| This study adds to the evidence that a schoolwide | | | | realized that the leadership team needed resources |
| approach to content literacy instruction is an | | | | to effectively engage their peers in adult learning |
| effective way for raising achievement. The four | | | | situations. We also had to modify the plan to account |
| school-wide approaches selected by the school-based | | | | for student behavioral concerns and the number of |
| LLT are not new, but they are effective. As | | | | new teachers starting at the school each year. |
| Shanahan and Shanahan (2008) noted, | | | | This study also points to the number of ways that |
| discipline-specific literacy is built on basic and | | | | school wide plans for improving student achievement |
| intermediate (generic) literacy skills. Given the profile | | | | can be sidetracked and sabotaged. Lack of support |
| of the students at Western, it seemed reasonable to | | | | from the administrative team was a problem at |
| focus on intermediate and generic skills that could be | | | | Western; other schools will be forced to address |
| integrated into all classes. | | | | similar or related challenges. Having said that it is |
| For many secondary schools, the problem is not the | | | | important to note the significant changes in |
| development of such a plan but rather the | | | | achievement realized at Western as a result of |
| implementation of the plan. This formative | | | | purposeful integration of content literacy instruction. |
| experiment provides a glimpse into the workings of | | | | Interestingly, the changes extended beyond what |
| one high school over a two-and-a-half year period as | | | | can be measured by state tests. Students at |
| the teachers worked to build students' literacy habits. | | | | Western read more and better Omega Replica |
| In reality, the plan had to Replica Tag Heuer be | | | | Watches than ever before. They engaged with their |
| changed a number of times to address the needs of | | | | teachers at levels not previously witnessed. At the |
| the school. For example, evidence-based | | | | outset, the teachers at Western wanted freedom |
| recommendations for professional development | | | | from state mandates, which they understood could |
| center on teacher-to-teacher implementation. While | | | | only be attained by meeting AYR Through hard work |
| this was certainly the goal at Western, we quickly | | | | and personal change, this freedom was realized. |