- 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

(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?

- 3x year Benchmark Screening

- 1x month progress-monitoring

- Informal weekly or daily checks

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.))

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

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?

(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.?)

(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?)

(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?)

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?

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?

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

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

(date).