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Construction of meaning
Differentiation
Targeted intervention
Proficiency/mastery
Digital literacy
Scaffolding
Writing (organization focus: claim, evidence, analysis, etc)
Questioning (Kosta's)
AVID
Learning through writing/ Writing across the curriculum

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assessment - common formative, common summative

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assessment - common formative, common summative

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Students have a reading period each day and writing period each day - Junior High

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Students have a reading period each day and writing period each day - Junior High

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Core resources
Tiered intervention model
skill based small group
instructional coach support
embedded technology tools
progress monitoring
team collaboration

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CFAs drive small group instruction and T1 intervention

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CFAs drive small group instruction and T1 intervention

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Students go into intervention classes when they struggle. Progress monitoring - looking at it through the lens of reading. - Junior High

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Students go into intervention classes when they struggle. Progress monitoring - looking at it through the lens of reading. - Junior High

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similar things - whole group, small gap, assessment, anchor texts,

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similar things - whole group, small gap, assessment, anchor texts,

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Curriculum Maps and Essential Standards are helping to zero in on literacy

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Curriculum Maps and Essential Standards are helping to zero in on literacy

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Different tools to engage students in different ways- AVID

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Different tools to engage students in different ways- AVID

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How deeply understood by staff is bridging and translanguaging? 

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How deeply understood by staff is bridging and translanguaging? 

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In what way is the efficacy of our 2 teacher models impacting instruction? 

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In what way is the efficacy of our 2 teacher models impacting instruction? 

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Very similar but have a dual LA and also a science class in Spanish 

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Very similar but have a dual LA and also a science class in Spanish 

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Visiting teachers who help biliteracy development.  

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Visiting teachers who help biliteracy development.  

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Core resources
Intentional teaching
Bridging (needs more work)
2 teacher model
Use of authentic texts
Tiered intervention model (not confident that it is available at both languages)
Progress monitoring
team collaboration
embedded technology tools
Instructional coach support

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Tiered interventions including System 44 and Read 180

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Tiered interventions including System 44 and Read 180

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Parent liaisons which helps with community outreach 

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Parent liaisons which helps with community outreach 

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Posting things in both languages and sending home communications in both languages. Family nights for Juntos program 

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Posting things in both languages and sending home communications in both languages. Family nights for Juntos program 

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What is happening at the high school to continue Biliteracy?

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What is happening at the high school to continue Biliteracy?

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Resource teachers to support Spanish development

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Resource teachers to support Spanish development

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supporting teacher partners in planning across languages

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supporting teacher partners in planning across languages

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AVID strategies that support or promote writing - 1-pagers, reflecting in binders, etc.

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AVID strategies that support or promote writing - 1-pagers, reflecting in binders, etc.

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Can we develop a biliteracy trajectory Prek-12?

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Can we develop a biliteracy trajectory Prek-12?

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Can we.....Develop a side by side reference with literacy/biliteracy zones - the trajectory towards achieving biliteracy.   

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Can we.....Develop a side by side reference with literacy/biliteracy zones - the trajectory towards achieving biliteracy.   

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Can we develop PD that will strengthen DL partnerships so that the two teachers do not just plan, but assess students' literacy achievement together? 

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Can we develop PD that will strengthen DL partnerships so that the two teachers do not just plan, but assess students' literacy achievement together? 

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Can we build a timeline of PD for literacy. 

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Can we build a timeline of PD for literacy. 

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In what ways can SIP plans reflect Biliteracy planning and goals? 

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In what ways can SIP plans reflect Biliteracy planning and goals? 