READING FIRST

NOTEBOOK
The Newsletter for the Reading First Program Spring 2005

What Is Instructional
In This Issue...
Leadership and Why Is
What Is Instructional Leadership
It So Important? and Why Is It So Important? . . . . . 1

A clearly defined understanding of instructional leadership Central Office Leadership . . . . . . . 2

is imperative if that leadership is to be effective. Reading First Leadership at the
School Level: The Principal . . . . . 3
E ffective school leadership today must combine the traditional school lead- The Principal's Role in Instructional
ership duties such as teacher evaluation, budgeting, scheduling, and facilities Leadership: One State's Story . . . . . . 5
maintenance with a deep involvement with specific aspects of teaching and
learning. Effective instructional leaders are intensely involved in curricular Reading First Coaches as
and instructional issues that directly affect student achievement (Cotton, Instructional Leaders . . . . . . . . . . 5
2003). Research conducted by King (2002), Elmore (2000), and Spillane, The Reading Coach's Role in
Instructional Leadership:
Halverson, and Diamond (2000) confirms that this important role extends
A Firsthand Account . . . . . . . . . . . . . 6
beyond the scope of the school principal to involve other leaders as well.
The key players in instructional leadership include the following:
Helpful Hints . . . . . . . . . . . . . . . . . 7
1) Central office personnel (superintendent, curriculum coordinators, etc.)
2) Principals and assistant principals Resources . . . . . . . . . . . . . . . . . . . 8
3) Instructional coaches

Some key elements of instructional leadership include the following:

1) Prioritization:Teaching and learning must be at the top of the priority list
on a consistent basis. Leadership is a balance of management and vision
Reading First Levels of Participation
(NAESP, 2001).While leaders cannot neglect other duties, teaching and
As of 3/15/05
learning should be the area where most of the leaders scheduled time is
allocated.
2) Scientifically based reading research (SBRR): Instructional leaders must
1,391 district awards representing
be well informed of SBRR and effective reading instruction in order to
assist in the selection and implementation of instructional materials and
4,748 schools have been made.
to monitor implementation. Leaders participation in professional devel-
opment sessions will help them remain informed and will provide a
focus for monitoring.

U.S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202

View this newsletter online or subscribe to receive it by e-mail at http://www.readingfirstsupport.us.

 3) Focus on alignment of curriculum, instruction, assess- have a view of instructional improvement as an ongoing
ment, and standards: If student achievement is the goal process (Chase & Kane, 1983). Leaders that maintain
and that goal is measured by standards-based assess- learning as a priority will provide released time for teach-
ments, the curriculum, instruction, and assessments all ers to attend relevant training.They will follow up by
must be aligned with the standards. If there is a discon- monitoring and providing the support that sustains the
nect among these elements, student achievement will new learning.
not be evident.Alignment is an ongoing process as
standards, curriculum, and assessments cycle through The expectations set by the leaders regarding priorities, SBRR,
improvements. alignment, data use, and continued learning will impact class-
4) Data analysis: In their focus on improving achievement, room instruction and student achievement.The leaders at all
effective leaders use multiple sources of information to levels of the system have a clear and important role in
assess performance (NAESP, 2001). Decisions at all levels supporting those improvement efforts.
must be based on pertinent data. Central office staff can
References:
use data to help principals become more effective instruc- Chase, G., & Kane, M. (1983). The principal as instructional leader: How much
tional leaders and to make decisions regarding policy and more time before we act? Denver, CO: Education Commission of the States.
curriculum. Principals can use data to help guide the Cotton, K. (2003). Principals and student achievement. Alexandria, VA:
instructional focus and professional development of teach- Association for Supervision and Curriculum Development.
ers. Coaches can use data to determine the effectiveness Elmore, R. (2000). Building a new structure for school leadership. Washington,
of instructional strategies. Coaches can also assist teachers DC: The Albert Shanker Institute.

in using data to establish student grouping arrangements King, D. (2002). The changing shape of leadership. Educational Leadership,
and pinpoint specific student intervention needs. 59(8), 6163.

5) Culture of continuous learning for adults: Effective instruc- National Association of Elementary School Principals, (2001). Leading learning
communities: Standards for what principals should know and be able to do.
tion is a skill that can never be perfected.All teachers can Alexandria, VA: National Association of Elementary School Principals.
benefit from additional time and support to improve their
Spillane, J., Halverson, R., & Diamond, J. (2000). Toward a theory of leadership
instruction. Research indicates that effective principals practice: A distributed perspective. Evanston, IL: Institute for Policy Research.

Central Office Leadership

Leaders are expanding their traditional roles to include supports
for improvements in teaching and learning.

T he traditional roles of the central office leadership vary commitment to provide instructional leadership to its
widely from policy implementation and monitoring to budget- participating schools to maximize the likelihood of the
ing and public relations.As leaders at the central office level programs success.
move toward a model of instructional leadership, their roles
can change dramatically.While traditional responsibilities still The following vignette is a fictional account of what might
must be met, priorities should be shifting toward instructional happen, based on the strongest evidence of best practices,
issues that will impact classroom instruction and student if ideal implementation of instructional leadership transpires
achievement. Some of those elements include promoting a at the central office level.
vision; creating alignment of curriculum, instruction, assess-
ment, and standards; focusing on data; and maintaining a cul- Instructional leaders at the Rising Star School District central
ture of continuous learning (Lashway, 2002). By applying for office have resolved that early literacy instruction will be a
and receiving a Reading First subgrant, a district has recog- district priority. This district has applied for and received a
nized the need to focus on instructional priorities and made a Reading First grant.The leaders know they are responsible for

2 U.S. Department of Education

creating vision and setting the tone for this change.They the district and schools with compiled assessment data in a
have become champions for this important initiative.Their timely fashion and in a usable and understandable format
vision and focus have set the priority for the leaders at the that will assist schools in making instructional decisions.
school and classroom levels.The districts curriculum direc-
tor has a solid understanding of scientifically based reading The superintendent is well versed in Reading First require-
research and effective reading instruction, and the leaders ments and the specifics of the districts plan. He understands
have a clear plan to provide training for other district leaders the importance of a culture of continuous learning. He offers
whose work connects to the implementation of the grant. school principals the autonomy and flexibility to provide
Whenever possible, they attend professional development time for teachers to improve their practice.Additionally, he
sessions in which reading improvement is the focus.The cen- monitors progress and implementation to ensure that the
tral office leaders meet on a regular basis to share progress learning the teachers participate in is directly connected to
made toward the goals outlined in their Reading First grant. the literacy initiative and directly transferred to classroom
They also ensure that competing initiatives do not interfere instruction.
with the current focus of improvement.
Rising Star is on the right track with a focused Reading First
Rising Stars central office content specialists have scheduled initiative, systems to promote alignment, an effective data col-
K3 teacher teams to participate in alignment meetings.At lection and dissemination procedure, a process to utilize data
these meetings, the teams review and analyze the scope and to continually refine instruction, and a culture of continuous
sequence of the curriculum as well as standards and bench- learning.All of these elements will sustain Rising Stars effort
marks. Not only have the central office leaders put this valu- to improve early literacy instruction.
able time aside to discuss these essential documents, but also
they have preserved time in their schedules to personally As more leaders adjust their roles to reflect the necessary
attend some meetings and monitor schools to ensure the focus on instructional improvements that will directly influ-
alignment efforts are implemented.They also make them- ence student achievement, so begins the process of systemic
selves available to provide needed support. improvements necessary for lasting change.

References:
The districts assessment specialist has helped develop a Lashway, L. (2002). Developing instructional leaders (ERIC Digest No. 160). Eugene,
workable districtwide assessment plan and schedule.This OR: ERIC Clearinghouse on Educational Policy and Management. Retrieved January
18, 2005, from ERIC database. (ERIC No. ED466023)
leader also provides guidance and assistance as schools select
and administer assessments that will measure and support Lewis, A. (1995). The anomaly of central office leadership [Electronic version].
Believing in Ourselves: Progress and Struggle in Urban Middle School Reform. New
the Reading First initiative.The assessment specialist provides York: The Edna McConnell Clark Foundation. Retrieved March 3, 2005, from
http://www.middleweb.com/BIOii9.html

Reading First Leadership at the

School Level: The Principal
Principals are a key element in school improvement efforts. The emphasis
on accountability, brought about by the passing of the No Child Left Behind
Act, insists that school leaders not only implement effective programs but
also provide evidence of their success and justification for changes.

A districts Reading First grant is governed by the district prioritize, align, assess, monitor, and learn in order to achieve
office staff but must be communicated and put into action improved student outcomes.
by the principals.These leaders have the responsibility to

Reading First Notebook Spring 2005 3

 Prioritize Monitor
Decades of research confirm that those principals who place Monitoring is a crucial component of the principals respon-
academics as a priority experience increased student sibility. It will ensure that the schools Reading First program
achievement (Bartell, 1990; Cotton, 2000; Johnson & Asera, is implemented with fidelity and that any instructional
1999; Short & Spencer, 1990). Principals typically have suffi- changes indicated by the data and expected by the principal
cient freedom to establish priorities within their schools. actually occur. Once data are analyzed and the school staff
With instructional improvement at the top of that prioritized understands what implications the data have for instruction,
list, principals have the power to organize so that those main instructional decisions are made.The principal follows up by
concerns, such as improved primary grade reading instruc- asking questions, visiting classrooms, and reviewing subse-
tion, are addressed. Reading First principals can arrange quent data to guarantee instructional changes are occurring
instructional schedules, set aside time for grade-level teams to and progress is being made. Principals should follow the
meet, provide released time for teachers to attend profession- advice of the old adage,Dont expect what you dont
al development, and monitor progress and implementation to inspect. If instructional changes are not inspected, leaders
ensure that scientifically based reading research (SBRR) should not expect improvements.
strategies are being implemented schoolwide.These, along
with other organizational measures, will send a message Learn
about what is important at the school. As the school leader works to improve student achievement,
the principal collaborates with teachers on alignment,
Align instruction, and assessment issues; provides released time for
Alignment is a broad issue that a principal has the obligation teachers to attend Reading First professional development
to understand and address. Principals must impart upon sessions; and offers constructive feedback and support.
teachers the importance of aligning curriculum, instruction, Principals have an obligation to be well informed about the
and assessment to the standards.The principal must also professional development teachers are receiving. Providing
guide teachers in effective alignment practices. Study groups teachers time for professional growth and personally attend-
or departmental meetings can be established with the expec- ing those professional development sessions reinforces the
tation that teachers will work together to interpret the stan- principals conviction in the positive aspects of a continuous
dards, study the scope and sequence of the curriculum, share learning environment.
effective instructional strategies, examine released assessment
items, and analyze student work to determine instructional Effective principals are adept at prioritizing, informed about
effectiveness.These activities will help ensure alignment and alignment issues, knowledgeable about assessments, and sup-
strengthen the Reading First program. portive of participants collaborative efforts to learn and
improve.They are the leaders who will open the door to
Assess school improvement and increased student achievement.
The principal plays a key role in selection of schoolwide References:
assessment instruments following the guidelines outlined by Bartell, C. A. (1990). Outstanding secondary principals reflect on instructional
leadership. The High School Journal, 73(2), 118128.
Reading First.The administration, scoring, reporting, and
appropriate use of assessment data should be stressed by the Cotton, K. (2000). The schooling practices that matter most. Alexandria, VA:
Association for Supervision and Curriculum Development.
school leader as a critical element of increased student
achievement. Principals should regularly analyze student Johnson, J. F., & Asera, R. (1999). Hope for urban education: A study of nine
high-performing, high-poverty, urban elementary schools. Austin, TX: Charles A.
achievement data to inform decisions regarding policy, pro- Dana Center, University of Texas. Retrieved March 3, 2005, from
grams, and professional development.Teachers may need http://www.ed.gov/pubs/urbanhope/

guidance to effectively administer, score, interpret, and ana- Short, P. M., & Spencer, W. A. (1990, Winter). Principal instructional leadership.
Journal of Research and Development in Education, 23(2), 117122.
lyze the data and also to utilize the data in making instruc-
tional changes.The principal is responsible for ensuring that
the teachers receive the guidance they require.

4 U.S. Department of Education

The Principals Role in Instructional Leadership
One States Story

There can be many obstacles that principals must overcome in instruction, monitoring techniques, and strategies to implement
order to lead an effective Reading First program in their schools. differentiated instruction. They also dialogue with their peers
Typical obstacles include teacher resistance to change, dis- and visit nearby schools that are employing the same core cur-
trictwide directives that are not aligned with Reading First, and riculum to observe and discuss implementation issues with
specific state reading initiatives that are not based on scientifi- other principals. Principals are required to attend all Reading
cally based reading research. Former Reading First director at First staff development meetings so that they are aware of, and
the Idaho Department of Education Marybeth Flachbart reports can monitor, what teachers and coaches are being asked to do.
that schools with identical curricular programs, similar grant Principals are encouraged to work closely with central office
amounts, and comparable student populations can vary staff to make certain that competing initiatives dont undermine
dramatically when it comes to student achievement. The the goals of Reading First.
difference, as she sees it, is the strength of the principals
leadership skills. Strong instructional leadership may be the Collaboration among leaders, the autonomy to adapt district pol-
key to managing the obstacles that may hinder the success of icy to align with the needs of Reading First, and the networking
a Reading First program. and learning opportunities of the leadership academies are a
few of the ways Idaho is increasing the instructional leadership
Idahos Reading First program offers principals many opportuni- of its Reading First principals.
ties to grow as instructional leaders. Four 1-day meetings are
scheduled per school year for principals to attend leadership To learn more about Idahos Reading First program, go to
academies. There they learn the fundamentals of early reading http://www.sde.state.id.us/instruct/readingfirst/.

Reading First Coaches as

Instructional Leaders
Instructional coaching is one of the key elements of an effective Reading
First program. Coaches provide instructional support, from goal setting to
teacher support and mentoring; assessment expertise; and professional
development on topics such as effective instructional strategies, current
research, and using data to inform instruction.

T he training that coaches receive should go above and

beyond the training that teachers implementing Reading
implementation of their reading program.This may include
assisting teachers in setting goals, organizing a workable
First receive.This intense training in leadership, assessment, schedule, observing instruction, demonstrating effective les-
and professional development will help establish the coach sons, providing constructive feedback, and serving as a
as a competent expert who works collaboratively with resource for effective instructional strategies and interven-
teachers to develop effective lessons designed to improve tions.The coach must have clearly defined responsibilities
student outcomes. and scheduled time to accomplish those duties.The coachs
time should not be consumed with clerical, fund raising,
The Coach as Instructional Leader substitute teaching, or tutorial responsibilities that are unre-
The Reading First coach assists K3 teachers in the effective lated to or not stipulated in the Reading First grant.

Reading First Notebook Spring 2005 5

 Reading First, including scientifically based reading research,
The Coach as Assessment Expert
assessment issues, effective instructional strategies, use of
The Reading First coach must have a solid understanding of the core reading program, and intervention concerns.The
the screening, diagnostic, progress monitoring, and outcomes Reading First coach should also strive to remain current on
assessments.The coach is responsible for guiding the use of reading issues by attending professional development and
and ensuring the proper implementation of these assess- reading current research. Sometimes, the coach best serves
ments.The coach reviews this data with grade-level teams and the teachers by recognizing when outside expertise is need-
discusses student, classroom, and grade-level issues that arise ed and securing that assistance.
from this analysis.The coach shares the data with the princi-
pal, and they work together to make adjustments to ensure Coaching is a significant responsibility.The success of the
goal achievements.The coach also uses assessment data to coach has considerable bearing on the effectiveness of a
plan necessary professional development for teachers. schools implementation of Reading First. Coaching can be a
challenging yet rewarding experience.
The Coach as Professional
Development Provider
It is the coach who is primarily responsible for developing
teachers knowledge and skills as they relate to the goals of

The Reading Coachs Role in Instructional

Leadership A Firsthand Account
By Kathleen Theodore

Instructional coaching is a promising model for teacher devel- was mutual respect, trust, and collaboration between coach
opment intended to improve teaching and learning (Joyce & and teacher.
Showers, 1988; Lyons & Pinnell, 2001; Neufeld & Roper, 2003;
Symonds, 2003). Coaches model and observe lessons and What seems to lead to this collegial partnership? Each coach
reflect with teachers in order to build instructional capacity. had formulated a unique style of in-class coaching. Though
Coaching provides job-embedded professional development the styles varied from coach to coach, they all consisted of
combined with reflective and collaborative work among pro- modeling and demonstrating lessons for several weeks. When
fessionals that sustains professional learning. It could be said coaches modeled and demonstrated with the teachers own
that coaches serve as a teachers safety net. students, they provided teachers with the technical support
they needed. The teacher was able to view an effective les-
Although reading coaches perform a variety of activities, son that succinctly spotlighted a specific objective, and stu-
I have learned that in-class coaching is the most powerful dents were eagerly engaged. The teacher and coach then
and has great potential to impact classroom instruction. reflected on the lesson and discussed both its successful
However, the coachs close involvement in the teachers aspects and areas that needed further development. This pro-
otherwise isolated world may create anxiety among teachers. vided an invitation for the teacher to be open to improvement.
That anxiety is often so great that it translates to a strong
resistance to change. Through a delicate dance of pressure and support, teachers
experienced success. Teachers were mandated to follow
I explored the coaching model while guiding reading coaches rules and expectations for participating in the apprenticeship.
who worked directly with classroom teachers in the Orleans Rules ranged from attending and observing demonstration
and Jefferson Parish School Districts in southeastern lessons to participating in follow-up discussions and reflec-
Louisiana. The biggest challenge in coaching, in my experi- tion to modeling and demonstrating in the presence of the
ence, is teacher anxiety and resistance to change. Such reading coach.
resistance can be very difficult to overcome. However, as I
visited classrooms, it was clear to me that the coaches with The coaches also provided ample support to the teachers.
whom I was working had something special going on. There Teachers were assigned parts of a demonstrated lesson to

6 U.S. Department of Education

practice on their own as well as with the reading coach. this kind of safety net will help ensure that teachers improve
Chunking the lesson into manageable parts allowed teachers their skills in implementing effective reading practices. In this
more guidance and created a way for the coach to provide way, all students may reach grade-level reading achievement.
immediate corrective feedback. This cyclical sequence of
modeling, teaching, and practicing allowed teachers the References:
Joyce, B., & Showers, B. (1988). Student achievement through staff
opportunity to gain automaticity with effective reading strate- development. White Plains, NY: Longman.
gies and instruction. Teachers felt empowered from their new
discoveries as test scores and reading achievement increased. Lyons, C., & Pinnell, G. (2001). Systems for change in literacy education:
A guide to professional development. Portsmouth, NH: Heinemann.

There are some lessons to be learned. Teachers often need Neufeld, B., & Roper, D. (2003). Coaching: A strategy for developing instruc-
pressure and support in order to overcome their anxiety tional capacity. Washingon, DC: The Aspen Institute Program on Education
and the Annenberg Institute for School Reform.
toward and resistance to a new type of reading instruction. To
help teachers overcome this, we need to create the same Symonds, K. W. (2003). Literacy coaching: How school districts can support
environment that we want for our students, that is, one that is a long-term strategy in a short-term world. San Francisco: Bay Area
School Reform Collaborative.
nonthreatening with the freedom to make mistakes. Creating

Helpful Hints
Dealing With Teachers and Change

Teachers often find change difficult. Researchers have suggest- Support coupled with pressure is essential for continuing edu-
ed various reasons for teachers resistance to change, including cational improvements (Guskey, 2002). Support allows teachers
a lack of congruency between the teachers educational philoso- dealing with anxiety and possible failures to cope more easily,
phy and the innovation (Briscoe, 1991; Rich, 1990); lack of ade- while pressure is sometimes necessary to motivate those less
quate training and/or support (Joyce & Showers, 1988; willing to change. Leaders play a key role in assisting and
Mathison, 1992); school climate and principal influence (Fullan & encouraging teachers to make the sustained changes necessary
Hargreaves, 1997); and practical issues such as availability of for increased student achievement.
materials, class size, and time (Sleeter, 1992). Despite these
possible causal indications, there are steps that can be taken to References:
Briscoe, C. (1991). The dynamic interactions among beliefs, role metaphors,
resolve some of the resistance issues. and teaching practices: A case study of teacher change. Science Education,
75(2), 185199.
Teachers want their students to succeed, and given the proper
Fullan, M., & Hargreaves, A. (1997). Whats worth fighting for in your school?
training and support, they are willing to do what is necessary to (2nd. Ed.). New York: Teachers College Press.
improve student achievement. The coaching aspect of Reading
First offers teachers the in-class support and guidance they Guskey, T. R. (1985). Staff development and teacher change. Educational
Leadership, 42(7), 5760.
need as they begin the implementation of a new program or are
asked to refine their instructional delivery. Teachers are more Guskey, T. R. (1986). Staff development and the process of teacher change.
likely to consistently use an instructional strategy once they Educational Researcher, 15(5), 512.
have evidence of its effectiveness with students (Guskey, 1985, Guskey T. R. (1989). Attitude and perceptual change in teachers. International
1986, 1989). One of Reading Firsts goals is to move teachers Journal of Educational Research, 13(4), 439453.
away from relying on their personal philosophies when it comes
Guskey, T. R. (2002). Professional development and teacher change. Teachers
to selecting instructional strategies and resources and toward and Teaching: Theory and Practice, 8(3/4), 381391.
relying on evidence-based practices. A coach can demonstrate
appropriate implementation of the strategy and provide the Joyce, B., & Showers, B. (1988). Student achievement through staff
development. New York: Longman.
encouragement teachers need to stick with the strategy long
enough to judge its effectiveness. Mathison, S. (1992). An evaluation model for inservice teacher education.
Evaluation and Program Planning, 15(3), 255261.
School leadersthe principal and the coachcan provide Rich, Y. (1990). Ideological impediments to instructional innovations: The case
teachers with regular feedback on student progress. Since of cooperative learning. Teaching and Teacher Education, 6(1), 8191.
changes that last depend on the effectiveness of their efforts,
Ross, J. (1994). The impact of an in-service to promote cooperative learning
teachers need tangible evidence that students are growing and on the stability of teacher efficacy. Teacher and Teacher Education, 10(4),
improving. Assessment results and observation feedback are just 381394.
two ways that teachers can be informed of progress being made.
Sleeter, C. (1992). Restructuring schools for multicultural education. Journal of
Teacher Education, 43(2), 141148.

Reading First Notebook Spring 2005 7

Resources
Leading for Reading Success: An Center has a number of Reading First any real understanding of what they should be
Introductory Guide for Reading First resources available on its Web site (www.cal- doing. The Reading Coach: A How-to Manual
Coaches is a product of the National Center read.net). The site describes its technical for Success clarifies and maps the increasingly
for Reading First Technical Assistance and was assistance services, outlines the centers important classroom role of the reading coach
developed by the Central Regional Reading teacher and principal trainings, and presents and is a must-read for all grades K12 coach-
First Technical Assistance Center, located at the detailed descriptions of its professional devel- es, peer colleagues, and school administrators.
University of Texas at Austin. opment offerings to Reading First coaches By using this straightforward guide, coaches
(including training module overviews). There is will be able to dramatically improve the read-
This module is designed to provide profession- also a section describing skills assessment ing outcomes of their students. The book
al development to Reading First coaches and information. A helpful list of resources, includ- includes numerous activities for individuals,
other instructional leaders who work directly ing training and special topic videos produced partners, and small groups and comes com-
with Reading First schools and teachers. It by the center, pacing schedules, and research plete with reproducible materials.
presents key information to enhance coaches relevant to Reading First, is available as well.
knowledge and expertise as they take the lead All information is specific to either the Coming Soon!
toward improving classroom reading instruc- Houghton-Mifflin Reading program or the SRA
tion and, ultimately, student outcomes in Open Court Reading program, depending on Building Instructional Leadership,
reading. which program is being implemented at the the second in a series of National Center for
school. For more information, contact the Reading First Technical Assistance professional
The module, which consists of an introductory California Technical Assistance Center. development modules, is designed for state
guide for coaches and an interactive training and local education agency Reading First
component to help them effectively use the The Reading Coach: instructional leaders. This training module,
guide, was presented at the Reading First State A How-to Manual developed by the Central Regional Reading
Directors Meeting in Miami, Florida, on for Success by Jan First Technical Assistance Center located at the
January 11, 2005. A copy of the introductory Hasbrouck, PhD, and University of Texas at Austin, presents informa-
guide will be disseminated to coaches in all Carolyn Denton, PhD, is tion, strategies, and tools to help instructional
Reading First-funded schools. now available. leaders make informed data-based instruction-
al decisions as they implement and monitor
The Reading First California Technical Teachers are often asked to become reading their Reading First plans.
Assistance Center at the Reading Lions coaches with little or no training and without

This newsletter was created by: Southwest Educational Development Laboratory Copyright 2005 by the Southwest Educational
211 E. 7th St., Suite 200 Austin, TX 78701-3253 Development Laboratory. This newsletter was produced in
whole or in part with funds from the Office of Elementary
800-476-6861 http://www.sedl.org and Secondary Education, U.S. Department of Education,
under contract number ED-01-CO-0057/0001.
Editor: Stacey Joyner

U.S. Department of Education

400 Maryland Avenue, SW
Washington, DC 20202