Abstract
To improve literacy achievement, the authors developed consensus scoring and peer planning as a process of professional development and school improvement. This process allows teachers to (1) gain an increased understanding of the content and performance standards that guide their instruction; (2) work together to assess student work; (3) work together to plan, understand, and provide quality instruction; and (4) reteach content as necessary to ensure student mastery. Two school examples of the use of this process to improve achievement are presented.
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