making the case! - hialeah high
TRANSCRIPT
MAKING
THE
CASE!Real-life school and classroom scenarios for facilitating conversations
between teachers and policymakers in order to connect practice and
policy to improve student achievement in schools nationwide
ByMETLIFE FELLOWS
in the
TEACHERS NETWORK
LEADERSHIP INSTITUTEwith an introduction by
KATHERINE K. MERSETHDirector, Teacher Education Program
Harvard University
TH
E P
UR
PO
SE
OF
TH
IS
BO
OK
is t
o in
tro
du
ce
a
ne
w w
ay
for
teach
ers
to
en
sure
th
at
the
ir v
oic
e
info
rms
an
d i
nfl
ue
nce
s e
du
ca
tio
n p
olic
yma
kin
g—
so t
ha
t p
olic
y b
est
su
pp
ort
s te
ach
ing
an
d l
ea
rnin
g
for
all
stu
de
nts
. M
etL
ife
Fe
llow
s —fu
ll-ti
me
cla
ssro
om
teach
ers—
in t
he T
each
ers
Netw
ork
Lead
ers
hip
Inst
itute
(TN
LI)
ha
ve w
ritt
en
19
ca
ses
to d
ate
in
ord
er
to
facili
tate
co
nve
rsa
tio
ns
wit
h p
olic
yma
ke
rs.
The
go
al
is t
o h
elp
po
licym
ake
rs u
nd
ers
tan
dh
ow
po
licy
pla
ys
out
in r
eal
cla
ssro
om
s in
real
sch
ools
,an
d t
o e
xperi
en
ce
firs
t-h
an
d t
he
un
inte
nd
ed
co
nse
qu
en
ce
s th
at
resu
lt
fro
m n
ati
on
al, s
tate
, a
nd
lo
ca
l e
du
ca
tio
n p
olic
ies.
Ove
r th
e l
ast
de
ca
de
, h
un
dre
ds
of
tea
ch
er
lea
de
rs
na
tio
nw
ide
ha
ve c
on
du
cte
d a
cti
on
re
sea
rch
stu
die
s
in t
he
ir c
lass
roo
ms
an
d s
ch
oo
ls t
o b
ett
er
un
de
rsta
nd
the c
on
necti
on
s am
on
g p
racti
ce, re
searc
h, p
olic
y, a
nd
stu
de
nt
ach
ieve
me
nt.
Fe
llow
s h
ave
use
d t
he
fin
din
gs
fro
m t
heir
stu
die
s to
genera
te p
olic
y re
com
mend
atio
ns.
No
w,
in o
ur
eff
ort
s to
co
nti
nu
e t
o b
uild
po
licym
ake
rs’
aw
are
ne
ss o
f th
is b
od
y o
f re
sea
rch
an
d r
eco
mm
en
-
dati
on
s, t
he
fe
llow
s are
usi
ng t
his
co
nte
nt
to d
eve
lop
ca
ses.
Wh
ile c
ase
s h
ave
be
en
use
d e
xte
nsi
vely
in
aca
de
mic
se
ttin
gs,
th
is i
s th
e f
irst
tim
e t
ha
t ca
ses
are
be
ing
use
d i
n a
pra
cti
ca
l, r
ea
l-w
orl
d c
on
text—
to h
elp
po
licym
ake
rs m
ake
be
tte
r p
olic
y.
TN
LI
has
en
liste
d t
he s
up
po
rt o
f K
ath
eri
ne K
. M
ers
eth
at
Ha
rva
rd U
niv
ers
ity
to g
uid
e u
s in
th
is w
ork
. W
e
are
exc
ited
ab
ou
t h
er
help
ing u
s p
ion
eer
this
in
itia
tive
,
an
d f
or
reco
gn
izin
g t
he
po
ten
tia
l p
ow
er
of
usi
ng
ca
ses
to b
uild
bri
dg
es
be
twe
en
sch
oo
lho
use
s a
nd
sta
teh
ou
ses.
We
in
vite
yo
u t
o j
oin
us
in t
his
wo
rk.
The
re a
re f
ou
r
ca
ses
pre
sen
ted
in
th
is v
olu
me
; a
ll 19
are
pu
blis
he
d
at
ww
w.t
each
ers
netw
ork
.org
/tn
li/
cases
. W
e
ha
ve a
lso
pro
vid
ed
a s
um
ma
ry o
f e
ach
ca
se a
nd
its
we
b a
dd
ress
. O
ur
ho
pe
is
tha
t te
ach
er
lea
de
rs
acro
ss t
he
co
un
try
will
use
th
ese
ca
ses
to j
um
p-
sta
rt d
iscu
ssio
ns
wit
h p
olic
yma
ke
rs.
The
wa
y th
is
wo
uld
wo
rk i
s a
s fo
llow
s:
Invit
e p
olicym
aker(
s)
to m
eet
wit
h y
ou
r
gro
up o
f te
ach
er
leaders
.
Sele
ct
appro
pri
ate
case.
Pro
vid
e p
olicym
aker(
s)
wit
h c
ase t
o r
ead
in a
dvance o
f you
r m
eeti
ng.
Refe
r to
dis
cu
ssio
n q
uesti
ons p
rovid
ed
at
the e
nd o
f each
case t
o h
elp
facilit
ate
you
r convers
ati
on w
ith
policym
aker(
s).
Use t
his
convers
ati
on a
s a
ste
ppin
g
sto
ne t
ow
ard
bu
ildin
g a
n o
ngoin
g
rela
tionsh
ip w
ith
policym
akers
(s)
to
ensure
that
the t
eacher’
s v
oic
e is f
ront-
and
-cente
r in
educati
on d
ecis
ion
-makin
g.
1 2 3 4 5
EL
LE
N M
EY
ER
S,
dir
ecto
r
Tea
ch
ers
Ne
two
rk L
ea
de
rsh
ip I
nst
itu
te
em
eyers
@te
ach
ers
netw
ork
.org
PE
TE
R A
.P
AU
L,
co
ord
ina
tor
Tea
ch
ers
Ne
two
rk L
ea
de
rsh
ip I
nst
itu
te
ppau
l @te
ach
ers
netw
ork
.org
ww
w.t
each
ers
netw
ork
.org
/tn
li
For
mor
e in
form
atio
n
and/
or t
o sh
are
you
r ex
peri
ence
s, pl
ease
con
tact
us.
Toge
ther
, we
can
mak
e su
reth
at a
ll s
tude
nts
suc
ceed
.
Tabl
e of
Con
ten
tsI
NT
RO
DU
CT
IO
N
byK
ath
eri
ne K
. M
ers
eth
....................................
page
2
CA
SE
S AR
E Y
OU
IN
OR
AR
E Y
OU
OU
T?
byEri
ca L
itke
.........................................p
age
6
BE
YO
ND
TH
E T
ES
T
byEliza
beth
Gil
......................................
page
13
CO
LL
AB
OR
AT
IVE
LE
AR
NIN
G C
OM
MU
NIT
IES
byD
eb
ora
h Q
. S
eid
el .................................pa
ge 2
0
YO
U’L
L A
LL
LO
OK
GO
OD
ON
PA
GE
39
(O
R E
LS
E!)
byS
usan G
old
......................................
page
27
SU
MM
AR
IE
S O
F 1
9 C
AS
ES
..........................
page
34
MA
KI
NG
TH
E
CA
SE
!T
EA
CH
ER
S N
ET
WO
RK
LE
AD
ER
SH
IP
IN
ST
IT
UT
E
It is
imp
ort
ant
for
the
re
ade
r to
re
aliz
e t
hat
th
e c
ase
s in
th
is v
olu
me
are
no
t ‘m
ade
-up
’—th
ey
are
bas
ed o
n r
eal s
itua
tio
ns
exp
erie
nce
d b
y re
al p
eop
le in
rea
l sch
oo
ls.
They
off
er p
ictu
res
in
accu
rate
an
d c
om
pel
ling
way
s o
f th
e liv
es a
nd
vo
ices
of
tho
se w
ho
wo
rk d
aily
in o
ur s
cho
ols
.
Wh
ile n
ame
s an
d s
pe
cifi
c d
eta
ils h
ave
be
en
ch
ange
d t
o o
ffe
r an
on
ymit
y to
ind
ivid
ual
s an
d
the
ir c
on
text
s, t
he
se a
re t
he
on
ly c
han
ges
intr
od
uce
d in
th
e c
ase
s.
Go
od
cas
es,
such
as
tho
se in
th
is c
olle
ctio
n,
enco
urag
e d
iscu
ssio
n a
nd
deb
ate.
Th
ey e
nga
ge
read
ers
in p
ow
erfu
l an
d s
om
etim
es e
mo
tio
nal
exc
han
ges
bec
ause
th
ey in
voke
per
son
al b
elie
fs
and
val
ue
s. O
fte
n,
the
se v
alu
es
and
be
liefs
are
in c
on
flic
t. H
ow
eve
r, t
he
th
eo
ry o
f ac
tio
n
be
hin
d c
ase
use
is t
hat
hav
ing
op
en
an
d h
on
est
exc
han
ges,
in w
hic
h m
ult
iple
pe
rsp
ect
ive
s
are
air
ed
, ca
n p
rom
ote
cri
tica
l an
alys
is a
nd
mo
re e
xte
nsi
ve u
nd
ers
tan
din
g o
f th
e is
sue
s.
Cas
es
hav
e n
o r
ole
in d
eve
lop
ing
on
e ‘r
igh
t an
swe
r’ o
r a
par
ticu
lar
vie
wp
oin
t. I
nst
ead
, th
eir
role
is t
o s
tim
ula
te t
ho
ugh
tfu
l dia
logu
e,
care
ful l
iste
nin
g, a
nd
co
llab
ora
tive
pro
ble
m s
olv
ing.
HO
W A
RE
CA
SE
S U
SE
D?
> A
s an
exe
mpl
ar o
f be
st p
ract
ices
> A
s a
tool
to
prac
tice
pro
blem
sol
vin
g, a
nal
ysi
s, w
ays
of t
hin
kin
g
> A
s a
self
-ref
lect
ive
tool
> A
s an
app
roac
h to
en
gage
pol
icy
mak
ers
Cas
es
and
th
e c
ase
me
tho
d o
f in
stru
ctio
n h
ave
a lo
ng
his
tory
in p
rofe
ssio
nal
ed
uca
tio
n.
Do
cto
rs,
law
yers
, so
cial
wo
rke
rs,
arch
ite
cts,
bu
sin
ess
lead
ers
, te
ach
ers
, an
d s
cho
ol a
dm
inis
-
trat
ors
may
fre
que
ntl
y en
coun
ter
case
s an
d t
he c
ase
met
hod
of
inst
ruct
ion
in t
heir
pro
fess
ion
al
trai
nin
g. U
sed
init
ially
at
the
Har
vard
Law
Sch
oo
l in
the
late
18
00
’s t
o e
xplo
re le
gal p
rece
den
ts,
the
pe
dag
ogi
cal m
eth
od
has
gai
ne
d p
op
ula
rity
ove
r th
e la
st c
en
tury
be
cau
se o
f it
s ab
ility
to
bri
ng
the
wo
rld
of
pra
ctic
e in
to t
he
pro
fess
ion
al c
lass
roo
m f
or
stu
dy
and
an
alys
is.
Cas
es m
ay b
e us
ed in
diff
eren
t w
ays.
So
me
case
s ar
e w
ritt
en a
s ex
emp
lars
of
bes
t p
ract
ices
,
as e
xam
ple
s to
be
stu
die
d a
nd
em
ula
ted
. O
the
r ca
ses
can
se
rve
as
a to
ol f
or
self
re
fle
ctio
n
by
the
wri
ter.
No
t m
ean
t fo
r p
ub
lic r
evi
ew
, su
ch c
ase
s h
elp
ind
ivid
ual
s so
rt o
ut
the
ir o
wn
per
son
al t
hin
kin
g si
nce
put
tin
g p
erso
nal
vie
ws
on
pap
er c
an b
e a
clar
ifyin
g ex
per
ien
ce.
Fin
ally
,
and
mo
st f
req
ue
ntl
y, c
ase
s ar
e u
sed
as
a to
ol t
o p
ract
ice
pro
ble
m a
nal
ysis
, p
rob
lem
so
lvin
g,
and
dif
fere
nt
way
s o
f th
inki
ng.
It
is in
th
is la
tte
r se
nse
th
at t
he
cas
es
in t
his
vo
lum
e w
ere
pro
du
ced
. In
div
idu
als
wh
o s
ee
k to
be
tte
r u
nd
ers
tan
d t
he
wo
rld
of
pra
ctic
e f
ind
cas
es
com
-
pe
llin
g b
eca
use
th
ey
he
lp r
ep
rese
nt
com
ple
x si
tuat
ion
s w
he
re m
any
fact
ors
an
d in
flu
en
ces
com
e in
to p
lay.
Cas
es
also
ho
no
r a
con
stru
ctiv
ist
app
roac
h t
o le
arn
ing
that
bu
ilds
and
3
IN
TR
OD
UC
TI
ON
By
KA
TH
ER
IN
E K
.M
ER
SE
TH
Ed
ucat
ion
po
licy,
at
the
loca
l, st
ate,
an
d f
eder
al le
vel,
exer
ts a
n e
no
rmo
us in
fluen
ce
on
th
e w
orl
d o
f e
du
cati
on
al p
ract
ice
. La
ws,
re
gula
tio
ns,
an
d c
on
trac
ts a
ll sh
ape
wh
at t
each
ers
and
sch
oo
l ad
min
istr
ato
rs d
o a
nd
ho
w t
hey
wo
rk w
ith
ch
ildre
nin
our
nat
ion
’s K
-12
sch
oo
ls.
Wh
ile p
olic
y se
eks
to e
nab
le m
ore
eff
ecti
ve e
duc
atio
n t
o o
ccur
,so
me
po
licie
s m
ay b
e es
tab
lish
ed w
ith
litt
le in
put
fro
m p
ract
ice.
Th
e p
rofe
ssio
nal
jud
gmen
tsan
d
dec
isio
ns
of
pra
ctit
ion
ers
are
also
imp
ort
ant
in d
eter
min
ing
ho
w c
hild
ren
are
ed
ucat
ed.
Po
licy
infl
ue
nce
s p
ract
ice
, b
ut
wh
at o
f th
e r
eve
rse
? In
wh
at w
ays
can
pra
ctic
e in
form
po
licy?
Cle
ar,
accu
rate
info
rmat
ion
fro
m t
he
wo
rld
of
pra
ctic
e is
cri
tica
l fo
r th
ose
fo
rmu
lati
ng
eff
ect
ive
ed
uca
tio
n p
olic
y. B
ut
wit
h s
om
e 5
2 m
illio
n c
hild
ren
in m
ore
th
an 1
5,0
00
sch
oo
l dis
tric
ts w
ith
2.5
mill
ion
tea
cher
s ac
ross
th
e co
untr
y, e
stab
lish
ing
pat
hw
ays
to c
om
mun
icat
ein
form
atio
n
abo
ut
ed
uca
tio
nal
pra
ctic
e t
o a
myr
iad
of
po
licym
ake
rs is
a c
hal
len
gin
g ta
sk.
This
vo
lum
e b
egi
ns
to a
dd
ress
th
is c
hal
len
ge b
y p
rese
nti
ng
case
s th
at d
esc
rib
e t
he
wo
rld
of
pra
ctic
e.
The
pu
rpo
se o
f th
is w
ork
is t
o il
lust
rate
, in
viv
id a
nd
acc
ura
te r
eal
-lif
e a
cco
un
ts,
the
wo
rk o
f p
ract
itio
ner
s in
our
nat
ion
’s s
cho
ols
. Th
is w
ork
off
ers
to p
olic
ymak
ers
at v
ario
us le
vels
a w
ind
ow
on
ho
w p
olic
y ca
n p
osi
tive
ly o
r n
ega
tive
ly im
pac
t p
ract
ice
. In
cle
ar,
eas
ily r
ead
an
d
rem
em
be
red
ess
ays,
te
ach
er
lead
ers
fro
m a
cro
ss t
he
co
un
try
wh
o a
re m
em
be
rs o
f th
e p
res-
tigi
ou
s Te
ach
ers
Ne
two
rk L
ead
ers
hip
In
stit
ute
(TN
LI)
pro
vid
e im
po
rtan
t p
ers
pe
ctiv
es
fro
m
clas
sro
om
s an
d s
cho
ols
ab
ou
t e
du
cati
ng
child
ren
.
Wha
t ar
e ca
ses?
Th
e e
ssay
s in
th
is v
olu
me
re
pre
sen
t ac
tual
de
scri
pti
on
s o
f sc
ho
ols
an
d c
lass
roo
ms.
Th
ey
are
of
a p
arti
cula
r fo
rm c
alle
d c
ase
s an
d a
re d
ep
icti
on
s w
ritt
en
by
teac
he
rs a
bo
ut
the
live
s
of
stu
de
nts
, te
ach
ers
, an
d a
dm
inis
trat
ors
th
at a
re p
laye
d o
ut
in s
cho
ols
. Th
e t
op
ics
for
the
se
case
s w
ere
sele
cted
by
the
teac
her-
wri
ters
as
par
ticu
larl
y re
leva
nt
to t
heir
wo
rk.
So
me
des
crib
e
the
infl
ue
nce
of
spe
cifi
c p
olic
y re
qu
ire
me
nts
su
ch a
s th
e f
ed
era
l le
gisl
atio
n,
No
Ch
ild L
eft
Beh
ind
(N
CLB
), o
r st
ate
-lev
el E
ngl
ish
as
a S
eco
nd
Lan
guag
e in
itia
tive
s, w
hile
oth
ers
exp
lore
ten
sio
ns
aro
un
d p
arti
cula
r cu
rric
ula
r ch
oic
es,
gro
up
ing
of
stu
de
nts
, p
are
nta
l in
volv
em
ent,
and
th
e d
istr
ibut
ion
of
reso
urce
s, in
clud
ing
tho
se r
elat
ed t
o f
inan
cial
an
d h
uman
cap
ital
.A
ll o
f
the
issu
es
pre
sen
ted
in t
he
se c
ase
s ar
e c
om
ple
x an
d n
ot
eas
ily r
eso
lve
d.
Co
mp
eti
ng
valu
es
and
pe
rsp
ect
ive
s ab
ou
nd
th
rou
gho
ut
the
sto
rie
s.
2
too
l fo
r p
ract
itio
ne
rs t
o c
om
mu
nic
ate
wit
h p
olic
ymak
ers
. Th
e h
ear
t o
f e
du
cati
on
al p
ract
ice
is d
eci
sio
n-m
akin
g an
d a
ctio
n.
Ed
uca
tio
nal
pra
ctit
ion
ers
mak
e h
un
dre
ds
of
de
cisi
on
s e
ach
day
, an
d t
hes
e ch
oic
es in
vari
ably
invo
lve
com
pet
ing
valu
es a
nd
po
ints
of
view
. Fu
rth
er,
thes
e
de
cisi
on
s o
ccu
r w
ith
in a
n e
nvi
ron
me
nt
circ
um
scri
be
d b
y e
du
cati
on
po
licy.
Th
us,
fin
din
g
eff
ect
ive
way
s to
incr
eas
e c
om
mu
nic
atio
n b
etw
ee
n t
eac
he
rs a
nd
legi
slat
ors
is e
sse
nti
al.
Be
cau
se A
me
rica
ns
ten
d t
o b
e a
‘can
-do
’ cu
ltu
re,
we
oft
en
ru
sh t
o a
n u
nd
ers
tan
din
g o
f
com
ple
x si
tuat
ion
s w
ith
ou
t co
mp
lete
ly e
xplo
rin
g al
tern
ativ
es
and
po
ssib
iliti
es.
We
may
no
t
thin
k ab
ou
t h
ow
sug
gest
ion
s to
alle
viat
e fir
st-o
rder
pro
ble
ms
can
gen
erat
e a
new
sec
on
d s
et
of
pro
ble
ms.
In s
cho
ols
,th
e im
pac
t o
f a
spec
ific
po
licy
to a
dd
ress
a p
arti
cula
r n
eed
fre
que
ntl
y
can
cre
ate
ne
w is
sue
s w
ort
hy
of
con
sid
era
tio
n a
nd
co
nce
rn.
Po
licym
ake
rs,
as o
ur
rep
rese
n-
tati
ves,
als
o f
all i
nto
th
is c
har
acte
riza
tio
n a
s m
em
be
rs o
f a
can
-do
cu
ltu
re.
The
y w
ant
to
un
de
rsta
nd
issu
es
qu
ickl
y an
d e
asily
. Th
ey
wan
t to
‘so
lve
’ an
issu
e a
nd
mo
ve o
nto
th
e n
ext
top
ic.
Mo
re f
req
ue
ntl
y th
an n
ot,
ho
we
ver,
dif
ficu
lt is
sue
s in
ed
uca
tio
n a
re d
ilem
mas
, as
no
ted
ab
ove
. Th
ey
are
no
t so
lve
d o
nce
an
d f
or
all.
The
y d
o n
ot
be
nd
to
te
chn
ical
so
luti
on
s
and
, th
us,
are
in n
eed
of
crea
tive
ap
pro
ach
es b
ased
on
in-d
epth
un
der
stan
din
gs.
Cas
es o
ffer
an e
ffe
ctiv
e a
nd
cre
ativ
e w
ay t
o d
eve
lop
th
is n
uan
ced
un
de
rsta
nd
ing
and
kn
ow
led
ge s
o
ess
en
tial
to
th
ou
ghtf
ul e
du
cati
on
po
licy
and
pra
ctic
e.
5
be
ne
fits
on
th
e k
no
wle
dge
of
the
dis
cuss
ants
. In
div
idu
als
bri
ng
the
ir e
xtan
t kn
ow
led
ge t
o
the
cas
e,
som
eti
me
s ad
din
g th
is k
no
wle
dge
an
d d
eve
lop
ing
mo
re r
ob
ust
un
de
rsta
nd
ings
and
th
inki
ng
as a
res
ult
of
the
com
bin
atio
n o
f ex
isti
ng
kno
wle
dge
an
d d
iscu
ssio
ns
of
the
par
tic-
ular
cas
e si
tuat
ion
.A
s a
resu
lt o
f th
e d
iscu
ssio
ns,
vie
ws
and
op
inio
ns
are
oft
en r
esh
aped
,
enh
ance
d,
and
en
rich
ed.
Cas
es a
re a
lso
po
pul
ar in
pro
fess
ion
al e
duc
atio
n b
ecau
se t
hey
dem
and
a le
vel o
f co
op
erat
ion
,
colla
bo
rati
on
, an
d m
utu
al r
esp
ect
. Th
e v
iew
s o
f o
ne
pe
rso
n r
are
ly r
em
ain
inta
ct t
hro
ugh
a
case
dis
cuss
ion
. M
ore
fre
que
ntl
y, a
new
per
spec
tive
is b
uilt
to
geth
er b
y th
e ca
se d
iscu
ssio
n
par
tici
pan
ts,
oft
en
de
velo
pin
g in
to a
n u
nd
ers
tan
din
g o
f th
e is
sue
th
at n
o o
ne
he
ld p
rio
r to
the
gro
up
dis
cuss
ion
. Th
rou
gh c
olla
bo
rati
on
an
d c
oo
pe
rati
on
, a
mo
re n
uan
ced
an
d o
fte
n
mo
re c
reat
ive
un
de
rsta
nd
ing
is b
uilt
th
rou
gh d
iscu
ssio
n.
Par
tici
pan
ts in
cas
e d
iscu
ssio
ns
also
de
velo
p o
the
r im
po
rtan
t sk
ills
of
liste
nin
g an
d r
esp
ect
fully
re
spo
nd
ing.
On
e le
arn
s h
ow
to a
rtic
ula
te p
ers
on
al a
nd
so
me
tim
es
alte
rnat
ive
co
nfl
icti
ng
vie
wp
oin
ts.
The
de
velo
pm
en
t o
f
the
se s
kills
is a
n im
po
rtan
t b
ypro
du
ct o
f th
e c
ase
me
tho
d a
pp
roac
h.
Dile
mm
as i
n C
ases
Co
mp
elli
ng
case
s fr
ame
dif
ficu
lt d
ilem
mas
, si
tuat
ion
s th
at a
re “
me
ssy,
co
mp
licat
ed
, an
d
con
flic
t-fi
lled
” (C
ub
an,
20
01,
p.1
0).
1
In r
ead
ing
the
cas
es,
on
e c
an q
uic
kly
see
mu
ltip
le
po
ints
of
vie
w,
dif
feri
ng
valu
es,
an
d d
iffi
cult
ch
oic
es.
De
cisi
on
s m
ust
be
we
igh
ed
wit
h
resp
ect
to
fac
tors
su
ch a
s m
on
ey,
tim
e,
po
litic
s, h
um
an c
apac
ity,
or
cult
ure
. O
fte
n t
he
se
com
pe
tin
g p
ers
pe
ctiv
es
can
no
t b
e s
imu
ltan
eo
usl
y sa
tisf
ied
. F
req
ue
ntl
y, is
sue
s in
ed
uca
tio
n
are
sim
plis
tica
lly f
ram
ed a
s p
rob
lem
s. B
ut s
o-c
alle
d p
rob
lem
s in
ed
ucat
ion
are
mo
re f
req
uen
tly
dile
mm
as t
hat
re
qu
ire
man
age
me
nt
of
valu
es.
Kn
ow
ing
the
dif
fere
nce
can
be
em
po
we
rin
g
and
re
sult
in m
ore
eff
ect
ive
ed
uca
tio
n f
or
child
ren
.
Cas
es o
ffer
a p
arti
cula
rly
effe
ctiv
e w
ay t
o e
xplo
re e
duc
atio
nal
dile
mm
as b
ecau
se t
hey
sup
po
rt
a m
ore
co
mp
lex
und
erst
and
ing
of
the
situ
atio
n.
Thro
ugh
dis
cuss
ion
an
d c
on
vers
atio
n,
read
ers
exp
lore
th
e c
ost
s an
d b
en
efi
ts o
f va
rio
us
app
roac
he
s. A
s su
ch,
case
s d
o n
ot
see
k to
pre
sen
t
solu
tio
ns,
bu
t ra
the
r o
ffe
r o
pp
ort
un
itie
s to
exp
lore
ho
w a
par
ticu
lar
issu
e o
r d
ilem
ma
can
be
“sat
isfic
ed” —
sati
sfie
d b
y sa
crifi
cin
g (S
imo
n a
s ci
ted
in C
uban
).2
Dile
mm
as, a
s p
rese
nte
d in
thes
eca
ses,
are
no
t so
lve
d;
the
y ar
e m
anag
ed
.
Case
s an
d Po
licy
mak
ers
The
Teac
her
s N
etw
ork
Lea
der
ship
Inst
itut
e b
elie
ves
that
cas
es p
rovi
de
a p
ow
erfu
l an
d e
ffic
ien
t
4
1
Cu
ban
, L
. (2
001
) H
ow
can
I f
ix it?
: Fin
din
g s
olu
tio
ns
an
d m
an
agin
g d
ilem
mas:
An
ed
ucato
r’s’
ro
ad
map
.N
ew
Yo
rk:
Teac
he
rs C
olle
ge P
ress
. 2
Ibid
.
“Ro
san
na,
Jay
son
nee
ds
that
cre
dit
to
gra
dua
te.
We
nee
d t
o f
igur
e so
met
hin
g o
ut.
He’
s a
goo
d
kid
, b
ut h
e’s
got
a lo
t o
f st
uff
goin
g o
n a
t h
om
e. H
e’s
alre
ady
19.
It t
akes
him
so
lon
g to
lear
n
mat
eri
al,
if h
e s
tart
s sk
ipp
ing
clas
s h
e’s
go
ing
to s
pir
al d
ow
nh
ill q
uic
kly.
” Je
ss c
on
tin
ue
d,
“An
d T
ariq—
he
hat
es
sch
oo
l so
mu
ch.
I al
way
s w
ork
ed
re
ally
har
d t
o e
nga
ge h
im in
cla
ss,
bu
t w
he
n h
e’s
no
t e
nga
ged
, h
e j
ust
ch
eck
s o
ut.
”
Ro
san
na
knew
. S
he
had
Jay
son
in p
hys
ics
this
yea
r an
d t
augh
t Ta
riq
tw
o y
ears
ago
. S
he
knew
bo
th b
oys
an
d u
nd
ers
too
d t
he
ir le
vel o
f e
nga
gem
en
t (o
r d
ise
nga
gem
en
t) w
ell.
Sh
e s
igh
ed
he
avily
, fr
ust
rate
d w
ith
th
e id
ea
that
it w
as o
nce
aga
in h
er
job
as
a te
ach
er
to c
on
vin
ce k
ids
to c
are
ab
ou
t sc
ho
ol.
Ro
san
na
kne
w J
ess
was
rig
ht,
bu
t h
ow
mu
ch m
ore
co
uld
sh
e d
o f
or
the
se k
ids?
It’
s n
ot
as if
th
e r
eal
wo
rld
is g
oin
g to
cu
t th
em
an
y sl
ack.
“Han
g o
n,”
Je
ss in
terr
up
ted
, “t
he
re’s
Eva
! I
hav
en
’t s
ee
n h
er
in a
ges.
Sh
e’s
mis
sed
my
firs
t
per
iod
cla
ss e
very
day
fo
r a
mo
nth
an
d h
asn
’t b
een
to
bas
ketb
all p
ract
ice
in a
co
uple
of
wee
ks.
May
be
th
e b
aby
is s
ick
or
she
’s h
ad s
om
e c
hild
care
issu
es.
”
Ro
san
na
wal
ked
aw
ay s
hak
ing
he
r h
ead
. S
he
did
n’t
wan
t to
ge
t in
volv
ed
. S
he
had
en
ou
gh t
o
dea
l wit
h. C
oul
dn
’t J
ess
just
wo
rry
abo
ut t
each
ing
mat
h an
d g
etti
ng
mo
re k
ids
to p
ass
the
test
?
As
Eva
ap
pro
ach
ed,
Jess
gre
eted
her
en
thus
iast
ical
ly,
but
wit
h a
to
ugh
nes
s th
at t
he
stud
ents
had
co
me
to
exp
ect
. “E
va,
can
we
tal
k ab
ou
t yo
ur
atte
nd
ance
—w
hat
is g
oin
g o
n?
Wh
ere
hav
e y
ou
be
en
? Is
eve
ryth
ing
oka
y w
ith
th
e b
aby?
”
“I j
ust
cam
e fr
om
Mr.
Sei
dm
an’s
off
ice.
” Je
ss w
as n
ot
surp
rise
d t
hat
th
e p
rin
cip
al w
as g
etti
ng
invo
lve
d w
ith
Eva
’s a
tte
nd
ance
. S
he
was
on
e o
f th
e b
righ
test
kid
s in
th
e s
cho
ol w
ith
th
e
hig
he
st t
est
sco
res.
Eva
’s e
yes
we
lled
up
an
d s
he
exp
lain
ed
, b
urs
tin
g in
to t
ear
s, “
He
to
ld
me
he
do
esn
’t w
ant
me
co
min
g to
sch
oo
l an
ymo
re.
He
to
ld m
e t
o d
rop
ou
t an
d g
et
a G
ED
.”
Gen
eral
Inst
ruct
ion
Hig
h Sc
hool
Ge
ne
ral I
nst
ruct
ion
Hig
h S
cho
ol (
GIH
S)
was
a m
ed
ium
-siz
ed
co
mp
reh
en
sive
hig
h s
cho
ol
en
rolli
ng
app
roxi
mat
ely
85
0 s
tud
en
ts.
It w
as lo
cate
d in
a h
ip n
eig
hb
orh
oo
d p
op
ula
ted
by
arti
sts
and
yo
un
g p
rofe
ssio
nal
s. T
he
stu
de
nt
bo
dy,
ho
we
ver,
cam
e la
rge
ly f
rom
th
e h
ou
sin
g
pro
ject
s o
n t
he
far
sid
e o
f th
e h
igh
way
th
at d
ivid
es
the
cit
y. D
ue
to
th
e c
ity’
s o
pe
n c
ho
ice
syst
em
fo
r h
igh
sch
oo
l, th
e s
cho
ol w
as o
pe
n t
o s
tud
en
ts f
rom
th
rou
gho
ut
the
cit
y, b
ut
man
y
stu
de
nts
ch
ose
to
att
en
d a
sch
oo
l ne
ar t
o h
om
e.
The
stu
de
nt
bo
dy
was
54
.6%
Afr
ican
Am
eric
an, 4
0.8
% H
isp
anic
, 2.8
% w
hite
, an
d 1
.8%
Asi
an a
nd
oth
er.
The
teac
hin
g st
aff
was
larg
ely
wh
ite
. O
nly
3.3
% o
f st
ud
en
ts w
ere
re
cen
t im
mig
ran
ts (
as o
pp
ose
d t
o 1
3.6
% c
ity-
wid
e).
GIH
S h
ad b
ee
n c
on
sid
ere
d a
re
lati
vely
saf
e s
cho
ol w
ith
10
cri
min
al in
cid
en
ts t
he
pre
vio
us
year
(m
ost
ly a
gain
st p
rop
ert
y) a
nd
40
no
n-c
rim
inal
inci
de
nts
. Th
e s
cho
ol h
ad a
su
spe
nsi
on
pe
rce
nta
ge t
hat
was
ro
ugh
ly t
he
sam
e a
s th
at o
f th
e e
nti
re c
ity.
De
spit
e t
his
, a
ne
w c
ity
7
AR
EY
OU
INO
RA
RE
YO
UO
UT
?B
y E
RI
CA
LI
TK
E, M
etLi
fe F
ello
w, T
NLI
New
Yor
k Ci
ty
6
Mai
n E
ntr
ance
, 3:0
2 p
.m.
Jay
son
an
d T
ariq
wal
ked
pas
t th
e m
etal
det
ecto
r o
n t
he
way
out
of
the
bui
ldin
g. A
s th
ey
put
on
the
ir b
elt
s an
d d
u-r
ags
and
to
ok
ou
t th
eir
ce
ll p
ho
ne
s to
te
xt m
ess
age
fri
en
ds,
the
y n
od
de
d t
ow
ard
s Je
ss J
on
es
and
Ro
san
na
Su
lliva
n,
wh
o w
ere
sta
nd
ing
by
the
do
or
on
dis
mis
sal d
uty
.
The
te
ach
ers
ove
rhe
ard
Tar
iq a
s h
e la
ugh
ingl
y sa
id t
o J
ayso
n,
“Yo
man
, M
s. M
aria
no
mar
ked
me
ab
sen
t ag
ain
to
day
. It
’s n
ot
eve
n w
ort
h s
ho
win
g u
p a
nym
ore
if s
he
’s j
ust
go
nn
a m
ark
me
abse
nt —
she
do
esn
’t e
ven
kn
ow
wh
o I
am
. I
do
n’t
kn
ow
wh
y I
bo
the
r go
ing
to t
hat
cla
ss.”
Jays
on
hig
h-f
ive
d t
he
se
curi
ty g
uar
d a
t th
e d
oo
r, t
urn
ed
to
Tar
iq a
nd
sai
d,
“Ye
ah,
plu
s th
at
stu
ff s
he
mak
es
us
do
is s
o b
ori
ng.
We
’re
ne
ver
goin
g to
use
it a
nyw
ay.
I’m n
ot
eve
n g
oin
g to
go t
om
orr
ow
. I
me
an,
I’m s
ure
sh
e’ll
fai
l me
an
yway
.”
“Ye
ah,”
Tar
iq r
ep
lied
. “S
ho
ot,
I d
on
’t w
ann
a go
to
th
at c
lass
an
ymo
re e
ith
er.
”
“C’m
on
man
, yo
u g
ott
a ju
st g
et
thro
ugh
it a
nd
be
ou
t. A
t le
ast
you
go
nn
a gr
adu
ate
in J
un
e.”
Tari
q r
olle
d h
is e
yes.
“W
hat
ever
. G
rad
uati
on
ain
’t n
o b
ig t
hin
g. N
o o
ne
in m
y fa
mily
gra
dua
ted
,
and
th
ey’
re a
ll fi
ne
. Lo
ok
at m
y u
ncl
e—
he
go
t h
is o
wn
bu
sin
ess
an
d e
very
thin
g. I
mad
e it
furt
he
r th
an h
e d
id in
sch
oo
l. I
do
n’t
eve
n g
ive
a c
rap
an
ymo
re.
I’m n
eve
r u
sin
g th
is s
tuff
in
life
an
yway
—go
tta
get
me
ou
tta
he
re a
nd
wo
rkin
g al
read
y.”
Jess
an
d R
osa
nn
a e
xch
ange
d lo
oks
as
the
bo
ys p
asse
d t
hro
ugh
th
e f
ron
t d
oo
r. J
ess
fe
lt li
ke
the
re w
as a
ro
ck in
th
e p
it o
f h
er
sto
mac
h.
Sh
e t
augh
t b
oth
bo
ys m
ath
last
ye
ar a
nd
pre
-
par
ed
th
em
fo
r th
e s
tate
gra
du
atio
n e
xam
.
MA
KIN
G T
HE
CA
SE
: C
AS
E N
O.1
CASE NO.1
Insp
irat
ion
fo
r th
is c
ase
was
tak
en f
rom
Been t
here
, do
ne t
hat:
Stu
dent
inq
uir
y o
f hig
h s
cho
ol dro
po
uts
, an
act
ion
rese
arch
stu
dy
con
duc
ted
by
Eri
k J.
Sh
ager
, M
etLi
fe F
ello
w,
Teac
her
s N
etw
ork
Lea
der
ship
In
stit
ute,
Jun
e 2
00
4.
Ad
dit
ion
al r
esea
rch
incl
udes
wo
rk d
on
e b
y R
icha
rd M
urn
ame
and
co
lleag
ues
at H
arva
rd G
rad
uate
Sch
oo
l of
Ed
ucat
ion
.
day
car
e. S
he
tho
ugh
t sh
e co
uld
do
it,
but
her
bo
yfri
end
was
n’t
ab
le t
o h
elp
out
, an
dhe
r m
om
is f
rust
rate
d w
ith
her
. Th
e th
ing
is,
the
day
care
req
uire
d a
th
ree
-wee
k tr
ansi
tio
n p
erio
d—
so
she
’s g
ot
to b
e t
he
re w
ith
th
e b
aby
for
thre
e m
ore
we
eks
. B
ut
I’m s
ure
aft
er
that
. . .”
“Co
me
on
Rac
he
l, w
e c
ut
he
r a
de
al la
st s
pri
ng
and
gav
e h
er
all t
ho
se in
com
ple
tes.
Bu
t sh
e
did
n’t
ho
ld u
p h
er
en
d o
f th
e b
arga
in.
Sh
e d
idn
’t e
ven
sh
ow
up
to
tak
e t
he
ELA
te
st a
nd
sh
e
wo
uld
hav
e b
ee
n o
ne
of
ou
r h
igh
est
sco
rers
! If
sh
e w
ante
d t
o f
inis
h h
igh
sch
oo
l, sh
e’d
fig
ure
it o
ut.
Th
ink
abo
ut
it;
she
’s s
o s
mar
t th
at s
he
’ll p
ass
the
te
st.
Sh
e c
ou
ld b
e in
co
llege
by
the
fall
and
ge
t o
n w
ith
he
r lif
e.
Sh
e s
ho
uld
dro
p o
ut,
tak
e t
he
GE
D.”
Rac
he
l th
ou
ght
bac
k to
th
e s
tud
y sh
e h
ad r
ead
ab
ou
t re
cen
tly
in h
er
grad
uat
e p
rogr
am t
hat
talk
ed
ab
ou
t h
ow
on
ly 3
0%
of
stu
de
nts
wh
o t
ake
th
e G
ED
exa
m t
he
fir
st t
ime
act
ual
ly p
ass.
Did
n’t
th
ey
also
tal
k ab
ou
t h
ow
stu
de
nts
wit
h a
GE
D h
ave
a lo
we
r e
arn
ing
po
ten
tial
?
Co
nve
rsat
ion
s lik
e t
he
se w
ith
Sam
mad
e R
ach
el r
eal
ly u
nco
mfo
rtab
le.
Sh
e h
ad a
co
up
le o
f
frie
nd
s fr
om
hig
h s
cho
ol w
ho
had
tak
en
th
e G
ED
, b
ut
the
y ca
me
fro
m w
ell-
off
fam
ilie
s. S
he
rem
emb
ered
hig
h s
cho
ol p
rett
y vi
vid
ly—
it w
as o
nly
fiv
e ye
ars
ago
aft
er a
ll. H
er la
rge
sub
urb
an
hig
h s
cho
ol h
ad b
een
ro
ugh
so
cial
ter
rain
fo
r so
me
of
her
fri
end
s. It
had
nev
er b
een
a q
uest
ion
of
acad
em
ic a
bili
ty.
The
y le
ft e
arly
, go
t a
GE
D,
and
we
nt
on
to
go
od
co
llege
s.
“Ge
ttin
g h
er
into
a G
ED
pro
gram
is n
ot
the
pro
ble
m.
It’s
ho
w s
he
’s p
erc
eiv
ed
aft
erw
ard
s,”
Rac
he
l re
plie
d q
uie
tly.
“W
e j
ust
loo
ked
at
this
stu
dy
in m
y gr
adu
ate
cla
ss t
hat
tal
ked
ab
ou
t
ho
w s
tud
en
ts w
ith
GE
Ds
ear
n s
ign
ific
antl
y le
ss t
han
hig
h s
cho
ol g
rad
uat
es.
Th
ere
is s
till
a
stig
ma
asso
ciat
ed
wit
h t
he
GE
D v
ers
us
a G
IHS
dip
lom
a.”
“We
ll, h
ow
is s
he
pe
rce
ive
d if
sh
e f
ails
all
of
he
r cl
asse
s an
d d
oe
sn’t
ge
t th
at d
iplo
ma
? H
ow
are
we
pe
rce
ive
d?
If s
he
go
es
to a
GE
D p
rogr
am,
she
’ll g
et
into
co
llege
an
d g
et
on
wit
h h
er
life
. E
ven
be
tte
r, s
he
’s n
ot
cou
nte
d a
s a
dro
po
ut
by
the
cit
y. Y
ou
kn
ow
th
ey’
re o
n m
y ca
se
abo
ut
the
dw
ind
ling
nu
mb
ers
of
stu
de
nts
. Th
ey
thin
k w
e’r
e o
nly
at
75
% c
apac
ity!
If
we
’re
no
t
care
ful w
ith
th
e n
um
be
rs,
wh
o k
no
ws
ho
w m
any
fre
shm
en
we
’ll h
ave
ne
xt y
ear
.” S
am p
ut
Eva
’s p
ape
rs in
to h
er
file
fo
lde
r an
d lo
oke
d a
t th
e c
lock
. “L
oo
k, m
ee
t w
ith
he
r to
mo
rro
w a
nd
cou
nse
l he
r o
ut.
Oka
y, it
’s a
lre
ady
afte
r 4
:00
. I’m
su
pp
ose
d t
o m
ee
t w
ith
th
e d
istr
ict
rep
abo
ut
ou
r Ja
nu
ary
test
sco
res
and
wh
ere
we
are
wit
h o
ur
ade
qu
ate
ye
arly
pro
gre
ss.
We
ne
ed
to m
ove
on
to
th
e n
ext
kid
. W
ho
se c
ase
is n
ext
?”
Gui
dan
ce O
ffic
e, 5
:17
p.m
.P
utt
ing
away
he
r fi
les
afte
r h
er
me
eti
ng
wit
h S
am,
Rac
he
l was
fru
stra
ted
. S
he
co
uld
n’t
he
lp
but
wo
nd
er if
sh
e co
uld
hav
e d
on
e m
ore
to
ad
voca
te f
or
Eva
an
d s
om
e o
f th
e o
ther
stu
den
ts.
Aft
er
all,
had
n’t
GIH
S c
ut
de
als
wit
h E
va in
th
e p
ast?
Th
ere
we
re t
he
inco
mp
lete
s; t
he
re w
as
the
agr
ee
me
nt
to m
ove
he
r u
p t
o t
he
12
th g
rad
e e
ven
th
ou
gh s
he
did
n’t
hav
e t
he
cre
dit
s
9
po
licy
req
uir
ed
stu
den
ts t
o p
ass
thro
ugh
met
al d
etec
tors
an
d s
wip
e co
mp
uter
ized
ID
car
ds
upo
n e
ntr
y. R
ecen
tch
ange
s in
sch
oo
l saf
ety
po
licie
s m
ean
t th
at t
he
cit
y p
olic
e d
ep
artm
en
t
sup
plie
d a
nd
tra
ine
d s
om
e o
f th
e s
ecu
rity
sta
ff in
th
e b
uild
ing.
The
sch
oo
l’s m
ott
o w
as “
Exc
elle
nce
at
Eve
ry S
tep
,” a
nd
acc
ord
ing
to it
s m
issi
on
sta
tem
en
t,
the
sch
oo
l was
co
mm
itte
d t
o “
pro
du
cin
g re
spo
nsi
ble
cit
ize
ns
wh
o w
ill b
eco
me
life
-lo
ng
lear
ne
rs c
om
mit
ted
to
su
cce
ss in
a d
em
ocr
atic
so
cie
ty.”
Th
e s
cho
ol h
ad r
ou
ghly
38
0 f
resh
-
me
n,
bu
t o
nly
46
se
nio
rs.
Ap
pro
xim
ate
ly 1
5%
of
its
stu
de
nts
we
re c
lass
ifie
d a
s “u
ngr
ade
d,”
taki
ng
clas
ses
that
th
ey
ne
ed
ed
to
gra
du
ate
, b
ut
no
t h
avin
g ac
cum
ula
ted
su
ffic
ien
t cr
ed
its
to b
e c
lass
ifie
d a
s se
nio
rs.
In a
cit
y w
he
re o
ffic
ially
58
.2%
of
the
cla
ss o
f 2
00
5 g
rad
uat
ed
on
tim
e,G
IHS
gra
du
ate
d 4
8.1
% o
f it
s st
ud
en
ts a
fte
r fo
ur
year
s. 1
6.9
% o
f st
ud
en
ts d
rop
pe
d o
ut,
and
35
.1%
we
re s
till
en
rolle
d a
fte
r fo
ur
year
s.
In o
rde
r to
gra
du
ate
fro
m G
IHS
, st
ud
en
ts h
ad t
o p
ass
the
man
dat
ed
sta
te a
sse
ssm
en
ts.
Ap
pro
xim
ate
ly 6
0%
of
GIH
S s
tud
en
ts p
asse
d t
he
En
glis
h L
angu
age
Art
s (E
LA)
asse
ssm
en
t
wit
h a
65
% o
r h
igh
er
and
ju
st u
nd
er
50
% p
asse
d t
he
mat
h a
sse
ssm
en
t.1
Ho
we
ver,
th
ese
figu
res
hav
e b
ee
n r
isin
g st
ead
ily o
ver
the
pas
t fi
ve y
ear
s. G
IHS
was
in it
s se
con
d y
ear
of
rest
ruct
uri
ng,
hav
ing
no
t m
et
stat
e a
nd
fe
de
ral b
en
chm
arks
fo
r im
pro
vem
en
t.
In a
cit
y p
lagu
ed
by
hig
h r
ate
s o
f p
rin
cip
al a
nd
ad
min
istr
ativ
e t
urn
ove
r, G
en
era
l In
stru
ctio
n
be
ne
fite
d f
rom
co
nsi
ste
nt
lead
ers
hip
. Th
e p
rin
cip
al o
f G
IHS
was
a t
eac
he
r in
th
e b
uild
ing
for
ten
ye
ars
and
an
ass
ista
nt
pri
nci
pal
fo
r fi
ve y
ear
s b
efo
re b
eco
min
g p
rin
cip
al f
ou
r ye
ars
ago
.
Pri
nci
pal’s
Off
ice,
3:5
7 p.
m.
Sam
Se
idm
an s
ho
ok
his
he
ad a
nd
ran
his
han
d t
hro
ugh
his
gra
y h
air.
He
sig
he
d a
s h
is
guid
ance
co
un
selo
r R
ach
el R
ose
nfe
ld w
as g
ath
eri
ng
toge
the
r th
e t
ran
scri
pts
an
d a
tte
nd
ance
rep
ort
s sh
e h
ad p
ulle
d o
n E
va f
or
the
me
eti
ng.
Rac
he
l bra
ced
he
rse
lf f
or
on
e o
f S
am’s
no
w-f
amo
us
“wh
at d
oe
s sh
e e
xpe
ct”
ran
ts.
“Wh
at d
oe
s sh
e e
xpe
ct?
This
is c
razy
! E
va’s
had
27
ab
sen
ces
so f
ar t
his
se
me
ste
r an
d h
as
be
en
late
73
tim
es.
Fai
ling
all o
f h
er
clas
ses
isn
’t d
oin
g h
er
any
goo
d.
Sh
e n
ee
ds
to b
e d
on
e
wit
h h
igh
sch
oo
l so
sh
e c
an s
up
po
rt h
er
child
. It
kill
s m
e—
she
’s s
o d
amn
sm
art.
Sh
e c
an
run
cir
cle
s ar
ou
nd
mo
st o
f th
e o
the
r ki
ds
in t
his
sch
oo
l. S
he
ju
st c
an’t
pu
ll it
to
geth
er.
”
Rac
hel
sta
red
do
wn
at
Eva
’s t
ran
scri
pt
sho
win
g m
ost
ly B
s an
d a
few
Cs
and
As
unti
l sh
e le
ft t
o
have
the
bab
y in
Ap
ril o
f th
e ye
ar b
efo
re.
She
qui
etly
rep
lied
, “Yo
u kn
ow
, she
just
fin
ally
sec
ured
8
CASE NO.1CASE NO.1
AR
EY
OU
IN
OR
AR
EY
OU
OU
T?
1
In N
ew Y
ork
Sta
te, s
tud
ents
mus
t p
ass
exam
s in
fiv
e su
bje
ct a
reas
in o
rder
to
grad
uate
: M
ath,
ELA
, Sci
ence
, US
His
tory
,
and
Glo
bal
His
tory
. Th
e M
ath
an
d E
LA s
core
s ar
e m
ore
pub
liciz
ed a
s th
ey a
re u
sed
fo
r th
e p
urp
ose
s o
f N
o C
hild
Lef
t
Beh
ind
. G
IHS
has
a p
assi
ng
rate
of
69
% o
n t
he
Sci
ence
exa
m,
66
% o
n t
he
Glo
bal
His
tory
exa
m,
and
54
% o
n t
he
US
His
tory
exa
m.
Pas
sin
g fo
r th
ese
exam
s is
a 5
5 o
r h
igh
er.
It is
inte
rest
ing
to n
ote
th
at o
nly
37
%,
31%
, an
d 1
6%
pas
s
wit
h a
65
or
hig
he
r o
n t
he
th
ree
exa
ms
resp
ect
ive
ly.
wh
o h
ad n
eve
r p
arti
cula
rly
care
d f
or
sch
oo
l. H
e c
ame
by
to s
ay h
ello
alm
ost
dai
ly,
bu
t n
eve
r
soug
ht o
ut c
oun
selin
g. A
ltho
ugh
he li
ved
wit
h hi
s m
oth
er, s
he w
asn
’t m
uch
of
a fa
cto
r in
his
life
.
Bu
t h
e id
oliz
ed
his
un
cle
an
d w
as p
lan
nin
g o
n w
ork
ing
in t
he
fu
ne
ral h
om
e a
fte
r gr
adu
atio
n.
If h
e c
ou
ld j
ust
pu
t in
th
e s
eat
tim
e in
En
glis
h a
nd
sq
ue
ak b
y, s
he
th
ou
ght
he
’d b
e f
ine
.
Sh
e ty
ped
a f
ew c
om
man
ds
and
so
on
was
loo
kin
g at
Jay
son
’s r
eco
rd.
Sh
e lo
oke
d h
is t
ran
scri
pt
over
for
a m
inut
e. W
ow, s
he t
houg
ht, h
e is
a lo
ng w
ay f
rom
gra
duat
ion.
He
repe
ated
the
7th
gra
de
and
has
been
at
GIH
S fo
r fiv
e ye
ars
alre
ady.
He
still
has
n’t
pass
ed t
he E
LA e
xam
des
pite
thr
eetr
ies.
He
bar
ely
pas
sed
th
e o
ther
exa
ms
wit
h a
55
. H
e’ll
be
20
yea
rs o
ld in
Jul
y. “
It lo
oks
like
ifhe
pass
es a
ll hi
s cl
asse
s th
is s
emes
ter
and
next
and
doe
s a
coup
le o
f sum
mer
sch
ool c
lass
es,p
lus
on
e
mor
e m
ath
in t
he f
all,
he c
an g
radu
ate
by J
anua
ry. I
gue
ss t
hat’
s no
t so
bad
. Wha
t’s
the
prob
lem
?”
“I d
on
’t t
hin
k th
ings
are
go
ing
so w
ell
in M
s. M
aria
no
’s E
ngl
ish
cla
ss f
or
eit
he
r h
im o
r Ta
riq
.
I w
ork
ed
re
ally
har
d t
o k
ee
p b
oth
bo
ys e
nga
ged
in m
ath
cla
ss,
bu
t it
do
esn
’t s
ee
m li
ke
Mar
ian
o is
ke
ep
ing
the
m in
tere
ste
d in
th
e c
lass
.”
Rac
hel s
om
etim
es w
orr
ied
ab
out
tea
cher
s lik
e Je
ss—
she
did
n’t
min
d j
ump
ing
thro
ugh
hoo
ps
for
her
stu
den
ts,
but
th
en t
he
kid
s st
arte
d t
o e
xpec
t al
l tea
cher
s to
do
th
at.
Was
it M
s. M
aria
no
’s
fau
lt t
hat
sh
e w
asn
’t in
tere
ste
d in
do
ing
the
sam
e?
“Isn
’t it
th
e s
tud
en
ts’
resp
on
sib
ility
to
do
the
wo
rk?
The
bo
ys n
ee
d t
o d
o w
hat
th
ey
ne
ed
to
do
to
pas
s,”
Rac
he
l re
veal
ed
.
“But
wh
at w
ill h
app
en t
o t
hem
if t
hey
dro
p o
ut?
I do
n’t
kn
ow
if e
ith
er o
ne
coul
d p
ass
the
GE
D.
Jays
on
’s s
kills
are
re
ally
low—
I d
on
’t t
hin
k h
e e
ver
got
serv
ice
s w
he
n h
e m
ove
d h
ere
fro
m
the
Do
min
ican
Rep
ublic
in e
lem
enta
ry s
cho
ol.
I th
ink
he
mig
ht
hav
e a
lear
nin
g d
isab
ility
. A
nd
Tari
qju
st d
oe
sn’t
se
em
to
car
e e
no
ugh
to
pas
s. W
e c
an’t
let
the
m d
rop
ou
t!”
Rac
hel
rea
cted
to
Jes
s’ p
lea
wit
h a
sig
h.
An
oth
er d
iscu
ssio
n a
bo
ut “
savi
ng
kid
s” f
rom
dro
pp
ing
ou
t. T
ariq
will
be
fin
e,
she
th
ou
ght.
Hig
h s
cho
ol d
iplo
ma
or
no
t, h
e’ll
wo
rk f
or
his
un
cle
.
Bu
t d
id J
ess
hav
e a
po
int
abo
ut
Jays
on
? If
he
is a
s lo
w-s
kille
d a
s Je
ss s
ays,
he
wo
n’t
pas
s
Mar
ian
o’s
cla
ss a
nd
pro
bab
ly w
on
’t g
rad
uat
e.
Is a
GE
D p
rogr
am t
he
an
swe
r? C
ou
ld h
e e
ven
pas
s th
e G
ED
? A
nd
th
en
wh
at?
Sh
e m
ade
a m
en
tal n
ote
to
fin
d t
hat
stu
dy
fro
m h
er
grad
uat
e c
lass
. It
sai
d s
om
eth
ing
abo
ut
stu
de
nts
wit
h lo
w c
ogn
itiv
e s
kills
wh
o d
rop
ou
t o
f h
igh
sch
oo
l ear
nin
g tw
o-t
hir
ds
less
th
an
stu
de
nts
wh
o le
ave
sch
oo
l wit
h h
igh
er
skill
s. I
f h
e d
id h
ave
so
me
so
rt o
f le
arn
ing
dis
abili
ty,
Rac
he
l kn
ew
th
at it
wo
uld
be
ne
xt t
o im
po
ssib
le t
o g
et
him
eva
luat
ed
th
is la
te in
his
hig
h
sch
oo
l car
ee
r. S
he
gla
nce
d a
t th
e c
lock
an
d s
aw t
hat
it w
as a
lre
ady
5:3
0 p
.m.
I gu
ess
I’m
no
t go
ing
to y
oga
at
6:0
0 p
.m.,
sh
e t
ho
ugh
t to
he
rse
lf.
“Lo
ok
Jess
, I
app
reci
ate
yo
ur
con
cern
, I
do
. I’l
l try
to
gra
b b
oth
bo
ys t
om
orr
ow
an
d t
alk
to
the
m.
Bu
t if
th
ey’
re d
ete
rmin
ed
to
dro
p o
ut,
it’ll
be
har
d t
o s
top
th
em
. Yo
u s
ho
uld
try
to
ge
t
11
fro
m 1
1th
gra
de
. S
am w
as t
he
on
e w
ho
alw
ays
talk
ed
ab
ou
t h
ow
bri
llian
t sh
e w
as a
nd
if t
he
y
did
n’t
cu
t h
er
the
de
al,
she
wo
uld
dro
p o
ut.
An
d n
ow
he
’s p
ush
ing
he
r o
ut!
They
had
tal
ked
ab
out
so
man
y st
uden
ts t
hat
aft
ern
oo
n,
but
Eva
’s c
ase
ate
at R
ach
el t
he
mo
st.
She
had
men
tione
d th
e pa
rt o
f th
e st
udy
whi
ch s
tate
d th
at o
nly
11%
of
stud
ents
who
get
the
irG
ED
com
ple
te a
t le
ast
on
e ye
ar o
f co
llege
, n
ever
min
d f
inis
h.
Sh
e b
roug
ht
up E
va’s
bo
yfri
end
who
had
drop
ped
out
the
year
bef
ore.
He
star
ted
a G
ED
cou
rse
but
didn
’t p
ass
the
test
. He
had
hope
d
to e
nro
ll in
a c
om
mun
ity
colle
ge.
But
no
w h
e’s
wo
rkin
g a
stri
ng
of
par
t-ti
me
job
s to
mak
em
on
ey
to s
upp
ort
Eva
an
d t
he b
aby.
The
n a
gain
, Eva
’s li
fe o
utsi
de
of
scho
ol w
on
’t b
e ge
ttin
g an
ye
asie
r
any
tim
e so
on
. M
ayb
e S
am w
as r
igh
t, m
ayb
e a
GE
D w
as a
t le
ast
bet
ter
than
no
dip
lom
a at
all.
Rac
he
l was
su
rpri
sed
by
a kn
ock
at
he
r d
oo
r so
late
, b
ut
less
su
rpri
sed
to
se
e J
ess
Jo
ne
s in
the
do
orw
ay.
Jess
was
on
e o
f th
ose
yo
un
g, a
mb
itio
us
teac
he
rs w
ho
cam
e t
hro
ugh
th
e c
ity’
s
alte
rnat
ive
ce
rtif
icat
ion
pro
gram
. R
ach
el l
ike
d h
er
and
was
imp
ress
ed
by
ho
w m
uch
tim
e s
he
pu
t in
wit
h s
tud
en
ts.
Sh
e k
ne
w t
hat
no
t e
very
on
e in
th
e b
uild
ing
felt
th
at w
ay,
bu
t R
ach
el
app
reci
ate
d h
ow
Je
ss s
ee
me
d t
o c
are
ab
ou
t th
e s
tud
en
ts.
Jess
sta
yed
aft
er
sch
oo
l to
tu
tor
he
r st
ud
en
ts a
lmo
st e
very
day
—d
esp
ite
no
t ge
ttin
g p
aid
to
do
so
. S
he
als
o c
oac
he
d b
aske
t-
bal
l an
d w
as a
lway
s d
oin
g so
me
cra
zy m
ath
pro
ject
wit
h h
er
clas
ses.
It
was
so
like
Je
ss t
o
still
be
in t
he
bu
ildin
g at
alm
ost
5:3
0.
“So
rry
to b
oth
er
you
, R
ach
el.
I kn
ow
yo
u p
rob
ably
wan
t to
ge
t o
ut
of
he
re,
bu
t I
wan
ted
to
talk
to
yo
u a
bo
ut
a co
up
le o
f ki
ds.
” R
ach
el g
roan
ed
inw
ard
ly,
sure
th
at t
his
co
nve
rsat
ion
me
ant
that
it w
ou
ld b
e a
wh
ile b
efo
re s
he
co
uld
go
ho
me
an
d w
ou
ld p
rob
ably
ad
d t
o h
er
alre
ady
ove
rsch
ed
ule
d lo
ad f
or
tom
orr
ow
.
“Do
yo
u kn
ow
Tar
iq M
oo
re a
nd
Jay
son
Do
min
guez
? R
osa
nn
a an
d I
ove
rhea
rd t
hem
bo
th t
alki
ng
on
th
e w
ay o
ut
of
the
bu
ildin
g to
day
. Th
ey’
re w
orr
ied
th
ey’
re f
ailin
g E
ngl
ish
an
d a
re b
oth
talk
ing
abo
ut
dro
pp
ing
ou
t. I
was
ho
pin
g m
ayb
e y
ou
co
uld
tal
k to
th
em
to
mo
rro
w?”
Jess
kn
ew
th
at R
ach
el w
as h
er
be
st h
op
e.
The
gu
idan
ce c
ou
nse
lor
had
a r
ep
uta
tio
n f
or
advo
-
cati
ng
for
stu
de
nts
eve
n if
it p
ut
he
r at
od
ds
wit
h t
he
ad
min
istr
atio
n.
De
spit
e t
he
fac
t th
at
she
was
su
pp
ose
d t
o b
e c
on
cern
ed
wit
h w
he
the
r o
r n
ot
kid
s u
nd
ers
too
d g
eo
me
try,
Je
ss
fou
nd
he
rse
lf m
ore
an
d m
ore
co
min
g to
Rac
he
l to
he
lp s
tud
en
ts d
eal
wit
h t
he
ir li
ves
ou
tsid
e
of
sch
oo
l. W
ith
ou
t th
at h
elp
, so
man
y o
f th
em
did
n’t
eve
n s
tay
in s
cho
ol.
Rac
he
l tu
rne
d t
o h
er
com
pu
ter
to lo
ok
up
th
e t
wo
bo
ys’
reco
rds
in t
he
sch
oo
l’s c
om
pu
ter
syst
em
. Ig
no
rin
g th
e 5
2 e
-mai
ls w
aiti
ng
for
he
r, s
he
cal
led
up
Tar
iq’s
re
cord
. S
he
kn
ew
Tar
iq.
He
had
wo
rke
d s
ince
mid
dle
sch
oo
l in
his
un
cle
’s f
un
era
l ho
me
. A
fe
w y
ear
s e
arlie
r, a
hig
hly
pu
blic
ize
d c
hild
ab
use
cas
e e
nd
ed
wit
h t
he
de
ath
of
a to
dd
ler.
Tar
iq’s
un
cle
’s f
un
era
l ho
me
han
dle
d t
he
bu
rial
, an
d T
ariq
was
a m
ino
r ce
leb
rity
at
sch
oo
l fro
m w
ork
ing
on
th
e c
ase
. H
is
tran
scri
pt
sho
we
d h
im t
o b
e a
so
lid D
stu
de
nt.
Rac
he
l kn
ew
him
mo
re a
s a
stre
et-
smar
t ki
d
10
CASE NO.1CASE NO.1
AR
EY
OU
IN
OR
AR
EY
OU
OU
T?
MA
KIN
G T
HE
CA
SE
: C
AS
E N
O.2
Be
yo
nd
th
e T
est
By
EL
IZ
AB
ET
H G
IL
, Met
Life
Fel
low,
TNL
I Ne
w Y
ork
City
(NY
)
“O
h,
Jaci
nd
a’s
in y
our
cla
ss t
his
yea
r. S
he’
s a
swee
t gi
rl,”
Mrs
. A
nit
a H
arri
s, P
S
100
0’s
En
glis
h a
s a
Sec
on
d L
angu
age
coo
rdin
ato
r co
mm
ente
d a
s sh
e p
asse
d
Ms.
Gin
a N
eils
on
in t
he
hal
lway
. “S
he
was
in M
s. M
eno
los’
bili
ngu
al c
lass
last
year
in t
hird
gra
de
whe
n sh
e ca
me
from
the
Dom
inic
an R
epub
lic.
She
’s s
till a
n En
glis
h La
ngua
ge
Lear
ner
bas
ed o
n h
er E
ngl
ish
as a
Sec
on
d L
angu
age
Sta
te e
xam
. H
er p
aren
ts a
gree
d t
o p
ut h
er
in t
he m
on
olin
gual
cla
ss t
o h
elp
her
pro
gres
s fr
om
the
ad
van
ced
leve
l to
pro
ficie
ncy
in E
ngl
ish.
”
Gin
a re
plie
d,
“I k
no
w,
bu
t h
er
wri
tin
g is
n’t
at
the
fo
urt
h g
rad
e le
vel,
and
sh
e h
as t
rou
ble
follo
win
g w
hat
I d
o in
cla
ss s
om
eti
me
s. H
er
par
en
ts d
on
’t h
elp
so
mu
ch e
ith
er.
He
r m
om
see
ms
nic
e w
he
n I
try
to
sp
eak
wit
h h
er,
bu
t I
do
n’t
th
ink
Jaci
nd
a ge
ts t
oo
mu
ch a
cad
em
ic
sup
po
rt a
t h
om
e.
I ca
n s
ee
us
no
t m
akin
g th
e a
de
qu
ate
ye
arly
pro
gre
ss (
AY
P)1
targ
ets
, an
d
I’ll b
e h
ear
ing
it f
rom
Pri
nci
pal
Gre
y. H
e’s
alw
ays
all a
bo
ut
AY
P a
nd
ge
ttin
g al
l th
ose
leve
l 3s
and
4s.
Jac
ind
a an
d a
ll m
y st
ud
en
ts li
ke h
er
are
su
pp
ose
d t
o b
e a
ble
to
wri
te a
t th
e s
ame
leve
l as
my
oth
er
stu
de
nts
wh
o’v
e b
ee
n h
ere
sin
ce p
re-K
? S
he
’s o
nly
be
en
he
re a
ye
ar—
a
year
and
thr
ee o
r fo
ur m
onth
s w
hen
she
sits
for
the
tes
t in
Jan
uary
. H
ow d
o I m
ake
that
hap
pe
n?
I d
on
’t h
ave
a b
ackg
rou
nd
wo
rkin
g w
ith
stu
de
nts
wh
ose
se
con
d la
ngu
age
is E
ngl
ish
.”
Was
hin
gton
Hei
ghts
an
d P
S 1
000-
The
New
Lan
guag
e Sc
hool
PS
10
00
-Th
e N
ew
Lan
guag
e S
cho
ol w
as lo
cate
d in
a r
esi
de
nti
al n
eig
hb
orh
oo
d in
Was
hin
gto
n
He
igh
ts,
an im
mig
ran
t se
ctio
n o
f M
anh
atta
n.
Nin
ety
-fiv
e p
erc
en
t o
f th
e s
cho
ol’s
stu
de
nts
13
ou
t o
f h
ere
so
on—
it’s
alr
ead
y so
late
.”
Jess
sm
iled
an
d t
han
ked
Rac
he
l.
As
she
wat
che
d J
ess
wal
k d
ow
n t
he
hal
lway
, R
ach
el a
dd
ed
Tar
iq a
nd
Jay
son
to
he
r lo
ng
list
of
stu
de
nts
to
ch
eck
in w
ith
to
mo
rro
w.
Sh
e g
lan
ced
up
at
the
clo
ck a
nd
th
e h
uge
pile
s o
f
file
s th
at s
till
ne
ed
ed
to
be
pu
t aw
ay.
Turn
ing
he
r ga
ze t
o h
er
com
pu
ter,
sh
e s
aw t
hat
th
ere
wer
e n
ow
59
e-m
ails
wai
tin
g fo
r h
er t
o r
ead
an
d r
eply
. To
mo
rro
w w
as lo
oki
ng
like
a ro
ugh
day
.
Sh
e h
ad a
num
ber
of
atte
nd
ance
cas
es t
o t
rack
do
wn
, th
ree
new
tra
nsf
er s
tud
ents
’ sc
hed
ules
to w
ork
out
, an
d E
va’s
co
nfe
ren
ce.
Sh
e d
idn
’t lo
ok
forw
ard
to
giv
ing
Sam
Sei
dm
an J
ess’
new
s
abo
ut T
ariq
an
d J
ayso
n.
Just
wh
at h
e w
ants
, sh
e th
oug
ht
dej
ecte
dly
, m
ore
stu
den
ts d
rop
pin
g
ou
t. W
hat
’s w
ron
g w
ith
GIH
S a
nyw
ay?
Wh
y ca
n’t
th
is s
cho
ol g
et
kid
s to
gra
du
ate
?
Disc
ussi
on Q
uest
ion
sH
ow
should
Rachel advis
e h
er
stu
dents
? W
hat
should
she s
ay t
o S
am
about
Tari
q a
nd J
ayson?
Should
Eva b
e p
revente
d f
rom
dro
ppin
g o
ut?
What
about
Tari
q?
Jayson?
Do s
chools
have a
duty
to p
revent
stu
dents
fro
m d
roppin
g o
ut?
Is a
GED
the s
am
e a
s a
hig
h s
chool dip
lom
a?
Should
the G
ED
be a
n o
pti
on t
o
som
e o
r to
every
one?
To w
hat
degre
e d
oes r
equir
ing s
tudents
to g
raduate
in f
our
years
lim
it s
tudents
?
When is it
accepta
ble
for
a p
rincip
al to
counsel stu
dents
out
of
a s
chool?
Should
stu
dents
be p
revente
d f
rom
dro
ppin
g o
ut
if, w
hen t
hey d
on’t, th
ey
low
er
pass r
ate
s b
y w
hic
h s
chools
are
evalu
ate
d?
RE
FE
RE
NC
ES
Fin
e,
M.
(19
91).
Fra
min
g d
rop
outs
: N
ote
s o
n t
he
po
litic
s o
f an
urb
an
pub
lic h
igh s
cho
ol.
Alb
any:
SU
NY
Pre
ss.
Mu
rnam
e,
R.,
Will
et,
J.,
& T
yle
r, J
. (1
99
9).
Wh
o b
en
efi
ts f
rom
ob
tain
ing a
GE
D?
Evi
de
nce
fro
m h
igh
sch
oo
l an
d b
eyo
nd
. N
BE
R W
ork
ing
Pap
er.
Mu
rnam
e,
R.,
Will
et,
J.,
& T
yle
r, J
. (2
00
0,
Jun
e).
Est
imat
ing
the
lab
or
mar
ket
sign
alin
g
valu
e o
f th
e G
ED
. Q
uart
erl
y Jo
urn
al o
f E
co
no
mic
s.
12
CASE NO. 2
1 2 3 4 5 6 7
CASE NO.1
AR
EY
OU
IN
OR
AR
EY
OU
OU
T?
Mat
eria
ls f
or
this
cas
e w
ere
take
n e
xten
sive
ly f
rom
Unders
tandin
g th
e A
meri
can w
riti
ng
pro
cess
con
duc
ted
by
Mar
gie
Ro
gasn
er,
Met
Life
Fel
low
, Te
ach
ers
Net
wo
rk L
ead
ersh
ip In
stit
ute,
Jun
e 2
00
5.
To p
rote
ct in
div
idua
ls a
nd
org
aniz
atio
ns,
the
case
has
bee
n d
isgu
ised
. C
ases
are
no
t in
ten
ded
to
ser
ve a
s en
do
rsem
ents
, so
urce
s o
f p
rim
ary
dat
a, o
r ill
ustr
atio
ns
of
effe
ctiv
e o
r in
effe
ctiv
e p
ract
ice.
1
Ad
equa
te Y
earl
y P
rogr
ess
(AY
P)
is a
sys
tem
to
mea
sure
wh
eth
er a
dis
tric
t an
d/
or
sch
oo
l is
mak
ing
sati
sfac
tory
pro
gres
s to
war
d m
eeti
ng
the
NC
LB g
oal
of
all s
tud
ents
in a
chie
vin
g a
pro
ficie
ncy
in E
ngl
ish
lan
guag
e ar
ts, m
athe
mat
ics,
and
sci
ence
by
the
201
3-2
014
sch
oo
l yea
r.
stud
ents
met
th
eir
grad
e-l
evel
sta
nd
ard
, b
ut o
nly
13
.6%
of
ELL
s d
id.
13.6
%!
No
wh
ere
nea
r th
e
AYP
tar
get,
no
t n
ear
it a
t al
l. A
nit
a, t
her
e’s
got
to b
e so
met
hin
g to
hel
p im
pro
ve t
he
num
ber
s.”
Late
r o
n,
Ms.
Ne
ilso
n h
ad a
n id
ea
and
sh
are
d it
wit
h A
nit
a. “
Jaci
nd
a, J
ezi
n,
bas
ical
ly a
ll o
f m
y
En
glis
h la
ngu
age
lear
ner
s —I
thin
k w
e n
eed
to
bri
dge
th
e ga
p w
ith
th
eir
par
ents
, to
hel
p t
hem
real
ly u
nd
erst
and
th
e sc
ho
ol s
yste
m’s
exp
ecta
tio
ns
in N
ew Y
ork
. M
ayb
e to
tar
get
wri
tin
g. T
hat
see
ms
to b
e w
he
re o
ur
stu
de
nts
hav
e t
he
mo
st t
rou
ble
. W
hat
if w
e f
ocu
sed
on
wri
tin
g w
ith
the
par
en
ts,
too
?”
“Wh
oah
!” A
nit
a re
spo
nd
ed.
“So
und
s lik
e a
big
jo
b,
but
wh
y n
ot?
Fee
l fre
e to
bo
unce
idea
s o
ff
of m
e. I
don’
t ha
ve t
ime
to w
ork
with
you
muc
h, b
ut f
eedb
ack
I can
do.
Goo
d lu
ck!”
As
she
wal
ked
tow
ard
th
e e
leva
tor,
Mrs
. H
arri
s w
inke
d a
s sh
e a
dd
ed
, “O
h,
and
Gin
a, h
ere
’s a
tip
. W
he
n y
ou
pit
ch it
to
Mr.
Gre
y, r
emem
ber
to
tal
k ab
out
mee
tin
g th
e ad
equa
te y
earl
y p
rogr
ess
targ
ets.
Tha
t
will
mak
e h
is e
ars
per
k up
. AY
P!
AYP
! AY
…”
Her
vo
ice
fad
ed a
way
as
the
elev
ato
r d
oo
r cl
ose
d.
A f
ew
day
s la
ter,
Gin
a ap
pe
are
d a
t P
rin
cip
al G
rey’
s, k
no
ckin
g an
d p
ee
kin
g in
to t
he
off
ice
.
“Go
od
mo
rnin
g, M
r. G
rey.
I w
as w
on
de
rin
g if
yo
u’d
had
a c
han
ce t
o r
ead
my
pro
po
sal?
”
“Wh
at?
You
r p
rop
osa
l?”
Mr.
Gre
y w
as d
istr
acte
d b
y 10
pag
es
of
e-m
ails
he
’d p
rin
ted
ou
t,
just
a s
mal
l po
rtio
n o
f th
e c
on
ten
ts o
f h
is e
-mai
l in
bo
x fo
r th
e m
orn
ing.
“O
h,
Gin
a, s
orr
y.
Ye
s, t
he
ide
a ab
ou
t th
e s
eri
es
of
wri
tin
g w
ork
sho
ps
for
mo
the
rs.
Wh
y th
e m
oth
ers
, ag
ain
?”
“Uh
, w
ell,
bas
ed
on
wh
at I
’ve
re
sear
che
d,
fam
ily in
volv
em
en
t at
ho
me
se
em
s to
pro
tect
child
ren
as
the
y p
rogr
ess
th
rou
gh o
ur
com
ple
x e
du
cati
on
sys
tem
. Th
e m
ore
fam
ilie
s su
pp
ort
the
ir c
hild
ren
’s le
arn
ing…
”5
“Ye
s, I
un
de
rsta
nd
all
that
Gin
a, b
ut
the
mo
the
r an
gle
?” M
r. G
rey
glan
ced
at
his
off
ice
clo
ck,
and
Gin
a kn
ew
he
r ti
me
wit
h t
he
pri
nci
pal
was
tic
kin
g aw
ay.
Sh
e co
nti
nue
d,
“Wel
l, se
e, in
my
clas
s th
e m
om
s ar
e th
e o
nes
wh
o a
re in
ch
arge
of
educ
atio
n
in t
he
fam
ily.
It’s
th
e m
oth
ers
wh
o a
re t
he
mai
n c
on
tact
. Th
ese
wo
rksh
op
s w
ou
ld p
rovi
de
a
15
we
re e
ligib
le f
or
fre
e lu
nch
. D
ue
to
ove
rcro
wd
ing,
th
e b
uild
ing
was
sh
are
d b
y th
ree
sch
oo
ls.
Two
hu
nd
red
of
the
stu
de
nts
we
re E
ngl
ish
Lan
guag
e L
ear
ne
rs (
ELL
s),2
man
y o
f w
ho
m w
ere
ne
wco
me
rs t
o t
he
sch
oo
l or
to t
he
cit
y it
self
, w
ith
litt
le f
orm
al e
du
cati
on
in t
he
ir n
ativ
e
cou
ntr
ies.
Th
e m
ajo
rity
of
the
se s
tud
en
ts h
aile
d f
rom
Me
xico
, th
e D
om
inic
an R
ep
ub
lic,
and
Pu
ert
o R
ico
, w
ith
so
me
stu
de
nts
co
min
g fr
om
oth
er
Car
ibb
ean
co
un
trie
s, L
atin
Am
eri
ca,
and
Eas
t A
fric
a. 8
0%
of
the
stud
ents
wer
e n
eigh
bo
rho
od
ch
ildre
n,
wh
ile t
he
oth
er 2
0%
of
stud
ents
cam
e f
rom
var
iou
s o
the
r se
ctio
ns
of
the
cit
y. W
hile
th
e s
cho
ol m
et
its
ade
qu
ate
ye
arly
pro
gre
ss (
AY
P)
targ
ets
in t
he
fo
urt
h g
rad
e o
vera
ll, t
he
sch
oo
l’s s
pe
cial
ed
uca
tio
n a
nd
En
glis
h
Lan
guag
e L
ear
ne
r (E
LL)
sub
gro
up
s3
had
no
t m
et
the
ir A
YP
s in
th
e p
revi
ou
s sc
ho
ol y
ear
.
Engl
ish
Lan
guag
e Le
arn
ers
and
Engl
ish
Lan
guag
e A
rts
Ass
essm
ents
Ms.
Ne
ilso
n lo
oke
d a
t h
er
clas
s ro
ste
r ag
ain—
seve
n E
ngl
ish
lan
guag
e le
arn
ers
wh
o w
ou
ld b
e
in a
n E
ngl
ish
-on
ly c
lass
fo
r th
e f
irst
tim
e t
his
ye
ar.
This
ye
ar w
ou
ld b
e c
ruci
al a
s th
e c
hild
ren
tran
siti
on
ed f
rom
a b
ilin
gual
to
a m
on
olin
gual
set
tin
g, s
he t
houg
ht t
o h
erse
lf. O
f th
e 2
5 s
tud
ents
in h
er
clas
s, m
ost
we
re f
rom
Lat
in b
ackg
rou
nd
s, b
ut
she
wo
uld
als
o b
e t
eac
hin
g Is
aac,
wh
o
was
Gh
anai
an,
and
Je
zin
, w
ho
was
Alb
ania
n.
Of
the
oth
er
En
glis
h L
angu
age
Le
arn
ers
(E
LLs)
in t
he
cla
ss,
she
als
o h
ad J
acin
da,
fro
m M
exi
co,
and
San
dra
, fr
om
th
e D
om
inic
an R
ep
ub
lic.
Ms.
Ne
ilso
n t
ho
ugh
t ab
ou
t th
e E
ngl
ish
Lan
guag
e A
rts
(ELA
) as
sess
me
nt
po
licy
chan
ge,
the
chan
ge s
he
wo
rrie
d m
ost
ab
ou
t th
is s
cho
ol y
ear
.
Gin
a kn
ew
th
e r
ese
arch
th
at s
tate
d t
hat
stu
de
nts
acq
uir
e a
cad
em
ic la
ngu
age
pro
fici
en
cy
wit
hin
fiv
e t
o s
eve
n y
ear
s.4
Bu
t sh
e a
lso
re
aliz
ed
th
at h
er
ELL
stu
de
nts
wo
uld
hav
e t
o t
ake
the
ass
ess
me
nt
in le
ss t
han
fo
ur
mo
nth
s, le
ss t
han
tw
o y
ear
s af
ter
com
ing
to t
his
co
un
try.
Sh
e k
ne
w t
hat
aca
de
mic
lan
guag
e u
sed
fo
r w
riti
ng
wo
uld
be
a c
hal
len
ge.
Gin
a le
t o
ut
a si
gh o
f fr
ust
rati
on
, as
An
ita
Har
ris
pas
sed
by
the
ro
om
an
d h
ear
d h
er.
“G
ina,
the
y’ve
go
t yo
u t
alki
ng
to y
ou
rse
lf n
ow
,” A
nit
a sa
id.
“Yo
u’r
e n
ot
sup
po
sed
to
so
un
d li
ke t
hat
for
ano
the
r m
on
th o
r tw
o,”
An
ita
smile
d.
Ms.
Nei
lso
n lo
oke
d a
t th
e d
ata
that
was
dis
trib
uted
at
the
facu
lty
mee
tin
g an
d s
aid
, “Lo
ok
here
.
En
glis
h L
angu
age
Le
arn
ers
’ p
erf
orm
ance
imp
rove
d b
etw
ee
n 2
00
4 a
nd
20
05
, b
ut
the
y’re
sti
ll
no
t m
eeti
ng
stan
dar
ds
the
way
our
En
glis
h p
rofic
ien
t st
uden
ts a
re.
48
.7%
of
En
glis
h p
rofic
ien
t
14
CASE NO. 2CASE NO.2
BE
YO
ND
TH
E T
ES
T
20
05
20
04
Perc
ent
of
Teste
d S
tudents
Scori
ng a
tLevels
Perc
ent
of
Teste
d S
tudents
Scori
ng a
tLevels
No.T
este
dN
o.T
este
d1
23
+ 4
12
3 +
4
CA
TE
GO
RY
English P
roficie
ncy S
tatu
s
ELL
s
En
glis
h P
rofi
cie
ncy
62
32
7
58
.1
19.9
38
.7
41.3
3.2
38
.8
66
310
43
.9
9.4
42
.4
41.9
13.6
48
.7
2
An
En
glis
h L
angu
age
Lear
ner
(E
LL)
is d
eter
min
ed b
ased
on
th
e La
ngu
age
Ass
essm
ent
Bat
tery
-Rev
ised
(LA
B-R
)
upo
n e
ntr
y to
th
e N
ew Y
ork
Cit
y sc
ho
ol s
yste
m.
Sub
seq
uen
tly,
ELL
sta
tus
is d
eter
min
ed b
y st
uden
ts’
sco
res
on
th
e
New
Yo
rk S
tate
En
glis
h a
s a
Sec
on
d L
angu
age
Ach
ieve
men
t Te
st (
NY
SE
SLA
T) t
hro
ugh
wh
ich
stu
den
ts a
re id
enti
fied
as B
egin
ner
, In
term
edia
te,
Ad
van
ced
, o
r P
rofic
ien
t in
th
e E
ngl
ish
lan
guag
e.3
No
Ch
ild L
eft
Beh
ind
def
ines
10
stu
den
t gr
oup
s: A
ll S
tud
ents
, 5
eth
ic g
roup
s (A
mer
ican
In
dia
n,
Asi
an,
His
pan
ic,
Bla
ck,
and
Wh
ite
), L
imit
ed E
ngl
ish
Pro
ficie
nt
(ELL
), S
pec
ial E
duc
atio
n,
Mig
ran
t S
tatu
s an
d F
ree
and
Red
uced
Pri
ced
Lun
ch.
Sub
gro
up s
izes
var
y fr
om
sta
te t
o s
tate
. In
New
Yo
rk,
it is
30
stu
den
ts.
4
Cum
min
s, J
. (1
99
4)
The a
cq
uis
itio
n o
f E
ngl
ish a
s a s
eco
nd langu
age
.
5
Hen
der
son
, A
., M
app
, K
. (2
00
2).
A n
ew
wave
of
evi
dence
: Th
e im
pact
of
scho
ol, f
am
ily,
and c
om
munit
y co
nnecti
ons
on s
tudent
ach
ieve
ment.
Aus
tin
, Te
xas:
So
uth
wes
t E
duc
atio
nal
Dev
elo
pm
ent
Lab
ora
tory
.
than
we
did
! I’d
love
for
the
se p
eop
le w
ho m
ake
thes
e d
ecis
ions
to
take
a S
pani
sh L
angu
age
Art
s
(SLA
). . .
Yo
u ta
ke t
he t
est
in S
pan
ish
afte
r b
ein
g so
mew
here
fo
r a
year
and
a d
ay a
nd
tel
l me
if
you
are
rate
d ‘p
rofic
ient
’! B
usy
day
toda
y, r
ight
? Tw
o w
orks
hops
—af
tern
oon
and
even
ing?
If I
don’
t
see
you
bef
ore
yo
u h
ave
your
wo
rksh
op
s, G
oo
d lu
ck!”
Sh
e tu
rned
to
leav
e th
e ti
mec
ard
ro
om
.
Ms.
Nei
lson
sm
iled
at M
rs. H
arris
, the
n t
urn
ed s
erio
us a
gain
, ret
urni
ng t
o th
e ea
rlie
r co
nve
rsat
ion
.
“I’ll
wal
k w
ith
yo
u. Y
ou
kno
w,
they
rea
lly d
on
’t c
are
if w
e co
nn
ect
wit
h p
aren
ts,
or
the
kid
s, o
r
do
an
yth
ing
else
, d
o t
hey
? Ju
st g
et s
core
s o
n t
he
test
. Th
at’s
all
that
rea
lly m
atte
rs.
Last
yea
r,
I h
ad a
stu
de
nt
wh
o c
ou
ld b
are
ly r
ead
an
d ‘
lo a
nd
be
ho
ld,
he
man
age
d a
3 o
n t
he
ELA
te
st.
May
be
he
gues
sed
co
rrec
tly
a lo
t. N
ow
he
is in
fift
h g
rad
e, a
nd
he’
s n
ot
gett
ing
acad
emic
inte
rve
nti
on
se
rvic
es,
bu
t h
e n
ee
ds
mo
re s
up
po
rt.
So
, w
hat
do
es
a 3
re
ally
te
ll u
s, h
uh
?”
“He
y, G
ina,
” A
nit
a re
spo
nd
ed
, “y
ou
’re
pre
ach
ing
to t
he
ch
oir
. I’d
like
to
th
ink
that
th
e p
eo
ple
wh
o t
hin
k th
is s
tuff
up
had
a g
oo
d r
eas
on
. I
me
an t
he
y ca
n’t
pu
rpo
sely
be
try
ing
to m
ake
teac
he
rs m
ise
rab
le,
can
th
ey?
Late
r in
th
e w
ee
k, G
ina
app
roac
he
d A
nit
a w
ith
a b
ig g
rin
.
“He
y, A
nit
a!
Eig
ht
mo
ms
at t
he
wo
rksh
op
th
is w
ee
k —fi
ve in
th
e a
fte
rno
on
an
d t
hre
e in
th
e
eve
nin
g. I
am
psy
che
d.
It f
elt
go
od
, b
ut
I w
as n
erv
ou
s. N
on
e o
f th
ose
mo
ms
we
nt
to s
cho
ol
he
re,
and
so
me
did
n’t
eve
n f
inis
h g
ram
mar
or
hig
h s
cho
ol i
n t
he
ir h
om
e c
ou
ntr
ies.
We
can
’t
take
an
yth
ing
for
gran
ted
. If
th
ey
con
ne
ct w
ith
eac
h o
the
r, t
he
y’ll
be
mo
re li
kely
to
ke
ep
com
ing—
may
be
be
com
e a
ne
two
rk o
f th
eir
ow
n.
Imag
ine
th
e p
oss
ibili
tie
s, A
nit
a!”
An
ita
smile
d w
istf
ully
, “A
h,
cue
th
e m
ysti
cal,
fan
tasy
mu
sic.
I h
op
e y
ou
’re
rig
ht,
an
d I
’m g
lad
you
’re
fe
elin
g e
ne
rgiz
ed
. I
ho
pe
th
at G
rey
fee
ls t
he
sam
e w
ay.”
Two
we
eks
late
r, M
s. N
eils
on
an
d M
rs.
Har
ris
che
cke
d in
wit
h e
ach
oth
er
ove
r lu
nch
.
“So
, G
ina,
ho
w a
re t
ho
se m
om
s o
f yo
urs
?
“Th
ey’
re o
kay.
I t
hin
k w
e’r
e a
ll le
arn
ing
som
eth
ing,
an
d t
he
kid
s se
em
re
ally
exc
ite
d t
hat
the
ir m
om
s ar
e ‘
in s
cho
ol,’
to
o,”
Gin
a re
plie
d.
Wit
h a
n im
pis
h lo
ok
tow
ard
he
r fr
ien
d,
An
ita
asks
, “T
hat
’s g
reat
Gi,
bu
t w
ill it
mak
e y
ou
a ‘n
o
leve
l 1s’
cla
ssro
om
?”
“Lo
ok,
” G
ina
resp
on
ded
a li
ttle
hur
t, “
Of
the
mo
ms
wh
o’v
e b
een
to
all
thre
e w
ork
sho
ps
so f
ar,
thre
e o
f th
e k
ids
hav
e b
ee
n m
akin
g so
me
re
ally
nic
e p
rogr
ess
, an
d t
he
ir m
om
s h
ave
eve
n
star
ted
to
do
th
ings
at
ho
me
wit
h t
he
m.
Two
are
mo
vin
g al
on
g lit
tle
by
littl
e,
bu
t st
ill m
ovi
ng.
An
d t
he
co
nve
rsat
ion
s w
e’v
e h
ad—
that
th
e m
oth
ers
hav
e w
ith
eac
h o
the
r—ab
ou
t re
adin
g,
wri
tin
g, t
he
ir p
ers
on
al s
itu
atio
ns,
I m
ean
wo
w!
It’s
mo
re t
han
th
e s
trai
ght
acad
em
ics.
”
He
r fr
ien
d r
ep
lied
, “M
ayb
e w
ith
wh
at y
ou
’re
do
ing,
th
ere
will
be
mo
re o
f it
ne
xt y
ear
, th
at
17
bas
ic h
om
e-s
cho
ol c
on
ne
ctio
n,
exp
lain
te
ach
ers
’ ro
les
wit
h p
are
nts
, d
eve
lop
cla
ssro
om
com
mun
ity,
pre
sen
t m
etho
ds
for
teac
hin
g lit
erac
y, t
hen
po
siti
vely
aff
ect
stud
ent
achi
evem
ent.
”
Qu
ickl
y, s
he
ad
de
d,
“An
d o
f co
urs
e,
po
siti
vely
aff
ect
th
e A
YP
tar
gets
. I
kno
w w
e w
ant
to s
ee
gro
wth
an
d p
rogr
ess
on
th
e a
de
qu
ate
ye
arly
pro
gre
ss t
arge
ts.”
Sh
e lo
oke
d in
ten
tly
at M
r.
Gre
y, in
se
arch
of
a cl
ue
. D
id t
he
AY
P a
ngl
e h
elp
?, s
he
wo
nd
ere
d.
“Hm
m.”
Mr.
Gre
y w
as s
till
shuf
flin
g th
e p
rin
ted
e-m
ails
. M
s. N
eils
on
did
n’t
kn
ow
wh
eth
er t
he
con
vers
atio
n w
as o
ver
or
if s
he
sh
ou
ld s
tay.
“O
kay,
Gin
a, y
ou
can
hav
e y
ou
r w
ork
sho
ps,
bu
t
rem
emb
er,
I wan
t to
see
it o
n t
he
test
sco
res.
We’
re s
pen
din
g th
e sc
ho
ol’s
fin
anci
al r
eso
urce
s
on
ince
nti
ves
for
par
en
ts a
nd
ch
ild c
are
, an
d p
ayin
g fo
r p
lan
nin
g an
d w
ork
sho
p t
ime
.”
Ms.
Ne
ilso
n w
asn
’t s
ure
sh
e h
ear
d r
igh
t, b
ut
the
n r
eal
ize
d t
hat
all
of
wh
at h
e s
aid
tra
nsl
ate
d
to a
“Y
es.
” E
xcit
ed
, b
ut
also
co
nce
rne
d a
nd
sti
ll ca
uti
ou
s, M
s. N
eils
on
sm
iled
wid
ely
.
“Th
ank
you
, M
r. G
rey.
I a
pp
reci
ate
th
is o
pp
ort
un
ity.
Hav
e a
gre
at d
ay!”
Th
ere
was
a li
ttle
ski
p
in h
er
ste
p a
s sh
e w
alke
d o
ut.
“Oh
, G
ina.
” H
e lo
oke
d s
eri
ou
s, b
ut
the
n a
llow
ed
a s
mile
to
pe
ek
ou
t.
“Ye
s, M
r. G
rey?
”
“Th
ank
you
fo
r yo
ur
eff
ort
.”
Wo
w!
That
so
un
de
d li
ke a
co
mp
lime
nt,
Gin
a th
ou
ght
to h
ers
elf.
Mr.
Gre
y d
idn
’t g
ive
th
ose
ou
t to
o o
fte
n.
Wh
y w
ere
com
plim
en
ts s
o f
ew
an
d f
ar b
etw
ee
n?
Too
mu
ch s
tre
ss?
Did
n’t
he
real
ize
th
at h
is s
taff
was
de
dic
ate
d a
nd
har
d-w
ork
ing
?
Sti
ll, s
he
fe
lt s
o e
xcit
ed
. It
was
go
ing
to b
e a
lot
of
wo
rk,
bu
t th
e m
ost
imp
ort
ant
thin
g w
as
that
sh
e w
as g
oin
g to
ge
t to
do
it.
Sh
e c
ou
ldn
’t h
elp
bu
t b
eam
all
the
way
to
he
r cl
assr
oo
m.
An
ita
and
Gin
a, w
hile
mo
vin
g th
eir
tim
eca
rds
the
mo
rnin
g b
efo
re t
he
fir
st w
ork
sho
p,
en
gage
d in
a b
rie
f co
nve
rsat
ion
.
“Yo
u k
no
w,
Gin
a,”
An
ita
ob
serv
ed
, “t
he
nu
mb
ers
do
n’t
say
an
yth
ing
abo
ut
a st
ud
en
t’s
gro
wth
. R
em
em
be
r A
gust
o?
He
did
n’t
eve
n k
no
w h
is a
lph
abe
t in
Sp
anis
h a
ye
ar-a
nd
-a-h
alf
ago
? H
e c
ame
SU
CH
a lo
ng
way
, b
ut
the
nu
mb
ers
do
n’t
re
fle
ct t
hat
do
th
ey?
”
Gin
a n
od
de
d a
nd
fro
wn
ed
, “Y
eah
, it
se
em
s th
at t
he
y o
nly
say
, ‘O
h,
you
r E
LL p
op
ula
tio
n is
n’t
me
eti
ng
the
sta
nd
ard
. Yo
u’r
e a
fai
ling
sch
oo
l.’”
Mrs
. Har
ris c
ontin
ued,
“R
emem
ber
last
yea
r, t
hose
lett
ers
that
wen
t to
par
ents—
with
the
opt
ion
to
send
the
ir ki
ds t
o ot
her
scho
ols.
Our
sch
ool d
idn’
t ev
en k
now
abo
ut t
he le
tter
s un
til p
aren
tsst
arte
d
aski
ng
que
stio
ns!
Our
sco
res
wer
e se
con
d h
igh
est
in t
he
regi
on
an
d m
any
of
the
sch
oo
ls t
hat
wer
e lis
ted
as
op
tio
ns
had
low
er a
chie
vem
ent
leve
ls o
n t
he E
ngl
ish
Lan
guag
e A
sses
smen
t (E
LA)
16
CASE NO. 2CASE NO.2
BE
YO
ND
TH
E T
ES
T
Disc
ussi
on Q
uest
ion
sH
ow
does t
he w
ay N
CLB
identi
fies s
chools
as s
uccessfu
l or
failin
g c
ause
tensio
ns b
etw
een a
dm
inis
trato
rs a
nd t
eachers
and im
pact
the o
vera
ll
envir
onm
ent
in s
chools
?
How
should
schools
inte
ract
wit
h p
are
nts
, especia
lly t
hose w
hose c
hildre
n
fall into
specia
l popula
tions, such a
s E
nglish L
anguage L
earn
ers
or
specia
l
educati
on?
What
kin
d o
f support
s s
hould
schools
pro
vid
e?
What
is t
he v
alu
e o
f sett
ing f
oundati
ons in a
school (c
om
munit
y c
onnecti
ons,
pare
nta
l unders
tandin
g, stu
dents
’ deeper/
pro
cess/
cri
tical th
inkin
g learn
ing
experi
ences)
and k
eepin
g t
hem
despit
e n
ot
reachin
g 1
00
% s
uccess in t
erm
s o
f
adequate
yearl
y p
rogre
ss (
AYP)?
Should
schooling b
e g
eare
d m
ain
ly t
ow
ard
short
-term
outc
om
es in t
he f
orm
of
test
result
s, or
on longer-
term
outc
om
es
that
mig
ht
not
be m
easure
d b
y s
tandard
ized t
ests
?
How
does a
school m
ain
tain
the b
ala
nce b
etw
een t
he n
um
bers—
quanti
tati
ve m
easure
s—
and t
he q
ualita
tive a
spects
of
teachin
g?
RE
FE
RE
NC
ES
Bo
ard
of
Co
op
era
tive
Ed
uca
tio
nal
Se
rvic
es.
htt
p:/
/w
ww
.mo
nro
e2
bo
ces.
org
/p
rogr
ams.
cfm
?su
ble
vel=
1115
&su
bp
age
=5
4&
sub
sub
pag
e=
110
4
Cu
mm
ins,
J.
(19
94
). T
he
acq
uis
itio
n o
f E
nglis
h a
s a s
eco
nd
lan
guage
.
In K
. S
pan
gen
be
rg-U
rbsc
hat
, &
R.
Pri
tch
ard
(E
ds.
), R
ead
ing I
nst
ructi
on
fo
r E
SL
Stu
de
nts
(pp
. 3
6-6
2).
De
law
are
: In
tern
atio
nal
Re
adin
g A
sso
ciat
ion
.
De
an,
J. (
20
06
). 2
00
6-2
00
7 T
itle
I p
are
nt
invo
lve
me
nt
guid
elin
es.
Ne
w Y
ork
Cit
y
De
par
tme
nt
of
Ed
uca
tio
n.
Re
trie
ved
May
23
, 2
00
7,
fro
m h
ttp
://
sch
oo
ls.n
yc.g
ov/
NR
/
rdo
nly
res/
B41
FD
B12
-11
BA
-4D
13-B
281
A8
25
0E
4F
4D
0D
/14
28
6/
Titl
eIP
are
ntI
nvo
lve
me
ntG
uid
elin
es2
00
62
00
7F
INA
LVE
RS
.pd
f
Hen
der
son
, A
. &
Map
p,
K.
(20
02
). A
new
wave
of
evi
dence
: Th
e im
pact
of
scho
ol, f
am
ily,
an
d c
om
mun
ity
co
nn
ecti
on
so
n s
tud
en
t achie
vem
en
t.A
ust
in,
Texa
s: S
ou
thw
est
Ed
uca
tio
nal
De
velo
pm
en
t La
bo
rato
ry.
Ro
gasn
er,
M.
(20
05
). U
nders
tandin
g th
e A
meri
can w
riti
ng
pro
cess
.C
hic
ago
:
Teac
he
rs N
etw
ork
Le
ade
rsh
ip I
nst
itu
te.
Re
trie
ved
May
23
, 2
00
7,
fro
m
htt
p:/
/w
ww
.cfe
teac
he
rgra
nts
.org
/fi
leb
in/
pd
f/R
oga
sne
r.p
df
Win
erip
, M.
(20
06
, Jan
uary
11)
. B
itte
r le
sso
n:
A g
oo
d s
cho
ol g
ets
an ‘F
’. Th
e N
ew
York
Tim
es.
Re
trie
ved
May
23
, 2
00
7,
fro
m h
ttp
://
ww
w.n
ytim
es.
com
/2
00
6/
01/
11/
ed
uca
tio
n/
11e
du
cati
on
.htm
l?p
age
wan
ted
=1
&e
i=5
08
8&
en
= 1
5d
ec6
a96
2f6
117
6&
ex=
129
46
35
60
0&
par
tne
r=rs
snyt
&e
mc=
rss
19
con
ne
ctio
n y
ou
’re
tal
kin
g ab
ou
t, a
nd
kid
s re
ally
mak
ing
stri
de
s.”
As
Gin
a p
lace
d s
om
e p
age
s in
th
e p
ho
toco
py
bin
, M
r. G
rey
aske
d,
“Ms.
Ne
ilso
n,
can
yo
u
com
e in
ple
ase
?”
“Su
re,
Mr.
Gre
y.”
Loo
kin
g ac
ross
his
de
sk,
he
ask
ed
, “H
ow
are
th
ose
wo
rksh
op
s go
ing
? W
hat
hav
e y
ou
se
en
?”
Kn
ow
ing
that
he
was
re
ferr
ing
to p
erf
orm
ance
, G
ina
trie
d t
o r
esp
on
d w
ith
en
thu
sias
m,
“Th
e
gro
up
is b
egi
nn
ing
to c
om
e t
oge
the
r, a
nd
stu
de
nts
are
mak
ing
pro
gre
ss.”
“Th
is s
oun
ds,
” M
r. G
rey
pau
sed
, “g
oo
d,
Gin
a. D
o y
ou
thin
k it
will
mak
e a
den
t in
th
e ch
ildre
n’s
sco
res?
Th
e p
are
nts
are
n’t
gra
de
d,
bu
t th
e k
ids
are
, an
d s
o w
e w
ill b
e t
oo
. I
wan
t th
ese
op
po
rtu
nit
ies
for
par
en
ts a
nd
fo
r yo
u t
eac
he
rs t
o im
ple
me
nt
you
r id
eas
, b
ut
I al
so n
ee
d t
o
me
et
the
se r
eal
itie
s. Y
ou
un
de
rsta
nd
, d
on
’t y
ou
?
Gin
a fe
lt h
er
face
flu
sh,
“Mr.
Gre
y, w
ith
all
du
e r
esp
ect
, I
ho
pe
yo
u c
an s
ee
th
at I
am
be
com
-
ing
a b
ett
er
teac
he
r th
rou
gh t
his
. Th
is is
mak
ing
a d
iffe
ren
ce,
for
me
, fo
r th
ose
fam
ilie
s, f
or
my
kid
s. B
elie
ve m
e.
I d
on
’t f
org
et
the
AY
P a
nd
th
e s
core
s an
d t
he
pre
ssu
re.
It’s
all
aro
un
d
us.
I a
m m
akin
g a
dif
fere
nce
. Yo
u m
igh
t n
ot
see
it t
his
ye
ar,
bu
t w
e’ll
se
e t
he
be
ne
fits
. I
hav
e
to b
elie
ve t
hat
or
els
e I
sh
ou
ldn
’t e
ven
be
he
re.”
He
arin
g th
e d
oo
r cl
ose
qu
ietl
y b
eh
ind
he
r, M
s. N
eils
on
ho
pe
d t
hat
he
r re
spo
nse
wo
uld
n’t
be
con
sid
ere
d in
sub
ord
inat
e.
It w
as n
ow
alm
ost
Ju
ne
, an
d t
he
te
st r
esu
lts
we
re t
o b
e p
ost
ed
wit
hin
th
e n
ext
we
ek.
Fo
r th
e
last
few
mo
nth
s, s
he’
d b
een
on
pin
s an
d n
eed
les,
no
t kn
ow
ing
ho
w t
he
test
res
ults
wo
uld
loo
k.
Sh
e k
ne
w s
he
sh
ou
ldn
’t f
ee
l th
is w
ay,
bu
t sh
e d
id.
De
spit
e t
he
su
cce
ss s
he
fe
lt w
ith
th
e
wo
rksh
op
s, s
he
als
o f
elt
th
at s
he
’d m
ade
he
rse
lf a
po
ste
r-ch
ild f
or
“re
form
s an
d in
itia
tive
s
that
mig
ht
no
t w
ork
an
d w
ill n
eve
r b
e a
tte
mp
ted
aga
in.”
Wit
h a
ll th
e s
tre
ss,
she
was
n’t
su
re
if,
in t
he
en
d,
goin
g th
at e
xtra
mile
was
wo
rth
it.
Mr.
Gre
y lo
oke
d a
t th
e t
han
k-y
ou
lett
er
wri
tte
n b
y th
e m
oth
ers
wh
o a
tte
nd
ed
th
e w
riti
ng
wo
rksh
op
s co
ord
inat
ed
by
Ms.
Ne
ilso
n.
The
y m
ust
hav
e w
ork
ed
re
ally
har
d o
n it
, h
e t
ho
ugh
t.
He
was
anx
ious
tha
t th
e fu
ndin
g he
set
asi
de
for
thes
e w
orks
hop
s sh
ould
hav
e go
ne in
to s
trai
ght
test
pre
p,
test
so
ph
isti
cati
on
mat
eria
ls,
exp
and
ing
exte
nd
ed d
ay f
or
test
pre
p.
Then
he
sho
ok
away
th
at t
ho
ugh
t an
d a
ske
d h
imse
lf:
Is t
hat
re
ally
wh
at I
wan
ted
fo
r m
y sc
ho
ol,
tho
ugh
?
He
wis
he
d h
e h
ad t
he
te
st r
esu
lts.
At
leas
t th
at w
ou
ld p
arti
ally
an
swe
r h
is q
ue
stio
n.
Bu
t h
e
still
wo
uld
n’t
kn
ow
fo
r a
few
mo
re d
ays.
18
1 2 3 4
CASE NO. 2CASE NO.2
BE
YO
ND
TH
E T
ES
T
chan
ged
in r
ece
nt
year
s. C
ou
nty
bo
un
dar
ies
we
re o
pe
ne
d u
p t
o w
ide
n t
he
po
pu
lati
on
to
incl
ud
e s
eve
ral t
ow
nh
ou
se c
om
ple
xes
and
ne
w n
eig
hb
orh
oo
ds.
Ad
dit
ion
ally
, S
had
y G
rove
had
no
En
glis
h f
or
Sp
eake
rs o
f O
ther
Lan
guag
es (
ES
OL)
po
pul
atio
n,
so s
tud
ents
wh
o n
eed
ed
tho
se s
erv
ice
s w
ere
se
nt
to a
no
the
r e
lem
en
tary
sch
oo
l th
at is
a c
en
ter
for
that
inst
ruct
ion
.
Mo
st c
lass
es
had
26
to
28
stu
de
nts
. Th
ere
we
re 1
07
stu
de
nts
wh
o g
ot
pu
lled
ou
t fo
r gi
fte
d
and
tal
en
ted
inst
ruct
ion
fo
r o
ne
ho
ur
eac
h w
ee
k. S
pe
cial
ed
uca
tio
n s
erv
ed
15
7 s
tud
en
ts in
a va
rie
ty o
f se
ttin
gs,
fro
m f
ull
incl
usi
on
into
ge
ne
ral e
du
cati
on
cla
sse
s to
a s
elf
-co
nta
ine
d
auti
sm c
lass
of
abo
ut
six
stu
de
nts
.
The
dis
tric
t sc
ho
ol o
ffic
ials
fo
r S
had
y G
rove
Ele
men
tary
intr
od
uced
a c
oun
ty-w
ide
init
iati
ve f
or
sch
oo
l im
pro
vem
ent,
kn
ow
n a
s P
rofe
ssio
nal
Lea
rnin
g C
om
mun
itie
s (P
LC).
Acc
ord
ing
to E
aker
,
Duf
our
, an
d B
urn
ette
, “a
pro
fess
ion
al le
arn
ing
com
mun
ity
is e
duc
ato
rs c
om
mit
ted
to
wo
rkin
g
colla
bo
rati
vely
in o
ngo
ing
pro
cess
es o
f co
llect
ive
inq
uiry
an
d a
ctio
n r
esea
rch
in o
rder
to
ach
ieve
be
tte
r re
sult
s fo
r th
e s
tud
en
ts t
he
y se
rve
.” A
fte
r ad
min
istr
ato
rs a
nd
ke
y te
ach
er
lead
ers
hip
team
s re
ceiv
ed a
cra
sh c
our
se in
PLC
, the
co
unty
man
dat
ed t
hat
PLC
be
imp
lem
ente
d in
eve
ry
sch
oo
l in
th
e co
unty
beg
inn
ing
in t
he
seco
nd
qua
rter
of
the
20
05
sch
oo
l yea
r. T
each
ers
wer
e
info
rmed
in a
ser
ies
of
facu
lty
mee
tin
gs, s
how
n a
vid
eo, a
nd
ask
ed t
o r
ead
ab
out
PLC
in G
ett
ing
Sta
rted
: R
eculturi
ng
Sch
ools
to B
ecom
e P
rofe
ssio
nal L
earn
ing
Com
munitie
s,b
y E
aker
, D
ufo
ur,
and
Bu
rne
tte
. Th
ey
wri
te t
hat
th
e g
oal
of
PLC
is t
o f
ost
er
colla
bo
rati
on
an
d s
har
ed
vis
ion
,
the
reb
y d
eve
lop
ing
a sc
ho
ol m
issi
on
fo
cuse
d o
n r
esu
lts
and
co
nti
nu
ed
imp
rove
me
nt.
Co
un
ty s
up
eri
nte
nd
en
t, D
avid
Sam
pso
n,
man
dat
ed
th
at e
ach
sch
oo
l ad
min
istr
ato
r in
stit
ute
PLC
in t
he
win
ter
of
20
05
. D
esp
ite
th
e c
ou
nty
man
dat
e,
sch
oo
l ad
min
istr
ato
rs w
ere
left
larg
ely
to
mak
e t
he
de
term
inat
ion
on
ho
w t
o d
o t
hat
. A
t S
had
y G
rove
, P
LC’s
we
re in
stit
ute
d
at t
he
gra
de
-le
vel t
eam
s.
Reci
pe f
or C
olla
bora
tion
“So
mu
ch f
or
colla
bo
rati
on
at
PLC
,” w
his
pe
red
De
e.
“Wh
at a
jo
ke!
Eac
h w
ee
k, w
e m
ee
t fo
r
45
cra
m-p
acke
d m
inu
tes
of
team
mu
mb
o j
um
bo
, w
he
n t
he
re
al c
olla
bo
rati
on
is r
ele
gate
d t
o
snat
che
d m
om
en
ts o
ver
lun
ch o
r te
am d
iscu
ssio
ns
on
th
e p
layg
rou
nd
.”
“Do
n’t
I k
no
w it
! H
ow
sad
wh
en
we
hav
e t
o e
-mai
l eac
h o
the
r to
mak
e u
p s
tuff
to
pu
t o
n t
he
agen
da,
” re
plie
d M
arty
, D
ee’s
tea
mm
ate.
“A
s if
we
do
n’t
alr
ead
y sh
are
ever
yth
ing
we
do
, an
d
pla
n t
oge
the
r. T
he
se m
ee
tin
gs j
ust
tak
e t
ime
aw
ay f
rom
th
e r
eal
wo
rk o
f p
lan
nin
g, p
rep
arin
g,
and
rem
edia
tio
n.
By
the
way
, Dee
, tha
nks
fo
r th
at m
ulti
plic
atio
n r
emed
iati
on
act
ivit
y. C
arl r
eally
got
it!
I w
as s
o p
rou
d o
f h
im!
He
did
gre
at o
n t
he
mat
h t
est
.”
“Hey
, ho
w lo
ng
do
yo
u th
ink
it w
ill b
e b
efo
re D
r. S
amp
son
mak
es u
s al
l wo
rk lo
ck-s
tep
? I m
ean
,
I lo
ve y
ou
guys
, b
ut I
coul
d n
ever
mak
e th
e le
arn
ing
cen
ters
yo
u d
o w
ork
fo
r m
y sp
ecia
l-n
eed
s
21
“I
’m s
orr
y, D
ee
. Th
ere
’s j
ust
no
way
to
incl
ud
e L
ind
a in
yo
ur
Pro
fess
ion
al L
ear
nin
g
Co
mm
unit
y (P
LC)
mee
tin
gs f
or
thir
d g
rad
e. T
he
on
ly w
ay t
o h
ave
the
mee
tin
g ea
ch
we
ek
is if
yo
ur
stu
de
nts
are
in ‘s
pe
cial
s.’
Lin
da
will
be
te
ach
ing
thir
d g
rad
e m
usi
c
at t
hat
tim
e. H
ow
ever
, I c
an a
ssur
e yo
u th
at y
our
cla
ss w
ill b
e as
sign
ed t
o L
ind
a fo
r th
e sc
ho
ol
year
so
th
at y
ou
can
co
llab
ora
te o
n y
our
res
earc
h p
roje
ct,”
exp
lain
ed J
anic
e. “
I am
inte
rest
ed
to s
ee h
ow
yo
u tw
o c
o-t
each
a u
nit
of
folk
lore
an
d s
tory
ret
ellin
g th
roug
h m
usic
an
d r
ead
ing.
”
De
e M
ille
r, a
th
ird
gra
de
te
ach
er
at S
had
y G
rove
Ele
me
nta
ry S
cho
ol,
was
dis
app
oin
ted
, if
no
t su
rpri
sed
, to
he
ar h
er
adm
inis
trat
or,
Jan
ice
Me
lbo
urn
e,
exp
lain
th
e s
che
du
ling
con
flic
ts
that
mad
e it
diff
icul
t to
incl
ude
Lin
da
Sam
pso
n,
the
gen
eral
ed
ucat
ion
mus
ic t
each
er a
nd
her
teac
he
r re
sear
ch p
artn
er,
in t
he
th
ird
gra
de
PLC
. D
ee
an
d L
ind
a, h
ow
eve
r, w
ere
de
term
ine
d.
Eve
n if
it m
ean
t m
ee
tin
g d
uri
ng
lun
ch t
ime
an
d b
efo
re o
r af
ter
sch
oo
l, th
ey
we
re c
om
mit
ted
to w
ork
ing
on
th
is.
De
e m
isse
d t
he
mu
sic
inte
grat
ed
into
th
e c
urr
icu
lum
th
at s
he
en
joye
d
wh
en
te
ach
ing
kin
de
rgar
ten
. Li
nd
a w
as e
xcit
ed
to
fin
d a
ge
ne
ral e
du
cati
on
te
ach
er
that
was
as in
tere
ste
d in
me
eti
ng
the
re
qu
ire
me
nts
of
the
co
un
ty m
usi
c P
rogr
am o
f S
tud
ies
(PO
S),
as
she
was
do
ing
so f
or
the
Vir
gin
ia s
tate
-man
dat
ed t
esti
ng
guid
elin
es,
the
Sta
nd
ard
of
Lear
nin
g
(SO
Ls).
Th
ey’
d f
igu
re s
om
eth
ing
ou
t to
wo
rk t
oge
the
r. T
he
re w
as a
lway
s e
-mai
l, ri
ght?
Shad
y G
rove
Ele
men
tary
Sch
ool
Sh
ady
Gro
ve E
lem
enta
ry S
cho
ol w
as a
nei
ghb
orh
oo
d s
cho
ol w
ith
ap
pro
xim
atel
y 8
80
stu
den
ts,
ran
gin
g fr
om
kin
de
rgar
ten
to
six
th g
rad
e.
Wh
ile h
isto
rica
lly a
n u
pp
er-
mid
dle
cla
ss t
o a
fflu
en
t
com
mu
nit
y sc
ho
ol w
ith
min
imal
rac
ial a
nd
cu
ltu
ral d
ive
rsit
y, t
he
sch
oo
l’s d
em
ogr
aph
ics
had
20
MA
KIN
G T
HE
CA
SE
: C
AS
E N
O.3
CO
LL
AB
OR
AT
IVE
LE
AR
NIN
GC
OM
MU
NIT
IES
By
DE
BO
RA
H Q
.S
EI
DE
L, M
etLi
fe F
ello
w, T
NLI
Fair
fax
Coun
ty
CASE NO. 3CASE NO.3
Mat
eria
ls f
or
this
cas
e w
ere
take
n f
rom
What
happens
when s
pecia
lists
co
llab
ora
te?
(20
05
), b
y Lu
cin
da
Sex
ton
,
TNLI
Met
Life
Fel
low
, an
d T
une in
! A
stu
dy
in c
olla
bo
rati
on
: In
tegr
ati
on o
f m
usi
c a
nd langu
age
art
s in
a t
hir
d g
rade
cla
ss,
by
Deb
ora
h Q
. S
eid
el a
nd
Luc
ind
a S
exto
n (
a P
ow
erP
oin
t®P
rese
nta
tio
n p
rese
nte
d a
s a
roun
dta
ble
dis
cuss
ion
at t
he
20
06
Fai
rfax
Tea
cher
s R
esea
rch
Co
nfe
ren
ce a
t Th
e W
ater
ford
).
par
t o
f th
e d
eci
sio
n p
roce
ss in
th
e g
oal
se
ttin
g, t
he
co
nte
nt,
an
d u
ltim
ate
ly,
the
vis
ion
. A
lso
,
the
re w
as a
cle
ar d
iffe
ren
ce b
etw
ee
n g
rad
e le
vel m
ee
tin
gs a
nd
co
llab
ora
tive
lear
nin
g te
ams.
A li
ght
we
nt
on
fo
r Li
nd
a. H
ow
are
Sh
ady
Gro
ve’s
te
ach
ers
par
tici
pat
ing
in t
he
go
al s
ett
ing
?
Wh
at t
rain
ing
hav
e t
he
y b
ee
n g
ive
n t
o h
ave
a c
han
ce t
o c
reat
e c
olla
bo
rati
on
? H
ow
co
uld
Sh
ady
Gro
ve b
reak
ou
t o
f th
e t
rad
itio
nal
te
am m
ee
tin
g ap
pro
ach
in o
rde
r to
em
bra
ce t
he
colla
bo
rati
ve a
pp
roac
h t
hat
PLC
was
me
ant
to b
e?
Wor
ksh
op F
ollo
w-U
pLa
de
n w
ith
th
ese
ne
w id
eas
an
d q
ue
stio
ns,
Lin
da
atte
nd
ed
a m
ee
tin
g w
ith
Jan
ice
an
d t
he
lead
ers
hip
te
am t
o d
iscu
ss s
om
e o
f h
er
con
cern
s. T
he
lead
ers
hip
te
am a
gre
ed
th
at t
he
big
rese
ntm
en
t ce
nte
red
on
te
ach
ers
’ p
erc
ep
tio
ns
of
givi
ng
up
th
eir
pla
nn
ing
tim
e.
Wh
ile J
anic
e
reco
gniz
ed t
hat
th
e cu
rren
t P
LC m
eeti
ngs
at
Sh
ady
Gro
ve w
ere
real
ly t
eam
mee
tin
gs,
she
felt
that
it w
as im
po
rtan
t fo
r th
em t
o c
on
tin
ue,
but
th
ey n
eed
ed a
new
nam
e:
Team
Mee
tin
gs.
But
wh
ere
did
th
at le
ave
th
em
fo
r m
ee
tin
g th
e e
xpe
ctat
ion
s fo
r P
LC m
ee
tin
gs f
rom
th
e c
ou
nty
?
Ide
as f
or
he
lpin
g to
cla
rify
th
e d
iffe
ren
ce b
etw
ee
n P
LC a
nd
te
am m
ee
tin
gs in
clu
de
d s
taff
me
eti
ngs
fo
cuse
d o
n c
lari
fica
tio
n a
nd
tra
inin
g w
ith
fu
n a
nd
inte
ract
ive
ap
pro
ach
es
such
as
skit
s o
r in
tera
ctiv
e ga
mes
. M
on
day
aft
ern
oo
ns
wer
e cu
rren
tly
set
asid
e fo
r m
eeti
ngs
, tr
ain
ing,
and
sta
ff m
ee
tin
gs.
Stu
de
nts
we
re r
ele
ase
d t
wo
ho
urs
ear
ly t
o f
acili
tate
th
is.
So
me
Mo
nd
ay
afte
rno
on
s co
uld
be
used
fo
r P
LC;
that
way
, sp
ecia
lists
co
uld
be
a p
art
of
it.
Lin
da
wo
nd
ered
ho
w it
wo
uld
be
re
ceiv
ed
by
the
fac
ult
y.
Teac
her
Rese
arch
Gro
up
As
the
wee
ks p
asse
d, D
ee a
nd
Lin
da
wo
rked
to
war
d t
heir
vis
ion
of
a co
llab
ora
tive
ly t
augh
t un
it.
De
e t
oo
k Li
nd
a to
th
e r
ead
ing
roo
m t
o lo
ok
thro
ugh
th
ird
gra
de
lite
ratu
re t
o f
ind
a s
tory
th
at
wo
uld
me
et
the
re
qu
ire
me
nts
ne
ed
ed
fo
r re
telli
ng
usi
ng
mu
sica
l ele
me
nts
su
ch a
s rh
yth
m,
voic
e,
and
mo
vem
en
t. L
ind
a h
ad n
eve
r b
ee
n t
o t
he
re
adin
g ro
om
be
fore
. Th
ey
sele
cte
d t
he
pe
rfe
ct s
tory
, an
d d
iscu
sse
d h
ow
De
e w
ou
ld in
tro
du
ce t
he
sto
ry in
a r
ead
ing
clas
s. L
ind
a
wo
uld
fo
llow
up
wit
h a
dir
ect
ed
re
telli
ng
usi
ng
the
mu
sica
l ele
me
nts
th
ey
had
de
cid
ed
on
toge
the
r. H
ow
exc
itin
g!
Lin
da
was
th
rille
d a
t th
is n
ew
dir
ect
ion
in h
er
teac
hin
g. S
he
co
uld
n’t
wai
t to
sh
are
th
is a
t th
eir
ne
xt t
eac
he
r re
sear
ch m
ee
tin
g.
De
e a
nd
Lin
da
me
t w
ith
fo
ur
oth
er
pro
fess
ion
als
for
a h
alf-
day
of
teac
he
r re
sear
ch g
rou
p
dis
cuss
ion
an
d w
ork
. Th
is w
as S
had
y G
rove
’s f
irst
yea
r h
avin
g a
teac
her
res
earc
h g
roup
. D
ee
star
ted
th
e g
rou
p a
fte
r tr
ansf
err
ing
fro
m a
no
the
r lo
cal s
cho
ol w
hic
h h
ad o
ne
. S
he
pe
rso
nal
ly
had
tw
o y
ear
s e
xpe
rie
nce
in t
eac
he
r re
sear
ch,
on
e a
s a
lead
er.
Od
dly
en
ou
gh,
the
re w
ere
seve
ral o
ther
sp
ecia
lists
bes
ides
Lin
da
in t
he
gro
up,
incl
udin
g A
my,
th
e ge
ner
al e
duc
atio
n a
rt
teac
he
r, w
ho
was
re
sear
chin
g b
ett
er
teac
hin
g te
chn
iqu
es
for
use
wit
h h
er
auti
stic
stu
de
nts
.
23
kid
s. I
ne
ed
to
hav
e m
uch
mo
re t
eac
he
r d
ire
ctio
n,
and
usi
ng
par
en
t vo
lun
tee
rs is
tri
cky
wit
h
con
fid
en
tial
ity
con
cern
s. W
hat
if t
he
y m
ake
us
all d
o t
he
sam
e t
hin
g?”
gru
mb
led
Kim
be
rly.
“Th
at w
oul
d b
e al
l it
take
s to
dri
ve m
e fr
om
tea
chin
g al
l to
geth
er.
Hus
h…
her
e co
mes
Jan
ice
,”
war
ne
d D
ee
. “H
ello
Jan
ice
. H
ere
’s t
he
age
nd
a fo
r o
ur
me
eti
ng.
We
’re
pla
nn
ing
the
mat
h
cale
nd
ar f
or
ne
xt m
on
th.”
Sim
ilar
scen
ario
s p
laye
d o
ut t
hro
ugh
out
th
e b
uild
ing,
aro
und
th
e co
pie
r, a
nd
in t
he
staf
f lu
nch
roo
m.
The
adm
inis
trat
ion
was
aw
are
of
the
relu
ctan
ce o
f th
e st
aff,
an
d w
ho
co
uld
rea
lly b
lam
e
them
. If
Jan
ice
was
go
ing
to b
e to
tally
ho
nes
t, s
he
was
n’t
sur
e ex
actl
y w
hat
it w
as t
he
coun
ty
wan
ted
fro
m t
he
m.
Sh
e w
as p
rou
d o
f h
er
teac
he
rs,
and
fo
r th
e m
ost
par
t, s
he
fe
lt t
he
y
wo
rked
we
ll as
te
am p
laye
rs b
efo
re P
LC w
as in
itia
ted
. S
ure
, so
me
of
the
te
ams
ne
ed
ed
to
wo
rk o
n s
har
ing
and
get
tin
g al
on
g —b
ut t
ho
se w
ere
per
son
alit
y is
sues
th
at w
ere
no
t lik
ely
to
dis
app
ear
be
hin
d t
he
str
uct
ure
of
an a
gen
da
and
th
e r
he
tori
c o
f a
mis
sio
n o
r vi
sio
n.
PLC
Wor
ksh
opJa
nic
e p
ause
d o
utsi
de
the
teac
her
’s p
rep
ro
om
. D
ee,
her
th
ird
gra
de
team
lead
er,
and
Kay
, an
exp
erie
nced
fir
st g
rad
e te
ache
r w
ere
havi
ng a
hus
hed
but
sp
irite
d d
iscu
ssio
n ab
out
colla
bor
atio
n.
Kay
we
nt
on
, “I
f yo
u a
sk m
e,
it’s
all
a b
ig p
ile o
f h
ogw
ash
. In
my
25
ye
ars
of
teac
hin
g, I
’ve
nev
er b
een
exp
ecte
d t
o c
arry
th
e w
eigh
t o
f ev
eryo
ne
else
’s p
rob
lem
s! It
’s n
ot
my
resp
on
sib
ility
if th
e o
ther
tea
cher
s o
n m
y te
am a
ren
’t a
ble
to
co
ntr
ol t
hei
r ki
ds
and
pla
n t
hei
r le
sso
ns
to b
e
eff
ect
ive
. Th
ey’
re s
imp
ly n
ot
trai
nin
g te
ach
ers
to
be
re
spo
nsi
ble
fo
r th
eir
ow
n le
sso
ns.
”
Dee
was
sho
cked
. “K
ay, y
ou
do
n’t
rea
lly m
ean
tha
t, d
o y
ou
? Th
ere’
s so
muc
h to
lear
n f
rom
eac
h
oth
er.
It’s
no
t ju
st t
he
youn
ger
teac
her
s le
arn
ing
fro
m t
he
old
er o
nes
. E
very
on
e h
as s
om
eth
ing
to s
har
e.
I’m le
arn
ing
so m
uch
fro
m L
ind
a in
ou
r in
tegr
ate
d u
nit
of
folk
tale
s an
d m
usi
c.”
“Are
yo
u k
idd
ing
me
?” in
terr
up
ted
Kay
. “Y
ou
are
act
ual
ly w
asti
ng
you
r ti
me
on
a u
nit
of
stu
dy
on
mu
sic
? S
ince
wh
en
is m
usi
c a
stat
e-m
and
ate
d S
tan
dar
ds
of
Lear
nin
g fo
r th
ird
gra
de
? D
id
I m
iss
som
eth
ing
or
are
th
ey
test
ing
that
at
thir
d g
rad
e n
ow
?”
“Oh
Kay
! Yo
u a
re in
corr
igib
le.
You
’re
no
t re
ally
as
har
d o
n c
olla
bo
rati
on
as
all t
hat
, ar
e y
ou
?”
lau
ghe
d D
ee
.
“Hu
mp
h.
I’ll c
lose
my
do
or
and
do
wh
at n
ee
ds
to b
e d
on
e t
o r
eac
h m
y ki
ds.
Le
t’s
see
th
em
try
to f
ire
me
,” K
ay r
eto
rte
d,
as s
he
co
llect
ed
he
r co
pie
s to
leav
e.
Jan
ice
slip
ped
bac
k in
to h
er o
ffic
e ar
oun
d t
he
ben
d in
th
e h
all,
con
tem
pla
tin
g th
e co
nve
rsat
ion
she’
d j
ust
ove
rhea
rd.
May
be
I sho
uld
be
dra
ggin
g K
ay t
o t
his
wo
rksh
op
wit
h Li
nd
a, s
he t
houg
ht.
Jani
ce a
nd t
he le
ader
ship
tea
m, i
nclu
din
g Li
nda,
att
end
ed a
cou
nty-
man
dat
ed w
orks
hop
on
PLC
.
The
y w
ere
giv
en
dir
ect
ion
s to
en
gage
in a
po
we
rfu
l gro
up
pro
cess
. Te
ach
ers
ne
ed
ed
to
be
a
22
CASE NO. 3CASE NO.3
CO
LL
AB
OR
AT
IV
E L
EA
RN
IN
G C
OM
MU
NI
TI
ES
no
pla
nn
ing
tim
e fo
r m
e to
mee
t w
ith
tea
ms
to d
iscu
ss t
hes
e th
emes
. E
xcep
t fo
r a
few
sel
ect
team
s, I
ne
ver
he
ar w
hat
’s g
oin
g o
n w
ith
lear
nin
g u
nit
s in
mo
st g
rad
es.
”
Jill r
eplie
d,
“I’m
so
rry,
I d
on
’t m
ean
to
be
rud
e, b
ut d
on
’t y
ou
thin
k it
is a
litt
le m
ore
imp
ort
ant
that
te
ach
ers
hav
e t
ime
to
pla
n t
he
ir c
ore
cu
rric
ulu
m s
uch
as
scie
nce
, so
cial
stu
die
s, m
ath
,
and
lan
guag
e a
rts.
If
you
all
do
n’t
ke
ep
th
e k
ids
bu
sy f
or
us,
wh
en
wo
uld
we
pla
n?”
“Ke
ep
th
e k
ids
bu
sy?”
Am
y ch
oke
d.
“Do
yo
u r
eal
ize
wh
at y
ou
ju
st s
aid
?”
Rea
lizin
g th
at t
he
con
vers
atio
n w
as h
eati
ng
up q
uick
ly,
Dee
inte
rrup
ted
. “S
pea
kin
g o
f ge
ttin
g
bus
y, le
t’s
grab
our
dat
a an
d g
et s
tart
ed s
har
ing
our
rev
ised
res
earc
h f
ind
ings
. W
e ca
n a
lway
s
de
bat
e P
LC a
rou
nd
th
e c
off
ee
po
t in
th
e m
orn
ing,
” sh
e la
ugh
ed
. Th
e g
rou
p s
igh
ed
in r
elie
f.
The
te
nsi
on
of
the
mo
me
nt
pas
sed
, an
d t
he
y co
nti
nu
ed
on
.
De
e le
d t
he
gro
up
th
rou
gh r
efl
ect
ive
jo
urn
al t
ech
niq
ue
s an
d m
ore
dis
cuss
ion
. H
ow
eve
r, t
he
dis
cuss
ion
re
turn
ed
to
th
e h
ot
top
ic o
f P
LC a
s it
usu
ally
did
.
“Do
es a
nyo
ne
real
ly g
et P
LC?
I mea
n, i
t ju
st s
eem
s lik
e an
oth
er w
ay t
o c
heck
up
on
us
anyw
ay:
wee
kly
mee
tin
gs,
wit
h a
n a
gen
da
and
no
tes
po
sted
on
th
e st
aff
e-m
ail.
Big
Bro
ther
, h
ere
we
com
e!”
ve
nte
d M
arty
.
“I d
on
’t t
hin
k e
very
on
e r
eal
ly u
nd
ers
tan
ds
PLC
ye
t,”
exp
lain
ed
Lin
da.
“I’v
e b
ee
n a
par
t o
f th
e
lead
ers
hip
te
am a
nd
we
we
nt
to a
wo
rksh
op
on
it a
fe
w m
on
ths
ago
. I
tho
ugh
t th
ings
we
re
goin
g to
ch
ange
fo
llow
ing
that
wo
rksh
op
, b
ut
that
was
tw
o m
on
ths
ago
. P
LC a
nd
te
am
me
eti
ngs
are
n’t
re
ally
th
e s
ame
th
ing,
bu
t te
ach
ers
ne
ed
to
be
tra
ine
d o
n t
hat
, al
tho
ugh
it
do
esn
’t lo
ok
like
th
at’s
hap
pe
nin
g ri
ght
no
w.”
“Pe
rfe
ct!
Mo
re t
rain
ing.
Th
at’s
ju
st w
hat
we
all
ne
ed
!” s
cre
ech
ed
De
e.
“Wh
at J
anic
e s
ho
uld
real
ize
is t
hat
ou
r te
ach
er
rese
arch
gro
up
is t
he
be
st P
LC s
he
co
uld
fin
d.”
Eve
ryo
ne
lau
ghe
d.
Succ
ess
Dee
an
d L
ind
a, A
my
and
Dia
ne,
an
d t
he
rest
of
the
teac
her
res
earc
h t
eam
co
nti
nue
d t
hro
ugh
-
out
the
year
to
mee
t an
d c
olla
bo
rate
on
the
ir p
roje
cts.
At
the
end
of
the
year
, the
gro
up s
hare
d
the
ir p
roje
cts
at r
ou
nd
-tab
le p
rese
nta
tio
ns
at a
fac
ult
y m
ee
tin
g. E
very
on
e w
as e
xcit
ed
to
hav
e t
he
ou
tco
me
s. D
ee
no
tice
d t
hat
Kay
an
d t
he
oth
er
usu
al t
eac
he
rs w
ere
un
inte
rest
ed
,
feel
ing
that
an
y m
eeti
ng
was
a w
aste
of
tim
e, b
ut if
th
e in
tere
st in
nex
t ye
ar’s
res
earc
h g
roup
was
an
y in
dic
atio
n,
teac
he
r re
sear
ch h
ad a
su
cce
ssfu
l fir
st y
ear
, an
d a
pro
mis
ing
futu
re a
t
Sh
ady
Gro
ve E
lem
en
tary
Sch
oo
l.
The
follo
win
g sp
ring
of 2
00
6, D
ee a
nd L
inda
met
at
the
loca
l tea
cher
res
earc
h co
nven
tion
to s
hare
thei
r w
ork
on c
olla
bora
tive
teac
hing
in g
ener
al e
duca
tion
and
mus
ic, a
nd t
o pr
esen
t in
aro
und-
tabl
e
form
at. I
t ha
d be
en a
yea
r si
nce
thei
r re
sear
ch, a
nd m
onth
s si
nce
they
had
see
nea
cho
ther
. Li
nd
a
25
Sh
e w
as w
ork
ing
wit
h D
ian
e,
an o
ccu
pat
ion
al t
he
rap
ist.
Dia
ne
was
an
exp
ert
in h
er
fie
ld,
bu
t
split
he
r ti
me
acr
oss
se
vera
l sch
oo
ls,
serv
icin
g sp
eci
al-n
ee
ds
stu
de
nts
. S
he
was
exc
ite
d t
o
be
par
t of
a g
roup
tha
t p
ut h
er in
tou
ch w
ith t
each
ers.
The
n th
ere
was
Mar
ty, a
noth
er t
hird
gra
de
teac
he
r, a
re
luct
ant
rese
arch
er
wh
o h
ad m
uch
to
off
er,
bu
t fe
lt o
verw
he
lme
d.
Fin
ally
, th
ere
was
Jill
, a
fift
h g
rad
e t
eac
he
r w
ho
fo
cuse
d o
n t
ech
no
logy
, an
d d
rew
a h
ard
lin
e b
etw
ee
n
acad
em
ics
and
th
e e
xtra
s su
ch a
s th
e s
pe
cial
s o
f p
hys
ical
ed
uca
tio
n,
art,
an
d m
usi
c.
Wh
ile s
he
resp
ecte
d t
ho
se a
reas
, sh
e d
idn
’t f
eel t
hat
th
eir
curr
icul
um w
as a
s cr
itic
al t
o s
tud
ent
succ
ess
as t
ho
se t
hat
th
e st
ate
test
ed,
such
as
the
core
cur
ricu
lum
sh
e w
as h
eld
to
tea
chin
g.
Res
earc
h d
iscu
ssio
ns
wer
e ai
med
at
mee
tin
g th
e va
rio
us n
eed
s an
d in
tere
sts
of
the
teac
her
s.
Am
y an
d D
ian
e w
ere
wo
rkin
g to
geth
er t
o m
eet
the
nee
ds
of
the
self-
con
tain
ed a
utis
m s
tud
ents
in a
rt c
lass
. Am
y po
inte
d ou
t at
one
mee
ting,
“Yo
u kn
ow, I
hav
e ha
d no
tra
inin
g on
how
to
mee
tth
e
nee
ds
of
auti
stic
stu
den
ts.
The
coun
ty p
rovi
des
no
tra
inin
g fo
r sp
ecia
lists
on
mee
tin
g th
ene
eds
of t
his
pop
ulat
ion.
I w
as s
o fr
ustr
ated
! I g
o to
the
ir c
lass
and
the
tea
cher
s ta
ke t
heir
muc
hne
eded
bre
aks,
but
I am
left
with
no
guid
ance
. Th
e in
stru
ctio
nal a
ssis
tant
s ju
st e
nd u
p d
oing
the
irp
roje
ct
for
them
. If
I h
adn
’t s
tart
ed a
skin
g D
ian
e fo
r so
me
idea
s, I
wo
uld
hav
e h
ad n
o id
ea w
hat
to
do
.”
Dia
ne
rep
lied
, “T
hes
e st
uden
ts h
ave
spec
ific
beh
avio
r m
od
ifica
tio
n p
lan
s th
at h
elp
th
em le
arn
.
Am
y h
ad n
o r
eso
urce
s o
r tr
ain
ing
in t
hat
. S
ince
we’
re w
ork
ing
on
th
is a
ctio
n r
esea
rch
pro
ject
,
no
w w
e c
an w
ork
to
geth
er
to m
ee
t th
eir
ne
ed
s. W
e’r
e d
oin
g gr
ou
nd
-bre
akin
g w
ork
. I
do
n’t
kno
w o
f an
yon
e el
se w
ho
’s w
ork
ing
on
th
is.
Wh
en it
was
tim
e to
do
a li
tera
ture
rev
iew
, al
l we
hav
e t
o g
o o
n is
clin
ical
stu
die
s o
n a
uti
sm.”
“I’m
gla
d I
hav
e y
ou
,” la
ugh
ed
Am
y.
“We
ll, t
his
is r
eal
ly t
he
fir
st t
ime
th
at I
hav
e b
ee
n in
volv
ed
wit
h t
eac
he
rs in
th
is w
ay.
Jan
ice
has
be
en
so
su
pp
ort
ive
of
my
wo
rk,
and
in a
ll th
e y
ear
s th
at I
hav
e b
ee
n w
ork
ing
for
the
cou
nty
, th
is is
th
e f
irst
tim
e t
hat
I h
ave
re
ally
fe
lt a
par
t o
f th
e s
taff
. In
div
idu
al t
he
rap
y is
ve
ry
rew
ard
ing,
bu
t it
is v
ery
dif
fere
nt
than
man
agin
g th
e la
rge
r cl
ass
gro
up
s th
at y
ou
fo
lks
do
,”
Dia
ne
co
mm
en
ted
. “I
ge
t to
be
a p
art
of
the
imp
lem
en
tati
on
of
the
su
gge
stio
ns
I m
ake
. Th
e
follo
w-t
hro
ugh
is f
asci
nat
ing.
”
Jill
spo
ke u
p,
“I w
ish
I c
ou
ld c
on
vin
ce L
eah
to
jo
in u
s. M
y p
roje
ct is
on
inte
ract
ive
wh
ite
bo
ard
te
chn
olo
gy in
my
fift
h g
rad
e c
lass
. Le
ah w
ou
ld b
e a
val
uab
le a
sse
t si
nce
sh
e’s
ou
r
tech
no
logy
sp
eci
alis
t. A
lth
ou
gh s
he
was
inte
rest
ed
, sh
e s
aid
th
at J
anic
e w
asn
’t in
fav
or
of
he
r b
ein
g o
ut
of
the
bu
ildin
g fo
r a
hal
f-d
ay e
ach
mo
nth
, o
n t
op
of
he
r T-
Sp
ec
me
eti
ngs
th
at
alre
ady
pu
ll h
er
fro
m t
he
bu
ildin
g e
ach
mo
nth
.”
Am
y la
ugh
ed
, “T
ech
no
logy
, H
a!
I’d j
ust
be
hap
py
if e
very
on
e k
ep
t m
e in
th
e lo
op
fo
r th
eir
teac
hin
g th
emes
. Th
e co
unty
man
dat
es t
hat
my
art
curr
icul
um ‘s
upp
ort
’ the
SO
Ls, b
ut p
rovi
des
24
CASE NO. 3CASE NO.3
CO
LL
AB
OR
AT
IV
E L
EA
RN
IN
G C
OM
MU
NI
TI
ES
MA
KIN
G T
HE
CA
SE
: C
AS
E N
O.4
6:30
Mon
day
mor
nin
g
One S
ize I
s G
onna F
it A
ll:
A P
lay in O
ne A
ct
(Curt
ain
ris
es
on
a f
itti
ng r
oo
m.
Ho
we
ver,
rath
er
than
in
a d
ep
art
me
nt
sto
re,
it is
locate
d in
a s
cho
ol d
istr
ict
ce
ntr
al o
ffic
e b
uild
ing.)
Sale
s p
ers
on:
Go
od
mo
rnin
g, t
eac
he
rs.
Can
I h
elp
yo
u?
Cust
om
er:
Oh,
I re
ally
don
’t n
eed
any
thin
g to
day
. I’m
just
her
e to
look
. I h
ave
a M
aste
r’s
Deg
ree
in c
loth
ing
des
ign
an
d I
’ve
bee
n t
akin
g th
e ad
van
ced
pro
fess
ion
al s
eam
stre
ss r
efre
sher
wo
rk-
sho
ps
for
five
year
s. A
ctua
lly,
I m
ake
my
ow
n c
loth
es,
bas
ed o
n t
he
seas
on
an
d t
he
occ
asio
n.
Sale
s p
ers
on:
Wel
l, th
at’s
no
t go
ing
to b
e p
oss
ible
. W
e w
ant
to h
ave
a co
nsi
sten
t, p
rofe
ssio
nal
loo
k. H
ow
wo
uld
it lo
ok
if y
ou
are
we
arin
g d
esi
gne
r cl
oth
es
and
th
e n
ew
te
ach
ers
at
Ach
ieve
me
nt
Aca
de
my
get
the
ir c
loth
es
fro
m t
he
sal
e r
ack
at M
erv
yn’s
?
Custo
mer:
O.K
., yo
u ha
ve a
po
int.
I’ll
take
the
ski
rt a
nd
the
shi
rt in
siz
e 12
, ple
ase.
Sale
s p
ers
on:
So
rry,
we
dec
ided
th
at t
he
enti
re lo
t sh
oul
d b
e si
ze 6
. Th
at w
ill r
epre
sen
tu
s in
the
be
st li
ght.
Custo
mer:
Oh
, th
at w
ill n
eve
r fi
t!
Sale
s p
ers
on:
We
ll, t
his
is w
hat
’s a
vaila
ble
to
yo
u.
May
be
it’s
tim
e t
o lo
se a
fe
w p
ou
nd
s,
hm
m?
[tu
rnin
g aw
ay]
Sir
, ar
e y
ou
re
ady?
Custo
mer:
Bu
t w
ait!
I n
ee
d s
om
eth
ing
that
will
fit
…
Be
ep
, b
ee
p,
be
ep
. H
ear
t p
ou
nd
ing,
Eliz
a C
are
y re
ach
ed
fo
r th
e o
ff b
utt
on
on
he
r al
arm
27
had
tra
nsf
erre
d t
o a
no
ther
loca
l ele
men
tary
sch
oo
l. P
erha
ps
a go
od
mo
ve f
or
man
y re
aso
ns,
but
bo
th D
ee a
nd
Lin
da
mis
sed
th
e o
pp
ort
unit
y to
ref
ine
and
co
nti
nue
th
eir
colla
bo
rati
ve t
each
ing.
Dile
mm
asA
s D
ee
an
d L
ind
a ca
ugh
t u
p o
n e
ach
oth
er’
s liv
es
and
wo
rk,
Lin
da
aske
d a
bo
ut
Sh
ady
Gro
ve’s
jo
urn
ey
tow
ard
co
llab
ora
tive
co
mm
un
itie
s. A
lth
ou
gh s
he
was
no
lon
ger
the
re,
she
wo
nd
ere
d w
he
the
r te
ach
ers
re
ceiv
ed
th
e n
ece
ssar
y tr
ain
ing
to f
ully
un
de
rsta
nd
an
d m
ove
tow
ard
acc
ep
tin
g an
d im
ple
me
nti
ng
PLC
as
it w
as m
ean
t to
be
. H
as t
he
co
un
ty r
eco
gniz
ed
the
ne
ed
fo
r tr
ain
ing
teac
he
rs o
f sp
eci
al p
op
ula
tio
ns
and
/o
r n
ew
init
iati
ves?
De
e s
at b
ack
wit
h a
sig
h,
“Lin
da,
I s
ure
mis
s yo
ur
en
thu
sias
m a
nd
te
nac
ity.
Th
at’s
wh
at m
ade
ou
r co
llab
o-
rati
ve r
ese
arch
a s
ucc
ess
in t
he
fir
st p
lace
. A
ny
chan
ce y
ou
’ll b
e c
om
ing
bac
k to
Sh
ady
Gro
ve?
I n
ee
d a
co
llab
ora
tive
te
ach
ing
par
tne
r fo
r n
ext
ye
ar.”
Disc
ussi
on Q
uest
ion
sW
hat
are
the b
enefits
and d
raw
backs o
f im
ple
menti
ng c
ollabora
tive t
eachin
g
envir
onm
ents
that
are
mandate
d o
r cre
ate
d b
y e
xte
rnal policy o
f th
e s
chool
syste
ms o
r county
regula
tions?
How
does t
eacher
collabora
tion t
ake p
lace o
uts
ide f
orm
al m
eeti
ngs?
What
are
the a
ltern
ati
ves t
o t
he t
radit
ional te
am
meeti
ng a
ppro
ach t
o
collabora
tive t
eachin
g s
cenari
os?
What
do s
pecia
lists
and g
enera
l educati
on t
eachers
off
er
each o
ther
in t
heir
goals
of
stu
dent
success in a
chie
vem
ent?
Does t
he t
eacher
researc
h g
roup m
eet
the e
xpecta
tions o
f a P
rofe
ssio
nal
Learn
ing C
om
munit
y?
Why o
r w
hy n
ot?
What
does t
he c
ounty
school syste
m a
ssum
e a
bout
teachers
wit
h its
Pro
fessio
nal Learn
ing C
om
munit
y init
iati
ve?
What
advic
e w
ould
you g
ive J
anic
e M
elb
ourn
e, S
hady G
rove’s
adm
inis
trato
r?
RE
FE
RE
NC
ES
Eak
er,
Ro
be
rt,
Du
Fou
r, R
ich
ard
, &
Du
Fou
r, R
eb
ecc
a. (
20
02
). G
ett
ing s
tart
ed
: R
ecult
uri
ng
sch
oo
ls t
o b
eco
me
pro
fess
ion
al le
arn
ing c
om
mun
itie
s.In
dia
na
: S
olu
tio
n T
ree
.
26
1 2 3 4 5 6 7
YO
U’L
L A
LL
LO
OK
GO
OD
ON
PA
GE
39
(OR
EL
SE
!)B
y S
US
AN
GO
LD
, Met
Life
Fel
low,
TNL
I S
an F
ran
cisc
o
CASE NO.3CASE NO.4
CO
LL
AB
OR
AT
IV
E L
EA
RN
IN
G C
OM
MU
NI
TI
ES
The
insp
irat
ion
an
d m
ater
ials
fo
r th
is c
ase
wer
e ta
ken
fro
m L
earn
ing
to b
e a
go
od g
uy:
Teach
ing
for
socia
l ju
stic
e in
the p
rim
ary
cla
ssro
om
by
Liz
Go
ss,
Met
Life
Fel
low
, Te
ach
ers
Net
wo
rk L
ead
ersh
ip I
nst
itut
e, J
une
20
05
.
thre
e gr
ade
leve
ls.
The
pro
gram
man
dat
ed b
y th
e sc
ho
ol b
oar
d r
equi
red
tw
o a
nd
a h
alf
ho
urs
dai
ly t
o im
ple
men
t. T
o d
o t
hat
pro
gram
fo
r th
ree
diff
eren
t gr
ades
was
imp
oss
ible
, as
it m
ean
t
Eliz
a w
ou
ld n
ee
d t
o s
pe
nd
se
ven
ho
urs
dai
ly o
n r
ead
ing
wh
ile t
he
re
st o
f th
e c
lass
wo
rke
d
ind
ep
en
de
ntl
y. I
t al
so m
ean
t re
lega
tin
g so
cial
stu
die
s an
d s
cie
nce
to
a 4
0-m
inu
te t
ime
slo
t
pe
r w
ee
k, e
ven
if s
he
we
re t
eac
hin
g o
nly
on
e g
rad
e le
vel.
Eliz
a lo
ved
te
ach
ing
in a
mu
lti-
age
cla
ssro
om
fo
r m
any
reas
on
s. T
his
ide
a w
as s
up
po
rte
d b
y
rese
arch
sh
e r
ead
(D
arlin
g-H
amm
on
d,
20
04
) an
d h
er
ow
n e
xpe
rie
nce
. B
eca
use
on
e-t
hir
d o
f
he
r st
ud
en
ts h
ad b
ee
n w
ith
he
r fo
r tw
o y
ear
s, s
he
kn
ew
th
eir
str
en
gth
s an
d w
eak
ne
sse
s, s
o
she
co
uld
bu
ild f
rom
ye
ar t
o y
ear
. In
ad
dit
ion
, h
er
old
er
stu
de
nts
ori
en
ted
he
r n
ew
stu
de
nts
to b
eh
avio
r an
d a
chie
vem
en
t e
xpe
ctat
ion
s. G
ivin
g th
is r
esp
on
sib
ility
to
he
r o
lde
r st
ud
en
ts
est
ablis
he
d a
po
siti
ve le
arn
ing
en
viro
nm
en
t. S
ince
man
y st
ud
en
ts e
nte
red
kin
de
rgar
ten
wit
h
littl
e o
r n
o p
resc
ho
ol e
xpe
rie
nce
, E
liza
ne
ed
ed
all
the
he
lp s
he
co
uld
ge
t to
cat
ch t
he
m u
p t
o
grad
e-l
eve
l exp
ect
atio
ns.
Eliz
a h
ad b
een
dev
elo
pin
g h
er o
wn
cur
ricu
la f
or
five
year
s. S
he
was
pre
par
ed t
o t
ackl
e th
e
chal
len
ge o
f ra
isin
g h
er s
tud
ents
’ te
st s
core
s, b
ut s
he
did
n’t
wan
t to
use
a s
crip
t d
evel
op
ed
by
a la
rge
pub
lish
ing
com
pan
y in
a d
ista
nt
city
fo
r a
wid
ely
div
erse
po
pul
atio
n.
Will
iam
Aye
rs,
on
e o
f h
er e
duc
atio
n p
rofe
sso
rs,
had
wri
tten
, “T
each
ers
wan
t to
kn
ow
th
e fu
ll m
easu
re o
f
thei
r st
uden
ts”
(Aye
rs,
20
01).
Sh
e w
ork
ed h
ard
to
mak
e th
is id
eal c
om
e al
ive
in h
er c
lass
roo
m
by
chec
kin
g in
wit
h t
he
stud
ents
an
d li
sten
ing
care
fully
to
th
eir
sto
ries
. S
he
also
kep
t up
wit
h
the
late
st r
esea
rch
on
mee
tin
g th
e ed
ucat
ion
al n
eed
s o
f h
er p
op
ulat
ion
.
In a
cco
rd w
ith
th
e p
hilo
sop
hy
of
the
sch
oo
l, w
hic
h e
mp
has
ized
cri
tica
l th
inki
ng,
act
ive
lear
nin
g,
and
fo
ste
rin
g d
ee
p u
nd
ers
tan
din
g o
f a
sub
ject
, E
liza
cre
ate
d a
nd
imp
lem
en
ted
he
r o
wn
cu
r-
ricu
lum
fo
cuse
d o
n s
oci
al j
ust
ice
. S
tud
en
ts s
tud
ied
issu
es
bas
ed
on
th
e e
xpe
rie
nce
an
d h
is-
tory
of
the
Afr
ican
-Am
eric
an c
om
mun
ity
and
fro
m t
her
e, m
ade
con
nec
tio
ns
to b
road
er is
sues
of
fair
ne
ss a
nd
ju
stic
e f
or
all p
eo
ple
. H
er
lan
guag
e a
rts
curr
icu
lum
was
th
oro
ugh
ly in
tegr
ate
d
wit
h s
oci
al s
tud
ies,
as
we
ll as
ad
dre
sse
d t
he
sta
te a
nd
loca
l lan
guag
e a
rts
stan
dar
ds.
Sh
e
liste
ned
car
eful
ly t
o t
he
stud
ents
’ vo
ices
reg
ard
ing
thei
r o
wn
inte
rest
s. A
t o
ne
po
int,
Eliz
a w
as
pre
par
ed t
o b
egin
a u
nit
on
th
e C
ivil
Rig
hts
Mo
vem
ent,
wh
ile h
er s
tud
ents
exp
ress
ed a
des
ire
to e
xte
nd
th
eir
cu
rre
nt
stu
dy
of
slav
ery
. E
liza
pu
t it
to
a v
ote
an
d t
he
cla
ss v
ote
d 1
6 t
o 2
to
con
tin
ue
to
stu
dy
slav
ery
. R
esp
on
din
g to
th
e w
ish
es
of
the
cla
ss,
Eliz
a re
sear
che
d a
gre
ate
r
ran
ge o
f ag
e a
pp
rop
riat
e m
ate
rial
to
de
ep
en
he
r st
ud
en
ts’
un
de
rsta
nd
ing
of
the
to
pic
.
Stan
dard
izin
g vs
. In
divi
dual
izin
gJo
hn
Sh
aw,
pri
nci
pal
of
Ho
pe
Sch
oo
l, w
as t
orn
. N
CLB
’s g
oal
s m
and
ate
d t
hat
eve
ry c
hild
will
de
mo
nst
rate
th
at t
he
y m
ee
t st
ate
-de
fin
ed
sta
nd
ard
s as
me
asu
red
on
a s
tan
dar
diz
ed
te
st b
y
29
clo
ck.
This
was
no
t th
e f
irst
an
xie
ty d
ream
sh
e h
ad h
ad,
bu
t o
ne
of
the
mo
re m
em
ora
ble
on
es.
Th
at d
ay,
she
wo
uld
be
lau
nch
ing
the
civ
il ri
ghts
un
it s
he
had
tai
lor
mad
e f
or
he
r cl
ass.
••••
••••
••••
Ho
pe
Ele
me
nta
ry S
cho
ol l
ay in
th
e s
had
ow
s o
f th
e C
on
solid
ate
d C
en
ter
to t
he
no
rth
, w
he
re L
ake
Cit
y’s
foo
tbal
l te
am p
laye
d f
or
mill
ion
s o
f d
olla
rs,
and
th
e
Su
nn
ydal
e G
ard
en
s h
igh
-ris
e h
ou
sin
g p
roje
ct t
o t
he
so
uth
, w
he
re $
25
0,0
00
wo
rth
of
ille
gal d
rugs
pas
sed
th
rou
gh w
ee
kly.
Ho
pe
was
a v
ery
sm
all k
ind
erg
arte
n t
hro
ugh
eigh
th g
rad
e sc
hoo
l wit
h a
po
pul
atio
n o
f 17
0 s
tud
ents
. Th
e st
uden
ts w
ere
99
% A
fric
an-A
mer
ican
and
95
% lo
w-i
nco
me.
Th
e sc
ho
ol w
as a
“P
ublic
Sch
oo
l of
Ch
oic
e,”
mea
nin
g st
uden
ts w
ere
no
t
assi
gne
d e
ven
if t
he
y liv
ed
in t
he
ne
igh
bo
rho
od
, u
nle
ss t
he
ir p
are
nts
file
d a
re
qu
est
fo
r
en
rollm
en
t. A
litt
le m
ore
th
an h
alf
of
the
stu
de
nts
cam
e f
rom
th
e n
eig
hb
orh
oo
d,
bu
t m
any
par
ents
ch
ose
Ho
pe
ove
r th
eir
nei
ghb
orh
oo
d s
cho
ol a
nd
dro
ve t
hei
r ch
ildre
n t
o s
cho
ol.
Ho
pe
was
ho
use
d in
th
e S
kyw
ay M
ult
iple
x, h
om
e t
o t
wo
oth
er
sch
oo
ls:
a m
idd
le s
cho
ol a
nd
a h
igh
sch
oo
l. Th
e th
ree
sch
oo
ls o
per
ated
aut
on
om
ous
ly a
nd
wer
e n
ot
“fee
der
” sc
ho
ols
, th
at is
, st
u-
de
nts
grad
uat
ing
fro
m o
ne
sch
oo
l did
no
t n
ece
ssar
ily f
ee
d in
to t
he
sch
oo
l at
the
ne
xt le
vel.
Wit
h t
he
imp
lem
en
tati
on
of
the
No
Ch
ild L
eft
Be
hin
d (
NC
LB)
act,
16
7 o
f th
e c
ity’
s 4
48
ele
me
nta
ry s
cho
ols
we
re d
ee
me
d “
faili
ng”
an
d p
lace
d o
n p
rob
atio
n.
Ho
pe
was
on
e o
f th
ose
,
and
th
is w
as t
he
ir f
irst
ye
ar o
n p
rob
atio
n.
The
sch
oo
l was
re
qu
ire
d t
o im
ple
me
nt
a b
oar
d-
app
rove
d m
ath
cu
rric
ulu
m,
scie
nce
cu
rric
ulu
m,
and
a b
asal
se
rie
s fo
r re
adin
g. W
hile
th
e
bo
ard
man
dat
ed
th
ese
de
cisi
on
s, t
he
y p
rovi
de
d n
o e
xtra
fu
nd
s to
pu
rch
ase
th
e c
urr
icu
la.
In a
re
cen
t p
rese
nta
tio
n o
n N
CLB
, go
vern
me
nt
atto
rne
y A
lisa
Kle
in t
old
th
e S
ixth
U.S
. C
ou
rt
of
Ap
pe
als
pan
el t
hat
th
e in
ten
t o
f th
e la
w w
as n
eve
r to
fu
lly f
un
d t
he
pro
visi
on
s la
id o
ut
in
No
Ch
ild L
eft
Be
hin
d la
w (
Oh
anin
an,
20
06
). H
ow
eve
r, s
tate
s h
ad c
raft
ed
bu
dge
ts w
ith
th
e
un
de
rsta
nd
ing
that
th
e f
ed
era
l go
vern
me
nt
wo
uld
be
fu
nd
ing
the
law
’s p
rovi
sio
ns.
Th
ere
was
no
mo
ne
y to
su
pp
lem
en
t an
alr
ead
y tr
imm
ed
-to
-th
e-b
on
e b
ud
get.
Eliz
a Ca
rey
Eliz
a, a
fu
lly c
red
en
tial
ed
an
d,
the
refo
re,
hig
hly
qu
alif
ied
te
ach
er,
had
be
en
at
Ho
pe
fo
r fi
ve
year
s, t
each
ing
a m
ulti
-age
d K
ind
erga
rten
—gr
ade
2.
The
bas
al r
ead
ing
pro
gram
sel
ecte
d b
y th
e
dis
tric
t sc
ho
ol b
oar
d w
as s
crip
ted
, n
ece
ssit
atin
g a
full
set
of
clas
sro
om
mat
eri
als.
Wit
ho
ut
the
se,
Eliz
a co
uld
no
t ca
rry
ou
t th
e b
oar
d’s
man
dat
e.
Bu
t n
ot
imp
lem
en
tin
g th
e p
rogr
am
cou
ld c
ause
th
e s
cho
ol t
o in
cur
san
ctio
ns
if t
est
sco
res
did
no
t ri
se.
Ho
we
ver,
ign
ori
ng
the
man
dat
e a
lso
had
ad
van
tage
s. T
he
scr
ipte
d p
rogr
am d
id n
ot
acco
mm
od
ate
th
e m
ult
i-ag
e
con
figu
rati
on
of
the
sch
oo
l. U
nle
ss t
he
en
tire
sch
oo
l ad
just
ed
th
eir
re
adin
g sc
he
du
les
or
ado
pte
d s
ingl
e-g
rad
e c
lass
roo
ms,
Eliz
a w
ou
ld b
e f
orc
ed
to
use
th
e s
ame
cu
rric
ulu
m f
or
all
28
CASE NO.4CASE NO.4
YO
U’
LL
AL
L L
OO
K G
OO
D O
N P
AG
E 3
9 (
OR
EL
SE
)
way
. A
s a
form
er
teac
he
r, h
e k
ne
w h
e w
ou
ld lo
se t
he
m if
he
cu
rtai
led
th
eir
ind
ep
en
de
nce
and
cre
ativ
ity.
The
de
cisi
on
me
ant
Joh
n w
ou
ld b
e m
on
ito
rin
g E
liza’
s cl
asse
s ca
refu
lly.
This
cre
ate
d s
om
e
ten
sio
n b
etw
ee
n t
he
m.
He
be
gan
co
nti
nu
ou
sly
aski
ng
for
up
dat
es
and
dro
pp
ing
into
he
r
clas
sro
om
un
ann
ou
nce
d.
Eliz
a n
ow
fe
lt t
hre
ate
ne
d,
and
Jo
hn
fe
lt r
ese
ntf
ul o
f th
e t
ime
he
was
pu
ttin
g in
to m
on
ito
rin
g h
er.
He
was
alr
ead
y st
ayin
g la
te in
to t
he
eve
nin
g ke
ep
ing
up
wit
h r
ou
tin
e j
ob
re
qu
ire
me
nts
.
The
Par
ents
Wei
gh In
“Ms.
Car
ey,
” th
e w
om
an p
uff
ed
a li
ttle
fro
m t
he
ste
ep
clim
b f
rom
th
e s
tre
et
to E
liza
Car
ey’
s
clas
sro
om
. “J
asm
ine
ju
st c
an’t
sto
p t
alki
ng
abo
ut
the
dan
ce s
he
will
be
pe
rfo
rmin
g. S
he
’s
eve
n a
skin
g m
e if
I e
ver
me
t H
arri
et
Tub
man
. I
had
to
te
ll h
er,
‘I’m
no
t th
at o
ld,
ho
ne
y.’”
Sh
e
guff
awe
d a
mia
bly
.
“I’v
e c
ert
ain
ly n
oti
ced
a c
han
ge in
he
r at
titu
de
,” E
liza
resp
on
de
d,
smili
ng.
“S
he
fin
ish
es
he
r
mat
h f
act
she
ets
mo
re c
are
fully
no
w t
hat
sh
e k
no
ws
she
can
’t r
eh
ear
se u
nti
l sh
e h
as a
t
leas
t 8
5%
rig
ht.
I h
op
e y
ou
’ll b
e a
ble
to
mak
e it
to
th
e p
erf
orm
ance
on
Th
urs
day
eve
nin
g,
Ms.
Jo
hn
son
.”
“I s
ure
ly w
ill b
e t
he
re.
I’m b
rin
gin
g h
er
cou
sin
s fr
om
ove
r th
ere
on
Lin
de
n S
tre
et,
to
o.”
“Ho
w e
xcit
ing
for
Jasm
ine
! W
ell,
I’m lo
oki
ng
forw
ard
to
mee
tin
g th
em.
Than
ks f
or
your
sup
po
rt.”
Mo
me
nts
like
th
ese
mad
e t
eac
hin
g w
ort
hw
hile
. E
liza
had
be
en
a li
ttle
co
nce
rne
d o
ver
ho
w
the
par
en
ts w
ou
ld r
esp
on
d t
o t
he
ne
w a
pp
roac
h,
bu
t 14
of
the
18
su
rve
ys s
he
se
nt
ho
me
cam
e b
ack.
Of
tho
se,
12 w
ere
en
thu
sias
tic.
Th
en
th
ere
we
re t
he
oth
er
two
re
spo
nse
s. O
ne
par
en
t h
ad b
ee
n c
on
cern
ed
th
at a
ne
ph
ew
in a
no
the
r sc
ho
ol w
as g
ett
ing
a ve
ry d
iffe
ren
t
curr
icu
lum
. S
he
wro
te,
“We
mig
ht
be
mo
vin
g o
ut
of
the
ne
igh
bo
rho
od
. I
wan
t to
mak
e s
ure
my
child
is g
oin
g to
be
ab
le t
o f
it in
at
the
ne
w s
cho
ol.
We
did
n’t
hav
e a
ny
of
the
se p
lays
and
pro
ject
s an
d I
did
ju
st f
ine
in s
cho
ol.”
Th
e s
eco
nd
had
qu
est
ion
ed
th
e n
ece
ssit
y o
f
teac
hin
g ab
ou
t “t
ho
se t
ime
s o
f st
rugg
le.”
Sh
e w
rote
, “I
wan
t m
y ch
ild t
o f
ee
l em
po
we
red
to
face
th
e f
utu
re.
Lear
nin
g ab
ou
t al
l th
e h
ard
ship
s p
eo
ple
we
nt
thro
ugh
mig
ht
mak
e h
im a
ngr
y
and
bit
ter.
I k
no
w t
hin
gs a
re g
oin
g to
be
har
d f
or
him
an
d t
he
last
th
ing
I w
ant
is f
or
him
to
be
wo
rn d
ow
n b
y n
ega
tivi
ty.”
Eliz
a re
assu
red
th
e fir
st p
aren
t th
at t
he
sam
e st
and
ard
s ap
plie
d t
o b
oth
th
e d
istr
ict
curr
icul
um
and
her
ow
n,
but
th
e d
oub
ts li
nge
red
. It
was
tru
e th
at o
nce
th
e ch
ildre
n h
ad e
xper
ien
ced
th
e
free
do
m o
f a
pro
ject
an
d p
erfo
rman
ce-b
ased
pro
gram
, th
ey m
igh
t n
ot
adju
st w
ell t
o s
crip
ted
,
text
-ori
en
ted
me
tho
ds.
Fo
r th
e s
eco
nd
par
en
t, h
er
answ
er
was
n’t
as
eas
y. T
he
ch
ildre
n a
re
aski
ng
to s
tud
y th
is t
op
ic.
The
cu
rric
ulu
m a
cco
mm
od
ate
s th
em
, sh
e t
ho
ugh
t.
31
201
4.
In a
dd
itio
n,
sch
oo
ls,
usin
g th
e sa
me
mea
sure
, h
ave
to s
ho
w “
adeq
uate
yea
rly
pro
gres
s”
(AY
P)
ove
rall
and
fo
r sp
eci
fic
raci
al,
low
inco
me
, la
ngu
age
lear
ne
r, a
nd
sp
eci
al e
du
cati
on
sub
gro
up
s. T
he
se s
ub
gro
up
s re
pre
sen
ted
th
e e
nti
re H
op
e E
lem
en
tary
po
pu
lati
on
. In
oth
er
wo
rds,
his
te
ach
ers
had
to
de
live
r te
st s
core
s th
at s
ho
we
d s
tud
en
t co
mp
ete
nce
in t
he
sta
te
stan
dar
ds,
nar
row
ing
the
gap
be
twe
en
th
eir
pe
rfo
rman
ce a
nd
th
at o
f m
idd
le c
lass
stu
de
nts
in s
ub
urb
an s
cho
ols
.
In h
is a
dm
inis
trat
ive
tra
inin
g, J
oh
n h
ad d
on
e s
om
e r
ese
arch
on
te
stin
g an
d s
cho
ol a
cco
un
ta-
bili
ty.
He
re
me
mb
ere
d r
ead
ing
Lin
da
Dar
ling
-Ham
mo
nd
’s r
eco
mm
en
dat
ion
s fo
r p
rofe
ssio
nal
de
velo
pm
en
t, h
igh
ly q
ual
ifie
d t
eac
he
rs,
and
low
-sta
kes
test
ing
(20
04
). I
n s
pit
e o
f w
hat
th
ese
rese
arch
ers
sai
d,
he
fe
lt h
e d
idn
’t h
ave
mu
ch c
on
tro
l ove
r th
ose
issu
es.
It w
as J
oh
n’s
fir
st y
ear
as
pri
nci
pal
, an
d h
is c
on
trac
t w
as f
or
on
ly o
ne
ye
ar.
Pre
vio
usl
y, J
oh
n
had
be
en
a t
eac
he
r at
a s
imila
r sc
ho
ol f
or
seve
n y
ear
s. T
he
sch
oo
l had
had
fiv
e p
rin
cip
als
in
the
pre
vio
us
five
ye
ars.
Jo
hn
like
d t
he
Ho
pe
Sch
oo
l en
viro
nm
en
t fo
r se
vera
l re
aso
ns.
Th
e
fact
th
at p
are
nts
ch
ose
th
e s
cho
ol m
ean
t th
ey
we
re in
volv
ed
an
d s
up
po
rtiv
e.
The
te
ach
ers
wer
e d
edic
ated
, en
erge
tic,
an
d c
oh
esiv
e. T
hey
wer
e w
illin
g to
exp
erim
ent.
He
was
det
erm
ined
to s
tay,
bu
t h
is c
on
trac
t re
ne
wal
wo
uld
be
de
pe
nd
en
t o
n m
ee
tin
g th
e A
YP
cri
teri
a.
As
a n
ew
pri
nci
pal
, Jo
hn
was
sti
ll ge
ttin
g to
kn
ow
his
te
ach
ers
an
d p
are
nt
com
mu
nit
y. W
he
n
he
had
bee
n a
fift
h g
rad
e te
ach
er,
som
e o
f h
is A
fric
an-A
mer
ican
par
ents
had
ob
ject
ed t
o t
he
stu
dy
of
slav
ery
, ar
guin
g th
at it
wo
uld
har
m t
he
ir c
hild
ren
’s s
elf
-est
ee
m.
He
als
o w
orr
ied
th
at
the
vas
t m
ajo
rity
of
oth
er
sch
oo
ls in
th
e d
istr
ict
we
re u
sin
g th
e b
oar
d-a
pp
rove
d c
urr
icu
lum
.
If s
tud
en
ts t
ran
sfe
rre
d,
the
y w
ou
ld s
oo
n f
ind
th
at t
he
y h
ad n
ot
rece
ive
d t
he
sam
e k
ind
of
pre
par
atio
n a
s st
ud
en
ts in
th
eir
ne
w s
cho
ol.
Go
ing
wit
h t
eac
he
r-cr
eat
ed
mat
eri
al w
as a
ris
k.
If s
tud
en
t te
st s
core
s im
pro
ved
, th
e c
urr
icu
lum
co
uld
be
com
e a
mo
de
l an
d t
he
sch
oo
l wo
uld
be
re
mo
ved
fro
m it
s p
rob
atio
nar
y st
atu
s. I
f th
e s
core
s st
aye
d t
he
sam
e o
r d
ecr
eas
ed
, th
e
on
us
wo
uld
be
on
him
, an
d h
e w
ou
ld li
kely
lose
his
jo
b.
Eliz
a’s
stu
de
nts
had
sh
ow
n g
row
th
on
th
e p
revi
ou
s ye
ar’s
sta
nd
ard
ize
d t
est
s, b
ut
no
t e
no
ugh
gro
wth
to
me
et
the
“ad
eq
uat
e
year
ly p
rogr
ess
” (A
YP
) cr
ite
ria.
Go
od
cu
rric
ulu
m t
ake
s ye
ars
to d
eve
lop
. It
mu
st b
e p
ilote
d
and
ad
just
ed
bas
ed
on
stu
de
nt
pe
rfo
rman
ce.
Joh
n d
idn
’t h
ave
ye
ars.
In t
erm
s o
f th
e b
ud
get,
th
e s
cho
ol c
ou
ld n
ot
affo
rd t
o b
uy
the
man
dat
ed
bas
al r
ead
ing
mat
eri
als
un
less
th
ey
let
on
e o
f th
e t
eac
he
r ai
ds
go.
The
aid
s ca
me
fro
m t
he
co
mm
un
ity.
They
wer
e ve
ry a
ctiv
e in
ad
voca
tin
g fo
r th
e sc
ho
ol a
t th
e d
istr
ict
leve
l in
ad
dit
ion
to
pro
vid
ing
ne
ed
ed
ind
ivid
ual
att
en
tio
n t
o s
tud
en
ts.
Joh
n d
eci
de
d h
e h
ad li
ttle
ch
oic
e b
ut
to t
ake
a r
isk
wit
h E
liza’
s so
cial
ju
stic
e c
urr
icu
lum
.
Mo
st s
cho
ols
wit
h h
is p
op
ula
tio
n o
f st
ud
en
ts w
ere
sta
ffe
d b
y fi
rst-
year
or
no
t fu
lly c
red
en
-
tial
ed
te
ach
ers
, ye
t m
any
of
his
te
ach
ers
we
re e
xpe
rie
nce
d,
and
he
wan
ted
to
ke
ep
it t
hat
30
CASE NO.4CASE NO.4
YO
U’
LL
AL
L L
OO
K G
OO
D O
N P
AG
E 3
9 (
OR
EL
SE
)
Disc
ussi
on Q
uest
ion
sW
hat
changes t
o N
CLB
would
addre
ss t
he d
ilem
ma E
liza
and J
ohn f
ace?
What
are
the m
essages a
nd a
ssum
pti
ons a
bout
learn
ing t
hat
NC
LB
sends t
he
educati
on c
om
munit
y, th
e p
olicym
akers
, and t
he t
axpayers
?
What
are
ways t
he c
om
munit
y c
an b
e e
nerg
ized t
o a
ddre
ss t
he t
ensio
ns t
he
school board
, th
e s
chool adm
inis
trati
on, and t
he t
eachers
face?
How
can w
ell-p
repare
d, experi
enced t
eachers
be r
ecru
ited t
o low
-perf
orm
ing
schools
in u
rban d
istr
icts
?
RE
FE
RE
NC
ES
Aye
rs,
W.
(20
01).
To
te
ach
: Th
e j
ourn
ey
of
a t
each
er.
Ne
w Y
ork
: Te
ach
ers
Co
llege
Pre
ss.
Dar
ling
-Ham
mo
nd
, L
. (2
00
4).
Sta
nd
ard
s, a
cco
un
tab
ility
, an
d s
cho
ol r
efo
rm.
Teache
rs
Co
llege
Re
co
rd,
106
(6),
10
47-8
5.
Re
trie
ved
Ju
ne
20
, 2
00
7,
fro
m h
ttp
://
ww
w.s
usa
no
han
ian
.
org
/sh
ow
_ncl
b_n
ew
s.h
tml?
id=
64
8
33
The
Boa
rd’s
Dile
mm
aTh
e La
ke C
ity
Pub
lic S
cho
ols
wer
e in
a s
ensi
tive
po
siti
on
. U
rban
sch
oo
l dis
tric
ts in
th
e U
nit
ed
Sta
tes
have
div
erse
pop
ulat
ions
. Th
eir
dem
ogra
phi
cs in
clud
e la
rge
num
ber
s of
rec
ent
imm
igra
nts
and
low
-in
com
e fa
mili
es.
Sin
ce p
resc
ho
ol p
rogr
ams
hav
e b
een
sev
erel
y cu
t, m
any
child
ren
com
e to
sch
oo
l un
der
-pre
par
ed a
nd
fal
l fur
ther
an
d f
urth
er b
ehin
d e
ach
yea
r. I
n a
dd
itio
n,
recr
uitm
ent
of
exp
erie
nce
d t
each
ers
is d
iffic
ult.
Ful
ly e
xper
ien
ced
, cr
eden
tial
ed t
each
ers
ten
d
to le
ave
urb
an d
istr
icts
and
oth
er s
choo
ls w
ith lo
w-in
com
e d
emog
rap
hics
. Th
ere
is li
ttle
ince
ntiv
e
to s
tay
in t
he
inn
er c
ity
wit
h a
po
pul
atio
n u
nd
er h
igh
str
ess
leve
ls w
hen
jo
bs
are
avai
lab
le in
less
ch
alle
ngi
ng
loca
tio
ns.
Sch
ools
in u
rban
dis
tric
ts a
re p
artic
ular
ly s
usce
ptib
le t
o sa
nctio
ns b
ased
on
NC
LB r
equi
rem
ents
.
In r
esp
on
se t
o t
his
sit
uat
ion
, th
e L
ake
Cit
y B
oar
d o
f E
du
cati
on
, lik
e m
any
bo
ard
s ac
ross
th
e
coun
try,
res
po
nd
ed t
o t
he
teac
her
pre
par
atio
n is
sue
by
ado
pti
ng
scri
pte
d c
urri
cula
. A
tea
cher
can
sta
nd
in f
ron
t o
f th
e c
lass
roo
m a
nd
de
live
r th
e r
ead
ing
pro
gram
to
he
r st
ud
en
ts w
ith
ou
t
inve
stin
g h
ou
rs o
f re
sear
ch a
nd
de
velo
pm
en
t o
f in
div
idu
aliz
ed
cu
rric
ulu
m.
Be
sid
es,
th
ere
is
evid
ence
th
at,
at le
ast
at t
he
ince
pti
on
of
the
pro
gram
, A
fric
an-A
mer
ican
s, L
atin
os,
an
d E
ngl
ish
Lan
guag
e L
ear
ne
rs,
the
su
bgr
ou
ps
focu
sed
on
by
NC
LB,
sho
we
d g
row
th in
te
st s
core
s.
Ho
we
ver,
th
ere
se
em
ed
to
be
a d
rop
off
in g
row
th in
su
bse
qu
en
t ye
ars.
Th
ere
is a
gre
at d
eal
of
tran
sie
nce
an
d a
tte
nd
ance
pro
ble
ms
in u
rban
sch
oo
ls,
and
th
e d
ecl
ine
in a
chie
vem
en
t
afte
r th
e f
irst
ye
ar m
ay b
e a
ttri
bu
ted
to
th
ese
var
iab
les.
Sta
nd
ard
izin
g cu
rric
ula
acr
oss
th
e
dis
tric
t e
nab
led
th
e s
cho
ol b
oar
d t
o c
reat
e s
om
e k
ind
of
con
sist
en
cy in
th
eir
de
live
ry o
f
curr
icu
lum
an
d m
ade
mo
nit
ori
ng
of
sch
oo
ls’
pro
gre
ss s
imp
ler.
Dile
mm
asE
liza
Car
ey
thin
ks s
he
has
ad
dre
sse
d s
tud
en
t’s
acad
em
ic n
ee
ds
by
mo
tiva
tin
g th
em
wit
h
rele
van
t cu
rric
ulu
m.
Ho
we
ver,
sh
e is
co
nce
rne
d t
hat
th
eir
sta
nd
ard
ize
d t
est
sco
res
will
no
t
refl
ect
th
e p
rogr
ess
sh
e h
as s
ee
n in
he
r cl
assr
oo
m.
He
r in
tera
ctio
ns
wit
h t
he
pri
nci
pal
, w
ho
see
ms
to q
ue
stio
n h
er
eve
ry m
ove
are
we
arin
g h
er
do
wn
, as
we
ll as
th
e h
ou
rs s
he
pu
ts in
rese
arch
ing
and
cre
atin
g n
ew
cu
rric
ula
. S
om
eti
me
s sh
e w
on
de
rs w
he
the
r it
’s w
ort
h it
an
d if
she
sho
uld
n’t
res
po
nd
to
her
mo
ther
’s e
ntr
eati
es t
o g
et a
jo
b in
th
e su
bur
b w
her
e sh
e gr
ew u
p.
Joh
n S
haw
als
o w
orr
ies.
He
wo
nd
ers
if h
e s
ho
uld
mak
e t
he
ne
cess
ary
bu
dge
t ad
just
me
nts
to b
uy
the
cu
rric
ulu
m m
and
ate
d b
y th
e d
istr
ict.
He
fe
els
like
he
is f
igh
tin
g o
n t
wo
fro
nts
. S
o
far
he
has
no
t h
ear
d a
ny
gru
mb
ling
abo
ut
Eliz
a’s
curr
icu
lum
fro
m p
are
nts
, b
ut
he
kn
ow
s h
is
acco
un
tab
ility
lie
s in
th
e A
YP
re
sult
s. S
om
eti
me
s h
e t
hin
ks h
e s
ho
uld
mo
ve in
to a
po
licy
po
siti
on
, al
tho
ugh
he
kn
ow
s h
e w
ill m
iss
the
dai
ly in
tera
ctio
n w
ith
a s
cho
ol c
om
mu
nit
y.
32
1 2 3 4
CASE NO.4CASE NO.4
YO
U’
LL
AL
L L
OO
K G
OO
D O
N P
AG
E 3
9 (
OR
EL
SE
)
MA
KIN
G T
HE
CA
SE
Caut
ious
Hop
e an
d Ch
ron
ical
ly F
aili
ng
Kids
: W
hat
is t
he A
nsw
er?
|w
ww
.teachers
netw
ork
.org
/tn
li/
cases/jirs
a.h
tm
by
Leslie J
irsa •
TNLI
Ne
w Y
ork
Cit
y
Set
in a
n al
tern
ativ
e hi
gh s
choo
l for
rec
ent
imm
igra
nts
and
“sec
ond
-cha
nce
kids
,” r
angi
ng f
rom
17
to 2
1 y
ears
in a
ge, t
his
case
co
nsi
der
s w
hat
mea
sure
s—es
pec
ially
in t
he c
on
text
of
incr
easi
ngl
y
limit
ed s
cho
ol f
und
ing—
can
be
take
n t
o h
elp
thi
s st
uden
t p
op
ulat
ion
suc
ceed
… s
uch
assm
alle
r
clas
ses,
par
ent
outr
each
, and
/or
ad
viso
ry s
upp
ort.
How
do
you
grad
uate
kid
sw
ho w
ould
likel
y
oth
erw
ise
fail?
Sh
oul
d w
e gi
ve u
p o
n t
hem
—an
d w
hat
are
th
e co
nse
que
nce
sif
we
do
?
Coll
abor
ativ
e Le
arn
ing
Com
mun
itie
s |
ww
w.t
eachers
netw
ork
.org
/tn
li/
cases/seid
el.htm
by
Debora
h Q
. S
eid
el •
TNLI
Fai
rfax
Co
un
ty (
VA
)
De
fin
ed
as
“ed
uca
tors
co
mm
itte
d t
o w
ork
ing
toge
the
r co
llab
ora
tive
ly in
on
goin
g p
roce
sse
s
of
colle
ctiv
e in
qu
iry
and
act
ion
re
sear
ch in
ord
er
to a
chie
ve b
ett
er
resu
lts
for
the
stu
de
nts
the
y se
rve
,” t
his
cas
e lo
oks
at
a co
un
ty-w
ide
, m
and
ate
d p
rogr
am o
f P
rofe
ssio
nal
Le
arn
ing
Co
mm
unit
ies
in e
very
sch
oo
l —ex
amin
ing
its
ben
efit
s an
d d
raw
bac
ks.
It a
lso
po
ses
que
stio
ns
such
as:
Ho
w d
oe
s te
ach
er
colla
bo
rati
on
tak
e p
lace
ou
tsid
e o
f fo
rmal
me
eti
ngs
, an
d w
hat
do
sp
eci
alis
ts a
nd
ge
ne
ral e
du
cati
on
te
ach
ers
off
er
eac
h o
the
r as
th
ey
wo
rk t
oge
the
r to
imp
rove
ove
rall
stu
de
nt
ach
ieve
me
nt?
The
Dile
mm
a of
Cho
ice
|w
ww
.teachers
netw
ork
.org
/tn
li/
cases/fr
ank.h
tm
by
Eliza
beth
Fra
nk, B
rent
Fre
ecia
, and L
inda H
and •
TNLI
De
law
are
In a
sta
te in
wh
ich
all
par
en
ts m
ay c
ho
ose
th
e s
cho
ol b
est
su
ite
d f
or
the
ir c
hild
ren
, th
is
case
fo
llow
s o
ne
co
up
le’s
jo
urn
ey.
Th
ey
are
in t
he
mid
st o
f a
mo
ve t
o a
ne
w c
om
mu
nit
y,
tryi
ng
to m
ake
a f
ully
info
rme
d d
eci
sio
n a
bo
ut
wh
at s
cho
ol p
ath
is t
he
“ri
ght”
ch
oic
e f
or
the
ir f
irst
gra
de
ch
ild.
High
Sta
kes
for
Low
Sco
res?
Is
this
Impr
ovin
g th
e Qu
alit
y o
f Te
achi
ng
and
Lear
nin
g? |
ww
w.t
eachers
netw
ork
.org
/tn
li/
cases/ja
mes.h
tm
by
Joanie
Jam
es •
TNLI
Wyo
min
g
This
cas
e h
igh
ligh
ts m
any
of
the
un
inte
nd
ed
co
nse
qu
en
ces
that
hav
e o
ccu
rre
d a
s a
resu
lt o
f
NC
LB le
gisl
atio
n.
Hav
e o
ne
-siz
e-f
its-
all c
urri
cula
rea
lly b
eco
me
“a m
ile-w
ide
and
an
inch
-dee
p”
in o
rde
r to
me
et
man
dat
es
set
fort
h b
y th
is la
w?
Hav
e t
eac
he
rs b
ee
n f
orc
ed
to
fo
cus
alm
ost
excl
usiv
ely
on
rai
sin
g te
st s
core
s o
f lo
wer
-lev
el le
arn
ers
at t
he e
xpen
se o
f hi
gher
-lev
el le
arn
ers?
Are
te
ach
ers
als
o c
om
pe
lled
to
sp
en
d in
ord
inat
e a
mo
un
ts o
f ti
me
do
ing
test
pre
p in
ste
ad o
f
35
SU
MM
AR
IES
O
F1
9C
AS
ES
Full
ver
sion
s av
aila
ble
at:
ww
w.t
eachers
netw
ork
.org
/tn
li/
cases
Act
ion
Res
earc
h: Im
pact
ing
Resu
lts |
ww
w.t
eachers
netw
ork
.org
/tn
li/
cases/ayers
.htm
by
L.
Kelly A
yers
and M
egan G
arn
ett
•TN
LI M
aso
n (
VA
)
Aga
inst
th
e b
ackd
rop
of
rece
ivin
g a
gran
t to
co
nd
uct
acti
on
res
earc
h—
focu
sed
on
imp
rovi
ng
stu
de
nt
rese
arch
an
d w
riti
ng
skill
s ac
ross
th
e c
urr
icu
lum—
this
cas
e e
xplo
res
to w
hat
ext
en
t
tim
e a
nd
mo
ne
y sh
ou
ld b
e m
ade
ava
ilab
le f
or
teac
he
r co
llab
ora
tio
n.
Wh
at a
re t
he
ro
les
and
resp
on
sib
iliti
es
for
teac
he
rs a
nd
th
eir
sch
oo
ls r
ela
ted
to
pro
fess
ion
al d
eve
lop
me
nt?
Are
You
In o
r A
re Y
ou O
ut?
|w
ww
.teachers
netw
ork
.org
/tn
li/
cases/litk
e.h
tm
by
Eri
ca L
itke •
TNLI
Ne
w Y
ork
Cit
y
Wh
en,
if ev
er,
is it
ap
pro
pri
ate
to c
oun
sel s
tud
ents
out
of
sch
oo
l? Is
a G
ED
th
e sa
me
as a
hig
h
scho
ol d
iplo
ma—
and
is it
a b
ette
r op
tion
for
som
e st
uden
ts r
athe
r th
an o
ther
s? D
o sc
hool
s ha
vea
duty
to
prev
ent
stud
ents
from
dro
ppin
g ou
t —es
peci
ally
whe
n th
ese
stud
ents
low
er t
he p
ass
rate
sby
whi
ch s
choo
ls a
re e
valu
ated
and
/or
rec
eive
fun
din
g? T
his
case
fol
low
sth
e liv
es o
f th
ree
very
dif
-
fere
ntse
cond
ary
stud
ents
, the
ir te
ache
rs, a
nd t
heir
prin
cipa
l at
a m
ediu
m-s
ized
, urb
an h
igh
scho
ol.
Bey
ond
the
Test
|w
ww
.teachers
netw
ork
.org
/tn
li/
cases/gil.h
tm
by
Eliza
beth
Gil •
TNLI
Ne
w Y
ork
Cit
y
This
cas
e is
ab
ou
t th
e li
mit
atio
ns
of
hig
h-s
take
s te
stin
g in
de
mo
nst
rati
ng
the
aca
de
mic
gro
wth
of
En
glis
h L
angu
age
Le
arn
ers
(E
LL) —
and
its
eff
ect
s o
n a
sch
oo
l’s r
anki
ng.
Wh
en
a
pri
nci
pal
inve
sts
in a
less
co
nve
nti
on
al m
eth
od
to
imp
rove
ELL
stu
de
nt
ach
ieve
me
nt,
rat
he
r
than
exc
lusi
vely
fu
nd
ing
dir
ect
te
st p
rep
arat
ion
, w
hat
hap
pe
ns?
34
alik
e w
on
der
ho
w t
o im
pro
ve s
tud
ent
ach
ieve
men
t an
d k
eep
par
ents
fro
m r
emo
vin
g st
uden
ts
fro
m t
he
ir s
cho
ol,
esp
eci
ally
wh
en
fac
ed
wit
h a
dra
mat
ical
ly c
han
gin
g e
thn
ic a
nd
so
cio
eco
-
no
mic
de
mo
grap
hic
.
Scho
ol R
efor
m a
nd
Teac
her
Coll
abor
atio
n |
ww
w.t
eachers
netw
ork
.org
/tn
li/
cases/connelly.
htm
by
Maure
en C
onnelly •
TNLI
Ne
w Y
ork
Cit
y
By
exa
min
ing
the
clim
ate
at
an u
rban
sch
oo
l in
its
thir
d y
ear
of
rest
ruct
uri
ng
as p
art
of
a
stat
e r
evi
ew
, an
d n
ow
fac
ing
NC
LB m
and
ate
s, a
nu
mb
er
of
bu
rnin
g q
ue
stio
ns
are
po
sed—
all o
f w
hic
h a
ffec
t th
e fu
ture
dir
ecti
on
of
the
sch
oo
l. H
ow
can
sch
oo
ls w
ith
maj
or
po
pul
atio
ns
of
En
glis
h L
angu
age
Lear
ner
s b
est
dea
l wit
h s
tud
ents
’ n
eed
s an
d a
ll th
e m
and
ates
at
the
sam
e
tim
e?
To w
hat
ext
en
t ca
n c
olla
bo
rati
ve le
arn
ing
com
mu
nit
ies
of
teac
he
rs b
e e
stab
lish
ed—
and
ho
w c
an t
eac
he
rs b
e s
up
po
rte
d in
ass
um
ing
gre
ate
r le
ade
rsh
ip r
ole
s? A
lso
, h
ow
mig
ht
par
en
ts b
eco
me
mo
re in
volv
ed
?
Som
ethi
ng
Has
to G
ive
|w
ww
.teachers
netw
ork
.org
/tn
li/
cases/kopchain
s.h
tm
by
Am
y K
opchain
s •
TNLI
Ne
w Y
ork
Cit
y
Bri
ghto
nvi
lle S
cho
ol f
or
the
Art
s is
a m
idd
le s
cho
ol h
ou
sed
in a
10
0-y
ear
old
bu
ildin
g th
at is
also
ho
me
to
an
ele
me
nta
ry s
cho
ol.
Usi
ng
this
sch
oo
l as
a se
ttin
g, t
his
cas
e r
aise
s a
seri
es
of
imp
ort
ant
que
stio
ns
of
ho
w b
est
to o
ffer
res
our
ce r
oo
m/
spec
ializ
ed in
stru
ctio
n f
or
stud
ents
wit
h s
pe
cial
ne
ed
s, s
uch
as:
Sh
ou
ld t
he
se s
erv
ice
s b
e d
eliv
ere
d w
ith
in a
cla
ssro
om
or
a
sep
arat
e lo
cati
on
? H
ow
do
sm
all s
cho
ols
th
at s
har
e s
erv
ice
pro
vid
ers
en
sure
th
at s
erv
ice
s
are
de
live
red
ap
pro
pri
ate
ly?
An
d h
ow
do
sp
eci
al e
du
cati
on
an
d g
en
era
l ed
uca
tio
n t
eac
he
rs
coo
rdin
ate
sch
ed
ule
s an
d c
urr
icu
la in
ord
er
to m
axim
ize
ach
ieve
me
nt
for
all s
tud
en
ts?
A T
ime
of T
est
|w
ww
.teachers
netw
ork
.org
/tn
li/
cases/th
om
pson.h
tm
by
Laura
Thom
pson, K
are
n R
abik
, C
hri
s M
cle
an, S
herl
ynn A
ure
lio, S
usan E
dgell •
TNLI
De
law
are
Wha
t d
o w
e va
lue
? Th
is c
ase
is a
bo
ut p
rio
riti
es, e
spec
ially
ho
w t
o u
se s
cho
ol t
ime.
It j
uxta
po
ses
the
val
ue
of
pro
vid
ing
auth
en
tic
and
ch
alle
ngi
ng
lear
nin
g e
xpe
rie
nce
s w
ith
th
e p
ress
ure
to
de
vote
mo
nth
s o
f sc
ho
ol t
ime
alm
ost
exc
lusi
vely
to
te
st p
rep
arat
ion
. It
als
o a
dd
ress
es
the
con
seq
ue
nce
s th
at r
esu
lt f
rom
th
e c
ho
ice
s sc
ho
ols
are
no
w b
ein
g fo
rce
d t
o m
ake
.
37
pro
vid
ing
actu
al le
arn
ing
exp
erie
nce
s fo
r st
uden
ts?
An
d w
hat
has
hap
pen
ed t
o o
ther
sub
ject
are
as s
uch
as
soci
al s
tud
ies—
no
t to
me
nti
on
th
e a
rts?
“I H
ate
Scho
ol”
|w
ww
.teachers
netw
ork
.org
/tn
li/
cases/le
e.h
tm
by
Ora
nne L
ee •
TNLI
San
ta B
arb
ara
Co
un
ty (
CA
)
Wha
t ha
pp
ens
to o
ne
child
in a
sch
oo
l put
tin
g al
l of
its
ener
gy o
n a
n “
imp
rove
men
t p
rogr
am”
in
resp
onse
to
NC
LB m
and
ates
? Th
is c
ase
rais
es m
ajor
issu
es, i
nclu
din
g: b
alan
cing
rot
e te
st p
rep
a-
ratio
nve
rsu
s su
bje
ct m
atte
r in
stru
ctio
n,
ho
w t
o m
eas
ure
stu
de
nt
pro
gre
ss t
hat
go
es
be
yon
d
stan
dar
diz
ed
te
stin
g, a
nd
incr
eas
ed
dro
p-o
ut
rate
s. A
t th
e h
ear
t o
f th
is c
ase
is t
he
pur
po
se
of
sch
oo
l an
d h
ow
to
en
sure
th
at a
ll st
uden
ts r
ecei
ve t
he
bes
t p
oss
ible
ed
ucat
ion
.
Is A
not
her
Yea
r W
orth
It?
|w
ww
.teachers
netw
ork
.org
/tn
li/
cases/ra
mir
ez.
htm
by
Kare
n R
am
irez
•TN
LI N
ew
Yo
rk C
ity
Follo
win
g th
e st
ory
of a
stu
den
t w
ho e
nds
up h
avin
g to
rep
eat
the
thir
d g
rad
e, t
his
case
exp
lore
s
the
issu
e of
ret
entio
n —w
eigh
ing
its b
enef
its w
ith it
s ne
gativ
e co
nseq
uenc
es.
Wha
t is
the
pro
cess
that
lead
s to
mak
ing
the
dec
isio
n f
or
rete
nti
on
? W
hen
is it
ap
pro
pri
ate
to h
old
a s
tud
ent
bac
k,
and
wh
at s
ho
uld
be
do
ne
to
he
lp a
ch
ild a
chie
ve d
uri
ng
the
tim
e w
he
n a
stu
de
nt
rep
eat
s a
grad
e?
Furt
her
issu
es a
dd
ress
ed in
th
is c
ase
incl
ude
ho
w a
nd
wh
en s
tan
dar
diz
ed t
ests
sh
oul
d
be
use
d r
ela
ted
to
ho
ldin
g a
stu
de
nt
bac
k, a
nd
ho
w c
an t
eac
he
rs b
est
wo
rk w
ith
par
en
ts,
esp
eci
ally
th
ose
wh
o d
on
’t s
pe
ak E
ngl
ish
, wh
en
se
rio
us
issu
es
such
as
rete
nti
on
ari
se.
Leav
ing
the
Min
orit
ies
Beh
ind
|w
ww
.teachers
netw
ork
.org
/tn
li/
cases/w
ard
.htm
by
Patt
i W
ard
•TN
LI M
iam
i / T
he
Ed
Fu
nd
(F
L)
This
cas
e is
ab
ou
t h
ow
NC
LB,
in g
en
era
l, an
d t
he
FC
AT,
sp
eci
fica
lly,
imp
act
stu
de
nt
rete
n-
tio
n,
and
th
eir
ram
ific
atio
ns
on
stu
de
nts
, te
ach
ers
, an
d p
are
nts
. It
illu
stra
tes
the
ch
alle
nge
s
sch
oo
l co
mm
un
itie
s fa
ce a
s th
ey
grap
ple
wit
h h
ow
to
me
et
stat
e a
nd
fe
de
ral h
igh
-sta
kes
test
ing
be
nch
mar
ks.
Que
paso
...W
hat
is h
appe
nin
g he
re?
|w
ww
.teachers
netw
ork
.org
/tn
li/
cases/ble
dsoe.h
tm
by
Lin
da B
ledsoe, G
em
ma C
abre
ra, S
haro
n C
rossen, D
enis
e S
nyder,
and W
hit
ney P
rice
•TN
LI D
ela
war
e
In t
he
wak
e o
f N
CLB
an
d s
imila
r p
ress
ure
s, a
ne
wly
man
dat
ed
sta
tew
ide
cu
rric
ulu
m w
ill h
it
Mid
dle
ford
Mid
dle
Sch
oo
l —a
sch
oo
l th
at h
as b
ee
n s
cori
ng
“at
the
bo
tto
m o
f th
e p
ile”
on
stan
dar
diz
ed
te
st s
core
s in
re
cen
t ye
ars.
Th
e p
lot
thic
ken
s as
te
ach
ers
an
d a
dm
inis
trat
ors
36
SU
MM
AR
IE
S O
F 1
9 C
AS
ES
chan
ges,
thi
s ca
se d
emo
nst
rate
s a
gro
win
g d
isco
nn
ect
bet
wee
n t
he d
eliv
ery
of
bili
ngu
ale
du
ca-
tio
n a
nd
th
e d
eman
ds
of
hig
h-s
take
s te
stin
g. W
hile
res
earc
h s
ugge
sts
that
tw
o-w
ay im
mer
sio
n
pro
gram
s b
en
efi
t st
ud
en
ts o
ver
tim
e,
sho
rt-t
erm
acc
ou
nta
bili
ty p
ress
ure
s, c
om
po
un
de
d b
y a
con
stan
t in
flu
x o
f n
ew
imm
igra
nts
, ar
e p
utt
ing
the
se p
rogr
ams
at r
isk.
You
’ll A
ll L
ook
Good
on
Pag
e 39
(or
els
e!)
|w
ww
.teachers
netw
ork
.org
/tn
li/
cases/gold
.htm
by
Susan G
old
•TN
LI S
an F
ran
cisc
o (
CA
)
Co
mp
arin
g b
uyin
g a
on
e-s
ize
out
fit f
or
all c
usto
mer
s to
a o
ne
-siz
e-f
its-
all s
crip
ted
cur
ricu
lum
for
all s
tud
ents
, th
is c
ase
exam
ines
ho
w a
n e
xper
ien
ced
tea
cher
an
d a
new
pri
nci
pal
str
uggl
e
wit
h r
isks
ass
oci
ate
d w
ith
pro
vid
ing
cre
ativ
e,
ind
ivid
ual
ize
d in
stru
ctio
n.
The
ke
y is
sue
s ar
e
ho
w a
co
mm
un
ity
can
ad
dre
ss t
he
ne
w d
em
and
s to
war
d s
tan
dar
diz
atio
n a
nd
ho
w t
o k
eep
teac
her
s w
ith
exc
elle
nt
trac
k re
cord
s in
low
-per
form
ing
sch
oo
ls in
urb
an d
istr
icts
so t
hat
all
stu
de
nts
can
ach
ieve
.
39
To B
e or
Not
to
Be…
Rea
din
g |
ww
w.t
eachers
netw
ork
.org
/tn
li/
cases/gadsby.
htm
by
Ric
hard
A.
Gadsby •
TNLI
Ne
w Y
ork
Cit
y
Se
t in
an
un
de
rpe
rfo
rmin
g u
rban
mid
dle
sch
oo
l, th
is c
ase
de
lve
s in
to h
ow
so
me
me
mb
ers
of
a sc
ho
ol s
taff
de
al w
ith
mo
tiva
tin
g st
ud
en
ts t
o r
ead
, e
spe
cial
ly b
oys
wh
o h
ave
oth
erw
ise
resp
on
de
d t
o li
ttle
els
e,
thro
ugh
a n
ew
re
adin
g p
rogr
am,
incl
ud
ing
bu
ildin
g a
libra
ry t
hat
off
ers
mo
re c
ho
ice
fo
r st
ud
en
ts.
Loo
min
g h
eav
y in
th
e a
ir is
alw
ays
the
pre
ssu
re o
f th
e s
tate
exa
m—
and
th
e c
on
seq
ue
nce
s o
f th
is t
est
fo
r th
e s
cho
ol.
Bu
t, s
ho
uld
act
ual
stu
de
nt
pro
gre
ss t
ake
a b
ack
seat
to
te
st s
core
s? A
nd
ho
w d
o w
e e
valu
ate
stu
de
nts
wh
o m
ake
acad
em
ic p
rogr
ess
bu
t fa
il to
me
et
the
pe
rfo
rman
ce s
tan
dar
ds?
Un
inte
nde
d Co
nse
quen
ces
of N
o Ch
ild
Left
Beh
ind
|w
ww
.teachers
netw
ork
.org
/tn
li/
cases/kir
kpatr
ick.h
tm
by
Chad K
irkpatr
ick •
Ch
icag
o (
IL)
In t
his
cas
e,
a C
hic
ago
pu
blic
sch
oo
l te
ach
er
po
nd
ers
a n
ew
spap
er
he
adlin
e—
“NC
LB”—
and
refl
ect
s u
po
n h
ow
th
e a
pp
licat
ion
of
this
legi
slat
ion
has
ne
gati
vely
imp
acte
d h
is s
pe
cial
nee
ds
stud
ents
. Fa
ced
wit
h m
ulti
ple
sta
te a
nd
fed
eral
tes
tin
g ex
pec
tati
on
s fo
r th
is p
op
ulat
ion
—o
fte
n r
un
nin
g co
un
ter
to t
he
go
als
of
the
ir I
nd
ivid
ual
ize
d E
du
cati
on
Pla
ns
that
are
, th
em
-
selv
es,
cre
ate
d b
y o
the
r fe
de
ral l
egi
slat
ion
(i.e
., t
he
In
div
idu
als
wit
h D
isab
iliti
es
Act
) —th
e
maj
or
issu
e r
aise
d is
ho
w a
sse
ssm
en
ts c
an b
ett
er
rela
te t
o s
tud
en
t n
ee
ds.
Whe
n D
id W
e St
op C
alli
ng
Him
Bil
ly?
|w
ww
.teachers
netw
ork
.org
/tn
li/
cases/bati
ste
.htm
by
Mildre
d B
atiste
, Lorr
ain
e C
aputo
, M
ars
ha E
vans, To
m K
oliss,
Travis
Moorm
an, Esth
er
Robert
s•
TNLI
De
law
are
Bill
y, a
six
th g
rad
e s
pe
cial
ed
uca
tio
n s
tud
en
t, e
xpe
rie
nce
s a
“me
ltd
ow
n”
that
co
ntr
ibu
tes
to
his
po
or
per
form
ance
on
a s
ingl
e st
ate
asse
ssm
ent.
Th
is c
ase
po
rtra
ys t
he
extr
eme
pre
ssur
es
that
sch
oo
ls n
ow
fac
e, a
nd
th
e d
ire,
lon
g-t
erm
co
nse
que
nce
s fo
r st
uden
ts.
In a
n e
nvi
ron
men
t
in w
hic
h c
hild
ren
are
no
w r
efer
red
to
by
thei
r te
st s
core
s in
stea
d o
f th
eir
nam
es,
the
que
stio
n
is a
lso
po
sed
: D
o s
cho
ols
no
w v
alu
e p
erf
orm
ance
ove
r u
nd
ers
tan
din
g an
d le
arn
ing
?
Whe
re D
o W
e Go
Fro
m H
ere?
¿A
dón
de V
amos
?|
ww
w.t
eachers
netw
ork
.org
/tn
li/
cases/link.h
tm
by
Holly L
ink •
TNLI
San
Fra
nci
sco
(C
A)
Set
in t
he c
on
text
of
a tw
o-w
ay S
pan
ish
-En
glis
h im
mer
sio
n s
cho
ol f
acin
g d
ram
atic
dem
ogr
aphi
c
38
SU
MM
AR
IE
S O
F 1
9 C
AS
ES
TE
AC
HE
RS
NE
TW
OR
K L
EA
DE
RS
HI
P I
NS
TI
TU
TE
(T
NL
I)—
an in
itiat
ive
com
pri
sing
14 a
ffili
ates
nat
ion
wid
e an
d h
und
red
s o
f te
ache
r le
ader
s —w
as e
stab
lishe
d in
19
96
by
Teac
hers
Ne
two
rk t
o c
on
ne
ct e
du
cati
on
po
licy
wit
h a
ctu
al c
lass
roo
m p
ract
ice
to
imp
rove
stu
de
nt
achi
evem
ent.
TN
LI M
etLi
fe F
ello
ws —
teac
hers
wit
h fu
ll-ti
me
clas
sro
om
tea
chin
g re
spo
nsi
bili
ties
—co
nd
uct
acti
on
res
earc
h s
tud
ies
in t
hei
r cl
assr
oo
ms
and
sch
oo
ls,
dev
elo
p p
olic
y re
com
men
-
dat
ion
sb
ased
on
th
eir
find
ings
, an
d d
ocu
men
t an
d d
isse
min
ate
thei
r w
ork
loca
lly a
nd
nat
ion
-
ally
. To
get
the
wo
rd o
ut, f
ello
ws
join
tas
k fo
rces
; pre
sen
t to
sch
oo
l dis
tric
ts a
nd
sch
oo
lbo
ard
s;
par
tici
pat
e in
maj
or
con
fere
nce
s; a
nd
se
rve
on
loca
l, st
ate
, an
d n
atio
nal
ad
viso
ry c
ou
nci
ls.
TNLI
aff
iliat
es in
clud
e:
Ch
icag
o (
IL);
Fai
rfax
Co
unty
(V
A);
Gai
nes
ville
(F
L);
Mas
on
(V
A);
Mia
mi/
The
Ed
Fu
nd
(F
L);
Milw
auke
e (
WI)
; N
ew
Yo
rk C
ity
(NY
); S
acra
me
nto
(C
A);
Lo
s A
nge
les
(CA
);
San
ta B
arb
ara
Co
un
ty (
CA
); S
an F
ran
cisc
o (
CA
); S
tate
of
De
law
are
; S
tate
of
Ke
ntu
cky;
an
d
Sta
te o
f W
yom
ing.
TN
LI w
ork
s in
par
tne
rsh
ip w
ith
Ne
w Y
ork
Un
ive
rsit
y S
tein
har
dt
Sch
oo
l of
Ed
uca
tio
n.
Maj
or
fun
din
g fo
r TN
LI is
pro
vid
ed
by
Me
tLif
e F
ou
nd
atio
n.
TN
LI
is a
maj
or
init
iati
ve o
f Te
ach
ers
Ne
two
rk,
a n
on
-pro
fit
org
aniz
atio
n—
by
teac
he
rs,
for
teac
he
rs—
wit
h a
27
-ye
ar t
rack
re
cord
of
succ
ess
, d
ed
icat
ed
to
imp
rovi
ng
stu
de
nt
lear
nin
g
in p
ub
lic s
cho
ols
. U
sin
g th
e p
ow
er
of
ou
r aw
ard
-win
nin
g w
eb
site
, vi
de
o,
and
pri
nt
reso
urc
es,
we
leve
rage
th
e c
reat
ivit
y an
d e
xpe
rtis
e o
f a
nat
ion
al a
nd
inte
rnat
ion
al c
om
mu
nit
y o
f o
ut-
stan
din
g ed
ucat
ors
. Te
ache
rs N
etw
ork
is u
niq
ue in
its
focu
s o
n t
he t
each
er a
s ke
y to
imp
rovi
ng
stu
de
nt
ach
ieve
me
nt
in p
ub
lic s
cho
ols
. Th
rou
gh it
s le
ade
rsh
ip,
Teac
he
rs N
etw
ork
em
po
we
rs
teac
he
rs t
o t
ran
sfo
rm p
ub
lic s
cho
ols
into
cre
ativ
e le
arn
ing
com
mu
nit
ies
so e
very
stu
de
nt
will
su
cce
ed
an
d c
on
trib
ute
to
th
e p
ub
lic g
oo
d.
Ove
r th
e y
ear
s, w
e h
ave
dir
ect
ly im
pac
ted
mo
re t
han
1.5
mill
ion
te
ach
ers
an
d n
ear
ly 4
0 m
illio
n s
tud
en
ts.
For
mor
e in
form
atio
n a
bout
Tea
cher
s Ne
twor
k, s
ee:
ww
w.t
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ers
netw
ork
.org
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k De
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eid
i Fe
ne
r D
esi
gn
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