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Things I currently use/have in my classroom and would like to have to reach our goal:

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We will improve in_________________ (identified root cause) by_____________________ (names specific classroom or

school practice) as measured by _________________________ (evidence/observable actions) by ________________

(date).

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How might we be contributing to the problem?

Thinking in "we" helps us move from blaming others or engaging in deficit thinking and encourages us to identify forces within our control.

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Extra comments and concerns

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Problem: What is contributing to the problem that too few of our students are able to read and comprehend grade-level complex text?

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How is Verbal Reasoning taught at our site?

How is Verbal Reasoning monitored at our site?

What shifts might we make to enhance instruction or monitoring to ensure every student develops the verbal reasoning needed for the comprehension of complex texts?

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What professional development needs do we have to build our own understanding of Verbal Reasoning or to support our instruction with complex texts?

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Do we have the curriculum and materials to support instruction in Verbal Reasoning?

Do we have the supports we need to scaffold complex text (through read-alouds in the primary grades) so that students can extend their verbal reasoning?

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What professional development needs do we have to build our own understanding of Language Structures or to support our instruction?

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What shifts might we make to enhance intruction to ensure every student develops the language structures needed for comprehension (and academic discussion and writing)?

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How is the acquisition of Language Structures monitored at our site?

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Do we have the curriculum and materials to support explicit instruction in Language Structures?

(Do we have a scope and sequence for grammar instruction that spans the course of the year and across grade levels? Do we have lesson plans to deliver explicit instruction that supports proficient speakers and those who are in various levels of language development?)

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Do we have the curriculum and materials to support explicit instruction in Language Structures?

(Do we have a scope and sequence for grammar instruction that spans the course of the year and across grade levels? Do we have lesson plans to deliver explicit instruction that supports proficient speakers and those who are in various levels of language development?)

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How are Language Structures taught at our site?

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What shifts might we make to enhance intruction or monitoring in order to ensure every student develops a robust vocabulary?

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What professional development needs do we have to build our own vocabularies or to support our instruction?

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How is the acquisition of Vocabulary Knowledge monitored at our site?

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How is Vocabulary taught at our site?

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Do we have the curriculum and materials to support intentional vocabulary instruction?

(Do we have a scope and sequence that spans multiple grades? Do we have instructional routines to ensure students have repeated opportunities to use the words we teach? Do we have instructional routines for cumulative review within grades and across grades?)

Do we have the curriculum, program and/or materials to support incidental vocabulary instruction?

(Do we have complex texts for read aloud, libraries to support wide-reading, etc.?)

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How is the Background Knowledge of our students developed at our site?

How are we deepening the knowledge of our staff in relevant topics?

What shifts might we make to ensure every student develops the wide body of background knowledge needed for reading comprehension?

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What shifts might we make to enhance intruction or monitoring in order to ensure every student develops the literacy knowledge needed for reading comprehension?

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How is the acquisition of Literacy Knowledge monitored at our site?

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Fluency -

Do we have clear expectations for regularly checking students' accuracy, rate, and prosody as they read texts aligned to their word recognition skills?

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What profession development needs do we have to build our own understanding of teaching Literacy Knowledge?

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Literacy Knowledge -

Do we have the curriculum and materials to support instruction in both literary texts and informational texts?

(Do we have a book list for each grade level to ensure that students are exposed to texts of different genres that meet our staff's criteria for quality (eg. representative of our students, chosen to extend student interests, etc.))

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What are our site’s current strengths?
What are our site’s growth areas?

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What are our site’s current strengths?
What are our site’s growth areas?

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What are our site’s current strengths?
What are our site’s growth areas?

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What are our site’s current strengths?
What are our site’s growth areas?

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What are our site’s current strengths?
What are our site’s growth areas?

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Do we have clear site-wide expectations for monitoring the development of students' fluency with grade level texts?

- 3x year Benchmark Screening

- 1x month progress-monitoring

- Informal weekly or daily checks

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How well does our curriculum and materials support our understanding and teaching of Background Knowledge?

(Do we have a scope and sequence that identifies topics covered in each grade and an intentional plan for deepening knowledge in the content areas across multiple grades?)

What professional development needs do we have to build our own background knowledge on relevant topics or to support our instruction?

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Do we have the curriculum, program and/or materials to support explicit instruction in Sight Word Recognition?

- Curriculum for differentiated instruction

- Materials for daily, explicit instruction with cumulative review

- School-wide scope and sequence to ensure students do not encounter instructional gaps

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What shifts might we make to enhance intruction or monitoring in order to ensure every student masters decoding and encoding?

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How is Decoding/Encoding taught at our site? How is Decoding/Encoding assessed at our site?

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Do we have the data that shows how each of our students is progressing in their Decoding/Encoding?