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A tool used to reflect and focus revision and supplements to the programs currently offered, does not mean districts need to get rid of their programs they have.

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Areas marked as Partially Developed or Not Evident are places to make notes so further learning or modifications can happen.

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The K-3 LC review guide should be used to reflect on curriculum and instruction, not to discard all of current curriculum.

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What will it look like for districts not based in scientific research? Where will districts find the resources to supplement areas that need more work?

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Instruction, assessment and curriculum are key for the implementation of Effective Literacy Instruction.

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The review guide provides high level guidance, almost like a "roadmap" to assist districts

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Notice

Background information on how children grow over time is included in the cover page of each competency.

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dedicated pages for each grade on best practices, instructional considerations expand on these practices to implement them with greater intentionality

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This guide identifies the best practice literacy instruction and practices based upon the Science of Reading and Culturally Responsive teaching with a focus on environment and experiences.

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I wonder what areas of our current programming will need to be revised or supplemented?

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Time is always and issue. When can we get additional time for further learning and to make modifications?

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This is a guide for best practices, specific to each grade. The expectation is for teachers to teach in a very intentional way to develop students' literacy skills

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Will we be modifying or revising parts of our current programs?

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Do all staff members have the same understanding of the Science of Reading and has everyone has some time of professional development in the Science of Reading

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P. 5 highlights our diverse learners and how to support them in the classroom. Multilingual learners and/or students with disabilities must have access to the general education curriculum and require intentional support with appropriate supports, services, and accommodations to support the curriculum learning.

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I wonder how our current writing curriculum measures with this tool

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I wonder if they give clear guidelines on how to intentionally support students below grade level within Tier 1 instruction.

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I wonder about the assessment component, especially regarding comprehension.

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Multilingual learners supports should combine home language and cultural background with learning. Finding similarities and differences between home language and English is key. Visuals and teaching vocabulary are important in instruction.