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| **Self Assessment    | The School Level Self Assessment Tool is part |
| Tools for Teachers,  | of a set of three instruments intended to be  |
| Schools and          | used together to begin a process for planning |
| Districts**          | to sustain evidence-based reading initiatives |
|                      | at the local level. Used as a needs           |
|                      | assessment, the material will (1) promote     |
|                      | reflection on current areas of strength in    |
|                      | implementing and sustaining scientifically    |
|                      | based reading instruction, (2) spark          |
|                      | conversations among staff, and (3) facilitate |
|                      | identification of areas that are important    |
|                      | for sustainability.                           |
+----------------------+-----------------------------------------------+
|                      |                                               |
+----------------------+-----------------------------------------------+
| **Background**       | Throughout the self assessment, many          |
|                      | references are made to "scientifically-based  |
|                      | research" and "research-based" reading        |
|                      | practices. The Reading First initiative is    |
|                      | based on the findings of research, in         |
|                      | particular the five elements of effective     |
|                      | reading instruction identified in 2000 by the |
|                      | National Reading Panel---phonemic awareness,  |
|                      | phonics, fluency, vocabulary, and             |
|                      | comprehension. If the users of this self      |
|                      | assessment feel the need for a brief          |
|                      | refresher on the research findings on         |
|                      | effective reading instruction, the *Guidance  |
|                      | for the Reading First Program*                |
|                      | (http://w                                     |
|                      | ww.ed.gov/programs/readingfirst/guidance.pdf) |
|                      | document, especially the "Components of an    |
|                      | Effective Reading Program" section found on   |
|                      | page 3, will help put all of the indicator    |
|                      | statements describing effective Reading First |
|                      | implementation in proper context and          |
|                      | perspective. A complete description of the    |
|                      | elements of effective reading instruction can |
|                      | be found in the Reading First legislation     |
|                      | (http://                                      |
|                      | www.ed.gov/policy/elsec/leg/esea02/pg4.html). |
+----------------------+-----------------------------------------------+
|                      |                                               |
+----------------------+-----------------------------------------------+
| **Understanding and  | The quality indicator statements in the self  |
| Using the Self       | assessment were drawn from the findings of    |
| Assessment**         | research and literature on effective          |
|                      | sustainability practices, where               |
|                      | sustainability is defined as the ability of a |
|                      | program to operate on its core beliefs and    |
|                      | values (its reading culture) and use them to  |
|                      | guide essential and inevitable program        |
|                      | adaptations over time while maintaining       |
|                      | improved outcomes (adapted from Century and   |
|                      | Levy, 2002).                                  |
|                      |                                               |
|                      | The statements are organized around three     |
|                      | functions that the school reading team        |
|                      | performs as it develops and implements        |
|                      | research-based reading instruction. Those     |
|                      | functions are:                                |
|                      |                                               |
|                      | -   Nurture the school reading culture;       |
|                      |                                               |
|                      | -   Lead the learning; and                    |
|                      |                                               |
|                      | -   Use data to lead and guide decisions.     |
|                      |                                               |
|                      | The School Level Self Assessment, and its     |
|                      | companion pieces, the Classroom and District  |
|                      | Self Assessments, may be used in a variety of |
|                      | ways, depending on local context. However     |
|                      | there are two common factors that you will    |
|                      | want to incorporate into your use of the      |
|                      | local self assessment tool set.               |
|                      |                                               |
|                      | First, the ratings in the instrument should   |
|                      | be based on evidence and not perceptions      |
|                      | alone. Each item in the instrument has        |
|                      | suggested sources of evidence and reflection  |
|                      | questions to guide you on this path.          |
|                      |                                               |
|                      | Second, the use of the instruments should     |
|                      | include a combination of individual thought   |
|                      | and group discussion and consensus. For       |
|                      | example, you may want to ask individuals to   |
|                      | complete the rating form and synthesize their |
|                      | conclusions on what's working that will       |
|                      | support sustainability and what needs to be   |
|                      | developed to support sustainability on the    |
|                      | first "Begin to Plan" Worksheet at the end of |
|                      | the self assessment tool. Appropriate         |
|                      | individuals to engage in this exercise might  |
|                      | include:                                      |
|                      |                                               |
|                      | -   Teachers complete the                     |
|                      |     [classroom]{.underline} self assessment;  |
|                      |                                               |
|                      | -   School level reading teams complete the   |
|                      |     [school]{.underline}                      |
|                      |                                               |
|                      | > assessment; and                             |
|                      |                                               |
|                      | -   District staff with a stake in reading    |
|                      |     achievement                               |
|                      |                                               |
|                      | > complete the [district]{.underline} self    |
|                      | > assessment.                                 |
|                      |                                               |
|                      | Then, you may want to convene group meetings  |
|                      | to combine conclusions from all three of the  |
|                      | local instruments: classroom self assessment, |
|                      | school self assessment and district self      |
|                      | assessment. The second Begin to Plan          |
|                      | Worksheet is suggested as a place to capture  |
|                      | consensus from group discussions.             |
+----------------------+-----------------------------------------------+
| **Understanding and  |                                               |
| Using the Self       |                                               |
| Assessment**         |                                               |
+----------------------+-----------------------------------------------+
| **Next Steps**       | With your needs assessment completed, you     |
|                      | will be ready to move into developing and     |
|                      | implementing a sustainability plan. The       |
|                      | Sustain Reading First Website contains        |
|                      | additional resources to assist you, including |
|                      | practical guidance on sustaining elements of  |
|                      | evidence based reading programs, how to cover |
|                      | recurring resource needs, and training        |
|                      | opportunities or workshop materials.          |
+----------------------+-----------------------------------------------+
|                      |                                               |
+----------------------+-----------------------------------------------+

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+----------------------------------+----------------------+---+---+---+---+
| # School leaders...              |                      |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| A.  Nurture the school reading   |                      |   |   |   |   |
|     culture, by:                 |                      |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 1.  Taking action to ensure      |                      | I |   |   |   |
|     continued implementation of  |                      | m |   |   |   |
|     the essential elements of    |                      | p |   |   |   |
|     scientifically based reading |                      | l |   |   |   |
|     instruction.                 |                      | e |   |   |   |
|                                  |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | [Guiding             |   |   |   |   |
| ### Possible Sources of Evidence | Qu                   |   |   |   |   |
|                                  | estions]{.underline} |   |   |   |   |
| -   School literacy plan;        |                      |   |   |   |   |
|                                  | -   What actions     |   |   |   |   |
| -   action plan or school        |     have the         |   |   |   |   |
|     improvement plan; and        |     principal and    |   |   |   |   |
|                                  |     other school     |   |   |   |   |
| -   teacher interviews.          |     leaders taken to |   |   |   |   |
|                                  |     continue         |   |   |   |   |
|                                  |     promoting        |   |   |   |   |
|                                  |     implementation   |   |   |   |   |
|                                  |     of Reading First |   |   |   |   |
|                                  |     elements?        |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   Do teachers      |   |   |   |   |
|                                  |     report that the  |   |   |   |   |
|                                  |     principal        |   |   |   |   |
|                                  |     actively         |   |   |   |   |
|                                  |     promotes         |   |   |   |   |
|                                  |     continued        |   |   |   |   |
|                                  |     implementation   |   |   |   |   |
|                                  |     of the elements  |   |   |   |   |
|                                  |     of effective     |   |   |   |   |
|                                  |     reading          |   |   |   |   |
|                                  |     instruction?     |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   In what ways     |   |   |   |   |
|                                  |     does the         |   |   |   |   |
|                                  |     principal and    |   |   |   |   |
|                                  |     other school     |   |   |   |   |
|                                  |     leaders support  |   |   |   |   |
|                                  |     direct explicit  |   |   |   |   |
|                                  |     instruction? the |   |   |   |   |
|                                  |     90-minute        |   |   |   |   |
|                                  |     reading block?   |   |   |   |   |
|                                  |     application of   |   |   |   |   |
|                                  |     the three-tiered |   |   |   |   |
|                                  |     approach to      |   |   |   |   |
|                                  |     intervention?    |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 2.  Establishing and             |                      | I |   |   |   |
|     communicating high           |                      | m |   |   |   |
|     expectations for all staff   |                      | p |   |   |   |
|     related to student           |                      | l |   |   |   |
|     achievement.                 |                      | e |   |   |   |
|                                  |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | ##                   |   |   |   |   |
| ### Possible Sources of Evidence | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   Written expectations for     | -   Can you identify |   |   |   |   |
|     students and for staff;      |     written          |   |   |   |   |
|                                  |     communications   |   |   |   |   |
| -   teacher interviews;          |     which convey     |   |   |   |   |
|                                  |     high             |   |   |   |   |
| -   written belief statements,   |     expectations for |   |   |   |   |
|     guiding principles and       |     teachers around  |   |   |   |   |
|     descriptions of common       |     teaching and     |   |   |   |   |
|     evidence-based practices;    |     learning? Name   |   |   |   |   |
|     and                          |     specific         |   |   |   |   |
|                                  |     instances when   |   |   |   |   |
| -   staff reports.               |     teachers         |   |   |   |   |
|                                  |     reported that    |   |   |   |   |
|                                  |     the principal    |   |   |   |   |
|                                  |     communicates     |   |   |   |   |
|                                  |     high             |   |   |   |   |
|                                  |     expectations in  |   |   |   |   |
|                                  |     writing and in   |   |   |   |   |
|                                  |     conversation     |   |   |   |   |
|                                  |     (meetings,       |   |   |   |   |
|                                  |     informal         |   |   |   |   |
|                                  |     conversation).   |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   How do the       |   |   |   |   |
|                                  |     principal and    |   |   |   |   |
|                                  |     staff work to    |   |   |   |   |
|                                  |     reach consensus  |   |   |   |   |
|                                  |     on values, norms |   |   |   |   |
|                                  |     and beliefs      |   |   |   |   |
|                                  |     regarding        |   |   |   |   |
|                                  |     reading          |   |   |   |   |
|                                  |     practices and    |   |   |   |   |
|                                  |     student          |   |   |   |   |
|                                  |     outcomes?        |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   When has staff   |   |   |   |   |
|                                  |     articulated what |   |   |   |   |
|                                  |     the values,      |   |   |   |   |
|                                  |     norms and common |   |   |   |   |
|                                  |     practices are?   |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+

+----------------------------------+----------------------+---+---+---+---+
| 3.  Creating a plan with clearly |                      | I |   |   |   |
|     defined roles,               |                      | m |   |   |   |
|     responsibilities, and goals  |                      | p |   |   |   |
|     for the school to guide      |                      | l |   |   |   |
|     teaching and learning in     |                      | e |   |   |   |
|     reading.                     |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| ##                               | ##                   |   |   |   |   |
| ## Possible Sources of Evidence  | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   Written reading action plan; | -   Which of the     |   |   |   |   |
|                                  |     documents cited  |   |   |   |   |
| -   literacy plan;               |     as possible      |   |   |   |   |
|                                  |     sources of       |   |   |   |   |
| -   reading goals and strategies |     evidence exist,  |   |   |   |   |
|     in school improvement plan;  |     and do they      |   |   |   |   |
|     and                          |     convey roles,    |   |   |   |   |
|                                  |     goals,           |   |   |   |   |
| -   teacher interviews.          |     expectations and |   |   |   |   |
|                                  |     strategies for   |   |   |   |   |
|                                  |     improving        |   |   |   |   |
|                                  |     student outcomes |   |   |   |   |
|                                  |     in reading? Do   |   |   |   |   |
|                                  |     staff members    |   |   |   |   |
|                                  |     often articulate |   |   |   |   |
|                                  |     the goals and    |   |   |   |   |
|                                  |     strategies?      |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   How do staff     |   |   |   |   |
|                                  |     share the        |   |   |   |   |
|                                  |     responsibility   |   |   |   |   |
|                                  |     and hold each    |   |   |   |   |
|                                  |     other            |   |   |   |   |
|                                  |     accountable for  |   |   |   |   |
|                                  |     improving        |   |   |   |   |
|                                  |     student reading  |   |   |   |   |
|                                  |     achievement? Can |   |   |   |   |
|                                  |     you identify     |   |   |   |   |
|                                  |     specific written |   |   |   |   |
|                                  |     communications   |   |   |   |   |
|                                  |     or reports from  |   |   |   |   |
|                                  |     staff verifying  |   |   |   |   |
|                                  |     that this        |   |   |   |   |
|                                  |     guiding          |   |   |   |   |
|                                  |     principal of     |   |   |   |   |
|                                  |     shared           |   |   |   |   |
|                                  |     responsibility   |   |   |   |   |
|                                  |     is communicated  |   |   |   |   |
|                                  |     and that staff   |   |   |   |   |
|                                  |     understand its   |   |   |   |   |
|                                  |     implications for |   |   |   |   |
|                                  |     their work?      |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 4.  Cultivating a strong Reading |                      | I |   |   |   |
|     First identity in the        |                      | m |   |   |   |
|     community and sharing        |                      | p |   |   |   |
|     results and successes with   |                      | l |   |   |   |
|     all major stakeholders.      |                      | e |   |   |   |
|                                  |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | ##                   |   |   |   |   |
| ### Possible Sources of Evidence | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   Interviews with key parents  | -   In what ways do  |   |   |   |   |
|     and community members; and   |     interviews with  |   |   |   |   |
|                                  |     parents and key  |   |   |   |   |
| -   parent / district /          |     community        |   |   |   |   |
|     community reports of         |     members indicate |   |   |   |   |
|     results.                     |     that they are    |   |   |   |   |
|                                  |     aware of the     |   |   |   |   |
|                                  |     Reading First    |   |   |   |   |
|                                  |     program and have |   |   |   |   |
|                                  |     they received    |   |   |   |   |
|                                  |     reports of       |   |   |   |   |
|                                  |     results? Are     |   |   |   |   |
|                                  |     sample reports   |   |   |   |   |
|                                  |     available?       |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   What other       |   |   |   |   |
|                                  |     indications of   |   |   |   |   |
|                                  |     community        |   |   |   |   |
|                                  |     awareness of the |   |   |   |   |
|                                  |     reading culture  |   |   |   |   |
|                                  |     can you          |   |   |   |   |
|                                  |     identify?        |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 5.  Developing school            |                      | I |   |   |   |
|     capacities, such as          |                      | m |   |   |   |
|     policies, programs,          |                      | p |   |   |   |
|     standards, professional      |                      | l |   |   |   |
|     development, hiring          |                      | e |   |   |   |
|     practices and promotion      |                      | m |   |   |   |
|     procedures; and promoting    |                      | e |   |   |   |
|     their effective              |                      | n |   |   |   |
|     implementation.              |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| > [Possible Sources of           | ##                   |   |   |   |   |
| > Evidence]{.underline}          | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   Written evidence of school   | -   What documents   |   |   |   |   |
|     capacity; and                |     of those         |   |   |   |   |
|                                  |     identified as    |   |   |   |   |
| -   written policies and         |     possible sources |   |   |   |   |
|     procedures regarding school  |     of evidence      |   |   |   |   |
|     reading practices.           |     exist? How are   |   |   |   |   |
|                                  |     they used to     |   |   |   |   |
|                                  |     guide staff      |   |   |   |   |
|                                  |     implementation   |   |   |   |   |
|                                  |     of the program?  |   |   |   |   |
|                                  |     How does the     |   |   |   |   |
|                                  |     principal and/or |   |   |   |   |
|                                  |     leadership team  |   |   |   |   |
|                                  |     use these        |   |   |   |   |
|                                  |     documents in     |   |   |   |   |
|                                  |     working with     |   |   |   |   |
|                                  |     teachers on      |   |   |   |   |
|                                  |     implementation   |   |   |   |   |
|                                  |     of the program?  |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+

+----------------------------------+----------------------+---+---+---+---+
| 6.  Scheduling appropriate time  |                      | I |   |   |   |
|     on a regular basis for       |                      | m |   |   |   |
|     teachers to collaborate and  |                      | p |   |   |   |
|     share collective knowledge   |                      | l |   |   |   |
|     and effective practices in   |                      | e |   |   |   |
|     reading.                     |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | ##                   |   |   |   |   |
| ### Possible Sources of Evidence | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   Written schedules for staff  | -   Do schedules,    |   |   |   |   |
|     training, meetings, and      |     meeting notes or |   |   |   |   |
|     collaboration; and           |     other records of |   |   |   |   |
|                                  |     collaboration    |   |   |   |   |
| -   teacher interviews.          |     exist?           |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   In what ways do  |   |   |   |   |
|                                  |     teachers work    |   |   |   |   |
|                                  |     collaboratively  |   |   |   |   |
|                                  |     on a regular     |   |   |   |   |
|                                  |     basis to         |   |   |   |   |
|                                  |     strengthen       |   |   |   |   |
|                                  |     reading          |   |   |   |   |
|                                  |     instruction?     |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| ####                             | ####                 |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+

+----------------------------------+----------------------+---+---+---+---+
| # School leaders...              |                      |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| B.  Lead the learning, by:       |                      |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 7.  Scheduling adequate          |                      | I |   |   |   |
|     instructional time for all   |                      | m |   |   |   |
|     students while protecting    |                      | p |   |   |   |
|     the 90-minute block.         |                      | l |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | [Guiding             |   |   |   |   |
| ### Possible Sources of Evidence | Qu                   |   |   |   |   |
|                                  | estions]{.underline} |   |   |   |   |
| -   School schedule; and         |                      |   |   |   |   |
|                                  | -   Does the         |   |   |   |   |
| -   interviews with staff.       |     school's         |   |   |   |   |
|                                  |     schedule allow   |   |   |   |   |
|                                  |     adequate         |   |   |   |   |
|                                  |     instructional    |   |   |   |   |
|                                  |     time for all     |   |   |   |   |
|                                  |     students while   |   |   |   |   |
|                                  |     protecting the   |   |   |   |   |
|                                  |     90-minute block? |   |   |   |   |
|                                  |     If not, what     |   |   |   |   |
|                                  |     steps will be    |   |   |   |   |
|                                  |     taken to         |   |   |   |   |
|                                  |     establish a      |   |   |   |   |
|                                  |     schedule that    |   |   |   |   |
|                                  |     does provide     |   |   |   |   |
|                                  |     adequate time?   |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   When are support |   |   |   |   |
|                                  |     services- i.e.,  |   |   |   |   |
|                                  |     speech &         |   |   |   |   |
|                                  |     language, ESL,   |   |   |   |   |
|                                  |     occupational     |   |   |   |   |
|                                  |     therapy,         |   |   |   |   |
|                                  |     physical         |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  |    therapy-currently |   |   |   |   |
|                                  |     scheduled? How   |   |   |   |   |
|                                  |     can these        |   |   |   |   |
|                                  |     services be      |   |   |   |   |
|                                  |     scheduled so     |   |   |   |   |
|                                  |     they do not      |   |   |   |   |
|                                  |     interfere with   |   |   |   |   |
|                                  |     the 90-minute    |   |   |   |   |
|                                  |     block?           |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 8.  Actively promoting the       |                      | I |   |   |   |
|     implementation of            |                      | m |   |   |   |
|     research-based strategies,   |                      | p |   |   |   |
|     while supporting the efforts |                      | l |   |   |   |
|     of the reading coach to help |                      | e |   |   |   |
|     teachers daily in applying   |                      | m |   |   |   |
|     promising reading            |                      | e |   |   |   |
|     strategies.                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | ##                   |   |   |   |   |
| ### Possible Sources of Evidence | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   Staff meeting agendas,       | -   What evidence is |   |   |   |   |
|     principal written            |     there to         |   |   |   |   |
|     communications, coaching     |     indicate that    |   |   |   |   |
|     plans and follow-up; and     |     the principal    |   |   |   |   |
|                                  |     and school       |   |   |   |   |
| -   interviews with teachers.    |     leaders promote  |   |   |   |   |
|                                  |     these            |   |   |   |   |
|                                  |     strategies? Do   |   |   |   |   |
|                                  |     staff report     |   |   |   |   |
|                                  |     this?            |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   In what ways do  |   |   |   |   |
|                                  |     coaching plans   |   |   |   |   |
|                                  |     reflect coach    |   |   |   |   |
|                                  |     efforts to help  |   |   |   |   |
|                                  |     teachers         |   |   |   |   |
|                                  |     implement such   |   |   |   |   |
|                                  |     strategies in    |   |   |   |   |
|                                  |     the classroom?   |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| ####                             | ####                 |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+

+----------------------------------+----------------------+---+---+---+---+
| 9.  Making frequent informal     |                      | I |   |   |   |
|     visits to classrooms to      |                      | m |   |   |   |
|     observe reading instruction  |                      | p |   |   |   |
|     and engaging staff in        |                      | l |   |   |   |
|     reflective dialogue on       |                      | e |   |   |   |
|     teaching reading as a        |                      | m |   |   |   |
|     regular practice to develop  |                      | e |   |   |   |
|     staff skills around student  |                      | n |   |   |   |
|     learning.                    |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | ##                   |   |   |   |   |
| ### Possible Sources of Evidence | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   Notes from principal         | -   Do teachers and  |   |   |   |   |
|     walkthroughs; and            |     the principal    |   |   |   |   |
|                                  |     report that the  |   |   |   |   |
| -   teacher interviews.          |     principal visits |   |   |   |   |
|                                  |     the classroom    |   |   |   |   |
|                                  |     regularly during |   |   |   |   |
|                                  |     reading time?    |   |   |   |   |
|                                  |     What do they     |   |   |   |   |
|                                  |     report is        |   |   |   |   |
|                                  |     discussed in     |   |   |   |   |
|                                  |     follow-up        |   |   |   |   |
|                                  |     conversations    |   |   |   |   |
|                                  |     focused on       |   |   |   |   |
|                                  |     teaching and     |   |   |   |   |
|                                  |     learning in      |   |   |   |   |
|                                  |     reading?         |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 10. Establishing student focused |                      | I |   |   |   |
|     grade level reading teams    |                      | m |   |   |   |
|     and assuring the productive  |                      | p |   |   |   |
|     functioning of these groups  |                      | l |   |   |   |
|     and implementation of the    |                      | e |   |   |   |
|     resulting actions.           |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | ##                   |   |   |   |   |
| ### Possible Sources of Evidence | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   Grade level team membership  | -   What             |   |   |   |   |
|     list, meeting schedules,     |     documentation    |   |   |   |   |
|     agendas and notes of         |     exists that      |   |   |   |   |
|     meetings; and                |     reflects active  |   |   |   |   |
|                                  |     teams which meet |   |   |   |   |
| -   interviews with staff.       |     regularly with   |   |   |   |   |
|                                  |     coach and        |   |   |   |   |
|                                  |     principal        |   |   |   |   |
|                                  |     involvement?     |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   Do coach and     |   |   |   |   |
|                                  |     principal report |   |   |   |   |
|                                  |     briefings take   |   |   |   |   |
|                                  |     place when one   |   |   |   |   |
|                                  |     of them is       |   |   |   |   |
|                                  |     unable to attend |   |   |   |   |
|                                  |     a meeting?       |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   Do meeting notes |   |   |   |   |
|                                  |     and staff        |   |   |   |   |
|                                  |     reports indicate |   |   |   |   |
|                                  |     that coach and   |   |   |   |   |
|                                  |     principal        |   |   |   |   |
|                                  |     follow-up to     |   |   |   |   |
|                                  |     assure that      |   |   |   |   |
|                                  |     plans developed  |   |   |   |   |
|                                  |     at the meeting   |   |   |   |   |
|                                  |     are implemented? |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   Do meeting notes |   |   |   |   |
|                                  |     indicate coach   |   |   |   |   |
|                                  |     and principal    |   |   |   |   |
|                                  |     attendance?      |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   Does staff       |   |   |   |   |
|                                  |     report that the  |   |   |   |   |
|                                  |     coach and        |   |   |   |   |
|                                  |     principal attend |   |   |   |   |
|                                  |     these meetings?  |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 11. Hiring new staff that        |                      | I |   |   |   |
|     support and complement the   |                      | m |   |   |   |
|     reading vision.              |                      | p |   |   |   |
|                                  |                      | l |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | ##                   |   |   |   |   |
| ### Possible Sources of Evidence | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   Written hiring guidelines;   | -   Do hiring        |   |   |   |   |
|     and                          |     guidelines       |   |   |   |   |
|                                  |     exist? How are   |   |   |   |   |
| -   interviews with recently     |     leadership team  |   |   |   |   |
|     hired staff.                 |     members involved |   |   |   |   |
|                                  |     in the hiring    |   |   |   |   |
|                                  |     process for      |   |   |   |   |
|                                  |     teachers,        |   |   |   |   |
|                                  |     coaches or       |   |   |   |   |
|                                  |     principals?      |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   What steps are   |   |   |   |   |
|                                  |     taken to ensure  |   |   |   |   |
|                                  |     that new staff   |   |   |   |   |
|                                  |     come with the    |   |   |   |   |
|                                  |     orientation and  |   |   |   |   |
|                                  |     some of the      |   |   |   |   |
|                                  |     knowledge needed |   |   |   |   |
|                                  |     to implement     |   |   |   |   |
|                                  |     scientifically   |   |   |   |   |
|                                  |     based reading    |   |   |   |   |
|                                  |     instruction?     |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+

+----------------------------------+----------------------+---+---+---+---+
| 12. Providing opportunities for  |                      | I |   |   |   |
|     staff to grow as building    |                      | m |   |   |   |
|     leaders in reading and       |                      | p |   |   |   |
|     encouraging strong reading   |                      | l |   |   |   |
|     leaders to consider working  |                      | e |   |   |   |
|     toward positions as coach or |                      | m |   |   |   |
|     principal.                   |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| #                                | ##                   |   |   |   |   |
| ### Possible Sources of Evidence | ## Guiding Questions |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   Leadership and grade level   | -   Do staff report  |   |   |   |   |
|     team meeting notes;          |     opportunities to |   |   |   |   |
|                                  |     participate in   |   |   |   |   |
| -   documents listing job        |     leadership       |   |   |   |   |
|     openings and candidates; and |     roles?           |   |   |   |   |
|                                  |                      |   |   |   |   |
| -   staff interviews.            | -   Do meeting notes |   |   |   |   |
|                                  |     reflect change   |   |   |   |   |
|                                  |     in membership    |   |   |   |   |
|                                  |     over time?       |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   Can you identify |   |   |   |   |
|                                  |     times when new   |   |   |   |   |
|                                  |     members were     |   |   |   |   |
|                                  |     rotated onto the |   |   |   |   |
|                                  |     building reading |   |   |   |   |
|                                  |     leadership team? |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   How has the      |   |   |   |   |
|                                  |     facilitation of  |   |   |   |   |
|                                  |     grade level team |   |   |   |   |
|                                  |     meetings been    |   |   |   |   |
|                                  |     shared by        |   |   |   |   |
|                                  |     different team   |   |   |   |   |
|                                  |     members?         |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   Have staff been  |   |   |   |   |
|                                  |     encouraged to    |   |   |   |   |
|                                  |     make             |   |   |   |   |
|                                  |     presentations to |   |   |   |   |
|                                  |     colleagues at    |   |   |   |   |
|                                  |     staff meetings?  |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   Do staff report  |   |   |   |   |
|                                  |     receiving        |   |   |   |   |
|                                  |     encouragement to |   |   |   |   |
|                                  |     grow as leaders  |   |   |   |   |
|                                  |     and consider     |   |   |   |   |
|                                  |     openings in      |   |   |   |   |
|                                  |     leadership       |   |   |   |   |
|                                  |     positions?       |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+

+----------------------------------+---+----------------------+---+---+---+---+
| # School leaders...              |   |                      |   |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
| C.  Use data to lead and guide   |   |                      |   |   |   |   |
|     decisions, by:               |   |                      |   |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
| 13. Using data regularly to      |   |                      | I |   |   |   |
|     monitor outcomes, assure     |   |                      | m |   |   |   |
|     continuous progress, guide   |   |                      | p |   |   |   |
|     change, implement needed     |   |                      | l |   |   |   |
|     interventions, and           |   |                      | e |   |   |   |
|     determining adequacy of      |   |                      | m |   |   |   |
|     progress toward the mission  |   |                      | e |   |   |   |
|     and vision.                  |   |                      | n |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | a |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | i |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | P |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | g |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | e |   |   |   |
|                                  |   |                      | s |   |   |   |
|                                  |   |                      | s |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
|                                  |   |                      | 4 | 3 | 2 | 1 |
+----------------------------------+---+----------------------+---+---+---+---+
| #                                | # |                      |   |   |   |   |
| ### Possible Sources of Evidence | # |                      |   |   |   |   |
|                                  | # |                      |   |   |   |   |
| -   Records of data review       | # |                      |   |   |   |   |
|     sessions (action plans, team |   |                      |   |   |   |   |
|     meeting agendas, etc.); and  | G |                      |   |   |   |   |
|                                  | u |                      |   |   |   |   |
| -   principal and coach          | i |                      |   |   |   |   |
|     interviews.                  | d |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | g |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | Q |                      |   |   |   |   |
|                                  | u |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | - |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | D |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
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|                                  | e |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | g |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | a |                      |   |   |   |   |
|                                  | c |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | ? |                      |   |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
| 14. Recognizing and affirming    |   |                      | I |   |   |   |
|     teachers regularly, and      |   |                      | m |   |   |   |
|     celebrating the schools      |   |                      | p |   |   |   |
|     success, based on data       |   |                      | l |   |   |   |
|     indicating that collective   |   |                      | e |   |   |   |
|     efforts have resulted in     |   |                      | m |   |   |   |
|     increased student            |   |                      | e |   |   |   |
|     achievement.                 |   |                      | n |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | a |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | i |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | P |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | g |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | e |   |   |   |
|                                  |   |                      | s |   |   |   |
|                                  |   |                      | s |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
|                                  |   |                      | 4 | 3 | 2 | 1 |
+----------------------------------+---+----------------------+---+---+---+---+
| #                                | # |                      |   |   |   |   |
| ### Possible Sources of Evidence | # |                      |   |   |   |   |
|                                  | # |                      |   |   |   |   |
| -   Records of staff             | # |                      |   |   |   |   |
|     recognition; and             |   |                      |   |   |   |   |
|                                  | G |                      |   |   |   |   |
| -   teacher interviews.          | u |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | d |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | g |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | Q |                      |   |   |   |   |
|                                  | u |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | s |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | - |                      |   |   |   |   |
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|                                  | m |                      |   |   |   |   |
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|                                  | u |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | t |                      |   |   |   |   |
|                                  | y |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  | i |                      |   |   |   |   |
|                                  | n |                      |   |   |   |   |
|                                  | v |                      |   |   |   |   |
|                                  | o |                      |   |   |   |   |
|                                  | l |                      |   |   |   |   |
|                                  | v |                      |   |   |   |   |
|                                  | e |                      |   |   |   |   |
|                                  | d |                      |   |   |   |   |
|                                  | ? |                      |   |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
| 15. Establishing a building      |   |                      | I |   |   |   |
|     reading leadership team that |   |                      | m |   |   |   |
|     shares the responsibilities  |   |                      | p |   |   |   |
|     of reviewing data and        |   |                      | l |   |   |   |
|     guiding the continuous       |   |                      | e |   |   |   |
|     improvement of the reading   |   |                      | m |   |   |   |
|     program.                     |   |                      | e |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | a |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | i |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | P |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | g |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | e |   |   |   |
|                                  |   |                      | s |   |   |   |
|                                  |   |                      | s |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
|                                  |   |                      | 4 | 3 | 2 | 1 |
+----------------------------------+---+----------------------+---+---+---+---+
| #                                |   | ##                   |   |   |   |   |
| ### Possible Sources of Evidence |   | ## Guiding Questions |   |   |   |   |
|                                  |   |                      |   |   |   |   |
| -   Membership of building       |   | -   Do reviewed      |   |   |   |   |
|     reading team;                |   |     records indicate |   |   |   |   |
|                                  |   |     an active,       |   |   |   |   |
| -   agendas and notes from       |   |     productive       |   |   |   |   |
|     reading leadership team      |   |     leadership team  |   |   |   |   |
|     meetings and professional    |   |     is in place and  |   |   |   |   |
|     development sessions;        |   |     that the         |   |   |   |   |
|                                  |   |     principal and    |   |   |   |   |
| -   schedules for grade level    |   |     coach are        |   |   |   |   |
|     team meetings; and           |   |     actively         |   |   |   |   |
|                                  |   |     involved in it?  |   |   |   |   |
| -   interviews with staff.       |   |                      |   |   |   |   |
|                                  |   | -   Do staff         |   |   |   |   |
|                                  |   |     interviews       |   |   |   |   |
|                                  |   |     indicate that    |   |   |   |   |
|                                  |   |     the principal    |   |   |   |   |
|                                  |   |     regularly        |   |   |   |   |
|                                  |   |     attends meetings |   |   |   |   |
|                                  |   |     of this group to |   |   |   |   |
|                                  |   |     review data and  |   |   |   |   |
|                                  |   |     make             |   |   |   |   |
|                                  |   |     recommendations? |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   | -   How does the     |   |   |   |   |
|                                  |   |     principal engage |   |   |   |   |
|                                  |   |     this group in    |   |   |   |   |
|                                  |   |     program audits   |   |   |   |   |
|                                  |   |     and planning for |   |   |   |   |
|                                  |   |     improvement,     |   |   |   |   |
|                                  |   |     including staff  |   |   |   |   |
|                                  |   |     development      |   |   |   |   |
|                                  |   |     planning?        |   |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
| 16. Anticipating, influencing,   |   |                      | I |   |   |   |
|     and effectively responding   |   |                      | m |   |   |   |
|     to the changes in priorities |   |                      | p |   |   |   |
|     that might undermine the     |   |                      | l |   |   |   |
|     evidence based reading       |   |                      | e |   |   |   |
|     program in the school.       |   |                      | m |   |   |   |
|                                  |   |                      | e |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | a |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | i |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | P |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | g |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | e |   |   |   |
|                                  |   |                      | s |   |   |   |
|                                  |   |                      | s |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
|                                  |   |                      | 4 | 3 | 2 | 1 |
+----------------------------------+---+----------------------+---+---+---+---+
| #                                |   | ##                   |   |   |   |   |
| ### Possible Sources of Evidence |   | ## Guiding Questions |   |   |   |   |
|                                  |   |                      |   |   |   |   |
| -   Written notes from staff     |   | -   In what ways do  |   |   |   |   |
|     meetings;                    |   |     written          |   |   |   |   |
|                                  |   |     communications   |   |   |   |   |
| -   written                      |   |     or reports from  |   |   |   |   |
|     notes/recommendations from   |   |     staff indicate   |   |   |   |   |
|     district and/or state        |   |     that pressures   |   |   |   |   |
|     meetings; and                |   |     to change        |   |   |   |   |
|                                  |   |     priorities are   |   |   |   |   |
| -   staff interviews.            |   |     addressed        |   |   |   |   |
|                                  |   |     effectively so   |   |   |   |   |
|                                  |   |     that a focus can |   |   |   |   |
|                                  |   |     remain on the    |   |   |   |   |
|                                  |   |     reading          |   |   |   |   |
|                                  |   |     initiative?      |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   | -   Does staff       |   |   |   |   |
|                                  |   |     report that the  |   |   |   |   |
|                                  |   |     principal and    |   |   |   |   |
|                                  |   |     school leaders   |   |   |   |   |
|                                  |   |     are effective in |   |   |   |   |
|                                  |   |     maintaining the  |   |   |   |   |
|                                  |   |     focus on student |   |   |   |   |
|                                  |   |     achievement in   |   |   |   |   |
|                                  |   |     reading?         |   |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
| 17. Recruiting resources and     |   |                      | I |   |   |   |
|     support for the school's     |   |                      | m |   |   |   |
|     reading program and revising |   |                      | p |   |   |   |
|     the allocation of recurring  |   |                      | l |   |   |   |
|     resources to most closely    |   |                      | e |   |   |   |
|     align with the reading       |   |                      | m |   |   |   |
|     priority.                    |   |                      | e |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | a |   |   |   |
|                                  |   |                      | t |   |   |   |
|                                  |   |                      | i |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | n |   |   |   |
|                                  |   |                      | P |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | o |   |   |   |
|                                  |   |                      | g |   |   |   |
|                                  |   |                      | r |   |   |   |
|                                  |   |                      | e |   |   |   |
|                                  |   |                      | s |   |   |   |
|                                  |   |                      | s |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
|                                  |   |                      | 4 | 3 | 2 | 1 |
+----------------------------------+---+----------------------+---+---+---+---+
| #                                |   | ##                   |   |   |   |   |
| ### Possible Sources of Evidence |   | ## Guiding Questions |   |   |   |   |
|                                  |   |                      |   |   |   |   |
| -   School budget documents;     |   | -   How does the     |   |   |   |   |
|                                  |   |     principal        |   |   |   |   |
| -   budget presentation          |   |     communicate      |   |   |   |   |
|     documents; and               |   |     results and      |   |   |   |   |
|                                  |   |     convey needs for |   |   |   |   |
| -   staff interviews.            |   |     the school       |   |   |   |   |
|                                  |   |     reading program? |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   | -   At what times    |   |   |   |   |
|                                  |   |     did the school   |   |   |   |   |
|                                  |   |     leadership team  |   |   |   |   |
|                                  |   |     review and       |   |   |   |   |
|                                  |   |     analyze the      |   |   |   |   |
|                                  |   |     allocation of    |   |   |   |   |
|                                  |   |     the recurring    |   |   |   |   |
|                                  |   |     resources that   |   |   |   |   |
|                                  |   |     are received     |   |   |   |   |
|                                  |   |     each year?       |   |   |   |   |
|                                  |   |                      |   |   |   |   |
|                                  |   | -   What resources   |   |   |   |   |
|                                  |   |     were reallocated |   |   |   |   |
|                                  |   |     to support needs |   |   |   |   |
|                                  |   |     identified by    |   |   |   |   |
|                                  |   |     student reading  |   |   |   |   |
|                                  |   |     results?         |   |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+
| ####                             |   |                      |   |   |   |   |
+----------------------------------+---+----------------------+---+---+---+---+

+----------------+-------------------------+--------------------------+
| **Begin to     |                         |                          |
| Plan at the    |                         |                          |
| School         |                         |                          |
| Level:**       |                         |                          |
|                |                         |                          |
| **Synthesize   |                         |                          |
| Your Own       |                         |                          |
| Thoughts**     |                         |                          |
+----------------+-------------------------+--------------------------+
| Leadership     | What's in Place and     | Areas to Develop         |
| Function       | Working?                |                          |
+----------------+-------------------------+--------------------------+

+----------------+-------------------------+--------------------------+
| A.  **Nurture  |                         |                          |
|     the school |                         |                          |
|     reading    |                         |                          |
|     culture.** |                         |                          |
+----------------+-------------------------+--------------------------+
| B.  **Lead the |                         |                          |
|                |                         |                          |
|    learning.** |                         |                          |
+----------------+-------------------------+--------------------------+
| C.  **Use data |                         |                          |
|     to lead    |                         |                          |
|     and guide  |                         |                          |
|                |                         |                          |
|   decisions.** |                         |                          |
+----------------+-------------------------+--------------------------+
| **Begin to     |                         |                          |
| Plan at the    |                         |                          |
| School         |                         |                          |
| Level:**       |                         |                          |
|                |                         |                          |
| **Meet with    |                         |                          |
| Others and     |                         |                          |
| Reach          |                         |                          |
| Consensus**    |                         |                          |
+----------------+-------------------------+--------------------------+
| Based on group |                         |                          |
| discussion,    |                         |                          |
| identify the   |                         |                          |
| top priority   |                         |                          |
| Areas to       |                         |                          |
| Develop.       |                         |                          |
+----------------+-------------------------+--------------------------+
|                |                         |                          |
+----------------+-------------------------+--------------------------+
| Based on group |                         |                          |
| discussion,    |                         |                          |
| what general   |                         |                          |
| strategies are |                         |                          |
| needed to      |                         |                          |
| address the    |                         |                          |
| listed         |                         |                          |
| priorities?    |                         |                          |
+----------------+-------------------------+--------------------------+
|                |                         |                          |
+----------------+-------------------------+--------------------------+
| Based on group |                         |                          |
| discussion,    |                         |                          |
| what general   |                         |                          |
| challenges do  |                         |                          |
| you            |                         |                          |
| anticipate?    |                         |                          |
+----------------+-------------------------+--------------------------+
|                |                         |                          |
+----------------+-------------------------+--------------------------+
|                |                         |                          |
+----------------+-------------------------+--------------------------+

![](media/image2.png){width="0.8194444444444444in"
height="0.9013888888888889in"}