Literacy Across the Curriculum
Emerging Implementation
Partial Implementation
Substantial Implementation
There is not a school-wide focus
on improving students’ literacy.
No Implementation
Some teachers and
administrators focus on schoolwide literacy. The administration
and staff have reviewed the
literacy data from all appropriate
assessments and are aware of
the connection between literacy
instruction and student
achievement. The school
leadership team has included
literacy goals in the strategic
plan.
Many teachers and
administrators focus on schoolwide literacy. The school has
literacy goals in place which are
guided by the work of the
literacy team.
Most teachers and administrators
focus on school-wide literacy.
The school has literacy goals in place
that are guided by a literacy team;
which works with administration to
implement the action steps to meet
literacy goals.
All teachers and administrators focus on
school-wide literacy which is guided by the
continual work of a literacy team.
Instruction is not focused on
literacy standards. No literacy
coach is available.
Teachers plan instruction based
on literacy standards. No literacy
coach is available.
Teacher teams meet
occasionally to discuss the
literacy needs of students.
Administrators support teachers
having literacy concerns. A
literacy coach may be available
on a limited basis.
Teacher teams meet regularly to
discuss the literacy needs of students
and potential strategies for addressing
literacy needs. Programs and
strategies are evaluated regularly by
the department team, the
administrators and the literacy team to
determine support for at-risk students.
A literacy coach may be available on
a limited basis.
Teacher teams meet often to discuss the
literacy needs of students and potential
strategies for addressing the needs.
Programs and strategies are evaluated often
by the department teams, the administrators
and the literacy team to determine their
support of all students. If a literacy coach is
available, the coach works with administrators
and staff to meet the literacy goals.
The schedule does not provide
time for interventions for students
to receive extended time for
literacy. No supplementary
literacy instruction is available.
There is some flexibility in the
schedule to allow for extended
time for literacy. Some at-risk
students receive supplementary
literacy instruction.
The school schedule allows for
sporadic time for literacy. Many
at-risk students receive
supplementary literacy
instruction each grading period.
The school schedule provides
extended time for literacy. At-risk
students receive supplementary
literacy instruction a minimum of three
times a week.
The school schedule provides extended time
for literacy to meet all students’ needs. At-risk
students receive supplementary literacy
instruction daily, if needed.
Literacy professional
development is not provided to
staff members.
Some literacy professional
development is provided to
some staff members.
Sustained, relevant professional
development is provided to
many staff members on
research-based literacy issues
(i.e. how to integrate literacy,
writing strategies, rubric
development and/or use).
Sustained, relevant professional
development is provided to most staff
members on research-based literacy
issues (i.e. how to integrate literacy,
writing strategies, rubric development
and/or use).
Sustained, relevant professional development
is provided to all staff members on researchbased literacy issues (i.e. how to integrate
literacy, writing strategies, rubric development
and/or use).
The school library does not
display resources appropriate to
a wide range of interests, reading
levels and ages of all students.
The school library displays some
resources appropriate to a wide
range of interests, reading levels
and ages of all students.
The school library displays many
resources appropriate to a wide
range of interests, reading levels
and ages of all students.
Classroom libraries are provided
on a limited basis, and
resources generally include only
books.
The school library displays varied
resources appropriate to a wide range
of interests, reading levels and ages
of all students. Classroom libraries are
provided in many classrooms, and
resources generally include a limited
variety of resources in addition to
books.
The school library displays a myriad of
resources appropriate to a wide range of
interests, reading levels and ages of all
students. Classroom libraries are provided in
most classrooms, and resources range from
traditional to electronic.
School-wide
Literacy Focus
Full Implementation
Few teachers model or utilize
effective reading strategies.
Students read in classrooms with
little support, and students do not
attempt to self-assess their
comprehension of text or apply
strategies.
Literacy
(Reading,
Writing and
Presenting)
Some teachers model effective
reading strategies and require
students to occasionally use
those strategies. These
strategies include: summarizing;
paraphrasing; categorizing;
inferring; predicting and
recognizing academic/technical
vocabulary. Some students
attempt to self-assess their
comprehension of text and
attempt to apply strategies, if
needed.
Many teachers model effective
reading strategies and require
students to use those strategies
several times a month. These
strategies include: summarizing;
paraphrasing; categorizing;
inferring; predicting and
recognizing academic/technical
vocabulary. Many students selfassess their comprehension of
text, are aware of a breakdown
in their comprehension and
attempt to apply strategies, if
needed.
Most teachers model effective reading
strategies and require students to use
those strategies several times a week.
These strategies include:
summarizing; paraphrasing;
categorizing; inferring; predicting and
recognizing academic/technical
vocabulary. Most students self-assess
their comprehension of text, are
aware of any breakdown in their
comprehension and have strategies to
apply, if needed.
All teachers model effective reading
strategies and require students to use those
strategies on a daily basis. These strategies
include: summarizing; paraphrasing;
categorizing; inferring; predicting; and
recognizing academic/technical vocabulary.
All students consistently self-assess their
comprehension of text, are aware of any
breakdown in their comprehension and have
strategies to apply if needed.
Students read the equivalent of
Students read the equivalent of
five books or less annually across 10 books annually across the
the curriculum.
curriculum and demonstrate
understanding of the content of
materials read.
Students read the equivalent of
15 books annually across the
curriculum and demonstrate
understanding of the content of
materials read.
Students read the equivalent of 20
books annually across the curriculum
and demonstrate understanding of the
content of materials read.
Students read the equivalent of 25 books or
more annually across the curriculum and
demonstrate understanding of the content of
materials read.
Students write in classrooms with
little support.
Students have minimal
opportunities to write as a way to
deepen their understanding and
retention of subject matter
content.
Some teachers are aware of
their need for increased
knowledge of writing strategies
to enhance student learning.
Students write occasionally in
some classes as a way to
deepen their understanding and
retention of subject matter
content.
Many teachers use writing
strategies to enhance student
learning. Students write weekly
in some classes as a way to
deepen their understanding and
retention of subject matter
content.
Most teachers use effective writing
strategies to enhance student learning
in all classes. Students write weekly in
most classes as a way to deepen their
understanding and retention of subject
matter content.
All teachers use effective writing strategies to
enhance student learning in all classes.
All students write at least weekly in all classes
as a way to deepen their understanding and
retention of subject matter content.
Students do not often have
effective research skills or write
research papers.
Some students have effective
research skills, and some
students write research papers
in English classes. Teachers
choose the topics.
Many students have effective
research skills, and many
students write research papers
in many classes across the
curriculum. Teachers choose
topics with some input from
students.
Most students have effective research
skills, and students write research
papers in most classes across the
curriculum. Teachers choose topics
with input from students or allow
students to choose topics of interest
and develop their abilities as
independent learners.
All students have effective research skills,
and all students write research papers in all
classes. Teachers allow students to choose
topics of interest and develop their abilities as
independent learners.
Students do not often utilize
presentation skills.
Some students utilize
presentation skills and enhance
their presentations with
technology. Scoring guides are
used for assessment.
Many students utilize
presentation skills and enhance
their presentations with
technology. In many classes
students give oral presentations,
defend positions and debate;
many are assessed with rubrics
in many classes.
Most students utilize presentation
skills in most classes and enhance
their presentations with technology.
Most students give oral presentations,
defend positions, and debate and
most are assessed with rubrics in
most classes.
All students utilize presentation skills in all
classes and enhance their presentations with
technology. They give oral presentations,
defend positions and debate, and all are
assessed with rubrics in all classes.
Information,
Media
Technology
Literacy
(IMT) Literacy
Teachers never develop
students’ proficiencies in
information, media and
technology literacy, thinking and
problem solving and personal
and workplace productivity skills;
students are not challenged to
become self-directed learners.
Some teachers develop
students’ proficiencies in
information, media and
technology literacy, thinking and
problem solving and personal
and workplace productivity skills;
students are seldom challenged
to become self-directed learners.
Many teachers develop
students’ proficiencies in
information, media and
technology literacy, thinking and
problem solving and personal
and workplace productivity skills;
most teachers invite students to
accept the challenge of
becoming self-directed learners
through meaningful
investigations and “selfreflection.”
Most teachers develop students’
proficiencies in information, media
and technology literacy, thinking and
problem solving, and personal and
workplace productivity skills; most
teachers invite students to accept the
challenge of becoming self-directed
learners through meaningful
investigations and “self-reflection.”
On a daily basis, all teachers develop
students’ proficiencies in information, media
and technology literacy, thinking and problem
solving, and personal and workplace
productivity skills; all teachers invite students
to accept the challenge of becoming selfdirected learners through meaningful
investigations and “self-reflection.”