Education Week - November 14, 2012 - Special Report - S24

On the first page of the story, the writer uses “sleep,” “nap,” and “snooze,” words with similar meanings, but only one of which— “sleep”—might be familiar to her ells. In her lesson, Ms. Lujan-Quiñones will point out “sleep” and ask her students to tell her if they read or heard another word with the same meaning. She’ll ask them to act out “sleep,” “nap,” and “snore,” as she says the words aloud. “For me, as their teacher, I have to spend much more time reading and thinking about the text myself before asking them to tackle it,” she said. “And it’s not enough just to read it to them or read it with them, we’ve got to break it down and have discussions.”

Yolanda Medrano discusses a nonfiction text with students at Emerson Elementary. The 4th grade teacher says English-learners may need extra help, such as clarifying unfamiliar words and phrases, to master more complex texts.

Preparations for All
Back at Emerson, the team emphasizes how nascent their efforts are—not only in figuring how best to teach the new standards to ells, but also in establishing a strong school culture, with involved parents and strong community partners. They are less than three months into what they hope will be a transformation of the school and a model for the city. But Clint “Tee” McDougal, a 4th grade dual-language teacher before he was tapped last spring to be the school’s new assistant principal, sees signs of promise. “I did a classroom observation in 5th grade and watched these small groups of English-learners reading and discussing a science text on the Albuquerque aquifer,” Mr. McDougal said. “First, just seeing these kids work with a complex science text is a huge shift, and seeing them persevere with it shows me that our teachers are creating the conditions students need to stick with something until they understand.” But educators here are also concerned about how they can make sure that all teachers across the district will be prepared to change their practices and provide the intense supports that English-learners need. One of the next major common-core-related initiatives in Albuquerque involves intensive professional development for principals on the needs of Englishlearners. In addition, the district is getting ready to release an adaptation of its common-core English/ language arts units of study for dual-language teachers who also teach Spanish/language arts. “We do worry about the children who could be left behind by this,” said Ms. Rosen. “But then you have to turn that worry into figuring out how we make sure that doesn’t happen.” n
Coverage of “deeper learning” that will prepare students with the skills and knowledge needed to succeed in a rapidly changing world is supported in part by a grant from the William and Flora Hewlett Foundation, at www. hewlett.org.

exclusively on professional development. Teachers would also have to start school a week earlier for training than their colleagues across the district, and all would have to hold an endorsement to teach Englishlearners, either in bilingual education or Teaching English to Speakers of Other Languages. With those pieces in place, the district and the union decided to make Emerson a common-core “demonstration” school where, eventually, teachers from across the city could come to watch and learn best practices from their colleagues on teaching the common core and supporting ells.

Gift of Time
“We are doing common core just as every other elementary school in the district, but the benefit we have is the extra time to come together, on a daily basis, to have deep conversations about our teaching and learning and supporting our students,” said Denise Brigman, a veteran school administrator in Albuquerque who was selected to be Emerson’s new principal. Across the 90,000-student Albuquerque school system, 18 percent of students are English-language learners, said Lynne Rosen, the district’s director of language and cultural equity. Most of them come from Spanish-speaking families and are either the children of immigrants from Mexico, or second- or third-generation MexicanAmerican. The district has also seen a recent uptick of students whose parents immigrated from Vietnam, Burma, and other Asian countries. But many more students, Ms. Rosen says, are better described as “academic-language learners,” students who are still mastering more formal English vocabulary, grammar, and syntax that are not commonly part of ordinary oral

communications. “No one is born knowing academic language, so this is a skill that all teachers, regardless of who their students are, must work intentionally to develop,” she said. To help teachers and administrators understand better themselves what academic language is and why it’s so important for student success, the district has been working closely with Lily Wong Fillmore, a professor emeritus of education at the University of California, Berkeley, who has long argued that English-learners often don’t learn academic language because they are not exposed to it, either in the curricular materials they have been taught from or in the language spoken by teachers in the classroom. There is broad consensus that widely used texts in public schools have been simplified and watered down over the years, a phenomenon that has been even more profound for ells, Ms. Wong Fillmore said.

Ramping Up Rigor
Last February, the district brought Ms. Wong Fillmore and Gabriela Uro, the director of English-learner policy and research at the Washington-based Council of the Great City Schools, to Albuquerque to talk to staff members about the opportunity that the common core presents for bringing a more-challenging curriculum to all students, especially for ells. Ms. Wong Fillmore also made a presentation to the Albuquerque school board, Ms. Rosen said. “The key lesson from her to our staff was that ells have to have access to grade-level, complex text,” she said. “That is revolutionary.” Staff members at Emerson have embraced the idea that no one is a native speaker of academic language as a central mantra and

have spent hours talking about the use of complex texts and how they must change or augment their classroom practices to support students, said Ms. Brigman, the principal. Together, teachers pore over the units of study developed for the new standards by a group of nearly 100 teachers from across the district and “figure out how they need to take those lessons and adapt them specifically for the kids in their class,” said Penny Zink, an instructional coach hired as part of the team to turn Emerson around. “This gives teachers a lot of responsibility, but it also gives them an opportunity for ownership,” Ms. Brigman said. Elvira Desachy-Godoy, who teaches a 3rd grade dual Spanish/ English class at Emerson, says she finds the daily collaboration with her colleagues “energizing.” “I am listening to what they say they are doing in their classrooms and the next day, I am probably going to try the same thing,” she said. For example, she has started to use more games to engage her students and has starting mixing up the configurations of her small groups so that lower-proficiency students have more opportunity to interact and learn from their higher-proficiency peers. In a separate, but related, effort, a small cadre of teachers—brought together by the Albuquerque Teachers Federation, an affiliate of the American Federation of Teachers— began meeting a year ago to study the common-core English/language arts standards and craft model lessons based on grade-level-complex texts. Through the local union, the teachers are providing professional development to any colleagues looking for help with selecting texts, planning lessons, and providing supports to English-learners. The teachers’ model lessons will also be videotaped and posted on the bilingual Colorín Colorado website as a

free resource. The initiative—which paired the teachers with Diane August, a language-acquisition researcher and former teacher of Englishlearners—is supported by the aft’s Innovation Fund. Some teachers involved in the project say they were stunned to discover that much of the text they had been using in the district’s English/language arts curriculum, for example, was not just below grade level, but far below. “I was stupefied,” said Maria Padilla-Enyart, a middle school English/language arts teacher who is part of the cadre. “I had been teaching 4th-grade-level text to 7th graders who were in general education. And what about my ells? They were getting an even more watered-down version.” Norma Lujan-Quiñones and Loyola Garcia, 1st grade teachers who are also part of the common core/ell group, said the same was true in the lower grades, with reading content too often presented in pictures rather than words. “It’s an injustice to these students,” Ms. Garcia said. “Those days of watering down material for them have to be gone if they are going to succeed with the common core.”

Adapting ‘Little Red Hen’
Ms. Lujan-Quiñones recently presented a lesson she developed on “The Little Red Hen” folktale to about two dozen teacher colleagues from around Albuquerque. A more condensed version of the story is in the district’s 1st grade basal reader, but she built her lesson around a longer, more language-rich version, which forced her to think more carefully about the supports she needs to give the 10 English-learners in her class of 18 students. She says she may spend as much as two weeks on the story. In the past, it might have been just two days.

S24 |

READING IN THE COMMON-CORE ERA www.edweek.org/go/common-reading EDUCATION WEEK • November 14, 2012

>


http://www.hewlett.org http://www.hewlett.org http://www.edweek.org/go/common-reading

Education Week - November 14, 2012 - Special Report

Table of Contents for the Digital Edition of Education Week - November 14, 2012 - Special Report

Education Week - November 14, 2012
Voters Offer Mixed Signs
Stasis Persists In Washington
Focus on College Readiness
Contents
News in Brief
Report Roundup
Industry & Innovation
Experts Say Accountability Focus Stymies Assessment Research
‘Choice Bus’ Gets Students to Ponder Dropout Dangers
Digital Directions
Surveys Find Generation Gap on Contested Teacher Policies
Blogs of the Week
Disputes Derail Districts’ RTT Applications
Policy Brief
Laurence Peters: Teaching Climate Change in Sandy’s Wake
Traci Elizabeth Teasley: Holding School Boards Accountable ... for Learning
Nicole Yetter: Addressing Bullying
Letters
TopSchoolJobs Recruitment Marketplace
Arthur L. Costa, Robert J. Garmston, & Diane P. Zimmerman: Cognitive Capital: An Investment in Teacher Quality
Education Week - November 14, 2012 - Special Report - SCover1
Education Week - November 14, 2012 - Special Report - SCover2
Education Week - November 14, 2012 - Special Report - S1
Education Week - November 14, 2012 - Special Report - S2
Education Week - November 14, 2012 - Special Report - S3
Education Week - November 14, 2012 - Special Report - S4
Education Week - November 14, 2012 - Special Report - S5
Education Week - November 14, 2012 - Special Report - S6
Education Week - November 14, 2012 - Special Report - S7
Education Week - November 14, 2012 - Special Report - S8
Education Week - November 14, 2012 - Special Report - S9
Education Week - November 14, 2012 - Special Report - S10
Education Week - November 14, 2012 - Special Report - S11
Education Week - November 14, 2012 - Special Report - S12
Education Week - November 14, 2012 - Special Report - S13
Education Week - November 14, 2012 - Special Report - S14
Education Week - November 14, 2012 - Special Report - S15
Education Week - November 14, 2012 - Special Report - S16
Education Week - November 14, 2012 - Special Report - S17
Education Week - November 14, 2012 - Special Report - S18
Education Week - November 14, 2012 - Special Report - S19
Education Week - November 14, 2012 - Special Report - S20
Education Week - November 14, 2012 - Special Report - S21
Education Week - November 14, 2012 - Special Report - S22
Education Week - November 14, 2012 - Special Report - S23
Education Week - November 14, 2012 - Special Report - S24
Education Week - November 14, 2012 - Special Report - SCover3
Education Week - November 14, 2012 - Special Report - SCover4
http://ew.edweek.org/nxtbooks/epe/ew_sr_03072018
http://ew.edweek.org/nxtbooks/epe/ew_02282018
http://ew.edweek.org/nxtbooks/epe/ew_02212018
http://ew.edweek.org/nxtbooks/epe/ew_02142018
http://ew.edweek.org/nxtbooks/epe/ew_02072018
http://ew.edweek.org/nxtbooks/epe/ew_01242018
http://ew.edweek.org/nxtbooks/epe/ew_01172018
http://ew.edweek.org/nxtbooks/epe/ew_01102018
http://ew.edweek.org/nxtbooks/epe/ew_12132017
http://ew.edweek.org/nxtbooks/epe/ew_11292017
http://ew.edweek.org/nxtbooks/epe/ew_11152017
http://ew.edweek.org/nxtbooks/epe/ew_11082017
http://ew.edweek.org/nxtbooks/epe/ew_11012017
http://ew.edweek.org/nxtbooks/epe/ew_10252017
http://ew.edweek.org/nxtbooks/epe/ew_10182017
http://ew.edweek.org/nxtbooks/epe/ew_10112017
http://ew.edweek.org/nxtbooks/epe/ew_10042017
http://ew.edweek.org/nxtbooks/epe/ew_09272017
http://ew.edweek.org/nxtbooks/epe/ew_09202017
http://ew.edweek.org/nxtbooks/epe/ew_09132017
http://ew.edweek.org/nxtbooks/epe/ew_09062017
http://ew.edweek.org/nxtbooks/epe/ew_08302017
http://ew.edweek.org/nxtbooks/epe/ew_08232017
http://ew.edweek.org/nxtbooks/epe/ew_07192017
http://ew.edweek.org/nxtbooks/epe/ew_06212017
http://ew.edweek.org/nxtbooks/epe/ew_06142017
http://ew.edweek.org/nxtbooks/epe/ew_06072017
http://ew.edweek.org/nxtbooks/epe/ew_05312017
http://ew.edweek.org/nxtbooks/epe/ew_05242017
http://ew.edweek.org/nxtbooks/epe/ew_05172017
http://ew.edweek.org/nxtbooks/epe/ew_05102017
http://ew.edweek.org/nxtbooks/epe/ew_04262017specialreport
http://ew.edweek.org/nxtbooks/epe/ew_04262017
http://ew.edweek.org/nxtbooks/epe/ew_04192017
http://ew.edweek.org/nxtbooks/epe/ew_04052017
http://ew.edweek.org/nxtbooks/epe/ew_03292017
http://ew.edweek.org/nxtbooks/epe/ew_03222017
http://ew.edweek.org/nxtbooks/epe/ew_03082017
http://ew.edweek.org/nxtbooks/epe/ew_03012017
http://ew.edweek.org/nxtbooks/epe/ew_02222017
http://ew.edweek.org/nxtbooks/epe/ew_02152017
http://ew.edweek.org/nxtbooks/epe/ew_02082017
http://ew.edweek.org/nxtbooks/epe/ew_01252017
http://ew.edweek.org/nxtbooks/epe/ew_01252017specialreport
http://ew.edweek.org/nxtbooks/epe/ew_01182017
http://ew.edweek.org/nxtbooks/epe/ew_01042017
http://ew.edweek.org/nxtbooks/epe/ew_12142016
http://ew.edweek.org/nxtbooks/epe/ew_12142016v2
http://ew.edweek.org/nxtbooks/epe/ew_11302016
http://ew.edweek.org/nxtbooks/epe/ew_11162016
http://ew.edweek.org/nxtbooks/epe/ew_11092016
http://ew.edweek.org/nxtbooks/epe/ew_11022016
http://ew.edweek.org/nxtbooks/epe/ew_10262016
http://ew.edweek.org/nxtbooks/epe/ew_10192016
http://ew.edweek.org/nxtbooks/epe/ew_10122016
http://ew.edweek.org/nxtbooks/epe/ew_10052016
http://ew.edweek.org/nxtbooks/epe/ew_09282016
http://ew.edweek.org/nxtbooks/epe/ew_09212016
http://ew.edweek.org/nxtbooks/epe/ew_09142016
http://ew.edweek.org/nxtbooks/epe/ew_09072016
http://ew.edweek.org/nxtbooks/epe/ew_08312016
http://ew.edweek.org/nxtbooks/epe/ew_08242016
http://ew.edweek.org/nxtbooks/epe/ew_08032016
http://ew.edweek.org/nxtbooks/epe/ew_08032016
http://ew.edweek.org/nxtbooks/epe/ew_07202016
http://ew.edweek.org/nxtbooks/epe/ew_01112017
http://ew.edweek.org/nxtbooks/epe/ew_06082016
http://ew.edweek.org/nxtbooks/epe/tc_06092016
http://ew.edweek.org/nxtbooks/epe/dc_06022016
http://ew.edweek.org/nxtbooks/epe/ew_06012016
http://ew.edweek.org/nxtbooks/epe/ew_05182016
http://ew.edweek.org/nxtbooks/epe/ew_05112016
http://ew.edweek.org/nxtbooks/epe/ew_sr_05112016
http://ew.edweek.org/nxtbooks/epe/ew_04272016
http://ew.edweek.org/nxtbooks/epe/ew_04202016
http://ew.edweek.org/nxtbooks/epe/ew_04132016
http://ew.edweek.org/nxtbooks/epe/ew_03302016
http://ew.edweek.org/nxtbooks/epe/ew_sr_03302016
http://ew.edweek.org/nxtbooks/epe/ew_03232016
http://ew.edweek.org/nxtbooks/epe/ew_03162016
http://ew.edweek.org/nxtbooks/epe/ew_03092016
http://ew.edweek.org/nxtbooks/epe/ew_02242016
http://ew.edweek.org/nxtbooks/epe/ew_sr_02242016
http://ew.edweek.org/nxtbooks/epe/ew_02172016
http://ew.edweek.org/nxtbooks/epe/ew_02102016
http://ew.edweek.org/nxtbooks/epe/ew_sr_01272016
http://ew.edweek.org/nxtbooks/epe/ew_01272016
http://ew.edweek.org/nxtbooks/epe/ew_01202016
http://ew.edweek.org/nxtbooks/epe/ew_sr_01132016
http://ew.edweek.org/nxtbooks/epe/ew_01132016
http://ew.edweek.org/nxtbooks/epe/qc_01072016
http://ew.edweek.org/nxtbooks/epe/ew_01062016
http://ew.edweek.org/nxtbooks/epe/ew_12092015
http://ew.edweek.org/nxtbooks/epe/ew_12022015
http://ew.edweek.org/nxtbooks/epe/ew_sr_11112015
http://ew.edweek.org/nxtbooks/epe/ew_11112015
http://ew.edweek.org/nxtbooks/epe/ew_11042015
http://ew.edweek.org/nxtbooks/epe/ew_10282015
http://ew.edweek.org/nxtbooks/epe/ew_10212015
http://ew.edweek.org/nxtbooks/epe/ew_sr_10212015
http://ew.edweek.org/nxtbooks/epe/ew_10142015
http://ew.edweek.org/nxtbooks/epe/ew_10072015
http://ew.edweek.org/nxtbooks/epe/ew_09302015
http://ew.edweek.org/nxtbooks/epe/ew_sr_09302015
http://ew.edweek.org/nxtbooks/epe/ew_09232015
http://ew.edweek.org/nxtbooks/epe/ew_09162015
http://ew.edweek.org/nxtbooks/epe/ew_09092015
http://ew.edweek.org/nxtbooks/epe/ew_08262015
http://ew.edweek.org/nxtbooks/epe/ew_08192015
http://ew.edweek.org/nxtbooks/epe/ew_08052015
http://ew.edweek.org/nxtbooks/epe/ew_07082015
http://ew.edweek.org/nxtbooks/epe/ew_06102015
http://ew.edweek.org/nxtbooks/epe/tc_06112015
http://ew.edweek.org/nxtbooks/epe/dc_06042015
http://ew.edweek.org/nxtbooks/epe/ew_06032015
http://ew.edweek.org/nxtbooks/epe/ew_05202015
http://ew.edweek.org/nxtbooks/epe/ew_sr_05132015
http://ew.edweek.org/nxtbooks/epe/ew_05132015
http://ew.edweek.org/nxtbooks/epe/ew_05062015
http://ew.edweek.org/nxtbooks/epe/ew_04222015
http://ew.edweek.org/nxtbooks/epe/ew_sr_04152015
http://ew.edweek.org/nxtbooks/epe/ew_04152015
http://ew.edweek.org/nxtbooks/epe/ew_04012015
http://ew.edweek.org/nxtbooks/epe/ew_03252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_03182015
http://ew.edweek.org/nxtbooks/epe/ew_03182015
http://ew.edweek.org/nxtbooks/epe/ew_03042015
http://ew.edweek.org/nxtbooks/epe/ew_02252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_02252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_02182015
http://ew.edweek.org/nxtbooks/epe/ew_02182015
http://ew.edweek.org/nxtbooks/epe/ew_02042015
http://ew.edweek.org/nxtbooks/epe/ew_01282015
http://ew.edweek.org/nxtbooks/epe/ew_01212015
http://ew.edweek.org/nxtbooks/epe/ew_sr_01212015
http://ew.edweek.org/nxtbooks/epe/ew_01142015
http://ew.edweek.org/nxtbooks/epe/qc_01082015
http://ew.edweek.org/nxtbooks/epe/ew_01072015
http://ew.edweek.org/nxtbooks/epe/ew_12102014
http://ew.edweek.org/nxtbooks/epe/ew_12032014
http://ew.edweek.org/nxtbooks/epe/ew_11122014
http://ew.edweek.org/nxtbooks/epe/ew_sr_11122014
http://ew.edweek.org/nxtbooks/epe/ew_11052014
http://ew.edweek.org/nxtbooks/epe/ew_10292014
http://ew.edweek.org/nxtbooks/epe/ew_10222014
http://ew.edweek.org/nxtbooks/epe/ew_sr_10222014
http://ew.edweek.org/nxtbooks/epe/ew_10152014
http://ew.edweek.org/nxtbooks/epe/ew_10082014
http://ew.edweek.org/nxtbooks/epe/ew_sr_10012014
http://ew.edweek.org/nxtbooks/epe/ew_10012014
http://ew.edweek.org/nxtbooks/epe/ew_09242014
http://ew.edweek.org/nxtbooks/epe/ew_09172014
http://ew.edweek.org/nxtbooks/epe/ew_09102014
http://ew.edweek.org/nxtbooks/epe/ew_08272014
http://ew.edweek.org/nxtbooks/epe/ew_08202014
http://ew.edweek.org/nxtbooks/epe/ew_sr_08202014
http://ew.edweek.org/nxtbooks/epe/ew_08062014
http://ew.edweek.org/nxtbooks/epe/ew_07092014
http://ew.edweek.org/nxtbooks/epe/ew_06112014_v2
http://ew.edweek.org/nxtbooks/epe/ew_06112014
http://ew.edweek.org/nxtbooks/epe/dc_06052014
http://ew.edweek.org/nxtbooks/epe/ew_06042014
http://ew.edweek.org/nxtbooks/epe/ew_05212014
http://ew.edweek.org/nxtbooks/epe/ew_05142014
http://ew.edweek.org/nxtbooks/epe/ew_05072014
http://ew.edweek.org/nxtbooks/epe/ew_sr_04232014
http://ew.edweek.org/nxtbooks/epe/ew_04232014
http://ew.edweek.org/nxtbooks/epe/ew_04162014
http://ew.edweek.org/nxtbooks/epe/ew_04022014
http://ew.edweek.org/nxtbooks/epe/ew_03262014
http://ew.edweek.org/nxtbooks/epe/tc_20140313
http://ew.edweek.org/nxtbooks/epe/ew_03122014
http://ew.edweek.org/nxtbooks/epe/ew_sr_03052014
http://ew.edweek.org/nxtbooks/epe/ew_03052014
http://ew.edweek.org/nxtbooks/epe/ew_02262014
http://ew.edweek.org/nxtbooks/epe/ew_sr_02192014
http://ew.edweek.org/nxtbooks/epe/ew_02192014
http://ew.edweek.org/nxtbooks/epe/ew_01292014_v2
http://ew.edweek.org/nxtbooks/epe/ew_02052014
http://ew.edweek.org/nxtbooks/epe/ew_01292014
http://ew.edweek.org/nxtbooks/epe/ew_01222014
http://ew.edweek.org/nxtbooks/epe/ew_01152014
http://ew.edweek.org/nxtbooks/epe/qc_01092014
http://ew.edweek.org/nxtbooks/epe/ew_01082014
http://ew.edweek.org/nxtbooks/epe/ew_12112013
http://ew.edweek.org/nxtbooks/epe/ew_12042013
http://ew.edweek.org/nxtbooks/epe/ew_11132013
http://ew.edweek.org/nxtbooks/epe/ew_11062013
http://ew.edweek.org/nxtbooks/epe/ew_sr_10302013
http://ew.edweek.org/nxtbooks/epe/ew_10302013
http://ew.edweek.org/nxtbooks/epe/ew_10232013
http://ew.edweek.org/nxtbooks/epe/ew_10162013
http://ew.edweek.org/nxtbooks/epe/ew_10092013
http://ew.edweek.org/nxtbooks/epe/ew_sr_10022013
http://ew.edweek.org/nxtbooks/epe/ew_10022013
http://ew.edweek.org/nxtbooks/epe/ew_09252013
http://ew.edweek.org/nxtbooks/epe/ew_09182013
http://ew.edweek.org/nxtbooks/epe/ew_09112013
http://ew.edweek.org/nxtbooks/epe/ew_08282013
http://ew.edweek.org/nxtbooks/epe/ew_sr_08212013
http://ew.edweek.org/nxtbooks/epe/ew_08212013
http://ew.edweek.org/nxtbooks/epe/ew_08072013
http://ew.edweek.org/nxtbooks/epe/ew_07102013
http://ew.edweek.org/nxtbooks/epe/ew_06122013
http://ew.edweek.org/nxtbooks/epe/dc_06062013
http://ew.edweek.org/nxtbooks/epe/ew_06052013
http://ew.edweek.org/nxtbooks/epe/ew_sr_05222013
http://ew.edweek.org/nxtbooks/epe/ew_05222013
http://ew.edweek.org/nxtbooks/epe/ew_05152013
http://ew.edweek.org/nxtbooks/epe/ew_05082013
http://ew.edweek.org/nxtbooks/epe/ew_sr_04242013
http://ew.edweek.org/nxtbooks/epe/ew_04242013
http://ew.edweek.org/nxtbooks/epe/ew_04172013
http://ew.edweek.org/nxtbooks/epe/ew_04032013
http://ew.edweek.org/nxtbooks/epe/ew_03272013
http://ew.edweek.org/nxtbooks/epe/ew_03132013
http://ew.edweek.org/nxtbooks/epe/tc_20130314
http://ew.edweek.org/nxtbooks/epe/ew_03062013
http://ew.edweek.org/nxtbooks/epe/ew_02272013
http://ew.edweek.org/nxtbooks/epe/ew_sr_02202013
http://ew.edweek.org/nxtbooks/epe/ew_02202013
http://ew.edweek.org/nxtbooks/epe/ew_sr_02062013
http://ew.edweek.org/nxtbooks/epe/ew_02062013
http://ew.edweek.org/nxtbooks/epe/ew_01302013
http://ew.edweek.org/nxtbooks/epe/ew_01232013
http://ew.edweek.org/nxtbooks/epe/ew_01162013
http://ew.edweek.org/nxtbooks/epe/qc_01102013
http://ew.edweek.org/nxtbooks/epe/ew_01092013
http://ew.edweek.org/nxtbooks/epe/ew_12122012
http://ew.edweek.org/nxtbooks/epe/ew_12052012
http://ew.edweek.org/nxtbooks/epe/ew_sr_11142012
http://ew.edweek.org/nxtbooks/epe/ew_11142012
http://ew.edweek.org/nxtbooks/epe/ew_11072012
http://ew.edweek.org/nxtbooks/epe/ew_10312012
http://ew.edweek.org/nxtbooks/epe/ew_sr_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10172012
http://ew.edweek.org/nxtbooks/epe/ew_10102012
http://ew.edweek.org/nxtbooks/epe/ew_10032012
http://ew.edweek.org/nxtbooks/epe/ew_09262012
http://ew.edweek.org/nxtbooks/epe/ew_09192012
http://ew.edweek.org/nxtbooks/epe/ew_09122012
http://ew.edweek.org/nxtbooks/epe/ew_08292012
http://ew.edweek.org/nxtbooks/epe/ew_sr_08222012
http://ew.edweek.org/nxtbooks/epe/ew_08222012
http://ew.edweek.org/nxtbooks/epe/ew_20120829
http://ew.edweek.org/nxtbooks/epe/ew_sr_08292012
http://ew.edweek.org/nxtbooks/epe/ew_20120822_v2
http://ew.edweek.org/nxtbooks/epe/ew_20120822
http://ew.edweek.org/nxtbooks/epe/ew_test
http://ew.edweek.org/nxtbooks/epe/diplomascount_2012issue34
https://www.nxtbookmedia.com