Document Type

Book Chapter

Publication Date



How does an urban district become a twice-nominated candidate by the Broad Foundation? In a district in which 72 languages are spoken, 38% of the students live in homes in which English is not the dominant language, and 91% of the population is minority (African American, Asian, and Hispanic), this largest school district in Connecticut not only made student learning a priority, but focused on higher level thinking as part of the process. This chapter provides insight to grassroots implementation of district and department initiatives over the course of five years that emphasized cognitive and metacognitive strategies in advancing the reading achievement of all students. This is what happens when a district comes together to participate in university partnerships, communities of practice, intensive literacy training for administrators, literacy coaches, and teachers alike, curriculum revision, the development of comprehensive district literacy plans, and looking at student work and data to inform instruction and shape professional development.


ISBN 9780872076877

Per author the version posted is pre-publication, before final chapter edits.



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.