Abstract
SUMMARY The pressures and demands of educating students have never been greater. Providing effective instruction for all students may be the single greatest challenge facing educators today. This article examines the impact of No Child Left Behind and the Individuals with Disabilities Act on assessment, accountability and instruction for all students, including students with disabilities and English language learners. This article focuses on what we know about effective instruction and the need for systemic efforts to link classroom instruction to students' learning. Test preparation and the use of accommodations are also discussed within the context of high stakes learning environments. Implications for school psychologists as instructional change agents are provided.
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