Learning Objectives

Note: District leaders attend the workshops in this series alongside campus literacy leadership teams. Their role is not observational. They are present to set context, name the urgency, signal shared accountability for the structures and moves that campus leaders will examine and strengthen throughout the series, and identify where campus leaders need support to do this work effectively.

Objectives: The purpose of this workshop is to help campus literacy leadership teams (and the district leaders who support them):

• Establish a sense of urgency around K-2 reading proficiency | Use TXRL cohort data and research on the long-term consequences of early reading gaps to recognize why first-grade proficiency is the critical leverage point, and why growth alone is no longer sufficient. Shift to a shared expectation of a proficiency mandate.

• Recognize the campus leader as the linchpin of structured literacy implementation | Examine the specific mindsets, expertise, and daily moves of an effective structured literacy campus leader and assess the gap between current practice and what the work requires. Identify why delegating literacy leadership to the coach alone is insufficient.

• Clarify the structure and purpose of the campus literacy leadership team | Evaluate what a high-functioning campus literacy leadership team looks like in practice, what it prioritizes, and how it operates, so that each campus leader can refine the team's purpose, shared mindsets, roles, meeting cadence, and actions around K-2 literacy outcomes.

• Examine existing campus structures for K-2 structured literacy alignment | Analyze current campus leadership structures: literacy leadership teams, PLCs, data meetings, instructional walkthroughs, and coaching cycles. Assess alignment and effectiveness to drive K-2 reading proficiency outcomes.

Agenda