Literacy Program Analysis Survey
Literacy Program Analysis Survey
[Complete the survey by placing an X in the column best describing your schools performance on each literacy characteristic. You will use the survey results to create a visual summary. You do not need to submit the completed survey as part of your assignment.]
Characteristic Rating
Outstanding Adequate Needs Improvement
Instructional Program
Reading and writing skills are taught explicitly, directly, and systematically using research-based strategies. X There are opportunities during each school day for vocabulary development to occur both directly and indirectly. X Teachers use multiple strategies and combinations of strategies to teach vocabulary and reading comprehension. X Teachers model their thinking processes, encourage student inquiry, and keep students motivated and engaged. X Learning-to-read and reading-to-learn skills are taught in the schools literacy program. X 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 schools 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 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 Teachers understand the importance of digital literacy and how to integrate technology into the literacy program. X 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. X Portions of the survey were adapted from research on outstanding literacy programs conducted by Patty et al. (1996).
Analyzing a Schoolwide Literacy Program
Instructional leaders make many decisions related to student literacy. Research suggests schools with the most effective literacy programs continually improve both their instructional programs and infrastructure. These improvements include establishing a comprehensive, coordinated literacy program and providing ongoing, formal, extensive professional development to teachers and staff.
In this assignment, you will analyze the instructional practices and infrastructure of a current literacy program at your school or a school of your choice. You will complete a survey and compose a 5- to 6-page analysis paper that shows your findings.
Step 1Gather available schoolwide data related to digital literacy (i.e., school improvement plan, benchmark assessment, school report card, formative/summative data, etc.) for your school or a school of your choice.
Step 2Complete theLiteracy Program Analysis Surveyby placing an X in the column best describing your schools performance on each literacy characteristic.
Consider how the literacy program addresses the importance of digital literacy and the use of evidence-based practices supporting literacy instruction across content areas. Consider any improvements that could be made in these areas.
Analyze the survey results to determine the greatest strength and the most significant opportunity to improve the schools literacy.
Step 3Create a data visual that summarizes the key findings from the survey data. You may use any tool to create the visual summary. See tools in theACE Digital Tools Centerif you do not have a preferred one.
Step 4Compose an analytical paper that includes:
a title page,
an introduction that describes the school and summarizes the current literacy programs/activities,
an introduction to the data,
the data visual,
the greatest area of need for improving literacy at your school,
data to support the area of need you have identified using actual numbers,
a summary of the literacy programs strengths,
an overview of the literacy programs opportunities for improvement,
evidence-based actions for improvement,
an insightful conclusion, and
a reference page.
See the ACE resourceWriting Analytically.
Your APA-formatted analytical paper should be 5-6 pages, not including the title and reference pages. You do not need to include the survey instrument in your assignment submission.
Step 5Use the Module 1 assignment rubric to informally assess your work and ensure you have met all requirements.
Then, submit your paper.
Time-Sensitive Previews:
Preview all course assignments so you can plan your time accordingly.
You will use your identified area of need to complete your assignments in Modules 2, 3, and 4.
In Module 3, you will present a lesson to a group of learners and model practices for an instructional staff member. Schedule a date and time to present the lesson and gain permission for students to participate beforehand.
PleasereadtheAssignment GuidelinesLinks to an external site.before you begin working.
Thinking and Writing Skills 21stCentury Toolbox Video:Writing Analytically
Rubric
LIT5243 Module 1 Applications of Data Rubric
LIT5243 Module 1 Applications of Data Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeVisual Summary 30to >24.0pts
Mastery
The visual summary reflects the data analysis of literacy program survey results. The summary provides an overview of the data findings and explains them in detail, so a reader could understand them without viewing the raw data. 24to >21.0pts
Proficient
The visual summary reflects the data analysis of literacy program survey results. The summary provides an overview of the data findings and explains them. 21to >17.0pts
Marginal
The visual summary reflects the data analysis of literacy program survey results. 17to >0.0pts
Needs Improvement
The visual summary is incomplete and does not adequately represent the literacy program survey. 0pts
No Marks
30pts
This criterion is linked to a Learning OutcomeAnalysis Paper 50to >42.0pts
Mastery
The well-written, organized, 5- to 6-page analysis paper relies on literacy program survey data to identify and respond to a need in a school. The evidence-based paper identifies the schools greatest areas of strength and need, data supporting the area of need, and steps to be taken to chart a new literacy program for the school. The paper has an introduction and a data-informed conclusion. 42to >35.0pts
Proficient
The 5- to 6-page analysis paper relies on literacy program survey data to identify and respond to a need in a school. The paper identifies the schools greatest areas of strength and need, data supporting the area of need, and steps to be taken to chart a new literacy program for the school. The paper has an introduction and conclusion. 35to >27.0pts
Marginal
The 5- to 6-page analysis paper relies on literacy program survey data to identify and respond to a need in a school. The paper addresses some, but not all, the required content. 27to >0.0pts
Needs Improvement
The analysis paper is incomplete and missing most of the required content. 0pts
No Marks
50pts
This criterion is linked to a Learning OutcomeApplications of Data Literacy
(CAEP RA1.1) 30to >24.0pts
Mastery
Collects and evaluates various kinds of data. Uses multiple data points when available to support assertions. Accurately interprets data and shares insightful and detailed assertions, supported by specific data points or trends. 24to >21.0pts
Proficient
Collects and organizes data necessary to complete the activity or assignment. Accurately interprets data and provides general assertions based on data. 21to >17.0pts
Marginal
Collects limited data to complete the activity or assignment. Data interpretations are vague and/or raw data are presented with minimal or no interpretation of what the data mean. 17to >0.0pts
Needs Improvement
Data or data interpretations are missing. Conclusions are not identified or are not supported by data. 0pts
No Marks
30pts
This criterion is linked to a Learning OutcomeEmploying Data Analysis/Evidence to Develop Supportive School Environments
(CAEP RA1.1) 30to >24.0pts
Mastery
Conducts comprehensive data analyses and insightful, detailed conclusions are presented. Explicit connections between school-based decisions, plans, and actions with supporting data analyses or evidence are clearly presented. 24to >21.0pts
Proficient
Applies the use of data or evidence to inform practice. Makes clear and accurate connections between data analysis results and school-based decisions, plans, or actions. 21to >17.0pts
Marginal
Demonstrates limited data or evidence use to inform school-based decisions, plans, or actions. Connections between data and school-based practices are weak and need clarity and elaboration. 17to >0.0pts
Needs Improvement
Data analyses or using evidence to support school-based decisions, plans, or actions are missing, vague, or illogical. Decisions are not supported by data or evidence. 0pts
No Marks
30pts
This criterion is linked to a Learning OutcomeAPA Format and Writing Mechanics 10to >8.5pts
Mastery
Submission is free of spelling, formatting, and grammatical errors. Submission is well-formatted and professional. 8.5to >7.0pts
Proficient
Submission contains minimal spelling, formatting, and grammatical errors that do not impede the understanding of the concepts and plans. 7to >5.5pts
Marginal
Submission contains multiple spelling, formatting, and/or grammatical errors. Some ideas are unclear due to errors in writing mechanics, or multiple elements of APA format are not followed. 5.5to >0.0pts
Needs Improvement
Submission contains extensive spelling, formatting, and grammatical errors that significantly impede the understanding and presentation of ideas. 0pts
No Marks
10pts
Total Points:150
