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/mnt/data/www.nxtbook.com/fx/config_1.3/global.php on line 10 ers meet
regularly to establish goals for student learning and develop common team
assessments to measu re progress towards these goals. Teachers adjust
instruction and share best practices based on assessment results and
student achievement. Interventions are developed for students who are not
learning. The process is cyclical. Data show that student achievement is
rising and that the gap between NCLB subg roups continues to narrow. Work
i ng as a Professional Learni ng Community makes it more likely that
teachers will ask the right quest ions about student learning: What do
students need to know? How do we assess learning? What do we do when
students do not learn? What do we do when students have already mastered
expectations? Such work is grounded in a few key beliefs: •
Collaboration is more than a process or structure. It is a commitment to
core ideas about student learning. • Teachers who collaborate effect
ively do so systematically across the organization. • All students must
learn. The variable is no longer student learning— t hat is the outcome.
The variables are resources and time allocated to ensure student learning.
• Teachers set specific and timely goals to help all students learn.
• Teachers share and change instruct iona l practices in a strategic way
based on assessment results. • Collaboration is more than collegia l it
y. It is hard work, as tough quest ions must be confronted. • Change
happens at the school level with specific guidance, suppor t and focus
from district level administration. DA Eamonn O’Donovan is principal of
Ladera Ranch Middle School in Ladera Ranch, Calif.
www.DistrictAdministration.com Sopris West ® ™ LANGUAGE! Accelerates
Literacy Learning LANGUAGE! has increased the gains we’ve seen on state
testing. We’ve also seen the confidence of the students improve.
LANGUAGE! is not just a reading program or a grammar program; it’s a
curriculum that changes lives. — Lorena Hendricks Ashton Elementary
School, Ashton, Idaho ® The Comprehensive Literacy Curriculum accelerates
literacy learning for students scoring below the 40th percentile in
reading/language arts on state assessments. LANGUAGE!: • Integrates
instruction in six key literacy strands • Is explicit and comprehensive
• Provides a solid scope and sequence • Relies on assessment to guide
instruction • Includes a strong writing strand • Enables students in
grades 3–12 to participate and achieve in grade-level classes Download
your free Overview at www.teachlanguage.com www.sopriswest.com 800
547-6747 X_DA_L!Ad_2-07_prf2.indd 1 March 2007 0 PM 1/5/07 12:04:1
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http://www.sopriswest.comhttp://www.teachlanguage.comhttp://www.sopriswest.comhttp://www.DistrictAdministration.com
Table of Contents for the Digital Edition of District Administration - March 2007