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+----------------------+-----------------------------------------------+
| **Self Assessment    | The Classroom Self Assessment Tool is part of |
| Tool for Teachers,   | 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 Program 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 teachers perform as they       |
|                      | develop and implement research-based reading  |
|                      | instruction. Those functions are:             |
|                      |                                               |
|                      | -   Acquire scientifically-based reading      |
|                      |     research knowledge consistent with the    |
|                      |     school's emerging reading culture;        |
|                      |                                               |
|                      | -   Adapt instructional delivery; and         |
|                      |                                               |
|                      | -   Use assessment data to guide decision     |
|                      |     making.                                   |
|                      |                                               |
|                      | The Classroom Self Assessment, and its        |
|                      | companion pieces, the School 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.             |
+----------------------+-----------------------------------------------+
|                      |                                               |
+----------------------+-----------------------------------------------+
| **Next Steps**       | > With your needs assessment completed, you   |
|                      | > will be ready to move into developing and   |
|                      | > implementing a sustainability plan. The     |
|                      | > Sustaining Reading First website contains   |
|                      | > additional resources to assist you,         |
|                      | > including practical guidance on sustaining  |
|                      | > evidence based reading programs, how to     |
|                      | > cover recurring resource needs, and         |
|                      | > training opportunities or workshop          |
|                      | > materials.                                  |
+----------------------+-----------------------------------------------+
|                      |                                               |
+----------------------+-----------------------------------------------+

+----------------------------------+----------------------+---+---+---+---+
| # Teachers...                    |                      |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| A.  Acquire new scientifically   |                      |   |   |   |   |
|     based reading research       |                      |   |   |   |   |
|     knowledge consistent with    |                      |   |   |   |   |
|     the school's emerging        |                      |   |   |   |   |
|     reading culture, by:         |                      |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 1.  Applying the knowledge of    |                      | I |   |   |   |
|     research-based reading       |                      | m |   |   |   |
|     instruction that they are    |                      | p |   |   |   |
|     acquiring through training,  |                      | l |   |   |   |
|     support, and experience, and |                      | e |   |   |   |
|     demonstrating openness to    |                      | m |   |   |   |
|     feedback on their efforts.   |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 3 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| [Possible Sources of             | [Guiding             |   |   |   |   |
| Evidence]{.underline}            | Qu                   |   |   |   |   |
|                                  | estions]{.underline} |   |   |   |   |
| -   Coaching records;            |                      |   |   |   |   |
|                                  | -   What entries in  |   |   |   |   |
| -   teacher requests for         |     coaching records |   |   |   |   |
|     coaching support;            |     indicate         |   |   |   |   |
|                                  |     teachers'        |   |   |   |   |
| -   lesson plans; and            |     willingness to   |   |   |   |   |
|                                  |     accept feedback  |   |   |   |   |
| -   interviews with teachers.    |     and apply that   |   |   |   |   |
|                                  |     feedback to      |   |   |   |   |
|                                  |     instruction?     |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   What specific    |   |   |   |   |
|                                  |     requests for     |   |   |   |   |
|                                  |     coaching from    |   |   |   |   |
|                                  |     teachers         |   |   |   |   |
|                                  |     coincide with    |   |   |   |   |
|                                  |     new knowledge    |   |   |   |   |
|                                  |     being learned?   |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   What entries in  |   |   |   |   |
|                                  |     lesson plans     |   |   |   |   |
|                                  |     reflect          |   |   |   |   |
|                                  |     implementation   |   |   |   |   |
|                                  |     of new           |   |   |   |   |
|                                  |     knowledge?       |   |   |   |   |
|                                  |     Identify any     |   |   |   |   |
|                                  |     apparent gaps in |   |   |   |   |
|                                  |     new knowledge    |   |   |   |   |
|                                  |     being applied.   |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 2.  Communicating and            |                      | I |   |   |   |
|     collaborating on a regular   |                      | m |   |   |   |
|     basis to support student     |                      | p |   |   |   |
|     learning.                    |                      | 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             | [Guiding             |   |   |   |   |
| Evidence]{.underline}            | Qu                   |   |   |   |   |
|                                  | estions]{.underline} |   |   |   |   |
| -   Records of collaboration     |                      |   |   |   |   |
|     sessions;                    | -   In what way do   |   |   |   |   |
|                                  |     the records of   |   |   |   |   |
| -   minutes from grade level     |     collaborative    |   |   |   |   |
|     meetings, team meetings,     |     sessions and/or  |   |   |   |   |
|     staff meetings; and          |     grade level team |   |   |   |   |
|                                  |     meetings show    |   |   |   |   |
| -   staff interviews.            |     evidence of      |   |   |   |   |
|                                  |     diversity in     |   |   |   |   |
|                                  |     participation    |   |   |   |   |
|                                  |     and sharing of   |   |   |   |   |
|                                  |     ideas? Cite      |   |   |   |   |
|                                  |     specific         |   |   |   |   |
|                                  |     instances in     |   |   |   |   |
|                                  |     which staff      |   |   |   |   |
|                                  |     refers to new    |   |   |   |   |
|                                  |     knowledge they   |   |   |   |   |
|                                  |     acquired from    |   |   |   |   |
|                                  |     collaborating    |   |   |   |   |
|                                  |     with a           |   |   |   |   |
|                                  |     colleague.       |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 3.  Using time and resources to  |                      | I |   |   |   |
|     develop conceptual           |                      | m |   |   |   |
|     understanding and competency |                      | p |   |   |   |
|     in practice.                 |                      | 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             | [Guiding             |   |   |   |   |
| Evidence]{.underline}            | Qu                   |   |   |   |   |
|                                  | estions]{.underline} |   |   |   |   |
| -   Schedules and records of     |                      |   |   |   |   |
|     collaborative time and/or    | -   Do the schedules |   |   |   |   |
|     grade level team meetings;   |     and records of   |   |   |   |   |
|     and                          |     collaborative    |   |   |   |   |
|                                  |     time and/or      |   |   |   |   |
| -   professional development     |     grade level team |   |   |   |   |
|     activity records.            |     meetings         |   |   |   |   |
|                                  |     indicate how     |   |   |   |   |
|                                  |     time was spent?  |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   How are the      |   |   |   |   |
|                                  |     resources being  |   |   |   |   |
|                                  |     used to support  |   |   |   |   |
|                                  |     teachers'        |   |   |   |   |
|                                  |     developing       |   |   |   |   |
|                                  |     knowledge?       |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   In what ways are |   |   |   |   |
|                                  |     teachers         |   |   |   |   |
|                                  |     encouraged to    |   |   |   |   |
|                                  |     document their   |   |   |   |   |
|                                  |     learning or      |   |   |   |   |
|                                  |     reflections on   |   |   |   |   |
|                                  |     how new          |   |   |   |   |
|                                  |     knowledge is     |   |   |   |   |
|                                  |     applied in their |   |   |   |   |
|                                  |     classroom?       |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+

+----------------------------------+----------------------+---+---+---+---+
| # Teachers...                    |                      |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| B.  Adapt instructional          |                      |   |   |   |   |
|     delivery, by:                |                      |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 4.  Reflecting the               |                      | I |   |   |   |
|     characteristics of           |                      | m |   |   |   |
|     high-quality reading         |                      | p |   |   |   |
|     instruction in their         |                      | l |   |   |   |
|     teaching.                    |                      | 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             | [Guiding             |   |   |   |   |
| Evidence]{.underline}            | Qu                   |   |   |   |   |
|                                  | estions]{.underline} |   |   |   |   |
| -   Classroom observation        |                      |   |   |   |   |
|     records; and                 | -   Identify         |   |   |   |   |
|                                  |     specific         |   |   |   |   |
| -   data gathered on classroom   |     instances in     |   |   |   |   |
|     walkthroughs.                |     which the        |   |   |   |   |
|                                  |     classroom        |   |   |   |   |
|                                  |     observation      |   |   |   |   |
|                                  |     records show     |   |   |   |   |
|                                  |     that explicit    |   |   |   |   |
|                                  |     and systematic   |   |   |   |   |
|                                  |     instruction is   |   |   |   |   |
|                                  |     being            |   |   |   |   |
|                                  |     administered.    |   |   |   |   |
|                                  |     Are              |   |   |   |   |
|                                  |     research-based   |   |   |   |   |
|                                  |     practices        |   |   |   |   |
|                                  |     evident for all  |   |   |   |   |
|                                  |     five components  |   |   |   |   |
|                                  |     of effective     |   |   |   |   |
|                                  |     reading          |   |   |   |   |
|                                  |     instruction?     |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   What evidence    |   |   |   |   |
|                                  |     gathered during  |   |   |   |   |
|                                  |     classroom        |   |   |   |   |
|                                  |     walkthroughs     |   |   |   |   |
|                                  |     indicates the    |   |   |   |   |
|                                  |     level of         |   |   |   |   |
|                                  |     high-quality     |   |   |   |   |
|                                  |     instruction is   |   |   |   |   |
|                                  |     consistent?      |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   How are the      |   |   |   |   |
|                                  |     students engaged |   |   |   |   |
|                                  |     in reading       |   |   |   |   |
|                                  |     activities that  |   |   |   |   |
|                                  |     reflect          |   |   |   |   |
|                                  |     research-based   |   |   |   |   |
|                                  |     practice?        |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   Can students     |   |   |   |   |
|                                  |     describe what    |   |   |   |   |
|                                  |     they are         |   |   |   |   |
|                                  |     learning and     |   |   |   |   |
|                                  |     why?             |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 5.  Regularly collaborating with |                      | I |   |   |   |
|     their peers to plan          |                      | m |   |   |   |
|     effective instruction in     |                      | p |   |   |   |
|     reading.                     |                      | 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           | [Guiding             |   |   |   |   |
| > Evidence]{.underline}          | Qu                   |   |   |   |   |
|                                  | estions]{.underline} |   |   |   |   |
| -   Records of grade level team  |                      |   |   |   |   |
|     meetings.                    | -   What entries in  |   |   |   |   |
|                                  |     the records of   |   |   |   |   |
|                                  |     grade level team |   |   |   |   |
|                                  |     meetings show    |   |   |   |   |
|                                  |     evidence of      |   |   |   |   |
|                                  |     group            |   |   |   |   |
|                                  |     participation in |   |   |   |   |
|                                  |     planning?        |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   What best        |   |   |   |   |
|                                  |     practices are    |   |   |   |   |
|                                  |     being            |   |   |   |   |
|                                  |     implemented      |   |   |   |   |
|                                  |     consistently and |   |   |   |   |
|                                  |     within the same  |   |   |   |   |
|                                  |     general time     |   |   |   |   |
|                                  |     frame of one     |   |   |   |   |
|                                  |     another in the   |   |   |   |   |
|                                  |     grade levels?    |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+

+---------------------------------+---+----------------------+---+---+---+---+
| 6.  Implementing the program    |   |                      | I |   |   |   |
|     with integrity while also   |   |                      | m |   |   |   |
|     differentiating instruction |   |                      | p |   |   |   |
|     to meet students'           |   |                      | l |   |   |   |
|     instructional needs.        |   |                      | 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            |   | [Guiding             |   |   |   |   |
| Evidence]{.underline}           |   | Qu                   |   |   |   |   |
|                                 |   | estions]{.underline} |   |   |   |   |
| -   Classroom observations;     |   |                      |   |   |   |   |
|                                 |   | -   What evidence    |   |   |   |   |
| -   fidelity checks;            |   |     indicates that   |   |   |   |   |
|     walkthroughs; and           |   |     teachers are     |   |   |   |   |
|                                 |   |     adhering to the  |   |   |   |   |
| -   lesson plans for            |   |     recommended      |   |   |   |   |
|     differentiation (strategic  |   |     program content  |   |   |   |   |
|     and intervention groups).   |   |     and scope and    |   |   |   |   |
|                                 |   |     sequence of      |   |   |   |   |
|                                 |   |     instruction?     |   |   |   |   |
|                                 |   |                      |   |   |   |   |
|                                 |   | -   Are students     |   |   |   |   |
|                                 |   |     with varying     |   |   |   |   |
|                                 |   |     needs involved   |   |   |   |   |
|                                 |   |     in different     |   |   |   |   |
|                                 |   |     grouping formats |   |   |   |   |
|                                 |   |     evident during   |   |   |   |   |
|                                 |   |     the reading      |   |   |   |   |
|                                 |   |     block?           |   |   |   |   |
|                                 |   |                      |   |   |   |   |
|                                 |   | -   How do the       |   |   |   |   |
|                                 |   |     lesson plans and |   |   |   |   |
|                                 |   |     classroom        |   |   |   |   |
|                                 |   |     observations     |   |   |   |   |
|                                 |   |     reveal evidence  |   |   |   |   |
|                                 |   |     of               |   |   |   |   |
|                                 |   |     differentiated   |   |   |   |   |
|                                 |   |     instruction?     |   |   |   |   |
|                                 |   |                      |   |   |   |   |
|                                 |   | -   Can students     |   |   |   |   |
|                                 |   |     articulate       |   |   |   |   |
|                                 |   |     learning goals,  |   |   |   |   |
|                                 |   |     their current    |   |   |   |   |
|                                 |   |     strengths and    |   |   |   |   |
|                                 |   |     weaknesses, and  |   |   |   |   |
|                                 |   |     how they will    |   |   |   |   |
|                                 |   |     continue to      |   |   |   |   |
|                                 |   |     improve?         |   |   |   |   |
+---------------------------------+---+----------------------+---+---+---+---+
| 7.  Implementing instructional  |   |                      | I |   |   |   |
|     strategies with a high      |   |                      | m |   |   |   |
|     level of practice mastery.  |   |                      | 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            |   | [Guiding             |   |   |   |   |
| Evidence]{.underline}           |   | Qu                   |   |   |   |   |
|                                 |   | estions]{.underline} |   |   |   |   |
| -   Classroom observations; and |   |                      |   |   |   |   |
|                                 |   | -   How much time    |   |   |   |   |
| -   Walkthroughs.               |   |     and support do   |   |   |   |   |
|                                 |   |     teachers receive |   |   |   |   |
|                                 |   |     from             |   |   |   |   |
|                                 |   |     instructional    |   |   |   |   |
|                                 |   |     leaders to       |   |   |   |   |
|                                 |   |     obtain mastery   |   |   |   |   |
|                                 |   |     in the           |   |   |   |   |
|                                 |   |     instruction      |   |   |   |   |
|                                 |   |     strategies being |   |   |   |   |
|                                 |   |     learned?         |   |   |   |   |
|                                 |   |                      |   |   |   |   |
|                                 |   | -   Are classroom    |   |   |   |   |
|                                 |   |     observations     |   |   |   |   |
|                                 |   |     indicating       |   |   |   |   |
|                                 |   |     instruction that |   |   |   |   |
|                                 |   |     is consistent,   |   |   |   |   |
|                                 |   |     appropriate, and |   |   |   |   |
|                                 |   |     implemented in   |   |   |   |   |
|                                 |   |     the way it was   |   |   |   |   |
|                                 |   |     intended?        |   |   |   |   |
|                                 |   |                      |   |   |   |   |
|                                 |   | -   What evidence    |   |   |   |   |
|                                 |   |     collected during |   |   |   |   |
|                                 |   |     classroom        |   |   |   |   |
|                                 |   |     observations     |   |   |   |   |
|                                 |   |     indicate that    |   |   |   |   |
|                                 |   |     students are     |   |   |   |   |
|                                 |   |     responding to    |   |   |   |   |
|                                 |   |     instructional    |   |   |   |   |
|                                 |   |     strategies as    |   |   |   |   |
|                                 |   |     expected?        |   |   |   |   |
+---------------------------------+---+----------------------+---+---+---+---+
| 8.  Demonstrating through their |   |                      | I |   |   |   |
|     instruction that student    |   |                      | m |   |   |   |
|     achievement is affected by  |   |                      | p |   |   |   |
|     the quality of instruction. |   |                      | 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]{.underline}           | G |                      |   |   |   |   |
|                                 | u |                      |   |   |   |   |
| -   Classroom observations.     | i |                      |   |   |   |   |
|                                 | d |                      |   |   |   |   |
|                                 | i |                      |   |   |   |   |
|                                 | n |                      |   |   |   |   |
|                                 | g |                      |   |   |   |   |
|                                 | Q |                      |   |   |   |   |
|                                 | u |                      |   |   |   |   |
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|                                 | s |                      |   |   |   |   |
|                                 | t |                      |   |   |   |   |
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|                                 | s |                      |   |   |   |   |
|                                 | ] |                      |   |   |   |   |
|                                 | { |                      |   |   |   |   |
|                                 | . |                      |   |   |   |   |
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+---------------------------------+---+----------------------+---+---+---+---+

+--------------------------------+---+----------------------+---+---+---+---+
| # Teachers...                  |   |                      |   |   |   |   |
+--------------------------------+---+----------------------+---+---+---+---+
| C.  Use assessment data to     |   |                      |   |   |   |   |
|     guide decision-making, by: |   |                      |   |   |   |   |
+--------------------------------+---+----------------------+---+---+---+---+
| 9.  Using data to adjust their |   |                      | I |   |   |   |
|     instruction with students  |   |                      | m |   |   |   |
|     regularly.                 |   |                      | 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]{.underline}          | G |                      |   |   |   |   |
|                                | u |                      |   |   |   |   |
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|                                |   |                      |   |   |   |   |
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|                                | h |                      |   |   |   |   |
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|                                | a |                      |   |   |   |   |
|                                | r |                      |   |   |   |   |
|                                | e |                      |   |   |   |   |
|                                |   |                      |   |   |   |   |
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|                                |   |                      |   |   |   |   |
|                                |   |                      |   |   |   |   |
|                                | g |                      |   |   |   |   |
|                                | i |                      |   |   |   |   |
|                                | v |                      |   |   |   |   |
|                                | e |                      |   |   |   |   |
|                                | n |                      |   |   |   |   |
|                                | . |                      |   |   |   |   |
+--------------------------------+---+----------------------+---+---+---+---+
| 10. Planning and implementing  |   |                      | I |   |   |   |
|     differentiated instruction |   |                      | m |   |   |   |
|     on a daily basis based on  |   |                      | p |   |   |   |
|     the data results.          |   |                      | 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           |   | [Guiding             |   |   |   |   |
| Evidence]{.underline}          |   | Qu                   |   |   |   |   |
|                                |   | estions]{.underline} |   |   |   |   |
| -   Lesson plans for           |   |                      |   |   |   |   |
|     differentiated groups      |   | -   In what ways do  |   |   |   |   |
|     districts.                 |   |     the lesson plans |   |   |   |   |
|                                |   |     show evidence of |   |   |   |   |
|                                |   |     matching         |   |   |   |   |
|                                |   |     instruction to   |   |   |   |   |
|                                |   |     students' needs  |   |   |   |   |
|                                |   |     based on data?   |   |   |   |   |
|                                |   |     Identify         |   |   |   |   |
|                                |   |     specific         |   |   |   |   |
|                                |   |     instances where  |   |   |   |   |
|                                |   |     time, group      |   |   |   |   |
|                                |   |     size, group      |   |   |   |   |
|                                |   |     members,         |   |   |   |   |
|                                |   |     content,         |   |   |   |   |
|                                |   |     methodology,     |   |   |   |   |
|                                |   |     and/or resources |   |   |   |   |
|                                |   |     altered to meet  |   |   |   |   |
|                                |   |     individual       |   |   |   |   |
|                                |   |     students' needs. |   |   |   |   |
|                                |   |                      |   |   |   |   |
|                                |   | -   What evidence is |   |   |   |   |
|                                |   |     there that       |   |   |   |   |
|                                |   |     students can     |   |   |   |   |
|                                |   |     explain what     |   |   |   |   |
|                                |   |     they are         |   |   |   |   |
|                                |   |     learning in      |   |   |   |   |
|                                |   |     their small      |   |   |   |   |
|                                |   |     groups?          |   |   |   |   |
+--------------------------------+---+----------------------+---+---+---+---+
| 11. Using data to drive the    |   |                      | I |   |   |   |
|     selection and              |   |                      | m |   |   |   |
|     implementation of          |   |                      | p |   |   |   |
|     intervention programs for  |   |                      | l |   |   |   |
|     persistent struggling      |   |                      | e |   |   |   |
|     readers.                   |   |                      | m |   |   |   |
|                                |   |                      | e |   |   |   |
|                                |   |                      | n |   |   |   |
|                                |   |                      | t |   |   |   |
|                                |   |                      | a |   |   |   |
|                                |   |                      | t |   |   |   |
|                                |   |                      | i |   |   |   |
|                                |   |                      | o |   |   |   |
|                                |   |                      | n |   |   |   |
|                                |   |                      | P |   |   |   |
|                                |   |                      | r |   |   |   |
|                                |   |                      | o |   |   |   |
|                                |   |                      | g |   |   |   |
|                                |   |                      | r |   |   |   |
|                                |   |                      | e |   |   |   |
|                                |   |                      | s |   |   |   |
|                                |   |                      | s |   |   |   |
+--------------------------------+---+----------------------+---+---+---+---+
|                                |   |                      | 4 | 3 | 2 | 1 |
+--------------------------------+---+----------------------+---+---+---+---+
| [Possible Sources of           |   | [Guiding             |   |   |   |   |
| Evidence]{.underline}          |   | Qu                   |   |   |   |   |
|                                |   | estions]{.underline} |   |   |   |   |
| -   Notes from grade level     |   |                      |   |   |   |   |
|     team meetings or building  |   | -   How are student  |   |   |   |   |
|     team meetings on adoption  |   |     needs indicated  |   |   |   |   |
|     decisions; and             |   |     in school and    |   |   |   |   |
|                                |   |     grade level data |   |   |   |   |
| -   school or grade level      |   |     reports aligned  |   |   |   |   |
|     literacy plans.            |   |     to the           |   |   |   |   |
|                                |   |     intervention     |   |   |   |   |
|                                |   |     programs being   |   |   |   |   |
|                                |   |     selected?        |   |   |   |   |
|                                |   |                      |   |   |   |   |
|                                |   | -   What evidence is |   |   |   |   |
|                                |   |     there that       |   |   |   |   |
|                                |   |     students are     |   |   |   |   |
|                                |   |     appropriately    |   |   |   |   |
|                                |   |     grouped in       |   |   |   |   |
|                                |   |     intervention     |   |   |   |   |
|                                |   |     programs that    |   |   |   |   |
|                                |   |     address their    |   |   |   |   |
|                                |   |     needs?           |   |   |   |   |
|                                |   |                      |   |   |   |   |
|                                |   | -   Do students make |   |   |   |   |
|                                |   |     progress and     |   |   |   |   |
|                                |   |     exit the         |   |   |   |   |
|                                |   |     intervention in  |   |   |   |   |
|                                |   |     a timely manner? |   |   |   |   |
|                                |   |                      |   |   |   |   |
|                                |   | -   Can students     |   |   |   |   |
|                                |   |     articulate why   |   |   |   |   |
|                                |   |     they are in an   |   |   |   |   |
|                                |   |     intervention     |   |   |   |   |
|                                |   |     program and what |   |   |   |   |
|                                |   |     they need to     |   |   |   |   |
|                                |   |     learn?           |   |   |   |   |
+--------------------------------+---+----------------------+---+---+---+---+

+----------------------------------+----------------------+---+---+---+---+
| 12. Using progress monitoring    |                      | I |   |   |   |
|     data regularly to ensure     |                      | m |   |   |   |
|     effectiveness of             |                      | p |   |   |   |
|     instruction.                 |                      | l |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | m |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | a |   |   |   |
|                                  |                      | t |   |   |   |
|                                  |                      | i |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | n |   |   |   |
|                                  |                      | P |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | o |   |   |   |
|                                  |                      | g |   |   |   |
|                                  |                      | r |   |   |   |
|                                  |                      | e |   |   |   |
|                                  |                      | s |   |   |   |
|                                  |                      | s |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
|                                  |                      | 4 | 2 | 2 | 1 |
+----------------------------------+----------------------+---+---+---+---+
| [Possible Sources of             | [Guiding             |   |   |   |   |
| Evidence]{.underline}            | Qu                   |   |   |   |   |
|                                  | estions]{.underline} |   |   |   |   |
| -   Progress monitoring data;    |                      |   |   |   |   |
|     and                          | -   What entries in  |   |   |   |   |
|                                  |     grade level team |   |   |   |   |
| -   grade level team meetings    |     meetings notes   |   |   |   |   |
|     notes and lesson plans.      |     and lesson plans |   |   |   |   |
|                                  |     show evidence of |   |   |   |   |
|                                  |     changes in       |   |   |   |   |
|                                  |     instruction      |   |   |   |   |
|                                  |     based on         |   |   |   |   |
|                                  |     progress         |   |   |   |   |
|                                  |     monitoring data? |   |   |   |   |
|                                  |     Identify         |   |   |   |   |
|                                  |     specific         |   |   |   |   |
|                                  |     instances of     |   |   |   |   |
|                                  |     flexible student |   |   |   |   |
|                                  |     grouping         |   |   |   |   |
|                                  |     practices        |   |   |   |   |
|                                  |     evident.         |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   What evidence is |   |   |   |   |
|                                  |     there that shows |   |   |   |   |
|                                  |     students being   |   |   |   |   |
|                                  |     grouped for      |   |   |   |   |
|                                  |     pre-teaching,    |   |   |   |   |
|                                  |     re-teaching,     |   |   |   |   |
|                                  |     introduction of  |   |   |   |   |
|                                  |     new skills, and  |   |   |   |   |
|                                  |     practice         |   |   |   |   |
|                                  |     purposes?        |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   Can students     |   |   |   |   |
|                                  |     articulate why   |   |   |   |   |
|                                  |     they are being   |   |   |   |   |
|                                  |     assessed?        |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 13. Using the data results to    |                      | I |   |   |   |
|     recognize and celebrate      |                      | m |   |   |   |
|     student successes in reading |                      | p |   |   |   |
|     on an on-going basis.        |                      | 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             | [Guiding             |   |   |   |   |
| Evidence]{.underline}            | Qu                   |   |   |   |   |
|                                  | estions]{.underline} |   |   |   |   |
| -   Data reports and recognition |                      |   |   |   |   |
|     records.                     | -   How many         |   |   |   |   |
|                                  |     teachers have    |   |   |   |   |
|                                  |     visual           |   |   |   |   |
|                                  |     indicators       |   |   |   |   |
|                                  |     reflecting       |   |   |   |   |
|                                  |     students'        |   |   |   |   |
|                                  |     success in       |   |   |   |   |
|                                  |     reading?         |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   How many         |   |   |   |   |
|                                  |     teachers         |   |   |   |   |
|                                  |     communicate      |   |   |   |   |
|                                  |     positive         |   |   |   |   |
|                                  |     feedback to      |   |   |   |   |
|                                  |     their students   |   |   |   |   |
|                                  |     as successes     |   |   |   |   |
|                                  |     arise?           |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   Do students      |   |   |   |   |
|                                  |     regularly        |   |   |   |   |
|                                  |     identify when    |   |   |   |   |
|                                  |     they have been   |   |   |   |   |
|                                  |     successful and   |   |   |   |   |
|                                  |     explain          |   |   |   |   |
|                                  |     specifically     |   |   |   |   |
|                                  |     what they did    |   |   |   |   |
|                                  |     well?            |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   In what ways     |   |   |   |   |
|                                  |     does the school  |   |   |   |   |
|                                  |     communicate      |   |   |   |   |
|                                  |     student success  |   |   |   |   |
|                                  |     to their         |   |   |   |   |
|                                  |     parents?         |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   How does the     |   |   |   |   |
|                                  |     school make      |   |   |   |   |
|                                  |     parents aware of |   |   |   |   |
|                                  |     reading          |   |   |   |   |
|                                  |     instructional    |   |   |   |   |
|                                  |     goals so they    |   |   |   |   |
|                                  |     understand what  |   |   |   |   |
|                                  |     successful steps |   |   |   |   |
|                                  |     along the way    |   |   |   |   |
|                                  |     look like?       |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| 14. Establishing shared goals    |                      | I |   |   |   |
|     and high expectations for    |                      | m |   |   |   |
|     all of their students in     |                      | p |   |   |   |
|     reading.                     |                      | 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             | [Guiding             |   |   |   |   |
| Evidence]{.underline}            | Qu                   |   |   |   |   |
|                                  | estions]{.underline} |   |   |   |   |
| -   Records of goals set (e.g.   |                      |   |   |   |   |
|     literacy plans for grade or  | -   What evidence    |   |   |   |   |
|     school); and                 |     exists that      |   |   |   |   |
|                                  |     students can     |   |   |   |   |
| -   expectations documented      |     articulate their |   |   |   |   |
|     through teacher follow-up in |     reading goals?   |   |   |   |   |
|     class (intensity of          |                      |   |   |   |   |
|     instruction-following        | -   To what extent   |   |   |   |   |
|     schedules, implementing      |     is teachers'     |   |   |   |   |
|     plans, etc.).                |     instruction at a |   |   |   |   |
|                                  |     high level of    |   |   |   |   |
|                                  |     intensity for    |   |   |   |   |
|                                  |     all students?    |   |   |   |   |
|                                  |                      |   |   |   |   |
|                                  | -   What evidence    |   |   |   |   |
|                                  |     indicates that   |   |   |   |   |
|                                  |     all students     |   |   |   |   |
|                                  |     have access to   |   |   |   |   |
|                                  |     grade level      |   |   |   |   |
|                                  |     content?         |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+
| ####                             | ####                 |   |   |   |   |
+----------------------------------+----------------------+---+---+---+---+

+---------------+---------------------------+-------------------------+
| **Begin to    |                           |                         |
| Plan at the   |                           |                         |
| Classroom     |                           |                         |
| Level:**      |                           |                         |
|               |                           |                         |
| **Synthesize  |                           |                         |
| Your Own      |                           |                         |
| Thoughts**    |                           |                         |
+---------------+---------------------------+-------------------------+
| Leadership    | What's in Place and       | Areas to Develop        |
| Function      | Working?                  |                         |
+---------------+---------------------------+-------------------------+
| A.  **Acquire |                           |                         |
|     new       |                           |                         |
|     s         |                           |                         |
| cientifically |                           |                         |
|     based     |                           |                         |
|     reading   |                           |                         |
|     research  |                           |                         |
|     knowledge |                           |                         |
|               |                           |                         |
|    consistent |                           |                         |
|     with the  |                           |                         |
|     school's  |                           |                         |
|     emerging  |                           |                         |
|     reading   |                           |                         |
|               |                           |                         |
|    culture.** |                           |                         |
+---------------+---------------------------+-------------------------+
| B.  **Adapt   |                           |                         |
|               |                           |                         |
| instructional |                           |                         |
|               |                           |                         |
|   delivery.** |                           |                         |
+---------------+---------------------------+-------------------------+
| C.  **Use     |                           |                         |
|               |                           |                         |
|    assessment |                           |                         |
|     data to   |                           |                         |
|     guide     |                           |                         |
|     decis     |                           |                         |
| ion-making.** |                           |                         |
+---------------+---------------------------+-------------------------+
| Begin to      |                           |                         |
| **Plan at the |                           |                         |
| Classroom     |                           |                         |
| 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?   |                           |                         |
+---------------+---------------------------+-------------------------+
|               |                           |                         |
+---------------+---------------------------+-------------------------+
|               |                           |                         |
+---------------+---------------------------+-------------------------+

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