Linguistic and cultural changes in the classroom have been rapid and dramatic. Between 1980 and 2000, the non-Hispanic white population increased by 7.9 percent. The population that identifies as non-white or Hispanic has increased by 88 percent (Lynch and Hanson, 2004). We cannot continue to ignore the facts. The class population is changing at a rapid pace. Our students come from contrasting backgrounds, speak several languages ​​and have a particular vision of the world. We must take the time to understand and appreciate the difference that makes them unique. A good first step is to have a good idea of ​​the population we are teaching. Student data, including their cultural and linguistic background, should be used to set goals. “When students’ cultural and linguistic backgrounds are viewed as a strength that educators can draw on and build upon, pedagogy changes” (Nieto & Bode, 2008, p. 63). To make my predictions, I took many factors into account. I used student data shared in our staff meetings by administrators, observations from my community, and facts I know about history-geography. I know for a fact that the population of Hispanics and language learners at my school is over 60 percent. Each grade level at our school has a class of 10 or more language learners at the beginner level. They are called core groups. They are grouped homogeneously to help the teacher focus on language practices. Kindergarten has the most. There are two central classes and each class has twenty students. Students who have obtained results at developmental levels are grouped in other classes with native English speakers. Each class has more than five or more language learners at developmental and attainment levels. At the district level, the quantity...... middle of paper ...... and the culture that shaped their views and attitudes. Works Cited School District Statistics. (2012). CSAP/TCAP 2012 Disaggregated District and School Summary Results. Retrieved from (http://www.cde.state.co.us)Lynch, E. and Hanson, M, (2004). Developing intercultural competence (3rd ed.). Baltimore: Paul H. Brookes. National Center for Education Statistics. (2010). School district maps and demographics. Retrieved from (http://www.ed.gov) Nieto, S. and Bode, P. (2008). Affirming Diversity: The Sociopolitical Context of Multicultural Education (Personalized Laureate Edition). Boston: Pearson. Tomlinson, Calif. (2010). Differentiated instruction in response to academically diverse student populations. In R.Marzano (Ed.), On excellence in teaching (pp. 247-268). Bloomington, IN: Solution Tree Press