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Ensure districts are aligning curriculum. We still have Coordinators that are not vested in SOR, which means that non-SOR practices are still being pushed and promoted. 

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Ensure districts are aligning curriculum. We still have Coordinators that are not vested in SOR, which means that non-SOR practices are still being pushed and promoted. 

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Continue to communicate with local districts about the work each CL is doing in each cohort based on the impact achieve at the classroom level/district level.

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Continue to communicate with local districts about the work each CL is doing in each cohort based on the impact achieve at the classroom level/district level.

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We have weekly shoutouts (with photos or videos) that broadcast teachers who are implemented items from PD’s, beautiful work and practices.

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Our district completed a 2-day literacy academies to connect Reading Academies information to the HQIM adopted for instruction.  We did lots of modeling using our approved resources for PK-5.  Seeing the practice allows teachers to know how it connects to their instructional delivery. Many of the concepts, strategies, and handouts were from the Reading Academies to connect learning to application.

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Paraent trainings to inform parents about STR. Encourage local libraries to add a decdable section to the childrens books section.

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All district content areas are unified in our focused efforts on lesson design and explicit instruction.

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Campus "Model Teachers" to highlight and share the implementation of what they learned in the course.

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Campus "Model Teachers" to highlight and share the implementation of what they learned in the course.

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Acknowledgement Program/Finding Master Teachers/Those implementing RA practices and looking at their data. 

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Acknowledgement Program/Finding Master Teachers/Those implementing RA practices and looking at their data. 

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ALL teachers (PK-12), should be trained in Gradual Release and Explicit and Systematic Instruction.

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ALL teachers (PK-12), should be trained in Gradual Release and Explicit and Systematic Instruction.

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Teachers planning, sharing, and modeling more of the Science of Reading.

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More intentional communication with RA participants

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More intentional communication with RA participants

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Make achieving a certain walkthrough score/level by the end of the course required in order to officially pass the course and recieve the certificate (but allow for multiple tries if needed)

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We highlight application tips for the classroom in our weekly updates that go out to district leaders and to campus coaches.

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We highlight application tips for the classroom in our weekly updates that go out to district leaders and to campus coaches.

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Supportive curriculum including Heggerty for PA, clear direction and support with phonics; and ongoing PD that embeds SOR.

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Funding for beautiful decodable texts and other needed materials.

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We have coordinators that will also do walkthroughs and a support team to help model and implement strong instruction.

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Continue support for teacher implementation and curriculum connection. 

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Continue support for teacher implementation and curriculum connection. 

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Alignment across curriculum and Reading Academy content. Allowing time and create a collaboration plan. 

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Alignment across curriculum and Reading Academy content. Allowing time and create a collaboration plan. 

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We had teachers, coaches, and admin conduct instructional rounds to look specifically at word study. Teachers were able to see what other grade levels were doing, the process, student engagement, etc. and reflect on their own practices.

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Calibrate with principals about important aspects of the Gradual Release.

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Calibrate with principals about important aspects of the Gradual Release.

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Ongoing training in small chunks on specific and targeted areas.

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Ongoing training in small chunks on specific and targeted areas.

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We have monthly walk through "look for's" for principals and learning specialists to watch for as they are in classrooms. 

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We have monthly walk through "look for's" for principals and learning specialists to watch for as they are in classrooms. 

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Look for form/Walk-through form for Principals to use during observations

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Look for form/Walk-through form for Principals to use during observations