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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...
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…
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.
Things are not perfect however, and improvements can be made at all levels of this literacy program in order to keep advancing the educational profession and not settling for just getting by as the temptation is strong to do. Teachers must allow students to gain a confidence in their own literacy skills and realize that others have different ways of interrelating the written word an making good use of it. It is also very important to keep the entire community involved in the process as well. If adults in the community are not reading and improving their own literacy skills, it is unfair to ask our offspring to do anything different. Leadership is necessary to set the example and show others how the community should be operating at a certain level of professional and courteous standards. Using the imagination in coordination with reading can be a very useful and practical skill that can be adapted into all facets of society. The domination of television and other distractions prevents reading from being embraced to its fullest extent, and until it is, the larger group must tolerate ignorance.
State of New Jersey, School Report. Thomas Jefferson Middle School, 2013. Retrieved from http://www.state.nj.us/education/pr/2013/03/035150070.pdf
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