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‭Checklist One: Macro-Level Checklist for District/Building Leaders‬ ‭(Focus: Systemic‬

‭Practices, Policy, and Infrastructure)‬

‭Professional Development and Training‬

‭☐ Ensure all educators receive training in Science of Reading-aligned instructional‬

‭practices.‬
‭☐ Provide ongoing professional learning on phonemic awareness, phonics, fluency,‬
‭vocabulary, and comprehension strategies.‬
‭☐ Train intervention specialists, literacy coaches, and administrators in Science of Reading‬
‭frameworks and practices.‬
‭☐ Integrate SEL professional development sessions into Science of Reading training to‬
‭promote holistic instruction.‬

‭Curriculum and Instructional Materials‬

‭☐ Adopt an evidence-based reading curriculum that aligns with Science of Reading‬

‭principles.‬
‭☐ Provide decodable texts and high-quality, diverse literature at all grade levels.‬
‭☐ Explicitly address foundational literacy skills, such as phonics and phonemic awareness,‬
‭in daily K-3 instruction.‬
‭☐ Incorporate interdisciplinary connections into literacy instruction to foster critical‬
‭thinking and engagement.‬
‭☐ Ensure instructional materials adhere to Universal Design for Learning (UDL) principles‬
‭to meet the diverse needs of all learners.‬

‭Assessment and Progress Monitoring‬

‭☐ Utilize universal screeners to identify reading difficulties early.‬

‭☐ Implement consistent progress monitoring systems for students receiving interventions.‬
‭☐ Use data from assessments to guide Tier 1, Tier 2, and Tier 3 interventions and inform‬
‭instructional decisions.‬
‭☐ Effectively communicate assessment results with families to encourage collaboration‬
‭and shared accountability.‬

‭Equity and Accessibility between School and Community‬

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‭☐ Vet instructional materials for cultural relevance and ensure alignment with the CR-S‬
‭Framework.‬
‭☐ Embed diverse voices, perspectives, and identities into literacy curricula and district‬
‭reading lists.‬
‭☐ Ensure equitable access to literacy resources for all students, including multilingual‬
‭learners and students with disabilities.‬
‭☐ Engage families and caregivers by providing culturally responsive resources that support‬
‭literacy development at home.‬
‭☐ Establish partnerships with libraries and community organizations to enhance access to‬
‭literacy resources for students and families.‬

‭Accountability and Collaboration‬

‭☐ Use data to set measurable goals for literacy improvement at the district and building‬
‭levels.‬
‭☐ Create structures for collaboration among teachers, literacy coaches, and‬
‭interventionists to align practices and share strategies.‬
‭☐ Align funding and resource allocation with the needs of literacy initiatives to ensure‬
‭sustainability.‬
‭☐ Report literacy outcomes transparently to stakeholders, including families and the‬
‭community.‬

‭Systemic SEL Practices‬

‭☐ Incorporate district-wide SEL benchmarks into literacy instruction and assessment.‬

‭☐ Equip teachers to integrate SEL competencies into reading comprehension strategies,‬
‭such as fostering empathy through literature.‬
‭☐ Foster supportive learning environments through policies and practices that prioritize‬
‭student well-being.‬
‭☐ Implement SEL benchmarks in ways that honor cultural and linguistic diversity.‬

‭Collaboration with Families and Communities‬

‭☐ Engage families in literacy development through culturally responsive materials and‬

‭ongoing communication.‬
‭☐ Partner with local libraries and community organizations to support diverse literacy‬
‭initiatives and resource accessibility.‬

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‭☐ Provide families with clear, actionable strategies to support literacy development at‬
‭home.‬

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‭Checklist Two: Micro-Level Checklist for Elementary Educators‬‭(SEL and DEI Tailored‬
‭to Early Literacy)‬

‭Phonemic Awareness and Phonics‬

‭☐ Are phonemic activities designed to be inclusive of students' home languages and‬

‭cultural experiences?‬
‭☐ Are phonics lessons paired with texts that reflect students' identities and celebrate‬
‭diversity?‬

‭Fluency‬

‭☐ Are students given opportunities for repeated reading to build fluency and confidence?‬

‭Vocabulary‬

‭☐ Are vocabulary activities tied to texts that introduce new words in meaningful,‬
‭culturally relevant contexts?‬

‭Oral Language‬

‭☐ Are students encouraged to engage in structured oral language activities, such as‬
‭storytelling, discussions, or class presentations?‬

‭SEL Practices‬

‭☐ Are students taught to identify and express emotions through characters’ experiences‬
‭in read-alouds?‬
‭☐ Do classroom routines include collaborative literacy activities that build relationships‬
‭and social skills?‬
‭☐ Are students celebrated for their progress with affirming language that fosters a‬
‭growth mindset?‬

‭Culturally Responsive Literacy Practices‬

‭☐ Are decodable texts and picture books representative of diverse cultures and‬
‭experiences?‬
‭☐ Are students invited to share personal or family stories to build connections to literacy‬
‭lessons?‬

‭Assessment and Feedback‬

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‭☐ Are assessments adapted to ensure accessibility for multilingual learners and students‬
‭with disabilities?‬
‭☐ Is feedback on reading progress delivered in ways that build confidence and resilience?‬

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‭Checklist Two: Micro-Level Checklist for Secondary Educators‬‭(SEL and DEI Tailored‬
‭to Adolescent Literacy)‬

‭Vocabulary and Comprehension‬

‭☐ Are vocabulary lessons linked to SEL concepts (e.g., perseverance, empathy,‬

‭collaboration)?‬
‭☐ Are reading comprehension strategies tied to critical thinking about cultural‬
‭perspectives and identities?‬

‭Oral Language‬

‭☐ Are students encouraged to engage in structured debates, oral presentations, or‬

‭discussions to enhance oral language and critical thinking skills?‬

‭SEL Practices‬

‭☐ Are discussions of text themes used to explore emotional intelligence and interpersonal‬
‭skills?‬
‭☐ Are students encouraged to reflect on how their literacy skills contribute to their‬
‭future goals?‬
‭☐ Are cooperative learning strategies (e.g., Socratic seminars, fishbowl discussions) used‬
‭to enhance social skills?‬

‭Culturally Responsive Literacy Practices‬

‭☐ Are assigned texts diverse in authorship and reflective of historical and contemporary‬
‭social issues?‬
‭☐ Are students provided opportunities to critique texts through a cultural or social‬
‭justice lens?‬

‭Assessment and Feedback‬

‭☐ Are rubrics and assessment criteria transparent, equitable, and culturally responsive?‬
‭☐ Is feedback aligned to both literacy skills and SEL competencies, fostering holistic‬
‭growth?‬

‭Optional Intervention Practices‬

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‭☐ Are fluency-building practices available for students needing additional support, such as‬
‭guided oral reading?‬
‭☐ Are phonics-based interventions available for students requiring foundational literacy‬
‭support?‬

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