Literacy Survey for Teachers Regarding Current Literacy Work in School 1. School: 2. Grade Level K 1 2 3 4 5 6 7 8 9 10 11 12 Elementary Middle School High School 3. Reading   Agree Slightly Agree Slightly Disagree Disagree Our school has a strategic plan for teaching reading in the content area. My team has and uses a strategic plan for teaching reading in the content area. I have and use a strategic plan for teaching reading in the content area. I feel confident about teaching the average reader in my classroom. I feel confident about teaching the struggling reader in my classroom. I feel confident about teaching the accelerated reader in my classroom. I have a repertoire of before, during and after literacy strategies that I use in my content area. I provide regularly scheduled time for Sustained Silent Reading in my classroom. A library (classroom or school) is easily accessible available for students. I code books in my classroom (by reading difficulty) for students. I provide books of varied difficulty for students to use in their assignments. My students know how to choose books at appropriate levels for their individual reading. Our school has a strategic plan for teaching and reinforcing vocabulary in content areas. My team has and uses a strategic plan for teaching and reinforcing vocabulary in content areas. I teach the vocabulary of my content area in meaningful context. 4. Writing   Agree Slightly Agree Slightly Disagree Disagree Our school has a strategic plan for teaching and reinforcing the writing process. Our team has and uses a strategic plan for teaching and reinforcing the writing process. I regularly ask students to write in my content area. I feel confident about teaching the average writer in my classroom. I feel confident about teaching the struggling writer in my classroom. I feel confident about teaching the accelerated writer in my classroom. My students write regularly in my classroom (journals, essays, extended responses, etc.) I teach students to write persuasive/argumentative essays like the ones that will be on the MEAs. 5. Researching   Agree Slightly Agree Slightly Disagree Disagree Our school has a strategic plan for teaching and reinforcing research skills. Our team has and uses a strategic plan for teaching and reinforcing research skills. I have and use a strategic plan for teaching and reinforcing research skills. I teach my students specific strategies that allow them to read, use and comprehend internet websites. I teach my students specific strategies for evaluating the reliability of websites. 6. Speaking/Listening   Agree Somewhat Agree Somewhat Disagree Disagree Our school has a strategic plan for teaching our students speaking and listening skills. Our team has a strategic plan for teaching our students speaking and listening skills. I directly teach speaking and listening skills to my students. 7. Assessing   Agree Slightly Agree Slightly Disagree Disagree I use informal (formative) data to better understand student literacy instructional needs. I know the reading capability of every student I teach. As a faculty we use formal (summative) data for discussion about curriculum and instruction. 8. Optional Questions: This section offers questions that will likely be related to recommendations that will come from comprehensive literacy planning. We certainly understand that, some of these ideas or strategies may not now be in place, you may wish to include these now (as pre-data) so that they can be used for the purposes of comparison in post data analysis.   Agree Slightly Agree Slightly Disagree Disagree Literacy across content areas is well-supported by teachers here. We have opportunities for peer conversation to continually improve our literacy instruction. We use peer-observation to provide teachers feedback about effectiveness of literacy strategies. Literacy “walk-throughs” give teachers feedback about literacy instruction in our classes. Our principal targets specific literacy skills instruction in his/her faculty classroom visits and follow up conversations and evaluations. Literacy strategies are specifically taught on professional development days. Visual supports (on classroom walls) are available to students relating to literacy. We have a plan for intervention for all students who are not at grade level. We have a plan for support for students who exceed the grade level in ability. Powered by CreateSurvey 100%