ࡱ>  bjbj ff[ZZZZZnnn8$\n\+jhJ:JJJLSd6X4,^>ZjZL"LjZjZ>^ZZJJC^^^jZFZJZJ^jZ^^&n^poZdY0^^^^BZ\jZjZjZ>>^jZjZjZjZjZjZjZjZjZjZjZjZ :   This template guides users through the processes of self-reflection, needs determination, and goal setting to develop an overall plan for improving implementation of the Reading and Reading Interventions principles and practices described in the Middle School Matters Research Platform and Field Guide. Users should follow these steps for each principle. Step 1: Self-Reflection Review evidence (i.e., reliable documentation) and indicate which instructional conditions are already in place. Next, determine the current level of implementation for the principle, according to the rubric below (adapted from Fixsen, Naoom, Blase, Friedman, & Wallace, 2005). This step helps users determine whether and why implementation of each principle requires improvement. No Implementation: There is no evidence of implementation of this principle in the school. Exploration: The decision has been made to implement the principle. Knowledge is being shared about the practices and conditions described. There is no systematic expectation of implementation, nor is there good evidence of it. Initial Implementation: The principle is beginning to be implemented. There is limited evidence of implementation of the practices. Some of the conditions described are being met. Full Implementation: The principle is being implemented. There is strong evidence of implementation of all or almost all of the practices. All or nearly all of the conditions described are being met. There is a system in place for documenting and/or measuring implementation. Sustainability: The principle is being implemented, and processes are in place for getting new personnel up to speed. There is a system in place for providing feedback and support for improving implementation of the principle. Step 2: Needs Determination Classify the schools types of need and indicate what can be done to address that need (e.g., determine which broad strategies can help). A knowledge deficit exists when educators are not aware of the principle, nor the research or evidence that supports implementation of the principle. A translation deficit exists when educators need support in translating knowledge about the principle into instructional practice. A resource deficit exists when there is a lack of systemic support (e.g., time, materials, money, staff) for implementing the principle. Finally, a feedback deficit exists when educators are not made aware of the quality or success of their own implementation of the principle. Step 3: Goal Setting First, develop specific goals for improved implementation of the principles within each content dimension. Make sure to set SMART goals that fit the following criteria (adapted from Doran, 1981): Specific: The goal is clearly stated, not vague, and includes the specific actions to be performed. Measurable: The goal is evaluable. One can easily identify accomplishment of the goal. Attainable: The goal is reasonable and can realistically be accomplished in a specific amount of time. Relevant: The goal is important and produces significant benefit for your students, teachers, school, and other important stakeholders. Timely: The goal is limited in time and has a due date associated with it. Here is an example of a SMART goal: By November 1, content area teachers will explicitly introduce two or three key vocabulary words each day and review one word from previous instruction. Continuing current practices would be an appropriate goal for any principle determined to be at level 5 (sustainability). In this case, other principles should be the focus of improvement efforts for the upcoming school year. Schools should consider setting goals for four or fewer principles, per content dimension, in an academic year and looking for areas of alignment across principles and other content dimensions as a means of using resources most effectively and efficiently. Second, indicate how your school will monitor progress toward goal completion and who is responsible for monitoring progress. Finally, after developing all implementation goals, identify and describe a specific, measurable outcome at the school, teacher, or student level to achieve as a result of meeting the implementation goals developed for this content dimension. (You will complete this step on the last page of this form.) Here is an example of a specific student outcome to achieve: As a result of focusing on the Reading and Reading Intervention content dimension, 80% of assessed students will achieve met or exceeded progress on the spring 2015 State of Texas Assessments of Academic Readiness. Action Planning to Promote Goal Completion Schools should consider using the MSMI Action Plan Template (available at  HYPERLINK "http://www.meadowscenter.org/library/resource/msmi-implementation-plans" http://www.meadowscenter.org/library/resource/msmi-implementation-plans) to develop specific steps and deadlines to achieve each implementation goal. Detailed plans with focused effort promote timely goal completion. Date: _____ FORMTEXT      _____ School: _____ FORMTEXT      _____ Principle 1: Establish schoolwide practices for enhancing reading for understanding within all content area instruction.Step 1: Self-ReflectionReview Indicate which sources of evidence you will use to determine whether each practice is in place. FORMCHECKBOX  Lesson plans   PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect   FORMCHECKBOX  Student assignments and activities FORMCHECKBOX  Classroom observations  FORMCHECKBOX  Annual plan or school improvement plan  FORMCHECKBOX  School goals FORMCHECKBOX  Student work samples  FORMCHECKBOX  Surveys and interviewsPractices For each practice, select all conditions that have been met, according to the sources of evidence that you reviewed.Practice 1: Identify key words for learning, teach at least two words every day, and review one word from previous instruction.  FORMCHECKBOX  There is a schoolwide expectation that it is the responsibility of all content area teachers to provide appropriate and adequate reading instruction for students.  FORMCHECKBOX  Every day, content area teachers identify at least two words related to the lesson topic of the day for students to learn and one word to review from previous instruction.  FORMCHECKBOX  Teachers have students create vocabulary maps for key words that include the word, a picture of the word, a student-friendly definition, and an example of how the word can be used (e.g., in a historical context).  FORMCHECKBOX  Teachers co-construct the meaning of a word with students by showing them a picture that represents the word and reading one or two sentences that include the word.  FORMCHECKBOX  Teachers teach key words within the context of a debate or structured discussion in which students use the key words in their written and oral arguments.  FORMCHECKBOX  Students learn at least two new words a day and review at least one word from previous instruction.Practice 2: Instruct students to ask and answer questions while they read to monitor comprehension and learning.  FORMCHECKBOX  Teachers think aloud and model asking and answering questions while reading to improve engagement, comprehension, and learning (this practice can also be done by providing sample question stems).  FORMCHECKBOX  Teachers promote active engagement, comprehension, and learning by having students ask and answer questions while they read.  FORMCHECKBOX  Students demonstrate active engagement with the text by asking one or more questions while they read.Evidence Describe the evidence that helped you determine whether each instructional condition had been met.  FORMTEXT       Current Implementation Level for This Principle _ FORMDROPDOWN _Step 2: Needs DeterminationDeficit Types Based on the evidence on the previous page, indicate the school s types of need for this principle. Select all that apply. FORMCHECKBOX  Knowledge FORMCHECKBOX  Translation FORMCHECKBOX  Resource FORMCHECKBOX  FeedbackStrategies Select which (if any) of the following strategies you will use to improve implementation of this principle.Knowledge:  FORMCHECKBOX  Provide professional development  FORMCHECKBOX  Add to team or staff meeting agendaTranslation:  FORMCHECKBOX  Create organizers or manipulatives as a group  FORMCHECKBOX  Review lesson plans  FORMCHECKBOX  Review classroom assessments, assignments, or activitiesResource:  FORMCHECKBOX  Review instructional programs  FORMCHECKBOX  Review curricula  FORMCHECKBOX  Review schedule or calendarFeedback:  FORMCHECKBOX  Add to observation checklist  FORMCHECKBOX  Review school-level or required assessmentsAdditional Strategies List any additional strategies you intend to use to improve implementation of this principle.  FORMTEXT       Step 3: Goal Setting Develop specific goals to improve implementation of the principle in the school. Ensure that goals are specific, measureable, attainable, reasonable, and timely (SMART). After typing each response, press the Tab key.Implementation GoalMethod for Monitoring Progress Person Responsible for Monitoring Progress  FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       Principle 2: Teach word-meaning strategies within content area classes.Step 1: Self-ReflectionReview Indicate which sources of evidence you will use to determine whether each practice is in place. FORMCHECKBOX  Lesson plans  FORMCHECKBOX  Student assignments and activities FORMCHECKBOX  Classroom observations  FORMCHECKBOX  Annual plan or school improvement plan  FORMCHECKBOX  School goals FORMCHECKBOX  Student work samples  FORMCHECKBOX  Surveys and interviewsPractices For each practice, select all conditions that have been met, according to the evidence that you reviewed.Practice 1: Provide explicit instruction for important words.  FORMCHECKBOX  Content area teachers identify key academic or concept words students need to learn to master key ideas and concepts.  FORMCHECKBOX  Teachers introduce these key academic vocabulary words along with a picture, video, or demonstration to make the words vivid.  FORMCHECKBOX  Teachers discuss with students what a key word means and what it does not mean.  FORMCHECKBOX  Teachers discuss with students the multiple meanings of words.  FORMCHECKBOX  Teachers introduce academic vocabulary within the context of what the students are learning.  FORMCHECKBOX  Teachers reference key academic vocabulary throughout the lesson and over time during the instructional unit.  FORMCHECKBOX  Teachers explore with students the different meanings of words in different contexts (especially important to improve word learning for English language learners).  FORMCHECKBOX  Students use key academic vocabulary appropriately in their speaking and writing.Practice 2: Provide instruction in word-learning strategies.  FORMCHECKBOX  Content area teachers instruct students in the component morphemes (prefixes, roots, and suffixes) common for the content area and how they contribute to the meaning of words.  FORMCHECKBOX  Teachers teach students to use morphemes to infer the meaning of untaught vocabulary in subject-matter text.  FORMCHECKBOX  Teachers provide students opportunities to apply learned morphemes to words used in different content areas.  FORMCHECKBOX  Teachers teach students strategies such as mnemonic word association and picture association to remember the meaning of new words.  FORMCHECKBOX  Students have a strategy for independently determining the meaning of unfamiliar vocabulary.  FORMCHECKBOX  Students apply mnemonic or picture association strategies to recall the meaning of new words.Evidence Describe the evidence that helped you determine whether each instructional condition had been met.  FORMTEXT      Current Implementation Level for This Principle _ FORMDROPDOWN _Step 2: Needs Determination Deficit Types Based on the evidence on the previous page, indicate the school s types of need for this principle. Select all that apply. FORMCHECKBOX  Knowledge FORMCHECKBOX  Translation FORMCHECKBOX  Resource FORMCHECKBOX  FeedbackStrategies Select which (if any) of the following strategies you will use to improve implementation of this principle.Knowledge:  FORMCHECKBOX  Provide professional development  FORMCHECKBOX  Add to team or staff meeting agendaTranslation:  FORMCHECKBOX  Create organizers or manipulatives as a group  FORMCHECKBOX  Review lesson plans  FORMCHECKBOX  Review classroom assessments, assignments, or activitiesResource:  FORMCHECKBOX  Review instructional programs  FORMCHECKBOX  Review curricula  FORMCHECKBOX  Review schedule or calendarFeedback:  FORMCHECKBOX  Add to observation checklist  FORMCHECKBOX  Review school-level or required assessmentsAdditional Strategies List any additional strategies you intend to use to improve implementation of this principle.  FORMTEXT      Step 3: Goal Setting Develop specific goals to improve implementation of the principle in the school. Ensure that goals are specific, measureable, attainable, reasonable, and timely (SMART). After typing each response, press the Tab key. Implementation GoalMethod for Monitoring ProgressPerson Responsible for Monitoring Progress  FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       Principle 3: Activate and build appropriate background knowledge for understanding text content.Step 1: Self-Reflection Review Indicate which sources of evidence you will use to determine whether each practice is in place. FORMCHECKBOX  Lesson plans  FORMCHECKBOX  Student assignments and activities FORMCHECKBOX  Classroom observations  FORMCHECKBOX  Annual plan or school improvement plan  FORMCHECKBOX  School goals FORMCHECKBOX  Student work samples  FORMCHECKBOX  Surveys and interviewsPractices For each practice, select all conditions that have been met, according to the sources of evidence that you reviewed.Practice 1: Instruct students to use text to support answers.  FORMCHECKBOX  Teachers activate and build appropriate background knowledge prior to having a student read a text.  FORMCHECKBOX  Teachers instruct students to consider whether they can locate text-based support for their positions and then elaborate on why statements they select could or could not be supported.  FORMCHECKBOX  Teachers provide students with an anticipatory statement based on key concepts to consider prior to reading to stimulate their thinking and make them aware of their prereading understanding and beliefs.  FORMCHECKBOX  Students read and locate additional or novel text evidence to support their opinion or to answer a question.  FORMCHECKBOX  Students focus their attention on key concepts while reading and ignore interesting but insignificant details.Evidence Describe the evidence that helped you determine whether each instructional condition had been met.  FORMTEXT      Current Implementation Level for This Principle _ FORMDROPDOWN _Step 2: Needs Determination Deficit Types Based on the evidence on the previous page, indicate the school s types of need for this principle. Select all that apply. FORMCHECKBOX  Knowledge FORMCHECKBOX  Translation FORMCHECKBOX  Resource FORMCHECKBOX  FeedbackStrategies Select which (if any) of the following strategies you will use to improve implementation of this principle.Knowledge:  FORMCHECKBOX  Provide professional development  FORMCHECKBOX  Add to team or staff meeting agendaTranslation:  FORMCHECKBOX  Create organizers or manipulatives as a group  FORMCHECKBOX  Review lesson plans  FORMCHECKBOX  Review classroom assessments, assignments, or activitiesResource:  FORMCHECKBOX  Review instructional programs  FORMCHECKBOX  Review curricula  FORMCHECKBOX  Review schedule or calendarFeedback:  FORMCHECKBOX  Add to observation checklist  FORMCHECKBOX  Review school-level or required assessmentsAdditional Strategies List any additional strategies you intend to use to improve implementation of this principle.  FORMTEXT      Implementation Goals Develop specific goals to improve implementation of the principle in the school. Ensure that goals are specific, measureable, attainable, reasonable, and timely (SMART). After typing each response, press the Tab key.Implementation GoalMethod for Monitoring ProgressPerson Responsible for Monitoring Progress  FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       Principle 4: Teach students to use reading comprehension strategies while reading complex text.Step 1: Self-Reflection Review Indicate which sources of evidence you will use to determine whether each practice is in place. FORMCHECKBOX  Lesson plans  FORMCHECKBOX  Student assignments and activities FORMCHECKBOX  Classroom observations  FORMCHECKBOX  Annual plan or school improvement plan  FORMCHECKBOX  School goals FORMCHECKBOX  Student work samples  FORMCHECKBOX  Surveys and interviewsPractices For each practice, select all conditions that have been met, according to evidence that you reviewed.Practice 1: Instruct students to generate questions while reading to build comprehension.  FORMCHECKBOX  Content area teachers instruct students to generate questions while reading at regular intervals to think about what is being communicated and how the information relates across paragraphs.  FORMCHECKBOX  Content area teachers teach students to ask level 1 questions, which are based on facts that can be identified in one place in the text.  FORMCHECKBOX  Content area teachers teach students to ask level 2 questions, which combine information from two different parts of the text.  FORMCHECKBOX  Content area teachers teach students to ask level 3 questions, which relate information in the text to something the reader has experienced or learned previously.  FORMCHECKBOX  Students ask level 1 questions while reading.  FORMCHECKBOX  Students ask level 2 questions while reading.  FORMCHECKBOX  Students ask level 3 questions while reading.  FORMCHECKBOX  Students ask questions at regular intervals while reading to build comprehension.Practice 2: Instruct students to generate main ideas at regular intervals in a text.  FORMCHECKBOX  Content area teachers instruct students to generate main idea statements at regular intervals in a text (e.g., for single or multiple paragraphs).  FORMCHECKBOX  Content area teachers instruct students to identify the key  who or  what that is the focus of the paragraph or section.  FORMCHECKBOX  Content area teachers instruct students to determine the most important information about what the key person, place, or thing has, is, or does that is related to the main idea.  FORMCHECKBOX  Content area teachers instruct students to succinctly state the  who or  what and the most important information about the  who or  what in a sentence as the main idea.  FORMCHECKBOX  Students generate main idea statements at regular intervals while reading text.  FORMCHECKBOX  Students identify the key  who or  what that is the focus of the paragraph or section.  FORMCHECKBOX  Students determine the most important information about what the key person, place, or thing has, is, or does that is related to the main idea.  FORMCHECKBOX  Students succinctly state the  who or  what and most important information about the  who or  what in a sentence as the main idea.Evidence Describe the evidence that helped you determine whether each instructional condition had been met.  FORMTEXT       Current Implementation Level for This Principle _ FORMDROPDOWN _Step 2: Needs Determination Deficit Types Based on the evidence on the previous page, indicate the school s types of need for this principle. Select all that apply. FORMCHECKBOX  Knowledge FORMCHECKBOX  Translation FORMCHECKBOX  Resource FORMCHECKBOX  FeedbackStrategies Select which (if any) of the following strategies you will use to improve implementation of this principle.Knowledge:  FORMCHECKBOX  Provide professional development  FORMCHECKBOX  Add to team or staff meeting agendaTranslation:  FORMCHECKBOX  Create organizers or manipulatives as a group  FORMCHECKBOX  Review lesson plans  FORMCHECKBOX  Review classroom assessments, assignments, or activitiesResource:  FORMCHECKBOX  Review instructional programs  FORMCHECKBOX  Review curricula  FORMCHECKBOX  Review schedule or calendarFeedback:  FORMCHECKBOX  Add to observation checklist  FORMCHECKBOX  Review school-level or required assessmentsAdditional Strategies List any additional strategies you intend to use to improve implementation of this principle.  FORMTEXT      Implementation Goals Develop specific goals to improve implementation of the principle in the school. Ensure that goals are specific, measureable, attainable, reasonable, and timely (SMART). After typing each response, press the Tab key.Implementation GoalMethod for Monitoring ProgressPerson Responsible for Monitoring Progress  FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       Principle 5: Provide intensive reading interventions to students with reading problems.Step 1: Self-Reflection Review Indicate which of the following sources of evidence you will use to determine whether each practice is in place. FORMCHECKBOX  Lesson plans  FORMCHECKBOX  Student assignments and activities FORMCHECKBOX  Classroom observations  FORMCHECKBOX  Annual plan or school improvement plan  FORMCHECKBOX  School goals FORMCHECKBOX  Surveys and interviews  FORMCHECKBOX  Assessment data  FORMCHECKBOX  Intervention planPractices For each practice, select all conditions that have been met, according to the sources of evidence that you reviewed.Practice 1: Identify students who are two or more grade levels behind in reading and provide daily reading intervention.  FORMCHECKBOX  The school has an intervention system in place for trained professionals to provide students with reading difficulties approximately 50 minutes per day of instruction focused on the students instructional needs.  FORMCHECKBOX  The school uses a diagnostic reading assessment to identify the source of a student s reading difficulty.  FORMCHECKBOX  Research- and evidence-based interventions are implemented by trained professionals specific to the area of need, based on the diagnostic assessment.Evidence Describe the evidence that helped you determine whether each instructional condition had been met.  FORMTEXT       Current Implementation Level for This Principle _ FORMDROPDOWN _Step 2: Needs Determination Deficit Types Based on the evidence on the previous page, indicate the school s types of need for this principle. Select all that apply. FORMCHECKBOX  Knowledge FORMCHECKBOX  Translation FORMCHECKBOX  Resource FORMCHECKBOX  FeedbackStrategies Select which (if any) of the following strategies you will use to improve implementation of this principle.Knowledge:  FORMCHECKBOX  Provide professional development  FORMCHECKBOX  Add to team or staff meeting agendaTranslation:  FORMCHECKBOX  Create organizers or manipulatives as a group  FORMCHECKBOX  Review lesson plans  FORMCHECKBOX  Review classroom assessments, assignments, or activitiesResource:  FORMCHECKBOX  Review instructional programs  FORMCHECKBOX  Review curricula  FORMCHECKBOX  Review schedule or calendarFeedback:  FORMCHECKBOX  Add to observation checklist  FORMCHECKBOX  Review school-level or required assessmentsAdditional Strategies List any additional strategies you intend to use to improve implementation of this principle.  FORMTEXT      Step 3: Goal Setting Develop specific goals to improve implementation of the principle in the school. Ensure that goals are specific, measureable, attainable, reasonable, and timely (SMART). After typing each response, press the Tab key.Implementation GoalMethod for Monitoring ProgressPerson Responsible for Monitoring Progress  FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       Principle 6: Guide students during text-related oral and written activities that support the interpretation, analysis, and summarization of text.Step 1: Self-Reflection Review Indicate which sources of evidence you will use to determine whether each practice is in place. FORMCHECKBOX  Lesson plans  FORMCHECKBOX  Student assignments and activities FORMCHECKBOX  Classroom observations  FORMCHECKBOX  Annual plan or school improvement plan  FORMCHECKBOX  School goals FORMCHECKBOX  Student work samples  FORMCHECKBOX  Surveys and interviewsPractices For each practice, select all conditions that have been met, according to the sources of evidence that you reviewed.Practice 1: Foster discussion among small groups of students.  FORMCHECKBOX  Content area teachers encourage reading for understanding by providing students with opportunities to return to the text multiple times to explore, discuss, and revise their understanding.  FORMCHECKBOX  Content area teachers implement reciprocal teaching. (A teacher leads dialogue about a text, and four students work as a group with specific roles. The summarizer highlights key points for the group, the questioner poses questions to help the group talk about the text, the clarifier seeks text to help answer questions, and the predictor suggests what they might expect to read in the next section of text.)  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FORMCHECKBOX  Content area teachers foster discussion among small groups of students to activate relevant background knowledge, set a purpose for reading, and relate new information to what was discussed by the group.  FORMCHECKBOX  Students participate in small-group reading activities that activate their background knowledge, set a purpose for reading, and relate new information to what was discussed as a group.Practice 2: Instruct students in how to summarize text.  FORMCHECKBOX  Content area teachers model the following steps for summarizing text: List all the main ideas, underline the most important term or phrase in the main idea (cross out any less significant information), combine related terms or phrases into sentences, number the sentences in an order that makes sense, write a complete paragraph containing these ordered sentences, and revise and edit the paragraph to finalize the summary.  FORMCHECKBOX  Content area teachers model the steps for summarizing text multiple times with different types of text until students are ready to summarize in collaborative groups or independently.  FORMCHECKBOX  Content area teachers provide students with opportunities to work collaboratively on summaries of expository text (e.g., reciprocal teaching).  FORMCHECKBOX  Students follow the steps to summarize text in collaborative groups.  FORMCHECKBOX  Students follow the steps to summarize text independently.Practice 3: Enhance text understanding through teacher-guided conversations.  FORMCHECKBOX  Content area teachers have students actively engage with text and stimulate students to think about the text from the perspective of others.  FORMCHECKBOX  Content area teachers provide opportunities for students to answer questions in a lively teacher-led discussion.  FORMCHECKBOX  Content area teachers provide students with several distinct goals for reading and several queries that facilitate students success in reaching these goals.  FORMCHECKBOX  Content area teachers guide conversations to enhance student understanding of text.  FORMCHECKBOX  Students answer questions during teacher-led discussions about text.  FORMCHECKBOX  Students think about writing from the perspective of others, pointing out possible bias or lack of representation of other views.  FORMCHECKBOX  Students discuss what the author might be trying to tell the reader or why an author might have written a passage of the text.Evidence Describe the evidence that helped you determine whether each instructional condition had been met.  FORMTEXT       Current Implementation Level for This Principle _ FORMDROPDOWN _Step 2: Needs Determination Deficit Types Based on the evidence on the previous page, indicate the school s types of need for this principle. Select all that apply. FORMCHECKBOX  Knowledge FORMCHECKBOX  Translation FORMCHECKBOX  Resource FORMCHECKBOX  FeedbackStrategies Select which (if any) of the following strategies you will use to improve implementation of this principle.Knowledge:  FORMCHECKBOX  Provide professional development  FORMCHECKBOX  Add to team or staff meeting agendaTranslation:  FORMCHECKBOX  Create organizers or manipulatives as a group  FORMCHECKBOX  Review lesson plans  FORMCHECKBOX  Review classroom assessments, assignments, or activitiesResource:  FORMCHECKBOX  Review instructional programs  FORMCHECKBOX  Review curricula  FORMCHECKBOX  Review schedule or calendarFeedback:  FORMCHECKBOX  Add to observation checklist  FORMCHECKBOX  Review school-level or required assessmentsAdditional Strategies List any additional strategies you intend to use to improve implementation of this principle.  FORMTEXT      Step 3: Goal Setting Develop specific goals to improve implementation of the principle in the school. Ensure that goals are specific, measureable, attainable, reasonable, and timely (SMART). After typing each response, press the Tab key.Implementation GoalMethod for Monitoring ProgressPerson Responsible for Monitoring Progress  FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       Principle 7: Maximize opportunities for students to read and connect a range of texts.Step 1: Self-Reflection Review Indicate which sources of evidence you will use to determine whether each practice is in place. FORMCHECKBOX  Lesson plans  FORMCHECKBOX  Student assignments and activities FORMCHECKBOX  Classroom observations  FORMCHECKBOX  Annual plan or school improvement plan  FORMCHECKBOX  School goals FORMCHECKBOX  Student work samples  FORMCHECKBOX  Surveys and interviewsPractices For each practice, select all conditions that have been met, according to the sources of evidence that you reviewed.Practice 1: Provide an advanced organizer of the key idea and key words to better prepare students to read text.  FORMCHECKBOX  Content area teachers provide students with an advanced organizer of the key idea and key words related to what they will read.  FORMCHECKBOX  Content area teachers present (e.g., orally, on the board, through a handout) and discuss key words and proper nouns prior to reading, so that students understand the terms and are more likely to comprehend what they read.Practice 2: Read for a specified amount of time (e.g., 3 minutes) and then provide a prompt for student response.  FORMCHECKBOX  Content area teachers provide daily opportunities for students to read and respond to text (multiple intervals of 3 4 minutes of reading and 1 2 minutes of responding).  FORMCHECKBOX  Students read and respond to text in writing, using either predetermined prompts or a learning log, or respond orally by talking with a partner for 1 minute.Practice 3: Have students participate in partner reading.  FORMCHECKBOX  Content area teachers create reading partners by pairing a stronger reader and a weaker reader.  FORMCHECKBOX  Content area teachers provide opportunities for students to take turns reading to a partner the same passage.  FORMCHECKBOX  Students read in partners, with the stronger reader going first and then the weaker reader.  FORMCHECKBOX  Students write about the main idea, answer a question, or summarize text after partner reading to aid comprehension.Evidence Describe the evidence that helped you determine whether each instructional condition had been met.  FORMTEXT      Current Implementation Level for This Principle _ FORMDROPDOWN _Step 2: Needs Determination Deficit Types Based on the evidence on the previous page, indicate the school s types of need for this principle. Select all that apply. FORMCHECKBOX  Knowledge FORMCHECKBOX  Translation FORMCHECKBOX  Resource FORMCHECKBOX  FeedbackStrategies Select which (if any) of the following strategies you will use to improve implementation of this principle.Knowledge:  FORMCHECKBOX  Provide professional development  FORMCHECKBOX  Add to team or staff meeting agendaTranslation:  FORMCHECKBOX  Create organizers or manipulatives as a group  FORMCHECKBOX  Review lesson plans  FORMCHECKBOX  Review classroom assessments, assignments, or activitiesResource:  FORMCHECKBOX  Review instructional programs  FORMCHECKBOX  Review curricula  FORMCHECKBOX  Review schedule or calendarFeedback:  FORMCHECKBOX  Add to observation checklist  FORMCHECKBOX  Review school-level or required assessmentsAdditional Strategies List any additional strategies you intend to use to improve implementation of this principle.  FORMTEXT      Step 3: Goal Setting Develop specific goals to improve implementation of the principle in the school. Ensure that goals are specific, measureable, attainable, reasonable, and timely (SMART). After typing each response, press the Tab key.Implementation GoalMethod for Monitoring ProgressPerson Responsible for Monitoring Progress  FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       Principle 8: Organize students into collaborative groups for reading tasks.Step 1: Self-Reflection Review Indicate which sources of evidence you will use to determine whether each practice is in place. FORMCHECKBOX  Lesson plans  FORMCHECKBOX  Student assignments and activities  FORMCHECKBOX  Classroom observations FORMCHECKBOX  Annual plan or school improvement plan  FORMCHECKBOX  School goals  FORMCHECKBOX  Student work samples FORMCHECKBOX  Student collaborative group assignments  FORMCHECKBOX  Surveys and interviewsPractices For each practice, select all conditions that have been met, according to the sources of evidence that you reviewed.Practice 1: Implement collaborative groups with strategic reading practices to improve student outcomes.  FORMCHECKBOX  Content area teachers implement collaborative group activities for reading tasks at least twice a week.  FORMCHECKBOX  Content area teachers implement structured collaborative group activities such as collaborative strategic reading. (In phase 1, students learn four strategies: preview text, click when a word is understood and clunk when a word is difficult to understand, think about the gist, and summarize the text after you read. In phase 2, students apply what they learned in peer-led cooperative learning groups.)  FORMCHECKBOX  Content area teachers implement collaborative group activities with roles assigned to each group member (leader, clunk expert, gist expert, question expert).  FORMCHECKBOX  Content area teachers implement collaborative group activities in which students rotate roles on a regular basis.  FORMCHECKBOX  Content area teachers circulate, listen to student participation, read student learning logs, and provide clear and specific feedback for improvement and application of strategies during collaborative group activities.  FORMCHECKBOX  Content area teachers listen to student conversations and clarify difficult words, encourage students to participate, and model strategy use and application during collaborative group activities.  FORMCHECKBOX  Students complete a learning log as a record of the key information for each of the reading strategies (brainstorm, clunks, gist, question, predict, review) during collaborative group activities.Evidence Describe the evidence that helped you determine whether each instructional condition had been met.  FORMTEXT      Current Implementation Level for This Principle _ FORMDROPDOWN _Step 2: Needs Determination Deficit Types Based on the evidence on the previous page, indicate the school s types of need for this principle. Select all that apply. FORMCHECKBOX  Knowledge FORMCHECKBOX  Translation FORMCHECKBOX  Resource FORMCHECKBOX  FeedbackStrategies Select which (if any) of the following strategies you will use to improve implementation of this principle.Knowledge:  FORMCHECKBOX  Provide professional development  FORMCHECKBOX  Add to team or staff meeting agendaTranslation:  FORMCHECKBOX  Create organizers or manipulatives as a group  FORMCHECKBOX  Review lesson plans  FORMCHECKBOX  Review classroom assessments, assignments, or activitiesResource:  FORMCHECKBOX  Review instructional programs  FORMCHECKBOX  Review curricula  FORMCHECKBOX  Review schedule or calendarFeedback:  FORMCHECKBOX  Add to observation checklist  FORMCHECKBOX  Review school-level or required assessmentsAdditional Strategies List any additional strategies you intend to use to improve implementation of this principle.  FORMTEXT      Step 3: Goal Setting Develop specific goals to improve implementation of the principle in the school. Ensure that goals are specific, measureable, attainable, reasonable, and timely (SMART). After typing each response, press the Tab key.Implementation GoalMethod for Monitoring ProgressPerson Responsible for Monitoring Progress  FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       Principle 9: Discontinue using practices that are NOT associated with improved outcomes for students.Step 1: Self-Reflection Review Indicate which sources of evidence you will use to determine whether each practice is in place. FORMCHECKBOX  Lesson plans  FORMCHECKBOX  Student assignments and activities FORMCHECKBOX  Classroom observations  FORMCHECKBOX  Annual plan or school improvement plan  FORMCHECKBOX  School goals FORMCHECKBOX  Student work samples  FORMCHECKBOX  Surveys and interviews  FORMCHECKBOX  Data on student progress in readingPractices For each practice, select all conditions that have been met, according to the sources of evidence that you reviewed.Practice 1: Take stock of all of the instructional practices and models that teachers currently use and determine whether they are necessary and associated with improved outcomes for students.  FORMCHECKBOX  Schools have a system for monitoring the effectiveness of all content area teachers reading instructional practices.  FORMCHECKBOX  School leaders and teachers review student outcome data to determine effectiveness of reading instructional practices.  FORMCHECKBOX  Practices that do not improve student outcomes are discontinued and replaced with research- and evidence-based instructional practices.Evidence Describe the evidence that helped you determine whether each instructional condition had been met.  FORMTEXT      Current Implementation Level for This Principle _ FORMDROPDOWN _Step 2: Needs Determination Deficit Types Based on the evidence on the previous page, indicate that school s types of need for this principle. Select all that apply. FORMCHECKBOX  Knowledge FORMCHECKBOX  Translation FORMCHECKBOX  Resource FORMCHECKBOX  FeedbackStrategies Select which (if any) of the following strategies you will use to improve implementation of this principle.Knowledge:  FORMCHECKBOX  Provide professional development  FORMCHECKBOX  Add to team or staff meeting agendaTranslation:  FORMCHECKBOX  Create organizers or manipulatives as a group  FORMCHECKBOX  Review lesson plans  FORMCHECKBOX  Review classroom assessments, assignments, or activitiesResource:  FORMCHECKBOX  Review instructional programs  FORMCHECKBOX  Review curricula  FORMCHECKBOX  Review schedule or calendarFeedback:  FORMCHECKBOX  Add to observation checklist  FORMCHECKBOX  Review school-level or required assessmentsAdditional Strategies List any additional strategies you intend to use to improve implementation of this principle.  FORMTEXT      Step 3: Goal Setting Develop specific goals to improve implementation of the principle in the school. Ensure that goals are specific, measureable, attainable, reasonable, and timely (SMART). After typing each response, press the Tab key.Implementation GoalMethod for Monitoring ProgressPerson Responsible for Monitoring Progress  FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       Implementation Goal Summary Principle 1: Establish schoolwide practices for enhancing reading for understanding within all content area instruction.Implementation Goal Method for Monitoring ProgressPerson Responsible for Monitoring Progress  REF P1A1A \h   REF P1A1B \h   REF P1A1C \h   REF P1A2A \h   REF P1A2B \h   REF P1A2C \h   REF P1A3A\h   REF P1A3B \h   REF P1A3C \h   REF P1A4A \h   REF P1A4B \h   REF P1A4C \h  Principle 2: Teach word-meaning strategies within content area classes.Implementation GoalMethod for Monitoring ProgressPerson Responsible for Monitoring Progress REF P2A1A \h   REF P2A1B \h   REF P2A1C \h   REF P2A2A \h   REF P2A2B \h   REF P2A2C \h   REF P2A3A \h   REF P2A3B \h   REF P2A3C \h   REF P2A4A \h   REF P2A4B \h   REF P2A4C \h   Principle 3: Activate and build appropriate background knowledge for understanding text content.Implementation GoalMethod for Monitoring Progress Person Responsible for Monitoring Progress  REF P3A1A \h   REF P3A1B \h   REF P3A1C \h   REF P3A2A \h   REF P3A2B \h   REF P3A2C \h   REF P3A3A \h   REF P3A3B \h   REF P3A3C \h   REF P3A4A \h   REF P3A4B \h   REF P3A4C \h  Principle 4: Teach students to use reading comprehension strategies while reading complex text.Implementation GoalMethod for Monitoring ProgressPerson Responsible for Monitoring Progress REF P4A1A \h   REF P4A1B \h   REF P4A1C \h   REF P4A2A \h   REF P4A2B \h   REF P4A2C \h   REF P4A3A \h   REF P4A3B \h   REF P4A3C \h   REF P4A4A \h   REF P4A4B \h   REF P4A4C \h   Principle 5: Provide intensive reading interventions to students with reading problems.Implementation GoalMethod for Monitoring Progress Person Responsible for Monitoring Progress  REF P5A1A \h   REF P5A1B \h   REF P5A1C \h   REF P5A2A \h   REF P5A2B \h   REF P5A2C \h   REF P5A3A \h   REF P5A3B \h   REF P5A3C \h   REF P5A4A \h   REF P5A4B \h   REF P5A4C \h  Principle 6: Guide students during text-related oral and written activities that support the interpretation, analysis, and summarization of text.Implementation GoalMethod for Monitoring Progress Person Responsible for Monitoring Progress  REF P6A1A \h   REF P6A1B \h   REF P6A1C \h   REF P6A2A \h   REF P6A2B \h   REF P6A2C \h   REF P6A3A \h   REF P6A3B \h   REF P6A3C \h   REF P6A4A \h   REF P6A4B \h   REF P6A4C \h   Principle 7: Maximize opportunities for students to read and connect a range of texts.Implementation GoalMethod for Monitoring Progress Person Responsible for Monitoring Progress  REF P7A1A \h   REF P7A1B \h   REF P7A1C \h   REF P7A2A \h   REF P7A2B \h   REF P7A2C \h   REF P7A3A \h   REF P7A3B \h   REF P7A3C \h   REF P7A4A \h   REF P7A4B \h   REF P7A4C \h  Principle 8: Organize students into collaborative groups for reading tasks.Implementation GoalMethod for Monitoring Progress Person Responsible for Monitoring Progress  REF P8A1A \h   REF P8A1B \h   REF P8A1C \h   REF P8A2A \h   REF P8A2B \h   REF P8A2C \h   REF P8A3A \h   REF P8A3B \h   REF P8A3C \h   REF P8A4A \h   REF P8A4B \h   REF P8A4C \h   Principle 9: Discontinue using practices that are NOT associated with improved outcomes for students.Implementation GoalMethod for Monitoring Progress Person Responsible for Monitoring Progress  REF P9A1A \h   REF P9A1B \h   REF P9A1C \h   REF P9A2A \h   REF P9A2B \h   REF P9A2C \h   REF P9A3A \h   REF P9A3B \h   REF P9A3C \h   REF P9A4A \h   REF P9A4B \h   REF P9A4C \h   Outcome to Achieve Identify and describea specific, measurable outcome at the school, teacher, or student levelto achieve as a result of meeting the implementation goals developed for this content dimension. OutcomeMethod for Monitoring Progress Person Responsible for Monitoring Progress FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT       FORMTEXT           Content Dimension: Reading and Reading Interventions Middle School Matters Institute, 2014 An initiative of the George W. Bush Institute in partnership with The Meadows Center for Preventing Educational Risk  HYPERLINK "http://www.middleschoolinstitute.org" www.middleschoolinstitute.org  PAGE 29 Middle School Matters Institute Implementation Plan Template Content Dimension: Reading and Reading Interventions Middle School Matters Institute, 2014 An initiative of the George W. 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