ComprehensiveDiverseLearnerPlan

ComprehensiveDiverseLearnerPlan
AnnaM.Upah
DrakeUniversity

ComprehensiveDiverseLearnerPlan

MissionStatement

Allstudentshavetherighttoafreeandappropriatepubliceducation.Studentshave
uniqueacademic,social,behavioral,andemotionalneeds.Ourroleaseducatorsistoteachthe
wholechild.Keymeasuresofsuccesswouldincludestudentsleavingthissettingabletobe
contributingmembersofsociety.

PhilosophyofEducatingDiverseLearners

Thepurposeofeducationistoprovideaqualityeducationforalifetimeoflearning.We
willbeaschooldistrictthatensuresqualitylearningforallthroughacaringandstimulating
environment.Ibelievethateducatorsareagroupofcaringadultswhoworktogethertomeet
thosespecificneedsthatpreparestudentsforlife.Thedistricthasalegalandmoralobligationto
provideallstudentswithaqualityeducationtheycanbenefitfrom.Professionallearningwill
continuetooccurforallstafftolearnmoreaboutengagement,instruction,andassessment
strategiesforalllearners.Staffwillcontinuetoworkondifferentiatinginstructionsostudents
areabletolearnandachieveathighlevels.Thedistrictwillworktoensurethatallstudents
needsarebeingmet,includingthosewithspecialsocial,emotional,academic,andphysical
needs.
Acollaborativeapproachwillbeusedbyallstakeholdersineachchildslifetoensure
thatweareworkingtogethertomeetthechildsspecific,uniqueneeds.Wewillutilizeresources
inthegeneraleducationsettingandthespecialeducationsettinginordertodeliverinstruction
thatistargetedtowardsthedirectneedsoftheindividualstudent.Allstudentswillbeservedin
thegeneraleducationsettingtothemostappropriatedegreepossible.Specialeducation
instructionandserviceswillbedeliveredinthegeneraleducationsetting,whenpossible.
Movingforward,thedistrictwillcontinuetoworktowardsclosingtheachievementgap
betweenthoseinspecialeducationandthosereceivingonlygeneraleducationservices.Wewill
continuetofindwaystoreachindividualneeds.Staffwillcontinuetoseekguidanceonbest
practicefromareaexperts.Staffwillcontinuetocollectandreviewdatatolearnmoreaboutthe
studentstheyreservingandtheinstructionalpracticesthatneedtobetailoredtomeettheir
needs.

ComprehensiveDiverseLearnerPlan

ProgramDescriptions

SpecialEducation

LegalMandatesorRequirements

TheIndividualswithDisabilitiesEducationAct(IDEA)containsmanylegalmandatesto
protecttherightsofspecialeducationstudentsandfamilies.Allstudentshavetherighttoafree
andappropriatepubliceducationthattheycanbenefitfrom.Specialeducationstudentsmust
receiveservicesoutlinedintheirIndividualizedEducationPlan(IEP)intheLeastRestrictive
Environment(LRE).

ProgramGoals

Specificoutcomesbystudentsservedinspecialeducationwillbegrowthinthe
individualstudentsgoalareas.Studentsgoalareaswillbeclearlydefinedintheir
IndividualizedEducationPlan.Therewillbeteamapproachtakentothisprocess.Themembers
oftheIEPteamwillassesswhetherornotthegoalsontheIEParebeingmetandwhatneedsto
bedoneinstructionallytoensurestudentsuccess.Theprogramisdesignedtoidentify,locate,
evaluate,andserveallstudentswithspecialneeds.Itisimportantthattheyarereceiving
speciallydesignedinstructionthatreflectstheirindividualneeds.
Overalleffectivenessoftheprogramwillbedeterminedusingavarietyoftools.
Feedbackwillbecollectedfromablestudents,parents,teachers,andadministrators.Itis
importantthatallstakeholdershaveavoiceintheneedsandsuccessesoftheprogram.Other
criteriawillincludedatacollectedondistrictwideassessmentsandthenumberofstudents
exitingthespecialeducationprogram.

IdentificationandEntitlementProcess

Itisthedistrict'sresponsibilitytoidentify,locate,andevaluatestudentsinneedof
servicesofchildrenages321.ParentsandteachersareabletoshareconcernswiththeLEAand
AEAtheymayhaveaboutastudent.TheAreaEducationAssociationhasagreedtosupportthe
districtbyassistinginthefullindividualizedevaluationusedtodetermineeligibilityforservices.
Studentswillbeassessedwithstandardizedtests,othernormedassessments,checklists,rubrics,
andotherteacherobservationsadoptedbythedistrict.Assessmentresultswillbeused

ComprehensiveDiverseLearnerPlan

determineifstudentsaremakingadequateprogressingoalareas.Theseassessmentswillalsobe
usedtodeterminewhetherornotstudentsareeligibleforspecialeducationservices.

ContinuumofServicesandPlacementProcess

Alleligiblestudentsages3to21willreceivespeciallydesignedinstructiontargetedat
hisorhergoalarea.PlacementdecisionswillbereviewedatleastannuallybytheIEPteam.
Specialeducationstudentshavetherighttobeaccessagealikepeers.Studentswillreceive
instructionintheleastrestrictiveenvironment.Studentsneedswillbeconsideredwhendeciding
thebestsettingforthemtolearnin.StudentsIEPgoalswillbeconsideredwhendetermining
thebestsettingforthemtolearnandgrow.Whenpossible,thestudentwillremaininthegeneral
educationclassroomwiththespecialeducationteachercomingintoprovideconsultationtothe
generaleducationteacherandindividualinstructiontotheidentifiedstudent.Accommodations
andmodificationswillbemadeforidentifiedstudentspertheirIEP.Differentiatedinstruction
willtakeplaceinboththegeneraleducationandspecialeducationclassrooms.Componentsof
thedifferentiatedinstructiontechniquesmayincludesmallgroupinstruction,scaffolded
instructiontechniques,ordirectinstruction.Specificservicesforbehaviorandlifeskills
serviceswillbeofferedintheelementaryandsecondarysettingwherestudentshaveaccessto
staffspeciallytrainedinmeetingtheiruniqueneedsandaccesstoagealikepeers.

ProgramPlanning

TheIEPteamwillparticipateintheinstructionalplanninganddecisionmaking.
Informationfromthestudent'sFIEwillbeacomponentofthedesignprocesswhendeciding
whatinstructionalpracticesneedtotakeplaceinorderforstudentstoachievesuccess.Parents
willbeinvolvedintheprocessandknowexactlywhattheirrightsareunderIDEA.Parentswill
havetheopportunitytoprovidefeedbackonthestudentsgoalsandtheinstructiontakingplace
tomeetthosegoals.
Theprocessthatwillbeusedtodocumentspeciallydesignedinstruction,
accommodations,modificationsandrelatedserviceswillbethroughthechildstudystructures.
AstudentsIEPwillcontainallofthisimportantinformationingreatdetail.Otherinformation,
suchasstudentstrengthsandinterests,willalsobeincludedinthisdocument.
Coteaching,collaboration,pullout,andconsultationwillalltakeplacebetweenthe
generaleducationteacherandspecialeducationteacher.Frequency,duration,andintensitywill
allvarywithinthedeliveryofinstructiondependingontheuniqueneedsofeachdiverselearner.
Instructionalstrategiessuchasdirectinstruction,explicitinstruction,thegradualreleasemodel,
andreciprocalteachingareafewexamplesofinstructionalstrategiesthatmaybeincludedina
studentsspeciallydesignedinstruction.

ComprehensiveDiverseLearnerPlan

Therewillbeateamapproachtakentoinstructionalplanninganddecisionmaking.
Someofthoseontheteammayincludethefollowing:generaleducationteacher,special
educationteacher,principal,instructionalcoach,interventionist,schoolpsychologist,andany
otherAEApersonnelwithspecialtraininginstudentsdeficitarea.Parentsoftheeligible
studentswillbeincludedintheconversation.TheIEPwillbeusedtodocumentallspecially
designedinstruction,accommodations,modifications,andotherrelevantservices.Thisisbethe
sourcethatthestudentsteachersuseasaguideorroadmaptoensuringstudentsneedsarebeing
addressed.TheIEPwillbereviewedatleastannually.Itisimportantthatstaffcontinuesto
learnaboutbestpracticestomeettheneedsofthestudentstheyserve.Instructionalstrategies
andpedagogicalconsiderationsthatwillbeemphasizedincludedifferentiatedsmallgroup
instruction,scaffoldedinstruction,anddirectinstruction.

ProgressMonitoring

Studentswillbemonitoredtoensuretheyaremakinggainsintheirgoalsareasthatare
outlinedintheirIEP.Differentresourceswillneedtobeusedtoassessdifferenttypesofgoals.
Teacherswillhaveaccesstorelevanttoolstocollectongoinginformationaboutstudents
progress.Teachersworkingwithstudentsneedtohaveaccesstothedatabeingcollectedin
ordertoreflectuponstrategiesandtheimpacttheyremakingonthatstudentslearning.
Studentswillalsobeapartoftheprogressmonitoringwhenappropriatetoseeandbemotivated
bygrowthmadetowardsgoals.Ifgrowthisntbeingmade,instructionalphasechangesneedto
bemadeanddocumentedintheprogressmonitoringsystemandnotedinthestudentsIEP.

Student/ParentRightsandDisputeResolutionProcess

StudentandparentrightsaredefinedunderIDEA.Proceduralsafeguardshavebeenput
inplacesoparentsmaymaintainhighlevelsofparticipationinthedecisionmakingprocess
regardingtheirchildsspecialeducationservices.Parentswillbenotifiedoftheprocedural
safeguardsatleastonetimeeachyearandduringtheinitialmeetingwhentherequestforthe
evaluationhasbeenmade.Parentswillbeprovidedpriorwrittennoticeifandwhenthedistrict
proposesanychangesinthestudentsserviceplan.Datawillalsobesharedwiththestudents
parentonaroutinebasis.ParentshavetherighttodueprocessunderIDEA.Theyalsohavethe
righttorefuseservices.

ComprehensiveDiverseLearnerPlan

Section504

LegalMandatesorRequirements

UnderSection504,districtsmustnotdiscriminateonthebasisofdisability.Districtsare
legallyandmorallyresponsibleforprovidingallstudents,includingthosewithdisabilities,afree
andappropriatepubliceducation.Thedistrictmustprovideaneducationthatdisabledstudents
areabletobenefitfrom.Disabledstudentsmustbeprovidedanequalopportunitytoparticipate
inallschoolsponsoredactivitiesandprograms.

ProgramGoals

Asapublicschooldistrict,itisourresponsibilitytoprovideaneducationallstudentscan
benefitfrom.Thegoalofastudents504Planwouldbetoprovidehimorherwith
accommodationsandmodificationsforimpairedstudentstoaccessandbenefitfromthegeneral
educationcurriculum.Theseplansdonottypicallyincludespeciallydesignedinstruction,but
theydoprovidestudentswithservicesandsupportsthatarentalwaysavailabletogeneral
educationstudents.Ifthedistrictfulfillsthisresponsibility,thenstudentsshouldbeableto
performataproficientlevelinthegeneraleducationsetting.Theeffectivenessoftheprogram
willbedeterminedbytheprogressstudentsaremakingwith504Plansinthegeneraleducation
settingwithaccommodationsandmodificationsthatlimitthenegativeeffectsofthestudents
impairment.

IdentificationandEntitlementProcess

Asapublicschooldistrict,wemustidentify,locate,andevaluatestudentswhoresidein
ourjurisdictionandareentitledtospecialeducationservicesunderSection504.Students
receivingservicesunderSection504hasorisregardedashavingaphysicalormental
impairmentthatsubstantiallylimitsoneormoremajorlifeactivities.Learningisconsideredone
oftheseactivities.Thedistrictwillnotifyparentswhenthereisaneedtoinitiateachildstudy
meetinginwhichtheteamwillbediscussingapossible504Planforastudent.Theteamwill
collectinformationincludingdataandteacherobservationsinordertomakeinformeddecisions
onwhatisbestforthestudentanddistrict.

ContinuumofServicesandPlacementProcess

Servicesoutlinedinastudents504Planwillincludeaccommodationsandmodifications
thatcanbemadeinthegeneraleducationsettinginorderforastudenttobenefitfromthe

ComprehensiveDiverseLearnerPlan

generaleducationcurriculum.Speciallydesignedinstructionisnottypicallypartofthe504
Plan.Accommodationsormodificationthatmaybeaddressedinastudents504Planinclude
presentationofmaterialsorassessments,alternativestudentresponse,changeinsetting,or
changeintimeandtimelimits.Otherrelatedservicesthatmaybenefittheimpairedstudentcan
beimplementedintothe504Planbasedonneed.Studentswillbeservedinthegeneral
educationsetting.

ProgramPlanning

Thechildstudyteamwillbeinplacetoleadtheinstructionalplanninganddecision
makingprocessforastudentinneedofa504Plan.The504Planwillbeimplementedinthe
generaleducationclassroombythegeneraleducationteacher.Theplanwilldocumentall
accommodationsandmodificationstheteacheranddistrictisresponsibleforfulfilling.All
accommodationsandmodificationsmustbedesignedtomeettheuniqueneedsofeach
individualstudentwhoisregardedassignificantlyimpaired.Accommodationsand
modificationsaremeanttobeimplementedsoidentifiedstudentsaregettingtheirneedsmetas
wellasstudentswhoarenotimpaired.Parentswillbeincludedinthechildstudyteamwhen
appropriate.Allmembersofthechildstudyteammustsignoffontheaccommodationsand
modificationsthataregoingtobeprovidedfortheimpairedstudent.

ProgressMonitoring

Studentsreceivingservicesundera504Planareentitledtothesameprogressmonitoring
structuresasthoseinthegeneraleducationsetting.Itisimportantthattheteamcontinuesto
reviewthechildsdatainordertoconfirmtheaccommodationsandmodificationsinplaceare
providingthestudentwithaccesstoaneducationheorshecanbenefitfrom.
Therearesituationsinwhichstudentsmaybeexperiencingatemporaryimpairment.In
thosesituations,itisimportantatthedistrictcontinuestoassesswhetherornottheimpaired
studentisstillinneedofservicesoutlinedinthe504Plan.

Student/ParentRightsandDisputeResolutionProcess

Aseriesofproceduralsafeguardshavebeenputinplaceregardingtheidentification,
evaluation,andplacementofstudentsneedingspecialeducationorrelatedservices.Wewill
provideparentsofimpairedstudentswithpriorwrittennoticewhenthereisaneedtobeginthe
childstudyprocesstodetermineeligibilityforservicesunderSection504.Parentshavetheright
todenyservices,examinerelevantrecords,andaccesstoanimpartialhearing.

ComprehensiveDiverseLearnerPlan

EnglishLanguageLearners

LegalMandatesorRequirements

Thedistrictwillnotdiscriminateservicesbasedonstudentsrace,ethnicity,religion,or
primarylanguage.TitleIIIundertheNoChildLeftBehindActrequiresdistrictstoprovide
testingforanyandallstudentswhohavelimitedskillsinEnglish.Thistestingwillallowthe
districttoprovidestudentswithinstructionthatistargetedtowardstheirneedsinspeaking,
writing,reading,andunderstandingusingtheEnglishlanguage.Itisthegoalofthedistrictthat
studentswithlimitedEnglishproficiencywillreceiveafreeandappropriateeducationthatthey
maybenefitfromandachievethesamelevelsofacademicsuccessastheirpeerswhoare
proficientintheEnglishlanguage.

ProgramGoals

ThegoalofthedistrictsELLprogramistoprovidestudentswhoarenotproficientinthe
Englishlanguage,services,resources,andinstructionthatallowsthemtheopportunitytogrowin
thisarea.Acollaborativeapproachwillbetakentoeducatestudentswhodemonstratelimited
Englishproficiency.Allstaffwilltakeresponsibilityinensuringthesestudentsareachieving
successtoitsgreatestextent.Withextendedinstructioninthisarea,studentswithlimited
Englishskillswillnotonlylearnthesamecontentastheirpeersinawayinwhichtheycan
understand,butalsobecomemoreproficientintheEnglishlanguage.
Thedistrictwillmonitortheprogrameffectivenessbycollectingandreviewingdata.
Thisdatacollectionprocesswillbearoutineprocedure.Theassessmentusedwillgive
informationonELLproficiencyinspeaking,writing,reading,andunderstandingtheEnglish
language.Theassessmentwillalsoallowstafftolearnabouttheacademicachievementof
studentswhoarelimitedintheEnglishlanguage.

IdentificationandEntitlementProcess

AHomeLanguageSurveywillbeusedtoidentifystudentslivinginhomeswhere
Englishisnottheprimarylanguagespoken.Thiswillbedoneduringthestudentregistration
process.Thiswillbeemphasizedatpreschoolandkindergartenroundupandanytimeanew
studentmovesinthroughouttheyear.Itisimportantthatthisstepbecompletedinatimely
mannersostudentscanbelocated,evaluated,andidentified.
ThedistrictwillusetheTennesseeEnglishLanguagePlacementAssessmentorthe
EnglishLanguageDevelopmentAssessmenttodetermineentitlementandplacementinthe
districtELLprogram.Entitlementandplacementwillbedependentontheresultsofthis

ComprehensiveDiverseLearnerPlan

assessment.Teacherobservation,otheracademicassessmentdata,andfeedbackfromother
membersonthechildstudyteamwillbeconsideredwhendeterminingeligibilityandplacement
forstudentsinneedofELLservices.

ContinuumofServicesandPlacementProcess

Thedistrictwillusedatatodeterminethemostappropriateandeffectiveinstructional
methodologyforstudentswhoareELL.Programsandinstructionalpracticeswillberesearch
basedaroundwhathasproventoworkforstudentswithlimitedEnglishlanguageproficiency.
Dependingonstudentneedsanddistrictresources,educationprogramswilluseboththe
studentsnativelanguageandEnglishininstructionofskillsbecausestudentswhoarenot
proficientinEnglishwillnotfallbehindtheirpeerswhoseprimarylanguageisEnglishifthey
continuetolearn.
ThereareafewdifferentapproachesthatmaybetakenbythedistricttoinstructtheELL
student.Theimmersionapproachisoneinwhichstudentsaretaughtinthegeneraleducation
classroomandtheteacherusessentencestructuresfortheELLstudenttomeettheircognitive
levelsofunderstanding.Theteacherwillalsouseavarietyofvisualsaidesandmanipulativesin
ordertohelpthestudentunderstandthecontent.
Thepulloutmodelwillbereservedforstudentswithverylimitedlevelofproficiencyin
theEnglishlanguage.Thepullouttimewillbefocusedoninstructionaroundthestudents
Englishlanguageneeds.Freeflowingconversations,Englishlanguagegrammar,andother
necessaryskillswillbetaughtduringthistime.Studentsneedingthepulloutmodelwill
continuetoreceivecoreinstructioninthegeneraleducationclassroom.
Thecollaborativemodelwillbeusedwhenpossible.Inthismodel,studentswithaLau
Planwilllearnalongsidetheiragealikepeers.BoththegeneraleducationteacherandtheESL
teacherwillworktogethertoensurestudentsneedsarebeingaddressedandgrowthisbeing
madeinthestudentsneedsintheEnglishlanguageandacademicgoals.
Theplacementofstudentswillbemadebythechildstudyteamandconsiderthe
studentsproficiencyintheEnglishlanguageandacademicneeds.Parentswillbeanintegral
partofthisprocess.Thereisathirtydaywindowoftimewhenastudentisenrolledinwhich
parentswillbeprovidedwithoptionsandinformationonthedifferentprogramsofferedbythe
district.DatacollectedfromtheTennesseeEnglishLanguagePlacementAssessmentorthe
EnglishLanguageDevelopmentAssessmentwillbeusedinthisprocessaswell.

ProgramPlanning

Thedistrictwilltakeacollaborativeapproachtoinstructionalplanninganddecision
makinginprogramplanningforstudentswithaLauPlan.Participantsonthisteammayinclude
thegeneraleducationteacher,ESLteacher,districtadministrator,AEArepresentative,parents

ComprehensiveDiverseLearnerPlan

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andeventhestudentwhenappropriate.Parentswillbeinformedonthedifferentprograms
offeredbythedistrict.Theywillalsoreceivedatacollectedonaregularbasistoknowhowthe
programisbenefitingtheirstudent.StudentsreceivingservicesforlimitEnglishlanguage
proficiencywillhaveaLauPlan.ThisLauplanwillgivedescriptionsofthestudentsstrengths,
needs,andgoalsintheareaofEnglishlanguageproficiencyandotheracademicgoalsifneeded.
InstructionalstrategieswillalsobedefinedintheLauPlan.Thosemayincludeavarietyof
differentresearchbasedtechniquesbasedonwhatthestudentneedsincludingimmersion,
collaboration,pullout,oreventutoring.

ProgressMonitoring

ProtocolsandstructuresforprogressmonitoringwillbeoutlinedinthestudentsLau
Plan.StudentswillparticipateinthedistrictwideassessmentsincludingFAST,DIBELS,Iowa
Assessments,etc.Thisdata,alongwiththedatacollectedfromtheEnglishLanguage
DevelopmentAssessment,willbeusedtomakinginstructionaldecisions.Thesedecisionswill
bebasedonstudentneedsintheareaofEnglishlanguageproficiencyandacademicskills.The
sixlevelswithintheEnglishLanguageDevelopmentAssessmentwillbeusedtodecidewhich
instructionalpracticesarebestforthestudent.
InordertoexitthedistrictELLprogram,studentsmustreceiveascoreofsixonthe
EnglishLanguageDevelopmentAssessment.Thisshowsthestudentisabletolisten,read,
write,speak,andunderstandintheEnglishlanguageataproficientlevel.Also,inordertoexit
theELLprogram,studentsmustbeproficientinallothergradelevelcontentareassuchas
reading,writing,andmath.Teachersmustalsorecommendtheexitfromtheprogramand
parentsmustagreewiththedecision.

Student/ParentRightsandDisputeResolutionProcess

ItisthegoalofthedistricttoprovideparentsofELLsopportunitiestoparticipateintheir
childseducationaljourney.UndertheNoChildLeftBehindAct,thedistrictisrequiredto
provideproficiencytestingforELLsandprovidetheparentsoftheELLtoparticipateinthe
childstudyprocess.Parentswillbenotifiedoftheinstructionalstrategiesbeingusedtoprovide
theirchildwithafreeandappropriatepubliceducationthatheorshecanbenefitfrom.Parents
havetherighttorefuseservicesfortheirchild.Thedistrictwillmakeagoodfaitheffortto
communicatewithparentsintheirprimarylanguage.Parentshavetherighttodueprocess
whentheyfeelitisnecessary.

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ClosingAchievementGap

Thedistrictwillcontinuouslyworktotoclosetheachievementgapbetweenstudents
receivingservicesandthosenotreceivingservices.Wewilldothisbyimplementinganumber
ofstrategiesfocusedaroundimprovingoursystem.Thesystemchangeswillbeplanned,
implemented,andstudiedtoensureallmeasuresarebeingtakentoattainthedistrictgoals.
Alldaykindergartenandpreschoolprogramsarestepsthedistrictistakingtoclosethe
achievementgap.Accessingstudentsearlywillgiveusanopportunitytoprovidethemwitha
jumpstarttorichlearningexperiences.Also,extendedschooldayandschoolyearopportunities
willprovideuswithmoreaccesstostudents.Itisthedistrictsgoalthattheincreaseincontact
timewhetheritisearlyaccessorextendedaccess,willresultinhigherlevelsofunderstanding
andlearning.
Instructionaldensityisimportantforallstudents.Instructionaltimewillbeprotectedby
administratorsandstaff.Teachersthroughoutthedistrictwilllearnanduseavarietyofeffective
strategiestoinstructalllearners,includingdiverselearners.Thedistrictwillusethe
MultiTieredSystemsofSupportstructuretoensureallstudentsarereceivinginstructionattheir
level.Datacollectionisamajorcomponentofthisprocess.Staffwillcontinuallymonitor
studentprogressandusethatdatatomakeinstructionaldecisions.Thedatacollectedwillalso
beusedtoimproveinstructionalpractices.
Thedistrictwillbeasupportiveenvironmentfullofstakeholderswhobelieveandtake
responsibilityintheimportanceofacademicexcellenceforall.Inordertoachievethis,wemust
providestudentsandstaffwithasafelearningenvironment.ThedistrictwillbeALICEtrained
asapreventivemeasuretodealingwithanunwantedintruder.Effectiveleadershipteamswillbe
putinplaceinordertoincludeallstaffinthedecisionmakingprocess.Oneofthoseteamswill
focusonprofessionaldevelopmentforteachers.Theprofessionaldevelopmentplanwillbe
focusedaroundmeetingtheneedsofalllearnersthrougheffective,researchbasedinstruction.
Educatorswillalsoneedtobetaughtaboutspeciallydesignedinstructiontomeettheneedsof
diverselearnersinandoutofthegeneraleducationclassroom.Thedistrictwillcontinueto
recruithighqualitystafftoworkwithstudents,especiallythosewiththegreatestneed,by
offeringacompetitivesalaryschedule.Wewillprovidequality,datadriven,andgoaldriven
professionaldevelopmentopportunitiestoallstaff.Componentsofthistrainingwillbein
researchbasedinstructionalstrategies,usingdatatomakeinstructionaldecisions,meetingthe
needsofdiverselearners,andworkingeffectivelywithfamiliesandthecommunity.
Allstakeholdersmustbelievethatallstudentscanlearn.Allstaffmusttakeonthe
responsibilityofbuildingrelationshipswithstudentsandholdingthemtohighexpectations.
Disabledstudentsarenotdefinedbytheirdisability.Theyareabletoachieveathighlevelsand
itisourresponsibilitytoensuretheyaremakingprogresstowardstheirgoals.Therewillbea
highlevelofcommunicationbetweenthegeneraleducationandspecialeducationteachers.Itis

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criticalthatallstaffunderstandthestudentsweserveareoursandnothisorhers.Thisvillage
approachtoeducatingstudentswillhelpusachievethehighestlevelsofsuccess.

Conclusion

Thedistrictwillmeettheneedsofdiverselearnersbyimplementingtheprogramslisted
withfidelity.Theplanwillbeusedinidentifyingthedistrictgoalswhenaddressingdiverse
learners.Thisplanalsoidentifiesanddescribestheworkthedistrictisdoinginclosingthe
achievementgap.
Itisimportantthatacollaborativeapproachistakentoeducatingallofourstudents,
includingdiverselearners.Theservicesoutlinedwillprovidethedistrictwithanabilitytomeet
thediverseneedsofalllearnerswithinourjurisdiction.Thisplanneedstobeaguideforall
stakeholdersinourdistrict.Ultimately,itisthedistrictsgoaltoprovideaqualityeducationfora
lifetimeoflearning.Ifthisplanisfollowed,studentswithuniquelearningneeds,willbe
providedwithaneducationinwhichheorshecanbenefitfrom.