How This School Reads

Literacy Assessment

Characteristic

Outstanding

Adequate

Needs Improvement

Reading and writing skills are taught explicitly, directly, and systematically using research-based strategies.

There are opportunities during each school day for vocabulary development to occur both directly and indirectly.

Teachers use multiple strategies and combinations of strategies to teach vocabulary and reading comprehension.

Teachers model their thinking processes, encourage student inquiry, and keep students motivated and engaged.

Learning-to-read and reading-to-learn skills are taught in the school's literacy program.

Multicultural resources and materials are used across the curriculum

X

The school provides diverse texts that present a wide range of topics at a variety of reading levels.

X

Reading and intensive writing instruction are integrated and taught across the curriculum

X

Students have multiple opportunities each day to practice their writing skills.

X

Teachers use differentiated instruction to meet the needs of diverse learners.

X

Teachers use strategic tutoring that includes teaching learning strategies and helping students with content assignments.

X

Teachers use ongoing formative assessments to assess student learning and determine opportunities for differentiation.

X

Teachers use technology to support literacy instruction and practice for all student groups.

X

Literacy Program Infrastructure

The school has a comprehensive, coordinated literacy program monitored by a literacy committee composed of teachers, administrators, interested parents, and community members.

X

The literacy program has committed, supportive instructional leadership and a vision of literacy that is shared by all stakeholders.

X

A clear, well thought-out definition of literacy is used to determine student success.

X

Teacher teams are both interdisciplinary and interdepartmental.

X

Parents support the literacy program at home and at school.

X

Community volunteers are actively involved in the school's literacy program.

X

Teachers work collaboratively with the school librarian to strengthen student literacy.

X

The school has a systematic process for determining when students need intervention or enrichment and how those services are provided.

X

Intervention and enrichment programs support basic literacy skills.

X

Time is extended each school day for both literacy instruction and independent reading, such as wide reading.

X

There is ongoing summative assessment of both students and programs.

X

There is ongoing summative assessment of both students and programs.

X

Students' cultures, languages, and prior knowledge are taken into account when making decisions about literacy.

X

Ongoing, "formal, extensive" professional development in literacy is built into the school schedule and provided for all staff.

X

Part 2 Essay

Overall the literacy program at Thomas Jefferson Middle School in Teaneck, NJ, is performing quite well and there is reason for optimism in their current practices. As a result of the inventory, presented in this essay, it is my opinion, that this organization is performing an adequate job on every task and outstanding in most tasks. This is a very positive report due to the philosophy of the school and the supporting environment that breeches the subject by taking a simple and subjective approach to the topic.

One of the greatest strengths of this literacy program is that most students that enter the school are well prepared and have already learned to read. For reasons unknown, this community has a strong attachment to the written word and unlike many other places in this country, reading is encouraged and practiced in many homes.

When students are prepared to learn and have a fundamental understanding about reading and how words interact with another, teachers can then do their job and apply this skill in different areas for research and exploration. It is important that a societal norm is set a level that reading is a skill, like bathing and displaying manners. Communities need to take responsibility for their own if they are to expect any significant changes in education, and this program is a decent example for others to follow.

The New Jersey State Report Card revealed some important information regarding the performance of this school and how it measured against other schools. The report itself, is complex and uses many interesting statistical measurements to reach conclusions, but it appears that a commendable endorsement is displayed. All sate wide literacy targets were met within the school at all grade levels 5-8. The school was in the top 40% of statewide rank according to Language Arts and literacy assessments. Each and every grade level has performed above the state level requirements suggesting that something is being done correct at this school.