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Student absences is a big gap and it's not something we can fully control at school even after we have talked to the parent about the importance of the student being at school! - Belief

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I think the next steps after the End of Unit Assessment need to be refined. Being able to discuss data in the aspect of how to help students grow in areas they are low in. I think this falls into Program Evaluation and even monitoring and accountability.

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Resources: My challenge is pacing and the need to reteach when students are absent. My goal so far has been the quality: ensuring that students get it before moving on, but it would be helpful to see model lessons.

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In a large district with multiple buildings, I think we are experiencing all of these obstacles. However, a clear lack of "vision" is probably the foundation we are missing the most. Without a vision from leadership, even with the other resources available, implementation will be less effective.

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Some 'Last mile' problems include a lack of implementation support and understanding of the vision for the work. Organizational stuctures which do not necessarily lead to collaborative efforts are an obstacle. We have the resources of materials and time (always negotiated). We continue to work on status for the program and getting to the table consistently.

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Vision- New Leader in a building coming in with competing goals, high turnover in staff. Decides to go with main curricular resource and does not look at ELAchieve as an important goal.

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Resources-Time and Materials

This is my first year to teach systematic ELD. I need help with pacing what I am teaching. I see my students every other day and I try to recap what we did the day before and then start the new lesson. Time is an issue for me.

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I think support is always useful, but can definitely benefit from a boost to our beliefs. Like Douglass Reeves shared, we don't need everyone to buy in, we just need to start with those who are on board already and use their success as the launching point to help motivate others.

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Implementing with fidelity and using real time data and data from the assessments to make instructional decisions and support focus students.

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Monitoring & Accountability: We have been in full training mode and now need to step back and really consider how is implementation going. It is time to engage in systematic learning walks at sites who have teachers implementing and there is a need to give teachers opportunities to receive feedback.

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Vision- this is the foundation. We need the vision to be clear and follow through all of the implementation work.

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Ensuring work takes root - Use the ROP tool to reflect on CM practice and monitor student growth in CTE classes.

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vision/ time: We have some teachers that still see ELD as "intervention" or not a priority. We waste time and teaching trying to find students that are doing other things during our specific and devoted ELD time (parties, other assessments, small groups, other interventions). Hard to get our whole time and lessons done when this happens.

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There is a lack of vision from the administration, and too many initiatives are happening at once. Therefore, there are no clear expectations for our time during PLC and what our focus should be on during that time.

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I have been working with grade level teams to implement Structured Student Talk routines within their lessons. When we do classroom walks/observations with a walk-through tool there has not been an improvement in the 'Engaged Learning' section like we intended. Our theory of action was, if teachers plan for and support students with structured talk, then there will be an increase in student engagement.

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Getting time in front of school leaders to draw them into the Sec. CM work. I was hoping for something a bit more systemic, but may need to reach out in small groups or to individuals instead--sharing the work, getting alongside our school level principals and instructional guides to orient them to what we envision for language alongside content teaching

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Student absences/tardies so then teachers forget to send them after I have already collected students so a need for more time with students

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VISION/SUPPORT: Teacher buy-in of curriculum is lacking. Elementary teachers are burnt out when focusing on the content of the lessons. Secondary teachers cite that 5-6 units are not age appropriate and struggle with student engagement.

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Elementary teachers are implementing a new reading and math curriculum and aren't focusing on planning for ELD. They usually teach from slides without looking at the curriculum guide.

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We need more support for teachers to implement SecCM and clear expectations. More resources (people) would help us move forward.

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We have a huge problem with accountability. Something will be implemented, but only half the teachers are doing it. Little to no observations from administration and little to no feedback.

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Resources, support-Teachers are fatigued. They have competing initiatives and priorities. There are important vs. urgent needs of their students.

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Is it terrible if I say that I can see roadblocks in each of these categories?!

I think overall, we've done a good job of narrowing our scope of work, from the DO all the way to teachers, and I don't think it's been narrowed enough to be honest. We face significant resource challenges as we face massive budget and staffing reductions. I will say we've done a great job with Learning Walks this year (I just remembered I have on next week), but the feedback piece is still a wee bit iffy, because the culture in our district is so...tough. I will say the piece I can control most readily is the coaching and collaboration piece and myself and Chris have been working to brainstorm new systems to offer more and different support for folks.

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The new ELA curriculum has built in EL support primarily in the format of language frames. This can misleading and prevent teachers from providing needed language support that might be more helpful.

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Not having the support or materials needed to implement the vision. Teachers are ready and willing, but due to lack of support from "higher ups," that willingness begins to wane and ends up in the inequitable status quo.

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Resources-having time to analyze curriculum and backward plan from the unit assessment and collaborate with similar teachers.

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Beliefs - a lot of teachers are struggling to be optimistic about changes implemented and often don't see them as useful or needed. Resources - they took away the professional development time we used as meetings between grade levels and subjects, and now trying to implement or communicate new policies is harder.

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Additional needs around support and resources. (time, coaching, collaboration among staff and leadership)