Click here to view the latest FAQ's (11/30/08)
1. What do we mean by the “achievement gap?”
In BVSD and around our nation, there are large gaps in performance between the students who score at the highest ranges and those that score in the lowest.These gaps are predictable for certain subgroups of students in all districts and in nearly all schools. If a student receives meal assistance, speaks a language other than English as his first language or has special learning needs, he/she is much more likely to read, write or be numerate below grade level.
2. How many students are in “the gap” in BVSD and who are they?
In BVSD, we define the students who are “in the gap” and achieving much lower than other students in our district are students who receive meal assistance, students with special needs, students who speak a language other than English as their first language (ELL) and Latino students whose home language is English.
As of October 2007, there were 28,477 students in BVSD. Of these,
• Of our total student population, 20,681 do not receive meal assistance, speak a language other than English as their first language or receive special education services
• 7,796 students are in our “gap” population
• 4,805 students receive meal assistance
• 2,821 students receive special education services
• 2,448 students speak a language other than English as their first language
• Some students are in more than one category (i.e., 83 students are English Language Learners and receive special education services)
• 872 students who are English Language Learners also receive meal assistance
• 3,170 of our 4,081 Hispanic students are either English Language Learners, receive meal assistance or receive special education services
• 28% of all students on Individual Literacy Plans (ILP’s) to improve their reading, are ELL’s, 33% are ELL’s with special needs and 24% are students with special needs but not linguistic needs.
3. If my student is not in the gap, are you not addressing his needs?
It is our commitment in BVSD that all students will receive a challenging and enriching educational experience. Through the Response to Intervention (RtI) process, all students who are not reaching their potential and progressing appropriately will be supported to do so.
4. How do Talented and Gifted students fit in the RtI model?
RtI is designed to be responsive to student needs. Students who are not adequately challenged or working to their potential are candidates for RtI interventions.