How would you describe your current level of expertise in your HQIM and structured literacy practices? What do you most need to understand more deeply?

I would describe my current level as Developing. I am deeply familiar with the foundational theories of structured literacy and I understand why HQIM is necessary. However, I am still building confidence in executing these materials daily and moving away from older, balanced-literacy habits."

My current level of expertise in our HQIM and structured literacy continues to grow and deepen. As we continue to work through the TXRL workshops and campus collaborations, I gain more knowledge of what strong structured literacy practices should look like on our campus.

I would describe my current level of expertise as developing and growing, with a strong understanding of the importance of HQIM fidelity, lesson internalization, and structured literacy practices. I understand that effective implementation goes beyond following the curriculum; it requires teachers to understand the purpose behind the lesson, anticipate student misconceptions, and make intentional instructional decisions that support student learning.

I feel comfortable to help support teachers in their practices.

I have 2 years of implementation with this curriculum, but I am currently learning the new updates to the curriculum.

I feel that I have a decent handle on reading instruction, but could still use some time to internalize the lesson structures as an administrator.

Grade level and lesson level nuances - I understand our curriculums at a larger, overarching level but studying the embedded, expected routines for each would deepen my understanding and make things more transparent during walkthroughs.

I feel very confident in my current structured literacy practices.

I am familiar with the HQIM and structured literacy practices, enough to know what I am looking for when I visit classrooms. However, I am not personally internalizing the HQIM, which would strengthen my understanding of the content and equip me to provide higher leverage feedback to teachers.

I think my current level of expertise is pretty good. I am confident in my teaching of structured literacy. I think I need more ideas of how to make things more fun and engaging.

To see effective classroom management with a low and difficult group of students.

The training we have received through the TXRL has increased my level of expertise in HQIM and structured literacy practices. With the upcoming adoption of the new RLA adoption, I am wondering how the expertise acquired with this HQIM will differ from what we have learned so far. Continuing to grow with the teachers and supporting them deepening expertise on best Tier 1 literacy practices for students receiving supports through Special Programs (SPED, ESL, 504) would be beneficial.

I would describe my current level of expertise as developing to proficient. I feel confident using our HQIM and structured literacy practices to support kindergarten students, and I understand the importance of explicit instruction, phonemic awareness, phonics, and systematic skill development. I would like to deepen my understanding of how to use student data to make instructional decisions, differentiate small-group instruction, and better support students who are struggling to master foundational literacy skills.

I am not an expert yet in HQIM for our primary guides and the structured literacy practices, but I am learning a lot about it this year. I most need to understand what effective foundational skills and reading comprehension instruction and writing instruction looks like in the primary grades.

I would describe my current level in structured literacy and HQIM practices as proficient. I need to understand how to clearly articulate the connection between reading and writing objectives as it pertains to writing ECR/ SCRs.

I would describe my current level of expertise in HQIM and structured literacy practices as proficient and continuously growing. As an instructional leader, I understand the importance of lesson internalization, explicit instruction, and implementing HQIM with fidelity. I am focused on supporting teachers through PLCs, classroom observations, and actionable feedback. I would like to deepen my understanding of structured literacy practices, particularly how to support differentiated instruction, address foundational reading gaps, and effectively use student data to adjust instruction. My goal is to strengthen my ability to coach teachers in implementing evidence-based literacy practices that lead to measurable student growth.

I feel very confident in my knowledge and understanding of HQIM, particularly HMH in upper elementary grades. Over the past several years, I have also grown significantly in my understanding of structured literacy practices. This growth has strengthened my ability to recognize effective instructional practices and provide teachers with more specific, actionable coaching feedback that supports instructional improvement and student learning. An area I would like to continue developing is my ability to deepen the connection between structured literacy practices, curriculum implementation, and student outcomes. I want to continue refining how I support teachers in responding to student misconceptions, differentiating instruction, and making intentional instructional decisions while maintaining the integrity of the curriculum.

I regularly implement HMH structured literacy and have established classroom routines that support student learning and engagement. An area for understanding more deeply would be how to have it more student led.

On a scale from 1-5 with how comfortable I am with the current HQIM... I feel I am a solid 4. We have been implementing HMH with fidelity for a few years and I am comfortable with all the components. To deepen my understanding in the HQIM, it is very important to internalize each lesson and component.

I feel quite confident with HMH and structured literacy. Now that I have lived in it last year and this year I am more comfortable navigating the online curriculum and literacy slides. What I need to more deeply understand is managing skill groups versus guided reading. I still struggle in this area.

I would say that I am familiar with the HQIM, but could use more practice using it to further understand it.

I believe I have been trained in HQIM structured literacy practices to be able to assist my teachers to create rigorous lessons. I believe I just need to understand more the resources in Amira and our Reading adoption has available to the teachers.

As the instructional coach of my campus and a former classroom teacher who used the same HQIM, I feel very confident.

I believe my knowledge and expertise is relatively high as an interventionist. We need more work on language comprehension. Misconceptions about SoR are starting to percolate as science mainly focused on decoding and phonics practices.

I would describe my level of expertise in our HQIM and structured literacy practices as proficient. I know the routines, the reasoning behind the shift, and adjustments we have made along the way. I would like to understand why our data doesn't quite reflect the level of implementation compared to other schools in our district that have better data but the implementation of HQIM isn't with the same level of fidelity. Will our data turn as we "stay the course"?

As a teacher, I am trying to find my familiar go tos of what I know works for students while expanding my knowledge and continouing to grow with current best practices.

I have some expertise in HQIM structured practices. I need more activities to differentiate with students.

I feel I have expertise in this area - but I'd love to understand how to make in the minute decisions when things in the classroom go off track. (behaviors, interruptions, etc). I want to know more about how to prioritize the learning.

I would describe my current level of expertise as developing. I have a good understanding of my HQIM and structured literacy practices and am continuing to strengthen my ability to implement them effectively in my second-grade bilingual classroom. I would like to deepen my understanding of how to use the curriculum to support students at different reading levels, provide effective small-group instruction, and meet the needs of bilingual learners. I would also like to learn more about using assessment data to guide instruction and ensure all students develop strong foundational literacy skills.

I want to say I am have more knowledge of what structured literacy requires. I feel more confident in teaching and organizing the materials.

I know what is being utilized as HQIM for literacy but need more knowledge to better assist students.

I would rate my current level as fair for HQIM and structured literacy practices. I need to know the reasoning of these components to improve the classroom needs and how better instruct my students.

My level of expertise in my HQIM and structured literacy practices is proficient. What I need to understand more deeply is how the resources align across grade levels and to the STAAR.

Progressing; the progression of fluency for students.

My current level of expertise is mid level. It has been helpful to look at lesson prior to walkthroughs and giving feedback on teacher lesson internalization. Creating more experiences to have lesson internalizations has been helpful to support and coach teachers.

I would describe my current level of expertise in HQIM and structured literacy practices as proficient. As an instructional coach, I have a strong understanding of the curriculum, instructional expectations, and the importance of using research-based practices to support student learning. I continue to grow through professional development, PLCs, and working alongside teachers. I would like to deepen my understanding of how to effectively support teachers in implementing HQIM with fidelity while meeting the needs of diverse learners. I also want to strengthen my knowledge of structured literacy practices, especially how to use student data to identify learning gaps, plan targeted small-group instruction, and provide meaningful feedback to teachers.

I have the basics down, I am still learning and need to be more effective to translate knowledge into evidence of student outcome

I am feeling more comfortable with the structure of the lessons, but need to grow in the flow of one lesson to another, from Module to module.

I would describe my current level of expertise as developing. I feel I have a good foundation in observing instruction and coaching teachers, and I am increasingly confident in recognizing structured literacy routines and supporting purposeful use of our HQIM. I want to deepen my understanding of how foundational literacy skills connect and progress, especially for bilingual learners. I want to strengthen my ability to use student work and assessment data to identify specific needs and help teachers adjust instruction.

Students have different needs. Lessons need to be individualized. It is a challenge to work with different groups. For me it is a learning process. I follow curriculum and use tools as needed.

I believe my level of expertise in HQIM and structured literacy practices is proficient.

I would describe my current level of expertise in HQIM and structured literacy practices as proficient, with room for continued growth. I am comfortable using instructional growth. I am comfortable using instructional materials to plan and deliver lessons that align with grade-level standards and meet my students' needs. I incorporate structured literacy practices such as phonemic awareness, phonics, decoding, and explicit instruction into my daily teaching. I continue to strengthen my knowledge and skills through professional development, collaboration, and classroom experience to better support all learners.

I feel comfortable with the HQIM but do need a bit more information regarding the structed literacy practices as it is expected by our district.

My current level of expertise in HQIM is that I want to understand more deeply the internalization of a lesson, but find it difficult with lack of time. HQIM offers great, but many components. I feel that to adequately implement it, teachers need time to internalize, plan, and ask questions.

I am an experienced teacher and have above level expertise in the structured literacy practices.

We look for a well-rounded curriculum that uses curriculum resources that teacher all levels for all learners.

I HAVE A GOOD UNDERSTANFING OF HQIM AND STRUCTURED LITRATURE BUT WOULD LIKE TO STRENGHTEN MY KNOWLEDGE

I feel that I have a decent grasp on HQIM and structured literacy practices. I have many years of classroom experience, but need more understanding of upper level elementary content and curriculum.

Deeper knowledge would help me better recognize whether instructional practices are being implemented effectively and identify areas where students may need additional support. It would also help me make more informed decisions about next steps, adjust instruction based on student needs, and use HQIM and structured literacy practices more effectively.

I would describe my current level of expertise in my HQIM and structured literacy practices as low level. I would need more in depth explanation. This is my first year as a second grade teacher and never had to use literacy practices in my classroom last year.

I would describe my current level of expertise in HQIM and structured literacy practices as proficient. I am confident in implementing explicit, systematic instruction, differentiating lessons, and providing scaffolds to meet the diverse needs of my students. I would like to deepen my understanding of how to effectively adapt HQIM for students receiving special education services while maintaining grade-level expectations and using data to guide instruction and monitor student progress.

I would describe my level of expertise as mid-high in HQIM and structured literacy practices, however, I know that we don't ever stop learning and my expertise could improve much more because there's always new materials and improvements in learning practices.

With 20 yrs. of experience I feel confident with my HQIM. However, there is always new strategies to learn from.

I would describe my current level of expertise in HQIM (High-Quality Instructional Materials) and structured literacy practices as proficient and continuing to grow. I feel confident implementing lessons, using instructional strategies, and differentiating instruction to meet the needs of my 3rd grade students. I would like to deepen my understanding of how to effectively integrate structured literacy practices into daily HQIM lessons, especially to support struggling readers while challenging advanced learners. I also want to strengthen my ability to use student data to guide instruction, improve reading comprehension, and help all students become independent, successful readers.

I am familiar with HQIM but would appreciate additional training.

Proficient. I do believe that materials need to be correlated with the teks.

As a new 1st-grade teacher, I am still developing my understanding of HQIM and structured literacy practices. I would benefit from more guidance on how to effectively use the curriculum, follow the lesson structure, and implement research-based reading strategies. I would especially like to learn more about small group and the playlist.

I am currently learning and internalizing the HQIM.

Developing foundational teaching skills and learning to apply instructional strategies, classroom management, and assessment techniques.

I am comfortable using high-quality instructional materials and adapting instruction to meet the individual needs of my special education students while maintaining alignment with grade-level standards. I also use structured literacy practices such as explicit, systematic instruction, modeling, guided practice, phonics, vocabulary, and comprehension strategies. I would like to develop a deeper understanding of how to effectively implement grade-level HQIM with students who are performing significantly below grade level.

My current level of expertise in HQIM instruction is fairly knowledgeable. I would appreciate more hands-on experience.

I feel my current level of expertise is medium at this point. I teach resource classes. Some days my students seem to be grasping and understanding the lesson, but next day seems were are moving backwards. Not sure if to continue or go back and reteach after they were doing so well.

I wish I knew more about HQIM and structured literacy practices in order to help the teachers at my campus. I need to understand how teachers implement to bring the levels of knowledge higher for our students.

Intermediate- still learning but feel comfortable with it. As admin, I would like to deepen my understanding on how to change mindsets as most are resistant to change. Helping our teachers see the value but also modeling for them.

While I feel confident implementing HQIM and structured literacy routines, I would like to deepen my understanding of using assessment data to make more precise instructional decisions and interventions. I am also interested in expanding my knowledge of how to adapt HQIM while maintaining fidelity to the curriculum, particularly for multilingual learners and students with significant reading challenges. Additionally, I want to continue strengthening my expertise in connecting structured literacy practices with knowledge-building and language comprehension to ensure all students achieve strong reading outcomes.

I am aware of HQMI, I would like more training or examples of how to use in classroom.

I would place myself at the Beginning Level, and TIME is the crucial enemy to being well rounded with ALL Subjects.

As an instructional leader, I would describe my current level of expertise in High-Quality Instructional Materials (HQIM) and structured literacy practices as proficient, with opportunities for continued growth. I understand the importance of implementing HQIM with fidelity, aligning instruction to grade-level standards, and using data to guide instructional decisions.

I am very familiar with the HQIM and the structured literacy practices that our district is using. It's easily accessible to everyone but I still need to find the time to practice and rehearse the different lessons for the different groups of students that are in my different classes.

I feel comfortable with my level of expertise in HQIM, I will like to have more examples per grade level on structured literacy practices.

I would say my level of expertise is moderate at this time. I would like to get more training on actual activities to implement during my reading groups.

I feel that I have a good understanding of HQIM and structured literacy practices. However, I would benefit from more hands-on, in-action professional development. I would like to see these practices modeled in the classroom, observe effective instructional strategies, and have opportunities to practice and receive feedback so I can implement them more confidently and effectively.

We need to get more HQIM materials to differentiate during whole group instructions.

I would describe my current level of expertise in HQIM and structured literacy practices as developing to proficient. I understand the importance of using high-quality instructional materials to support grade-level learning and implementing structured literacy practices that are explicit, systematic, and aligned with students' literacy needs. I recognize the importance of phonemic awareness, phonics, fluency, vocabulary, and reading comprehension in building strong foundational reading skills. I would like to deepen my understanding of how to implement HQIM with fidelity while still meeting the diverse needs of my students. I also want to learn more about using student data to guide instruction, providing effective interventions for struggling readers, and differentiating lessons without compromising the rigor of the curriculum. My goal is to strengthen my instructional practices so that all students can become confident, capable readers.

I feel that I still need help finding more HQIM materials to differentiate whole group instruction.

With continuous maintenance meeting the HQIM and literacy practices are continuously updated to better assist our students.

I would describe my current level of expertise in HQIM and structured literacy practices as proficient. I have a solid understanding of these practices and am continuing to strengthen my ability to support student learning. I would like to deepen my understanding of how to ensure fidelity when implementing HQIM and structured literacy practices.

I would say I know the tip of the iceberg. I am aware of the structure but not into depth.

I think as far as reading, I feel prepared. I do not feel prepared or equipped with writing.

As a classroom teacher, I describe myself as having the knowledge and able to do the HQIM literacy practices.

Deeper knowledge helps me look beyond whether students get an answer correct or incorrect and understand why they are responding the way they are. I can identify misconceptions, recognize learning gaps, and notice patterns in student thinking. This allows me to make more informed instructional decisions, differentiate instruction, provide targeted interventions, and adjust my teaching strategies to meet the needs of all learners. My next steps would be to use student work and assessment data to plan meaningful small-group instruction, monitor progress, and ensure every student has the opportunity to grow and succeed.

I'm learning to follow my TE to ask the questions as they are written. We have been practicing as a grade-level every week to plan. One observation is that we wish we had more time, as following the structures literacy practices does require time.

I would say I have some expertise in HQIM literacy practices. You have to learn to adapt and learn the new curriculum in order to better support teachers and provide feedback.

I would describe my current level of expertise in my HQIM and structured literary practices as developing. Getting activities for our centers and implementing the practices.

Deeper knowledge of HQIM and structured literacy would help me better identify whether students are truly mastering foundational reading skills or simply completing activities.

I would describe my current level of expertise in High-Quality Instructional Materials (HQIM) and structured literacy practices as proficient but have room for improvement. I understand the importance of using aligned instructional materials, following a clear instructional sequence, and implementing research-based strategies to support student learning.

As a Reading Coach, I would describe my current level of expertise in HQIM and structured literacy practices as developing to proficient. I have experience using Savvas instructional materials, analyzing TPRI and Tejas LEE data, and providing targeted small-group reading interventions based on students' individual needs. I use explicit instruction, modeling, guided practice, and gradual release to help students strengthen their foundational reading skills.

I would describe my current expertise in high-quality instructional materials (HQIM) and structured literacy as developing, with a solid foundation and room to grow. As a campus leader, I understand the importance of intentional lesson internalization, explicit and systematic instruction, and using student data to guide instructional support.

I believe I can implement structured literacy practices to support students developing strong foundation in reading and writing skills. I can use instructional strategies to address specific student's needs.

Current level is emerging. There is always room for improvement and refinement.

I would describe my current level of expertise in HQIM (High-Quality Instructional Materials) and structured literacy practices as developing. I understand the importance of using standards-aligned instructional materials, explicit and systematic instruction, and evidence-based practices to support students' literacy development. I recognize the value of following the curriculum with fidelity while using student data to guide instruction and address individual learning needs. I would most like to deepen my understanding of how to effectively implement HQIM and structured literacy practices in the classroom, differentiate instruction to meet diverse student needs, and use assessment data to identify gaps in learning. I also want to strengthen my knowledge of phonemic awareness, phonics, fluency, vocabulary, and comprehension so I can better support all students in becoming confident, proficient readers.

I would describe my current level of expertise in HQIM and structured literacy practices as highly proficient. As a Cohort Leader for Reading Academies, I have had extensive opportunities to deepen my understanding of the science of reading, facilitate professional learning, and support teachers in implementing evidence-based literacy practices. My experience includes coaching educators on structured literacy components such as phonological awareness, phonics, fluency, vocabulary, language comprehension, and knowledge building, while ensuring instruction aligns to high-quality instructional materials.

I always looking for the best practices for my students, adressing individual needs fore my students in order to be succesful and confident in each subject.

I have a strong commitment to implementing structured literacy practices that support students in developing essential reading and writing skills. My expertise focus in HQIM strategies to address students; individual learning needs, strentghen foundational literacy skills, and improve reading outcoes.

I know HQIM includes structured literacy practices, including explicit modeling, systematic instruction, and lesson internalization. I need to deepen my understanding of how literacy skills build across grade levels and how to use student data to guide targeted support

I have been given the trainings and apply the practices in my classroom. However, I am not fully confident, yet.

I have a solid understanding of the purpose and key components of HQIM and structured literacy practices, and I am increasingly confident in supporting teachers with implementation. I can identify how high-quality instructional materials align to standards and support student learning, and I understand the importance of explicit, systematic literacy instruction. What I most need to understand more deeply is how to ensure consistent implementation across classrooms and how to effectively monitor the impact of HQIM and structured literacy practices on student outcomes.

I would describe my current level of expertise in HQIM and structured literacy practices as developing to proficient. I'm aware of the importance of implementing high-quality instructional materials with fidelity, following the lesson sequence, and using data to guide instruction and meet students' individual needs. I would like to deepen my understanding of how to effectively internalize HQIM lessons, differentiate instruction, and use formative assessment data to identify learning gaps and plan targeted interventions..

My expertise with HQIM and structured literacy practices is beginner. As a 6 year teacher and first year in 1st grade, I have just started my first year with the TEKS and new curriculum.

I have a general understanding of all the components of our reading curriculum, but I need to refresh my understanding of the weekly layout and how each component fits into the overall structure.

Current level of expertise in HQIM structured literacy is fair. I need to understand more deeply the internalization process for our school district.

My current level of expertise in HQIM is at a developing stage. I need to understand all TEKS and best practices needed to fully be confident in HQIM and structured literacy.

I am somewhat familiar to the HQIM we are using but I really wish I understood how to do it all with the time allotted. I find myself running most of the time and I do not think it is due to being unfamiliar with the material, because once I begin teaching, I feel I am in my element.

I understand the practices, but would like to see them in action.

I feel that I would describe my level of expertise as developing. I believe that I am still learning how to integrate HQIM in the best way for my intervention groups. As this is my first year doing Reading Intervention I would like more HQIM materials to actually be given to me.

I am still learning and building my understanding of our HQIM and structured literacy practices. As a campus leader, I need to better understand how the materials support explicit, systematic literacy instruction and what effective implementation looks like in the classroom. I also want to deepen my understanding of how to use student data to guide support and provide meaningful feedback to teachers.

My understanding of HMH is strong, but I struggle when it comes to applying the knowledge to lower grade learning. I need to understand the way that the different elements of structured literacy tie into the HMH curriculum.

I would say that I am fairly knowledgeable in HQIM but not as fair with structured literacy practices. I would like to understand more deeply is the way structured literacy should look like. What would be considered structured literacy practice?

I would say I'm confident in using the word study, reading, and grammar pieces of HMH. I feel like I need to more deeply understand vocabulary instruction and writing.

I'm in the infancy stages of HQIM for Reading. I understand the overarching skills necessary for students to succeed. However, I am not too fluent in high yielding instructional moves teachers can make during instruction.

I would say the more I internalize the lessons daily I get more comfortable with it and understanding the HQIM and structured literacy practices. I think what I need most to understand it more deeply is the time to internalize

As a leader, I feel confident in my understanding of the curriculum and required literacy practices. I appreciate the clarity, structure, and the focus on lesson internalization for teachers. How to help teachers blend their pedagogical expertise and engagement strategies with scripted materials without losing instructional depth.

Rather than just checking if students are quiet or having fun, an expert look catches the gaps between what reading science requires and what's actually happening in the classroom.

I can help analyze student reading data (screener, progress monitoring, HMH assessments, observations, small group progress) to identify specific skill deficits and suggest targeted instruction for

I can design, analyze, and refine lessons that break down literacy concepts sequentially.

I feel better now that I have worked close to early literacy for 3 years. Looking back, I can reflect and say that my understanding was significantly limited. These workshops, Principals walks in other schools and our own campus classroom observations have helped me tremendously to understand the use of HQIM and their impact on instruction and student growth.

I'm learning how to navigate the curriculum and beginning to feel more confident. We have been saying that we'd like someone from the district to come model the lessons and what they're asking us to do.

I would describe my current level as proficient. I would like to mostly understand how 3-6 teachers can effectively complete a full Reading lesson(word study, vocabulary, reading, writing, and grammar) in one class(90 min) setting.

I am more comfortable with the structure and layout of each module and the lessons. If I had to find something inside the curriculum, I could find it now without assistance. I am also feel comfortable with what structured literacy practices should look like in the classroom. In order to understand more deeply, I would need more time observing and trying to understand how to shorten the time it takes to prepare for lessons daily when the amount of clickable resources are so abundant.

I would describe my current level of expertise in structured literacy practices as strong, given my background as a reading coordinator, reading specialist, and dyslexia teacher. I have a solid understanding of explicit, systematic instruction and how foundational reading skills develop. However, I am continuing to deepen my understanding of HQIM, particularly how the curriculum is designed to build skills across grade levels. I would like to better understand how campus leadership can support teachers in implementing the curriculum with fidelity while using instructional evidence and student data to identify gaps, provide meaningful feedback, and make informed instructional decisions.

My level of expertise in HQIM and structured literacy practices as that proficient. I need to understand more deeply how to execute HQIM routines without pauses and if skipped steps in HQIM curriculum are done, then how to maintain lesson flow.

I don't feel myself as an expert in this area. I honestly believe and feel that I am still learning and want to learn as much as I can to be able to help my students in their learning and making that journey easier. At least make it possible for them to understand the lessons itself. But I would like to understand more and learn as much as I can.

My current level of expertise in the HQIM and structured literacy is pretty high. Knowing the level of thinking students need to do in literacy and understanding how the curriculum is written to allow students to think it key to the HQIM instruction.

My current level of expertise is at a surface level in understanding the components of our HQIM. There is definitely room for growth in understanding the deeper points that will essentially connect all the components and lead to student success.

I would describe myself as developing toward stronger expertise. I am familiar with our HQIM and I use literacy practices such as explicit instruction, phonological awareness, phonics, decoding, vocabulary, comprehension, and small-group support. I am becoming more intentional about lesson internalization and identifying the most important learning rather than trying to complete every component of the curriculum. This is specially important for me because I want my planning to focus less on "getting through' every activity and more on understanding the purpose of the lesson, protecting the essential learning, and making instructional decisions based on what my students actually need. What I most need to understand more deeply is how to recognize the difference between simply implementing a strategy and delivering it with high instructional quality. I also want to deepen my understanding of how structured literacy should look specifically in Spanish and in a dual-language setting, including how to use student evidence to determine what support or next step is needed.

I consider my level of expertise in my hqim and structured literacy practices to be proficient. To understand it more deeply, I could use professional development for guidance and time to actually get used to and use the hqim to it's fullest potential.

I am still learning about HQIM and structured literacy practices. I would like to better understand how to implement them effectively to support my students' reading development.

I need to give specific feedback that revolves around student learning, not just compliance in implementing the curriculum.

My current level of expertise in our HQIM and structured literacy practices would be developing/understanding practice .

Each week I am learning and discovering more. I understand structured literacy and the expectations; however, what I struggle with is navigating HMH, finding the resources, and how that aligns and fits with each module assessment.

I am confident and experienced in implementing HQIM and structured literacy practices. I would like to further strengthen my skills in differentiation and using assessment data to meet individual student needs.

This year I have developed a stronger understanding of the resources available for tiered invention practices embedded in HQIM. I would like to understand how to gain a deeper mastery of how to seamlessly bridge Tier 1 core instruction with Tier 2 and Tier 3 targeted interventions.

Intermediate level. I understand what HQIM is. In kindergarten we focus on phonological awareness and grow from there using the science of reading. I would like to understand how we are expected to do so much with many different curriculums. I know the goals for my students and want to be able to get them there by any means possible, using what I believe will work. So, I need to understand how teachers can have more autonomy in providing what their students need.

I would describe my current level of expertise in HQIM and structured literacy practices as developing. I have a solid foundation in using high-quality instructional materials to guide my teaching and provide students with explicit, structured instruction. However, I know there is still room for growth in understanding how to implement these practices consistently and effectively to meet the needs of all learners. I would like to deepen my understanding of how to effectively implement structured literacy practices within my daily lessons. I want to learn more about how to support students who struggle with reading while also challenging students who are ready to move beyond grade-level expectations. I believe that strengthening my knowledge in these areas will help me make better instructional decisions and create more effective learning experiences for all my students.

I have a solid understanding of structured literacy practices. However, it has been difficult to adjust to the change and leave balanced literacy behind.

The curriculum is extensive. How do you narrow it down to truly serve the necessities of all students in a consistent and effective way?

I would appreciate meaningful hands-on professional development to understand the curriculum better. While we have been given training on the scope and sequence and materials, we haven't been given the opportunity to truly understand how this curriculum could be implemented effectively.

I feel very confident in my literacy practice.

I feel confident with the structured literacy practices. I'm struggling with the Vocabulary, Reading, and Writing portion of HQIM. I'm curious about the time frame and how so much information is packed into these lessons.

I am feeling more confident each day in the HQIM and structured literacy. I continue to spend time digging deeper into the materials to better understand the texts and instructional routines.

I feel rather confident in both HQIM and structured literacy practices. Had this question been asked to me two years ago, my answer would have been different. Through this TXRL Journey, I can strongly say that I am at a better level of understanding of HQIM as well as structured literacy.

I understand how to use HQIM and structured literacy practices to teach reading skills. I would like to learn more about how to help struggling readers through small-group instruction, phonics, vocabulary, and fluency practice. In addition, find more ways to meet and connect to students' individual needs and help them become stronger, more confident readers.

As a Collaborative Learning Leader, I have a solid and growing understanding of HQIM and structured literacy practices. I would like to deepen my ability to coach teachers in using data, targeted scaffolds, and explicit instruction to support all learners while maintaining curriculum rigor.

At this time, I have a somewhat understanding of our HQIM for RLA (SAAVAS and Magnetic/Mosaico). There is still very much an opportunity to gain more expertise. I understand how the teachers navigate through the weekly story throughout the week based on looking at how the district has broken it down on a weekly basis. I understand its components and the purpose of each, I also understand the Phonics component is very straight forward and easy to follow from a teacher perspective. What I do need to understand more deeply is what can teachers use as additional resources to close the gaps. I would like to know why the English and the Spanish district curriculums are misaligned in the scope and sequence.

I am growing in my level of expertise of HQIM and structured literacy practices. Continued professional development for campus leaders and classroom observations to ensure alignment with expectations support my understanding.

Our HQIM and structured literacy practices are coming along. Through the TXRL we have learned and we have refined our teaching practices.

I have combed through our reading HQIM extensively. I use it every day. I understand it well.

I have a working understanding of HQIM and structured literacy practices, but I recognize that there is room to deepen my expertise. Additional professional learning would help me better understand the connection between structured literacy principles, lesson design, and effective implementation of HQIM.

I completely understand what high quality instruction material is and how it should be aligned to the objective in order to have a logical sequence. I am trying to understand why some work identified as HQIM is the same as some teacher to teacher with identical content and one is called HQIM and one cannot be called HQIM?

I understand the routines and the procedures pretty well this year. I would like to know what changes/ adjustments teacher are making to make it user friendly to all levels and so it doesn't get monotonous.

Having supported the implementation of our HQIM for seven years and structured literacy practices for three years, I feel confident and comfortable with both the instructional materials and routines.

From a 1 to 5 I'd say that my current level of expertise in HQIM and structured literacy practices is a 4. What I need most to understand is how to help teachers implement the HQIM with fidelity through lesson internalization because they are currently struggling due to the lack of time.

I feel confident with our district's HQIM and with structured literacy practices. I need to work with teachers on how they are delivering the curriculum, but I need to ensure I have tools for them to do better.

I am very familiar with HMH HQIM. I currently oversee math so I would need time to review the documents and literacy practices.

I feel comfortable with evaluating the literacy practices with our HQIM program.

I feel like I know the HQIM well and am expert at annotating and internalizing lessons so that I can assist my teacher's in doing so. I personally need to understand the stories that are included in HMH so that I can fully connect with the lessons.

I would say foundational to developing. I understand HQIM, structured literacy, standards alignment and evidence-based instruction. I can identify effective instructional practices during walkthroughs, recognize implementation gaps, and provide teachers with actionable feedback. What I need to understand more deeply is how HQIM, structured literacy, and effective instructional leadership work together to improve student achievement.

I would describe my current level of expertise in HQIM and structured literacy as growing. I understand the importance of HQIM to support effective, standards-aligned instruction. I want to continue strengthening my ability to support teachers with lesson internalization, and in implementing the curriculum in ways that meet the needs of all students. I would also like to continue to deepen my understanding of structured literacy, especially how to support teachers in developing students' foundational reading skills, including phonemic awareness, phonics and fluency, and the use of data to make instructional decisions that will have a big impact on student learning.

I have a pretty good understanding of it. I feel students need to have access to materials that go along with our lessons. I want to understand more about HMH and making it more rigorous for our higher level learners.

I feel confident in the HQIM and structured literacy practices. I am somewhat confident in the curriculum. Right now, I need to time to understand more deeply as our primary focus has been on the new math curriculum. Since HMH is familiar for most teachers, we have been allowing them time time for internalization and have not been doing as much facilitation as needed.

I have a strong understanding of HMH and structured literacy practice. Although I have expereinced implementing HMH to students as a classroom teacher, this is the first year that we are using HMH as it was designed. Therefore, I have some gaps in execution to components that I did not implement during my time as a teacher. To understand those components, i would need training and perhaps the opportunity to observe or implelemt myself.

My level of expertise is extremely limited. My only exposure is the time we have spent looking through the content in these trainings. Not sure how to answer the 2nd question

I feel on our campus that administrators and teachers do have a deep understanding of our Reading HQIM, for Math maybe not so much. Math is brand new this year, and everyone is still learning. Principals attend PD with teachers to learn the HQIM, and they also will come into classrooms just because, not for a compliance walk thru. We have used the same HQIM with fidelity for two years now. Teachers still struggle with the online portion of the HQIM and how to navigate it at times. Which is understandable.

I understand my current HQIM and structured literacy practice. What I need to understand more deeply is the small group aspect of it.

I feel like I have a good understanding of my HQIM, but could use more help understanding what the small groups look like using the decodable readers and text. I would also love to see some classroom management in a more challenging classroom setting (high numbers, high SPED population) for navigating the playlist and small group time.

As a Curriculum Specialist, I have an extensive understanding of HQIM that has grown beyond my experience as a classroom teacher. My ongoing work with curriculum planning and the development of professional development for teachers has given me a strong grasp of the materials, enabling me to navigate them confidently and effectively support teacher understanding.

If I were to rate myself from a level of 1-10. One being the least knowledgeable to 10 being the highest when it comes to HQIM, I would rate myself at an 8 because I am familiar with how HQIM helps teachers deliver rigorous, engaging, and research-based instruction that meets the needs of diverse learners. I also recognize the importance of implementing the curriculum with fidelity, using assessments to monitor student progress, and making instructional adjustments when necessary. Although I feel confident in my knowledge, I know there is still room for growth as I continue learning about effective implementation practices and ways to maximize student achievement. When it comes to structured literacy, I would rate myself as a 10. I currently have a Masters Degree in Reading Specialization and have a passion for everything that falls under that umbrella. I know that structured literacy is a systematic and explicit approach to teaching reading and written language. I believe HQIM is what I need to understand more deeply.

I have a great understanding of the HQIM structure literacy practices as I'm familiar with HMH and its products. I want to understand more deeply how to support teachers and understanding the importance of using the curriculum as designed.

I would describe my current level of expertise as developing and growing. I would like to strengthen my ability to identify effective instructional practices, understand the purpose behind each lesson component, and ensure that instruction meets the needs of all students.

I am proficient in implementing Savvas myView Literacy as an HQIM core curriculum to deliver explicit, systematic, and cumulative instruction. However, some students struggle to think, comprehend,, and have classroom discussions of the material.

I feel pretty comfortable and familiar with HQIM and the structured literacy practices.

I understand the overall and big picture. I am working on finding ways to ensure STAAR alignment and rigor as well as helping teachers understand ways they can make adjustments as needed due to time. What I struggle with the most is the limited small group time.

I would describe my level of expertise in HQIM and structured literacy practices is adequate, because for me it is a continue learning process. I most need to understand what research and evidence is there to demonstrate the impact the HQIM has in students.

I am familiar with locating content as well as how to use the teacher manual online to locate necessary resources available through our HQIM. I do not have enough experience working through it with students in a classroom setting. I would like to familiarize myself with pivoting in the moment and how easily the resources can be adjusted on the fly.

I would describe it as highly proficient level. In my classroom I only use HQIM practices and material.

I would rate myself as proficient in HQIM and structured literacy practices. I understand the core components and support implementation on my campus. I most want to deepen my understanding of how to effectively monitor implementation, provide targeted coaching and feedback, and ensure that HQIM and structured literacy practices translate into improved student outcomes.

I am progressing in learning about it at all levels. Learning all the elements to the curriculum with only digital copies is a challenge, but I'm making progress. I need to better understand how to think about the use of some of the longer stories, especially in the younger grades.

This is my second .year implementing the HQIMs. I would say I am still catching up but doing much better than I was at the beginning of the year.

I definitely feel better than I did at the beginning of the year! I am understanding more how HMH curriculum flows for each grade level, which is helping me internalize each lesson before teachers participate in lesson rehearsals during our PLCs. What I would like to see is more examples of lesson rehearsal PLCs and perhaps lesson internalization sessions for teachers.

I have a solid foundational understanding of our HQIM, as well as the key principles of structured literacy. I understand the importance of implementing materials with fidelity while using student data, formative assessments, and small-group instruction to address individual learning needs. I would like to deepen my understanding of how to maximize the effectiveness of the materials, particularly in differentiating instruction, responding to student misconceptions, and providing targeted interventions without losing the rigor of grade-level instruction. I also want to strengthen my understanding of the progression of structured literacy skills and how to intentionally support students who struggle with foundational reading skills, including our emergent bilingual students, while continuing to build language proficiency and biliteracy. And how to use it for writing that aligns well with extended constructed responses for STAAR.