Creating Change in Systems through Professional Teamwork

Real change in the educational system can only happen when teachers and administrators work together on behalf of all the students.  Too often educators are focused on their individual roles and the power of the team in changing the landscape is lost. The quality of teamwork has the power to improve the expertise of all members of the team and the children will benefit.

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How effective is your school in assuring success for every child in literacy?

Educators in Literacy Collaborative Schools are continually engaged in examining the essential components that make its model effective in building a high level of teacher expertise and maximizing student achievement. With the goal of helping all schools become great schools, Literacy Collaborative incorporates several integrated components that become a blueprint for success in creating systemic change.

Through a continuous process involving the team of school and district professionals, educators embark on a journey towards these goals and create deep, long-lasting changes in the educational system. Where are you and your school in addressing and improving the important elements? More »

Adjustments in Text Level Expectations

Over the recent years increased literacy opportunities have enabled many students to notice more about how print works. Literacy opportunities include television, technology and more preschool, daycare and community experiences.

Our examination of data on thousands of students entering and exiting grade one, have shown an increase in the average text reading level. Slowly, the average instructional reading level has increased from level C to D. The exit data on grade one students show an average reading level of J. This finding is supported by the data collected on random sample grade one students in Reading Recovery schools nationally over the last three years. As a result of these increased averages, students not reading at instructional level D on entry to grade one are in the lowest achievement group and students not reading at level J are in the lowest group on entry to grade 2. More »