Planning and Evaluation Rubric A Survey for Creating a Comprehensive Literacy Plan

This survey was issued to 12 colleagues at Aspen Community School. A total of nine surveys were returned. I have left off the names in the table for confidentiality purposes. The numbers listed in the top row indicate the category from the survey. Please read the narrative summary (see below) of these results for descriptions of these categories. The numbers listed within the grid indicate the rating given to that category by the individual whom indicated that category as the area in most need of further development. Rating Scale: Beginning:1 Partially:2 Complete:3 Exemplary:4 Few students Some students Many Students Most students (20% or less) (20%-65%) (65%-95%) (95%-100%) In few classrooms in some classrooms In many classrooms In most classrooms Scoring Table:
Name 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 3 11. 1 1 2 1 2 2 2 2 1 2

Total* 2 5 1 1 1 1 Average 1.5 1.6 1 1 1 1 Strength Need for Future +** Development * Since we were not asking our colleagues to rate each category in this survey, I used the total to represent how many people responded with that category as an area for improvement. Also, one colleague returned the survey with three categories rated. I recorded all of these on that row on the grid above. ** I gave this column a + to indicate that while several areas were noted by my colleagues as an area that needs improvement, this one category had the most responses. NARRATIVE SUMMARY OF RESULTS Identified Strengths: Out of the nine reading teachers whom completed the survey at Aspen Community School, not one reading teacher marked categories 1, 4, 5, 8 or 9 as an area potentially needing improvement. These areas represent: - (1) Goals: Staff Creates Measurable Reading Goals - (4) Instruction: Select, Learn and Use of a Comprehensive or Core Reading Materials - (5) Instruction: Create Reading Groups that Maximize Learning - (8) Leadership: Increase Reading Leadership - (9) Leadership: Increase Staff Collaboration and Communication about Reading

This indicates that there is a protected reading block at each grade level in which there is sufficient time for Tier 1 reading instruction, flexible groups are created to maximize learning, and struggling reading receive additional time in Tier 2/3 instruction. Leadership is developed through a Reading Team that meets regularly along with sufficient staff collaboration. While these areas were not marked by teachers as the one area that needs improvement, results do not suggest that there should not be improvements considered to these areas also. Identified Areas in Need of Improvement: Categories 6, 7, 10, and 11 were each selected only once as the area a reading teacher felt needed improving. These categories represent: - (6) Allocate Sufficient Time for Reading Classes - (7) Instruction: Implement Instructional Strategies and Techniques - (10) Professional: Organize and Maximize Professional Development/Coaching - (11) Commitment: Increase Parent Involvement in Reading and Enhance Reporting to Parents These categories suggest various types of concerns. For example, category 6 indicates a need for a protected, consistent time set aside for an intervention block in order to more easily use the resource teachers as support. Ideas for improving implementation for category 7 suggest offering differentiated instruction on a regular basis not as a decision after struggling signs are apparent. Category 10 indicates a need for additional staff training in an area of reading research while also providing a system for teachers to be coached. Additionally, category 11 recommends developing a comprehensive plan to reach out to all parents in the school and educate them on ways to support their childs reading growth. Category 2 was selected twice as an area of needed improvement. Category 2 represents: - (2) Assessment: Create Data Collection and Data Analysis Systems There is a need to improve the analysis of data from screening, progress monitoring, and summative assessments so as to make informed instructional decisions based on this data. Also, it is necessary to look at how we are using this data to make re-group students based on needs. Category 3 was selected by five of the nine teachers surveyed as the area of most critical need in improving at the school. This category represents: - (3) Assessment: Implement School-Wide Intense Interventions There is an overall consensus among reading teachers that the school needs to improve the analysis of reading assessment data to determine appropriate intense interventions for students. This category also indicates the need to look at the tiered system of support (providing interventions in addition to Tier 1 instruction, small groupings, changing instruction if student does not show progress, etc.).