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Our next steps include the strategies that we written into our instructional review regarding support from Region 2 staff. As our next major step as a team, we will facilitate a professional learning experience in which teachers have the opportunity to lead breakout sessions" or a Genius Bar in areas where they sign. We have the experts IN THE BUILDING. It is just a matter of harnessing that power and gaining from the valuable experience of colleagues as well as their willingness to share. Of course, we will also continue to monitor with feedback. Walking intentionally is key.

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As I said earlier, the feedback stems will become a part of my practice after immediate, additional review. I will continue using the question of 'how do you plan for the reader instead of the reading?'

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The Region 2 team visited us about a week later for our Instructional Review, and we were happy to see texts in hand in all reading classrooms as well as students actively engaged in reading.  The teachers had certainly released the task, and we observed students who supported their peers while experiencing productive struggle.

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Our next steps are to continue to stress high expectations, and the expectation that students can and will read on campus daily in every class. We will continue to conduct learning walks looking specifically for text reading and who is actually doing the reading during that class.

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Our Literacy Coach is working on ways to implement more modeling. She has been completing strategic learning walks and providing feedback around the content to teams.

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I saw reading strategies being taught in our Intensive Reading/some ELA classes during walkthroughs. Those strategies are very intentional as some of those classes have tracking systems in place for test prep. I have not seen strategies being a focus in other content areas.

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Literacy coaches leading PLTs on 10/28 centered around differentiation from the Roadmap to Mastering Reading Comprehension text. Emphasis on students that already demonstrate proficiency on essential standards and scaffolding grade level texts.

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I observed Reading in Social Studies and in a few CTE courses. During those observations the students were doing the reading about 60% of the time. I would like to see that number increase and have teachers understand that although they think they are saving time, they are taking the learning away from their students by doing so.

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We also decided to do a parent workshop featuring some of the same content. We realized that families would benefit from learning more about supporting their children in the area of reading.

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During our intervention/remediation block, I saw independent reading with conferring (which is new for us at the middle school). I saw students doing a novel study in our intensive reading room. In our ELA classrooms, teachers were utilizing the Amplify curriculum- reading, annotating, going back into the text for evidence. In the science classrooms, I saw students using their curriculum to partner read and discuss using sentence stems.

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Our Lit. Coach facilitated PL during our Wacky Wednesdays on Cultivating Readers in our classrooms.

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OPMS- School-wide focus on Chunk-chew-chat strategy. PLTs weekly- teams are encouraged to discuss what was read this week and the why behind that reading.

PL cafes' on reading strategies for whole staff.

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While walking I have seen an increase in reading across the board at OPMS. Science- teachers are working more specific implementation of extension articles from McGraw-Hill. Students work through the chunk-chew-chat process.

Math- specific time dedicated to math vocabulary, which in turn will support student reading in word problems.

Social studies- more focused articles on specific historical events / figures. Aligned closely with ELA teams as students may frequently see historical articles/reading ... on FAST tests.

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I did have some conversations with the question i mentioned previously. In addition, I did have a departmental meeting with our ESE personnel in regards to current practices and supports being offered. Dr. Feltner's wonderment of how students receiving the most support in our schools and having a high failure rate led me to reassess how our system was ensuring those students were getting the support in which they are entitled.

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Teachers providing masterful reads as part of a close reading process. Students engaging with the text as part of a task.

Masterful reads, annotation, and review of structure.

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Our Literacy Coach works mainly with ELA & Reading within their PLT meetings to ensure that R,W,T,T is the expectation and the occurrence daily. A next step would be the integration of the Lit. Coach's expertise and knowledge to assist in Science and Social Studies as well.

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We collaborated with our literacy coach when designing the professional learning experience for instructional staff. We decided to have teachers reflect on their learning by identifying strategies they planned to implement immediately. We also had our teachers reflect about 3 weeks after the training on areas where they felt confident in the positive impact on student learning.

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_Share Out_ a Successful Strategy -- Anonymous (Responses) - Form Responses 1

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Our next steps are to continue walking through classrooms to look for reading, writing, thinking, and talking in all subject areas. We will continue to give feedback to teachers through the use of our Google Drive that allows teachers to view and respond to their feedback.

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Our admin team met together with the literacy coach and reviewed the information and handouts given at our last meeting. We then decided on what we felt would be the most beneficial for our teachers. That information was given out and discussed during our grade level PLTs. Teachers reviewed the different strategies they felt would be not only easy to implement, but would be most beneficial for their students.

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Continuing to push essential standards for all content areas and using Read, Write, Think, and Talk in all content areas.

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"High Leverage Thinking Moves to Comprehend Any Text" and "Purposeful Planning for Direct Instruction" pages were delivered to staff via faculty meeting. With the addition of a the question "How will students be accelerated once they demonstrate proficiency?"

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I see teachers implementing much more academic vocabulary at the start of their lessons. This gives the students the ability to understand the terminology early and use it when reading new content. This has helped shift the reading and understanding to the students and off of the teachers.

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Over the past month, I have seen reading in various classrooms, with one specifically being a 4th-grade math classroom. This classroom had students chorally reading the word problems necessary to complete their gallery walk before solving their word problems. Students of various reading abilities were grouped together so that the students could support one another. The teacher was circulating to monitor student understanding and assist by allowing students to echo read as needed.

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The conversation with our Literacy Coach entailed working with our ELL students and their ELA & Reading students to ensure students are provided the opportunity to read in ENGLISH with the approved supports and accommodations daily.

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Our Lit Coach is very well known in our Intensive Reading arena and possibly with some of our ELA teachers new to the school. My usage of her in my content areas needs expansion; I'll will be having one-on-one with her on what supporting roles she may offer as well as how I support her.

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Heavy push for more student reading across all subject areas. Chunk-chew-chat strategy specifically delivered to OPMS staff members for aligned process of more reading across all subject areas.

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During learning our learning walks this is the data we discovered. https://docs.google.com/forms/d/1YR-qMjgr5HPOGTRgY4fUk279s3cFJ2OPVIzpQvcQHHQ/edit#responses

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I collaborated with the Geometry department to adjust the blueprints. We noticed that 5 essential standards were all taught in the last few weeks. We looked for areas to adjust and spread them out and have created a new scope and sequence with that adjustment. I also collaborated with one of our algebra teachers to focus on essential standards with the groups that were supposed to take Algebra 1A. They are spending much more time on the essentials and not as much on the other standard.

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My next steps are to continue the work we've started and to monitor the progress. By having conversations in PLTs and then watching the lessons played out are we getting the impact and results we hope for, where are areas for growth and how can we put different strategies in place to help if needed.

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Literacy coach will push into reading blocks to model process and monitor through PLTs.

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LHS is focused on reading every day in every subject area. Teachers are expected to have students interact with text daily. Students are expected to read said text using a myriad of strategies taught by their teacher. During PLT time, teachers are asked to identify and agree on the strategy that will be utilized so that there is clear evidence comparison with data received.

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We would be happy to share our slideshow with anyone who would like an editable copy. We invited all instructional staff, included teaching assistants who were available to attend.

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Our literacy coach began our PLTs with a focus on learning through the lens of a reader. Each content area discussed reading strategies and what would work best in their classrooms. Discussions revolved around who has generally been doing the reading in the classroom and how to shift that to students. The lit coach and admin have been following up with walking classrooms with a focus on reading.

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I had conversations with some of the other administrators regarding the content presented. The bigger focus was on reader being at the center of planning verses the reading.

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Literacy Coach walks alongside Admin, specifically looking specific reading strategies. Literacy Coach worked through half-day PL with all ELA / IR teachers. Literacy Coach presented PL cafe to all curriculum areas on 10/22.

Literacy coach modeled specific chunk-chew-chat strategy for staff members.

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The biggest piece was the overall focus on reading, writing, thinking and talking in the classroom everyday and reinforcing that with our teachers. Also within PLTs to remind teachers that we are looking for those elements and how are they planning for those pieces within their lessons. Also within my PLTs the basic strategies to help readers in content areas other than reading/ELA. With content that tends to be more informational they need to teach/reinforce how students read and interpret those type of texts.

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Literacy coach will push into PLTs with differentiated questions/tasks for essential standards by grade level.

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This was a one page resource that we provided to our instructional staff during our professional learning experience on September 24th. The PL was a collaborative learning experience in which pieces of the session included release of teams to actively process content.

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Direct Quotes_Key Points from Dr. Feltner's Talk on 9_17 

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Our lit coach is a part of PLT and supports both Reading and ELA. She continually goes into classrooms to monitor and support implementing Read, Write, Think, and Talk in all our classrooms.

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Our Lit. Coach facilitated PL during our Wacky Wednesdays for all grade levels. She is consistently modeling in specific classrooms that need support with releasing and allowing students to have that productive struggle.

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We talked about the scope and sequence and essential standards as an admin group. We discussed moving 2 essential standards to earlier in the year to alleviate having 5 essential standards in the last 5 weeks before the EOC. We have now implemented that change by adjusting the blueprints to accommodate.

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At OPMS, Admin and literacy coach met and developed a specific plan to role out plans for more reading across all subject areas. Chunk-Chew-Chat specific strategy heavily focused on across all disciplines.

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We developed the plans to share information with faculty through the PLT process. We identified target areas for modeling support and resources.

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Our Literacy Coach has facilitated learning at PLT meetings. She added to our learning by bringing back information from her literacy coaches meeting. In addition, she facilitates side by side planning with teachers.

We will walk together and upon gathering data we will develop coaching plans if applicable and further professional learning...

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With our instructional focus area of student ownership of learning, we combined it with the reality of how much are students doing the actual reading in lessons. We focused on the reading strategies we are using for all students. We started the discussion in whole group faculty meeting, then had the coaches provide reinforcement during PLTs. Through the recent learning walks, we are seeing more text in hand across K-5, however we are recognizing pockets and different misconceptions of having "text in hand". We see an increase in the amount of time text is in front of students, yet we do not see any significant increase in student reading the text yet. The leadership team has discussed next steps on supporting teachers in releasing tasks that require independent processing/reading within the lesson tasks.

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Based on the conversation between admin and the literacy coach (October 3rd) the handout of various reading strategies was given to all teachers while in PLTs (week of October 6th) and the literacy coach/admin highlighted various strategies applicable to each department. Teachers brainstormed which strategies within the packet could be implemented in their own rooms and within their departments. I walked grade level ELA/reading rooms with each AP the week of October 6th and teachers were just starting to roll out the strategies given to them that week.

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As soon as the presentation was released my Lit. Coach and I got together and planned the delivery to all the teachers K-5. We gave them the packet and reviewed the presentation the Lit. Coaches got with the teachers through their PLTs. This allowed for grade level specific discussions and expectations as well as discussion look-fors.

The Lit. Coach delivered the presentation and I was there to support and guide the learning. We have seen an increase in teacher intentional planning for student reading and interaction with the text. This was apparent with our Instructional Review on Sept. 29th with 25 ELA classes being visited and 24 had students doing the reading and interacting purposefully with the text. This trend has continued through the month and yesterday we conducted 15 ELA walks with 100% of the classrooms having students doing the reading and interacting with the text.

My Math Coach has implemented the reading strategies they discussed in their training to attack word problems. We have noticed teachers being more mindful using these strategies in math.

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During the Faculty Professional Learning Aggressive Monitoring Training, I was able to embed the resources on the Structures for Reading Grade Level Text into the conversation and provide the resource around this talk.

During Common Planning our Literacy Coaches reviewed the Purposeful Planning for Direct Instruction, plus the Structures for Reading Grade Level Text, Scaffolds, and Chunk, Chew, and Chat.

Our Literacy Coaches focus while leading the Literacy Leadership Committee was to go over Cultivating Readers Learning, provide the resources gained during the Committee Meeting.

After the 1st Week of Focused Walks, I emailed the Faculty what we saw related to the four questions around Who is Doing the Reading, and what our Next Steps are for us as a school.

After the 2nd Week of Focused Walks, I emailed those results and included both student and teacher moves that we observed. From there, I provided suggestions to move the learning forward, and continued Next Steps for us as a school.

The individual walks we did yesterday resulted in each classroom had students reading.

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The Literacy Coaches will lead learning at PLT meeting on October 28. Learning will center on the resources in Road Map to Mastering Reading Comprehension (Uncomplicated Ed Book). This learning will concentrate on the question prompts for beginning, emerging, and proficient levels and how to use these for all student groups. We will also touch on the Structures for Reading Grade Level Text and Scaffolding forr Reading Grade Level Text.

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I met with my Literacy Coach and Admin to determine which part of the presentation we should immediately implement. After we decided we planned for PLT's and Professional Learning Cafe's to engage our teachers in learning the strategies.

We incorporated the Chunk/Chew/Chat strategy in our ELA/Reading PLT. In addition, we scheduled 1/2 day planning PLT's with our ELA teachers where we're incorporating the High Leverage Thinking Moves to Comprehend Any Text. Within this 1/2 day planning we used the planning for direct instruction questions to plan for the reader.

Tomorrow the Chunk/Chew/Chat reading strategy is being offered to all of our teachers during our KU's cafe's.

We have not walked for transfer yet as this is our week of training. We will walk next week specifically look for planning transfer and the implementation of the Chunk/Chew/Chat strategy.

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The Literacy Coaches will lead learning at PLT meeting on October 28. Learning will center on the resources in Road Map to Mastering Reading Comprehension (Uncomplicated Ed Book). This learning will concentrate on the question prompts for beginning, emerging, and proficient levels and how to use these for all student groups. We will also touch on the Structures for Reading Grade Level Text and Scaffolding for Reading Grade Level Text.

Coaches will also push into targeted grade levels to model reading instruction for whole group and small group settings as needed. Targets will be determined by data and observation. New teachers will also receive this service.

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An area of focus for LHS is ELA so I started the year continuing the focus of Reading in all content areas. I continued this work in our most recent Faculty Learning (whole group) and shared that the district Learning Walk was focused on Reading. The strategies were overviewed in Faculty Learning (whole group) and then reviewed and shared with our PLT Groups (small groups).

What I have noticed is that my teachers are having students Read in their classrooms to gain knowledge. Lessons are also built around text. This is our push and we will continue this throughout the 25-26 School Year.

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Cultivating Readers

On-grade level or above standards

Planning for the readers, not the reading

Setting the purpose for learning as a reader

Types of Text

Structures for Reading Grade Level Text

Chunk Chew Chat

and many more.

We collected teacher reflections from the PL.

The literacy coach provided more PL to all teams of teachers (to include all subjects)

We saw students echo reading, choral reading, and partner reading. We also noticed that teachers incorporated some of the explicit strategy instruction that was modeled in the PL we delivered.

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Presented professional learning on 10/1:  Cultivating Readers &  Copy of Resources to Support Reading Instruction

PLTs Essential Standards (revised version) shared & discussed with grade level teams

Data Chats: As a result of PL, teachers are implementing strategies learned as part of their action plans to leverage achievement and as part of their deliberate practice.

Teachers are implementing the chunk, chew, chat strategy and are having more conversations around appropriate ways to be more intentional with talking about it during PLTs.

Teachers are wanting to start a Reading PLC at the school to get on the same page with strategies across the campus

We are intentionally more focused on Acceleration then intervention

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She facilitated the learning within our PLTs, using the slides provided. She is modeling in specific classrooms that need more support in helping releasing the reading while supporting the various reading levels. She specifically is working with teachers on when it is necessary to provide the different scaffolds vs. over scaffolding.

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Refocus/review on authentic literacy and reading strategies during PLT's as part of the instructional delivery.

Uncertain as to impact - still deciphering which teachers are making intentional changes or it's already embedded in their practice. Need more data.

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The pieces of the learning was focusing on purposeful planning for readers to be reading. In planning, we intentionally chose where students would practice the benchmark within a text that they all were required to read. We also talked about the strategies provided for students who might need more support reading and planned for those. We took the focus of last month's learning of focusing on a strengths based approach of what can they do as readers, and then use that access point to continue growing them with the supports provided.

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We haven't had a "formal" PD yet, however during collaborative planning we introduced the SOAPstone strategy to ELA teachers.

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We discussed the whole packet with our cabinet meeting. High Leverage Thinking Moves to Comprehend any Text and Purposeful Planning for Direst Instruction were shared with teachers at our October Faculty Meeting. We added a question about students who had already demonstrated proficiency to PPfDI. The PPDI resource has been used in conjunction with our PLT process for framing grade level meetings.

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While walking reading classrooms, I saw independent reading in 2/3 intensive reading classrooms. One of those rooms also had a teacher circulating and conferring with individual students at their seats.

Within the ELA classrooms, students were reading both informational and fictional texts. In some classrooms, the teacher was reading out loud to the students. In some rooms, Amplify was playing the text for the students. Yet in some rooms, snippets of text were on the classroom display/individual student devices to answer questions/interact with the text.

Students were answering Amplify questions, summarizing, and answering questions being presented by the teacher.

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When walking for reading this past month I saw students reading text to summarize.

The teacher set a purpose for reading the text in the ELA classrooms -students were given specific lookfors to prepare for Socratic Seminars.

Students read through the science text in order to identify lab procedures, use of instruments, and key vocabulary.

Students engaged in student choice silent reading the first 10 minutes of class while the teacher conferred with a couple of students. (ELA Classrooms)

In Intensive Reading I observed students reading passages within My Lexia and responding to questions.

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Next step:

1. Meet with ELA teachers to determine common language for annotating with a purpose while reading

2. Share reading and writing strategy with other core content areas (SOAPstone and annotation)

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I saw reading in 1st grade and Kindergarten. In 3/5 classrooms for Kindergarten, both the teacher and the students were reading together. In the other two classrooms, the teacher was doing the reading. This was during the 30 min. standards-aligned comprehension portion of their literacy block. In First Grade, 2/5 classrooms had both the teacher and the student doing the reading. The other three classrooms had the teacher do all of the reading.

Reading strategies seen: echo reading, tracking, teacher reads aloud and pauses to allow for the students to fill in the space demonstrating reading along, Choral reading.

In 5th grade ELA, the teacher reads aloud while asking the students to follow along. Students were posed a question to be able to answer when the teacher completes the page/section of reading, and then is tasked with writing their response on the graphic organizer.

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During observations, students in the ELA classrooms were actively engaged in independent reading. In the IST classrooms, students practiced reading with teacher prompts and visual supports. The primary strategies observed were text annotation and collaborative mapping.

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Cultivating Readers and discussed scaffolds-Not enough time has passed for me to be able to see a difference yet.

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Acceleration block- small group instruction- phonics and comprehension using Geodes. Teacher and teacher assistants were actively providing instruction.

Students were reading, and the adults were guiding.

Strategies used were: blending sounds, using morphology to decode words and to make meaning of new vocabulary words.

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I saw reading in the majority of the classrooms in grades 1-5. We started this on Sept. 17th and let the teachers know what we were looking for and communicated what we saw with each grade level.

Students were doing the reading and interacting with the text. We definitely noticed and increase of student reading when this expectation was communicated.

The reading strategies I have observed were: Ask and Answer Questions, Activate Prior Knowledge, Monitor and Clarify, Summarizing,

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1. We walked the 2nd- 4th grade classrooms during IDR time to see students reading and adults conferring with students.

2. we conducted intentional learning walks with the regional executive team for the instructional review and saw texts in hand in all reading classrooms as well as students actively engaged in reading. Observed teachers releasing the task, and we observed students who supported their peers.

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1st, 3rd, and 4th Grades: In the first week of focused walks, we saw 3 out of 9 ELA classrooms where reading was observed. In the second week of focused walks, we saw 6 out of 9 ELA classrooms where reading was observed. Out of the total of 9 classrooms where reading was observed, 8 had students actively reading, and 1 had the teacher modeling reading.

Reading strategies observed included chunking, tracking, partner reading, and choral reading - each supporting student engagement, comprehension, and fluency.

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I saw reading in 5th grade ELA classes. The students were doing the reading.

Strategies the teacher used were fluency practice for all students on grade level text.

After modeling their thinking, the teacher assigned an excerpt for students to read independently to practice the benchmark.

3 students were pulled into a small group and they chorally read the portion of the text with the teacher to support their reading. Students also within this group whisper read aloud another portion simultaneously while the teacher listened in before asking the questions aligned to the benchmark.

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I saw reading in multiple content areas: Reading, ELA, US History, Biology, Culinary, and the new Aerospace classroom. The students were doing the Reading in the Core Content Area - ELA, US History and Biology but in the Culinary and Aerospace classroom the teacher was leading or doing the Reading but then students read also. The Reading Strategies that I saw were Annotation, Activating Prior Knowledge or students background knowledge, determining the structure of the text and summarizing the text.

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Kindergarten- students doing the reading (fundations) Starting to working in Geodes

1st grade-  students reading Green Eggs and Ham. Saw partner reading

2nd grade math kids are doing the reading.  In 2nd grade reading the teachers are doing the reading

3rd Students are doing the reading : Annotation focused on skill

4th:  Students are reading (Popcorn style)  Teachers are doing most of the reading. Saw chunk-chew-chat strategy happening

5th Grade Science- Students reading on PENDA & collaborative with a partner to review content prior to an assessment

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1. We focused on ELA classrooms.

2. Students and teachers were doing the reading. Students mostly.

3. Annotating Text, partner reading, SOAPStone

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I saw reading in fourth grade science classes where students were engaged in collaborative lab activities. Students were reading directions and using text information to complete lab activities. Partners held each other accountable for their work. Strategies included Asking and Answering Questions and Summarizing.

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ELA, Intensive Reading, Math

Teachers 11%

Students 41%

No one 48%

Annotation

Collaboration for standards-based text evidence

Turn & Talk (checks for understanding)

Independent reading with writing for summary

Questionings (check for understanding)

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I saw partners reading in 10th grade last week. I saw students using the Chunk, Chew and Chat strategies. The teacher modeled the thinking on the first page and then released the rest of the article to the pairs of students. Emily