overall, this is an area where we are about 80% effective. The school as a whole is working together to help students receive the individual support in their learning needs and in who they are. Currently, we reach 90% of the students, but it is our goal to reach all of them through MTSS. The students who fall into this category do not follow any minority trends other than perhaps “ableism” and other such