Leadership Vol. 41, No. 5 • May/June 2012 Features


8 Authentic to the core A strategy called “disciplinary literacy” creates authentic experiences in the core cur- riculum as students read and analyze primary source documents. By Nicole Kukral and Stacy Spector


Columns


7 To our readers What is possible when student learning is the centerpiece of what we do at school. By Alice Petrossian


15 Responding to ‘Why do


I have to learn this?’ The Common Core State Standards define what it means to be college and career ready, as well as responsible citizens. By George Manthey


12 Personalized pathways to success Schools are using data about college and career readiness of students to focus and refine their systems of support. By Jay Westover


16 The connected adolescent: Transitioning to middle school Adolescents who feel connected to school and perceive the adults there to be caring are more likely to be academically and socially engaged. Here’s how to foster that con- nection. By Katherine Baker and Bhavna Narula


22 The supported teen: Transitioning to high school Transition plans for students with special needs provide support for social and aca- demic success while giving students an accurate picture of what to expect in high school. By Benton Dorman


Cover design by Stephen D. Long


26 Early warning systems: Re-engaging chronic truants School attendance can be an early indicator of when something is going wrong with a student. Gathering, analyzing and acting on attendance information is a first step toward school improvement. By Tom Chorneau


30 Learning-centered grading practices It’s a matter of fairness: Student grades should accurately reflect what students know and are able to do. Inconsistencies across schools, classrooms and departments can lead to inequities for students. By Conni Campbell


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