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Answer these questions in your response (be sure to include the name of your school)

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Answer these questions in your response (be sure to include the name of your school)

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Earlier this fall you identified several challenges that may have slowed the pace of your implementation; however, you communicated a strong commitment to the work despite obstacles. How would you describe your implementation right now?

Per your walkthroughs, you have seen evidence of strong literacy implementation in select classrooms. Is this the exception, the rule, or something in between? What does implementation look like across the building? How do you know?

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Answer these questions in your response (again include name of your school)

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Answer these questions in your response (again include name of your school)

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Who are the champions for disciplinary literacy at your site? How are their voices influencing this work?

How are teams collaborating on your campus to take shared ownership of disciplinary literacy (departments, CLTs)?

What feedback have individual teachers and the faculty overall received about their disciplinary practices?

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Answer these questions in your response (include your school name)

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Answer these questions in your response (include your school name)

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Based on everything we have discussed (what is going on and how is it being supported), what is a reasonable expectation for 90 days from now (teachers and students) to continue the implementation of disciplinary literacy? How will you know if you’ve reached it? What support is needed?

Be sure your School Success Plan reflects the actions you’ll take in the next 90 days.

Continue to think about how you can support individual teachers while still maintaining a commitment to strengthening the group.

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There are staff who are interested in moving forward and are struggling to get the momentum

Focus on new curriculum

Reviewed the focus of the CLT log and the conversations that should be had

Meetings scheduled with Leads to discuss role and responsibilities and the focus for CLTs

Through the EE process: observations and mini’s

Department meetings and BLT meetings

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What AVID strategies can you include in your lessons to increase student engagement, discourse.  Of these is there a particular one that could be included

How can you enhance your lesson using instructional strategies from our AVID training or student discourse

Prepare to discuss: literacy strategies used; how you are increasing classroom discussions

Bring a lesson plan to share ideas of how you will infuse literacy strategies

Feedback to teachers about how to move toward a student led classroom; moving away from teacher directed instruction

Use the toolkit to add some practical application of literacy strategies in the pipeline

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Our implementation relies heavily on our teachers' collective commitment to our team. We have evidence of strong literacy implementation through our collaboration. Some feel more confident, some are still getting the feel for literacy integration but have a strong start. We support each other. We are even beginning with peer observations.

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A team of teacher leaders has taken the lead on literacy integration at our school. Teams meet weekly (CLTs) for conversation and strategizing. Teachers also lead in PD work. Soon, we will have a strong system of peer feedback to drive the process as well.

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It is reasonable to expect that we implement a peer observation cycle in the next 90 days. It is also reasonable to continue conversations about successes, collectively strategize through road blocks (we use a protocol for this), and support one another in increasing student ownership and discourse throughout.

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Preble (Sporadic; given the pace of the start of the year)

Something in between: needs to be more intentional

Need to increase student to student discourse

Need to increase student to teacher discourse

Staff appears to be in more teacher directed instruction mode, versus small group discussion and interaction.

Use of Frayer Models, vocabulary strategies; scavenger hunts

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+When we enter classrooms for mini observations or announced, we have been focused on the Literacy Strategies that we agreed upon in our school success plan. If we do not observe one, then we ask a reflective question in regards to the strategies

Something in between--we have staff adapting their instruction to use the “Says,Means,Matter” organizer, and many of our teachers are using two column notes. Our teachers also have their SLO/PPGs written in regards to these strategies, so they are collecting and providing artifacts.

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We have several AVID trained staff members and the AVID teachers. Our BLT has a group that advocates for the strategies.

Department and course CLTs

As administrators, we have been doing observations at least one for each staff member. We focus on this and provide reflective questions if it is not observed directly. Staff also have this as their SLO.

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Continue with our Effective Educator observations and SLO/PPG reflections. Have CLTs have learning walks involving their literacy strategies.

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@RS, implementation is steady and monthly department 'coaching' sessions using Critical Reading Choice Board strategies allow staff to feel more confident in their delivery. Peer Walkthrough observations are slow at best, but continual promotion for completion continues.

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@RS, No Limits Literacy discussion takes place in monthly department meetings. They are supported by the Instructional Coach and administrator. Our most confident department remains LA naturally, but the most energized department is Science. Collaboration takes place in multiple settings including CLT, Department meetings and Coach/Administrator meetings. Individual teachers get the best feedback from their peers, from our coach and are encouraged by administrators.

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As a High Leverage Team Action in our SSP, the Peer Walkthrough completion will continue on up to the close of Semester 1 (mid January). Our BLT will review data and plan next steps for Semester 2. Monthly coaching at department meetings has been well received but it touches a low percentage of individual classrooms. Through a Peer/Coach team observation model, the best adult learning will occur 'when' we get implementation.

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We (admin team/leadership team) continue to have dialogue and examine what meaningful and significant literacy means in each content area. This learning and growth journey is being folded in our UbD, SIE commitments. Although there is evidence in some classrooms/teams, it is slow.

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The literacy conversations in a variety of settings such as CLT sessions, department meetings, leadership team meetings, etc. As an overall view of the feedback it appears that our teachers/teams are focused on providing student learning experiences that promote meaning and understanding. Thus, our educators continue to have dialogue on how best to assess (including through literacy experiences).

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There are key commitments (UbD, SIE, UDL, Literacy) that our teachers/teams have embraced. Our continued focus on creating more meaningful and significant literacy experiences in each content area are ongoing. My perspective for next steps would be to meet with our AVID experts to discuss and begin to formulate a plan for our teachers that builds comfort, confidence, and ultimately embedded successful practices.

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Implementation is slow, but steady. We are focusing on making implicit thinking more explicit, and building students' reading confidence in various areas.

We do very little large group instruction, but disciplinary literacy is integrated into small group instruction, weekly 1:1 advising meetings with students, individualized instruction and during our advisory circles.

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We are working with SAIL and have created a 100 day school improvement cycle where we are implementing best practices of activate, engage and extend into our lessons.

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Our CLTs are integrating multiple best practices and reflecting on results as part of our school process of improvement. We are also creating PD choice options with out AVID modules for our team.

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Our SAIL team is meeting today to create our next 100 day plan to create our next steps to sustain momentum and continuous growth.

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We have had PD where teachers taught each other successful techniques of focused notes. We have shared out the walk-through tool with every staff member. We have completed monthly high-leverage literacy strategies. The most recent one was developing skills of compare and contrast, cause and effect, and continuity and change. Implementation now is continuing the monthly discussions and completing the walk-throughs.

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-My Lit Coach, My interventionists, our Literacy Department and Mr. Larsen who supervises ELA. They have all been invited the the table and we are working to share their expertise with teachers of other content areas monthly.

-Literacy Meetings, Department Meetings, CLTs, Staff Meetings.

-Many of the strategies learned during the AVID PD such as Cornell Notes have previously been institutionalized, however, through on-going CLT work additional literacy strategies with an emphasis on writing have been shared.

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After the development of our combined walk-through tool, we will do announced/mini-observations around content-based literacy.