Building Capacity in Cornerstone Schools:
What Does it Mean and How is it Done?

I recently received an ASCD publication entitled What Works in Schools: Translating Research into Action written by Robert Marzano and wasn't three pages into my reading when I stumbled into a paragraph about the importance of "building capacity" in America's schools. I chuckled, wondering how the thousands of readers whose eyes pass over those words, will define the term "building capacity". I can even recall, I believe, a book with the term in the title. Presumably that author had a clear idea of what it means to "build capacity" in a school. I wondered as I read if I really know what it means.

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John Bartholomew, Cornerstone Senior Reviewer

For many schools, the prospect of a third Cornerstone review is looming. These more senior schools have had rigorous one-week reviews in each of their first two years, and the feedback seems to have supported improvement and provided a valuable, objective outside view of the literacy work. The reviews have also become a little more intensive as Cornerstone becomes embedded.

For the third-year review, we have proposed a different format, at once less demanding and more demanding.

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