In addition, schools conducting targeted assistance programs must assist children to meet the State's proficient and advanced levels of performance by the coordination of resources and by reviewing on an ongoing basis, the progress of participating children and revising the targeted assistance program, if necessary, to provide additional assistance to enable such children to meet the State's challenging student performance standards. This section also adds new provisions for health, nutrition and social services that are not otherwise available to eligible children in a targeted assistance school. The provision of challenging work is especially important for these learners because many of them continue to receive instruction in English or remedial instruction that is not conceptually challenging. This is because teachers tend to match their curriculum to what they perceive to be students linguistic inadequacies. Recently a growing number of educators and researchers have argued that all students, including English language learners, benefit from a challenging curriculum.
Teachers manage and monitor the multiple and varied schedules of their students.
This entails communicating with various staff members that work with their students to make sure that everyone is addressing student needs in an integrated and coherent way. Teachers support the life experiences and languages of all students. For example, the incorporation of home culture and knowledge contributes to a feeling of trust between children and their teachers. Teachers also use homework assignments to tap students' funds of knowledge. Teachers engage students in authentic, meaningful activities.