Educational Leadership - February 2012

that both push and prepare educators to continually improve so that their students can do the same. . . . the whole is much larger than its parts, and the lessons lie in how Sanger’s leaders have inspired, educated, and trusted principals, teachers, and students. 1

Although we are proud of our accomplishments thus far, there is much still to do. We are especially concerned about students like Sergio who have become long-term English learners. We continue to seek the best ways of addressing their needs.

Sergio is now receiving special educa-
tion services to address his comprehen-
sion deficits. His daily program includes
English language development that
specifically targets vocabulary building.
His schedule was also modified to pro-
vide scaffolded support for his academic
courses, again focusing on developing
the necessary academic language to
ensure his success. He is currently pass-
ing all of his classes and is on track for
graduation.

1David, J., & Talbert, J. (2010). Turning around a high-poverty school district: Learning from Sanger Unified’s success. San Francisco: S. H. Cowell Foundation, pp. 47–48.

Authors’ note: The student name in this article is a pseudonym. Sanger has collaborated with researchers from Stanford University (including Kenji Hakuta and Karen D. Thompson) to independently analyze data and document student achievement outcomes.

Rich Smith ( rich_smith@sanger.k12.ca
.us) is deputy superintendent and
Marcus Johnson (marc_johnson@
sanger.k12.ca.us) is superintendent
of Sanger Unified School District in
California. Karen D. Thompson (karend
thompson@stanford.edu) is a doctoral
candidate in Educational Linguistics
at the Stanford University School of
Education.

CONTINUES

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