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Abstract

development efforts, the 44 schools in this study increased students' reading proficiency. Over the years, teams of teachers from each school were provided professional development and opportunities to lead their colleagues in implementation of the instructional framework. The teachers used their instructional materials as resources to plan instruction that included purpose, productive group work, and guided instruction. In addition, formative assessments were used to guide instructional interventions. The results indicate that 41 of the 44 schools, up from 9 of the 44 schools in 2002, met the state expectation for accomplished.