American College of Education School-wide Literacy Program Essay

Module 1

Analyzing a School-wide Literacy Program

Instructional leaders make many decisions related to strengthening student literacy. Research suggests schools with the most effective literacy programs make improvements both in their instructional programs and infrastructures. Such infrastructure improvements include establishing a comprehensive, coordinated literacy program and providing ongoing, formal, extensive professional development to teachers.

In this assignment, you will analyze the instructional practices and infrastructure of a literacy program currently in place in a school, preferably your own.

• Create a Word document for your response. Use APA format.
• Create a title page and references page in APA format.
• Follow the “Directions for Completion” to complete Parts 1 and 2.

Part 1: Literacy Program Analysis Survey

In this Analysis assignment, you will complete a survey to assess a school’s literacy program, preferably your own. You will analyze both the instructional program and the school infrastructure supporting the program. Portions of the survey were adapted from research on outstanding literacy programs conducted by Patty, Maschoff, and Ransom (1996).

Directions for Completion:

• Place an X in the column that best describes your school’s performance on each literacy characteristic.
• Use the data you generate from the survey to create a visual summary (in the format of your choice) of the data you collect here. Include this visual summary in your assignment submission. Do NOT include the actual full survey.
• Use the data you generate to respond to the questions in Part 2.

Characteristic

Rating

Outstanding

Adequate

Needs

Improvement

Instructional Program

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.

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

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

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

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

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

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

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

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.

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

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

Teacher teams are both interdisciplinary and interdepartmental.

Parents support the literacy program at home and at school.

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

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

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

Intervention and enrichment programs support basic literacy skills.

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

There is ongoing summative assessment of both students and programs.

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

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

Teachers understand the importance of digital literacy and how to integrate technology into the literacy program.

Monitoring of the literacy program is careful, continuous, and systematic and includes collecting literacy-focused assessment data on a regular basis, analyzing and evaluating the data, and taking action to improve student performance.

Part 2: “Analyzing a School-wide Literacy Program” Paper 

• Compose a five- to seven-page “Analyzing a School Literacy Program” paper.
• Respond to each question in a well-developed paragraph.
• Follow APA formatting for citations and references page.
• Include an introduction and a conclusion.

1. Based on the survey, what do you see as the greatest strength of the school’s literacy program? Address one strength.
2. Based on the survey, what do you see as the greatest area of need in the school’s literacy program? Address one area of need.
3. What data are available to support the area of need you have identified? Describe the data (actual numbers) and source. For example, you may use a School Report Card, School Improvement Plan, or formative/summative data collected at the school.
4. If you had the opportunity to chart a new direction for the school’s literacy program, what steps would you take?