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Provide supportive feedback that will challenge teachers to allow students to read more often in all their subject areas.

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I shared with teachers how to teach something specifically and how to reach the students specifically with intention of learning the standard and ensuring that students are mastering the standard.

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I see reading in science, social studies, and ELA classes at EMS. Audio sessions have been observed as well as students reading independently.

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I plan on having teachers focus primarily on student learning and providing specific strategies for math that will allow students to build their fluency in math.

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Model for new teachers and other teachers as needed.

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I have shared some information from last month's learning through email feedback to our teachers at EMS.

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I think the next step would be to have scaffolding conversations at PLTs on how to get rid of the audio and only use as a scaffold.

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I saw reading only in the ELA classrooms, but the students often were not the ones reading. It was either the teacher reading or playing an audio version.

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Working with teachers on an as needed basis currently with plans to push out to more teachers as we move through the remainder of the semester.

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We have been working in PLTs to discuss how we can incorporate more reading in all subjects.

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Continue to walk and note who is doing the reading in classrooms, supporting teachers with reading and comprehension strategies and leaving feedback to help them continue supporting students.

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I plan on having a conversation with our administrative team on how we can utilize our literacy coach to enhance reading around EMS!

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I mostly see the reading in ELA classes, unless teachers are having students read aloud the mathematical word problems in the classroom.

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I saw the teachers reading or the audio being played more than the students reading on their own.

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Our literacy coach has recorded a lesson video featuring pieces of the framework. She has used the video to deliver PD to our new teachers as well as PLT members.

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Math, Art, Theatre, Intensive Reading, ELA, CTE classrooms

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It is time to get everyone on board. Possibly focus on one strategy to use/adapt schoolwide and give faculty opportunities to walk other classrooms.

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A lot of the reading is done by audio or the teacher. I did see brief moments in social studies and in science as well as one 5th grade ELA class

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Have conversations at PLTs to make sure everyone is on the same page about how important it is to have the students reading and only give the scaffolds when they are needed to the ones that need them.

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We see reading in many areas -- In primary grade levels, it is teacher modeling and guiding as student echo read letter sounds and sight words. I have noted reading in science classes, students reading question types and scientific articles. Some, not all, pockets of math teachers will release the word problems to students for independent reading while others may guide instruction.

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Our literacy coaches perform coaching cycles with teachers who are needing feedback on teaching specific standards. If a teacher is struggling with small groups for example, the coach models it for teachers. The coach also takes the teachers to other classrooms and pinpoints strategies that other teachers use.

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Students were doing the reading or had opportunities to read.

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Our lit coach can go in to individual classrooms (as needed) to model and provide support. She also provides mini lessons during whole group faculty meetings.

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ELA, SS, Sci, IntRead

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I personally did not deliver the information to teachers. It was disseminated through PLT.

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We shared the strategies with ELA...should have sent to all staff.

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We plan to use our LT during accel. block for modeling.

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Our literacy coaches have conversations and provide opportunities to model during PLT.

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I spoke with the lit coach about the learning. She is also our new teacher coach and is planning some things for them as well as some learning for the faculty (whole group). I spoke with the individual departments I am over, copied the handouts, and we started discussing some strategies in the department meetings.

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With the admin team and literacy coach, we discussed how to reach all of our students and discussed a schedule with the literacy how to be able to provide coaching cycles, utilize the literacy coach to provide interventions with students who struggle. We are also very intentionally about meeting with admin team and coaches to discuss the feedback provided to teachers in order to continue ensuring student learning. We were intentional about incorporating data chats, discussed student goals and classroom goals. We also created a literacy walkthrough tool.

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We shared out with our departments during the PLT meetings and also spoke with teachers during DPP meetings.

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At EMS, we discussed centering our learning walks around "reading" in our classrooms. Whether it's Science, Social Studies, ELA, or Math, our learning walks are currently focused on who is doing the reading in our classrooms and how we can provide feedback to our teachers to help drive deeper instruction and learning.

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We met with our leadership team and LT to plan a roll out of additional reading strategies starting with ELA dept.

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We had conversations regarding the packet that was delivered featuring different reading strategies. Our literacy coach delivered information during our new teachers in our monthly TIST. As a team, we delivered the reading strategies during PLTs and we're making suggestions how to integrate strategies into lessons.

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Our lit coach is the department head of the reading department and also works closely with intensive reading and the ELL department with strategies.

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We sent out the resources to the literacy coaches for them to use in their mini

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They are doing mini PD sessions.

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We spoke with our leadership team including the Lt coach about the importance of the students being the ones doing the reading. Spencer sent out strategies for reading in the weekly news letter and we had discussions with our departments ( I also included the discussion during DPP meetings)

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We had conversations with our leadership team about reading strategies and who is doing the reading in class. Our literacy coaches plan to do mini PD sessions to address these topics.

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LWs with feedback, meet with teachers and encourage teachers. Question students what, why they are reading and what they learned from it.

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Our next step is to provide this PL and resources to our science, math and social studies content teachers. Then we will also have cross-curricular learning walks.

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We have a scaffolding PD scheduled for November 12. The PD will be facilitated by the principal, AP, Literacy Coach, and Content Area Coach.

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In the majority of the classes students were reading or interacting with the text.

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We saw reading in 90% of the classrooms we walked. We were able to walk 3-5 grade.

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We delivered all of the presentation to our ELA teachers.

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aspects of student reading in math (word problems), SS classes, ELA

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the structures of reading grade level text and as always, the LCS District Instructional Framework

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I would like to add an opportunity for teachers to participate in walking classrooms on their whole day planning day. I would also like vertical articulation between grade levels to help create a school wide reading strategies alignment.

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We plan to have our literacy coach support new teachers with modeling reading strategies and continue to participate in PLT meetings.

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Meeting with our first year teachers, modeling specific strategies used during instructional time along with assisting in lesson planning and best practices for collaboration.

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We have a scaffolding PD scheduled for November 12 for our teachers.

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Would like for lit coach to help teachers find articles, pieces of reading to support teachers in creating student reading opportunities in class.

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10 out of 16 classrooms students were doing the reading during their ELA block. I saw students writing about what they read, rereading texts, working in small groups, summarizing what they read, checking for understanding on vocabulary words, text connections, and annotating texts.

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At MDMS the APs and Principal met to discuss how we could provide professional learning on the reading strategies we learned from learning walks in September. We decided to provide the PL using small group faculty meetings for ELA teachers. The Principal also led each PLT in doing learning walks using the new reading tool visiting other grade level ELA classes. The group debriefed and reflected on their own practice and learning. Our plan is to incorporate the other core content teachers with the same learning.

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We plan to have our coach model strategies during collaborative planning. She will also model using the strategies in classrooms, as needed.

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To increase the amount of student reading actually being done in the class. To wean teachers and students off of the digital audio formats.

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I love the idea of increasing the cycle to include all teachers in the walk-throughs and cycle conversations. I'm excited to talk to our team about this idea.

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I did not do learning walks nor did I attend the Sept. AP meeting. I did see reading in all three third grade classes when I did learning walks at Umatilla Elem. The students in all three classes were doing partner reading. While one student was reading, the other student was tracking. The students wrote a hashtag after each paragraph on what that paragraph was about. They also discussed what they read and answered questions. I saw reading, writing, and talking.

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Provide scaffold ideas to teachers.

Allow teachers to observe others (specifically in other subject areas to offer support or learn RTTW strategies).

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Primarily, the reading was occuring in science, ELA and 6th grade social studies classrooms. There are pockets of reading happening in other core contents including PE doing a weekly article assignment based on their standards. Strategies include use of interactive notebooks, annotation, word study skills and graphic organizers in science.

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We met and discussed the learning from last month's meeting about scaffolding. We used the slide deck to tailor it for the needs of our school. We discussed walking classes together to observe evidence of students reading.

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We completed ELA Feeback Cycle and saw reading and or writing in every classroom observed.

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In the classrooms I see reading in, the reading is mostly done via computer or audio book.

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We met in our leadership team, discussed the learning from September LW. We focused our LW look fors around reading. We brought back findings, had conversations and repeated. We met with teachers informally and formally, had conversations, posed questions around observations, findings, next steps.

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We incorporated the presentation from the learning walk into our whole group faculty meeting the first week in Oct.

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continue to work school wide to have reading, writing, thinking, and talking in every classroom.

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I need to follow up with my teachers on an individual basis and continue to make clear my expectations around literacy. I did give an on-level English teacher feedback around not using audio tracks as extensively last week, and they were receptive. Through individual conversations and continual expectations, I believe our school will continue to grow.

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Our Coach meets with teachers to discuss the feedback cycle and addresses the items observed (what we sw, keep it up, reflection questions and Overall take-away). In addition our coach offers strategies and models lessons to assist our teachers.

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We met with leadership and reviewed the packet and strategies that were presented. Upon reflection, we are still in discussion on whether to meet whole group or within departments for some of the next steps we want to implement.

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In all classes but limited in math classes

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We made copies of the September packet for all teachers to use for their planning day to help guide them while planning for the 2nd nine weeks.

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I saw reading in my upper-level history classes and on-level English classes in the period since our literacy PD. I saw annotation strategies & targeted questions. I also saw on-level history classes engaging with primary source cartoons, which was building source analysis (though not through extended chunks of reading).

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Our lit coach will continue to support the teachers - especially the new teachers in incorporating effective teaching practices in the classrooms. These practices will include various topics such as classroom management and reading strategies.

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Strategies were used by a teacher needs basis.

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The reading strategies "packet" was reviewed with each grade level during PLTs. Some strategies were also modeled during the literacy coach's recorded lesson.

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Our Lit Coach is initially focusing on our new teachers and IR teacher and then moving into the other content areas.

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Have the literacy coach support all subject areas with reading strategies.

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Feedback cycles with teachers i support with embedded literacy focus

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We had conversations as a team around our Bulldog Feedback Cycle and the look-fors when completing learning walks.

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We had a leadership meeting sharing the resources with our team and reviewing upcoming plans to share in future PLC and school wide meetings.

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new teacher strategies

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We had a schoolwide PD on Wednesday, October 1 that was focused on literacy. We used the majority of the slides from the district presentation, and we emphasized to teachers the importance of building literacy with all students in all subject areas--especially since we have half of our students reading below grade level. We have to keep working with them on literacy so they can grow!

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We discussed the questions and created a tool to collect information on the 4 questions. We walked the grade levels and looked for reading.

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We discussed is our litterciary coach a true literacy coach or more of an instructional coach in the role we asked her to play.

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Working on reading in all content areas

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To continue to dial in scope and sequences and blueprints for each program around essential standards.

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The literacy coach recorded a brief reading lesson and had teachers view it while completing the Reading Learning Walk Tool.

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Our literacy coach will continue to work with our reading teachers on consistent strategies. However, she is also working with new teachers through coaching cycles, and she will use that time to work with teachers on schoolwide literacy expectations.

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New teacher support

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In CTE we used our professional learning time to have the teachers identify essential standards and to revise scope and sequences based on their essential standards.

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We planned new teacher support meeting to work on this.

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We discussed what literacy should look like across content areas, and our literacy coach gave feedback on our school's Wednesday PD on literacy (October 1).

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We will continue to dive deeper into strong Tier 1 instruction in PLTs, PD, Learning Labs, and the Manatee Memo.

Leadership will continue to support 1H and 2H students during acceleration time.

We will continue with monthly learning labs to model and support strong instruction.

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To concentrate more on fluency with the struggling readers who attend Lake Success Elementary.

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I delivered Third Grade Code B, Fourth and Fifth Grade Code B/A

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When we meet as a whole group in November, we are structuring each department to reflect on the types of reading strategies that can be used within their content. One of the main questions we look for is...when the task is released, then who is doing the reading and thinking and what does it look like?

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Continue the path of monitoring and supporting teachers with reading strategies and implementation.

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Building clarity and consistency on expectation of what reading is vs interacting- walk with lens of who is reading and share feedback and teachers - provide feedback to teachers based on the observations and trends and intentionally plan within collaborative teams