Literacy: the foundation of success.

Dear Colleague:

If education is the foundation for success in life, reading is the foundation for success in education. Yet our middle and high schools continue to work with students who are unable to make sense of the academic texts in their subject-area courses.

The Strategic Reading initiative at WestEd has shown educators how it is possible to re-engage adolescent readers, helping them break through the "literacy, ceiling," which authors Marean Jordan and Ruth Schoenbach (page 8) define as "the invisible barrier that blocks many young people from doing the kind of independent reading and thinking they need to succeed in academic courses, higher education and the workplace."

Further refining this concept, author Dennis Fox (page 14) tells us how our schools must teach "in light of the data, not in spite of the data." Fox writes that school leaders should be using the results from regular unit/thematic reading assessments to improve instructional practice and facilitate their staff's use of the data for instructional decision-making.

No guesswork needed in this district

Imagine a school district where assessments linked directly to California's content standards can be easily administered and provide immediate reports that are used to fine tune the curriculum, provide intervention and focus instruction. No more waiting until state test scores are returned and the school year is over; this district understands each child's learning needs long before the state testing window arrives. This scenario is a reality" in Rocklin Unified, where "no guessing" must be a motto (page 18).

In this issue of Leadership magazine you can also read about:

* How to improve student literacy by implementing a continuum of differentiated interventions for students;

* One district's literacy intervention program that targets students who are about to be referred for special education assessment;

* How to ensure that high-stakes assessments and rigorous adherence to core content standards don't lead to students in alternative education Falling behind their peers; and more.

Clear priorities for school leaders

In his column this month, ACSA's George Manthey reviews the research pointing to die powerful results of quality teaching and instruction, which he says should make our priorities as instructional leaders quite clear. The extent to which the adults in our schools exercise influence over the quality of instruction and children's success ill life cannot be denied. As Manthey says, "We've got our marching orders." I hope that this issue of Leadership magazine helps you carry out your marching orders.

Sincerely,

Sonny Da Marto ACSA President