Question Detail

I work in a low-income area with 99% ELLs. The obstacles to teaching Language Arts BEFORE the CCSS was a challenge and now it will seem daunting. I have many students who appear on the surface to qualify for special services, but once the process is complete, it turns out that they "are working to their full capacity". How should I interpret this information and what can I do set more realistic goals for these students in the face of expectations that they must do more?

Jun 2, 2014 3:56pm

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  • 5
  • Differentiation


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    • Jun 17, 2014 8:57pm

      Thanks so much, Katie. I have not heard of WIDA, but downloaded the free standards notebook and am excited by what I see already. I will check with my administrators to see if this will be something that we are or can adopt.

      Thank a million!