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Drawing from years of research applied to adolescent literacy, Ruth Schoenbach, Cynthia Greenleaf, and Lynn Murphy have recently distilled is designed for teachers and students in secondary and tertiary school. The authors describe an approach that facilitates an understanding of complex texts in varied disciplines: history, science, math, literature, etc. They begin with the proposition that > foundational to students’ success. For anyone in doubt, new > academic standards and workforce expectations make the demand for > academic literacy emphatically clear. What is less clear is how to > support students to achieve that literacy‐based, future‐oriented > For many if not most administrators, teachers, students, and > parents, these new expectations may require a paradigm shift in > understanding how learning happens best. This shift includes new > ways of thinking about the relationship of literacy to subject area > content, students’ and teachers’ roles in learning, and, most > important, students’ potential for critical thinking and > disciplinary reasoning. Change of this depth cannot spread beyond a > few clas*rooms and is not sustainable without system‐level > The Reading Apprenticeship Framework, developed to promote > students’ engaged academic literacy, has a solid history of > catalyzing this kind of transformative change—for individuals and > within institutions. A NOTE FROM EMILY WAGNER AT WESTED'S STRATEGIC LITERACY INSTITUTE:  Low levels of literacy and the inability of students to read complex texts cause millions of middle and high school students to drop out of school or graduate from high school unprepared for the demands of WestEd’s Strategic Literacy Initiative, is designed to guide superintendents, principals, teacher leaders, and advocates through every step of organizing and promoting a culture of literacy throughout a school or district.