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Oak Haven School


Sources of Evidence

  • 2002 Rhode Island Writing Assessment results

  • observing classes

  • observing the school outside of the classroom

  • meeting with students

  • 2002 SALT Survey report

  • reviewing classroom textbooks

  • 2002 New Standards English Language Arts Reference Examination School Summary

  • 2002 New Standards Mathematics Reference Examination School Summary

  • talking with students, teachers

  • reviewing completed and ongoing student work

  • discussing student work with teachers

  • reviewing classroom assessments

  • reviewing attendance records

  • following students


All students at Oak Haven School write daily for a variety of purposes, which include report writing, narratives, procedural and persuasive pieces. In most classes students consistently and effectively brainstorm and utilize graphic organizers to organize their ideas and develop supporting details. They understand and regularly use grade-appropriate rubrics to guide their writing. While many students are developing the skills needed to be effective writers, others are not. Many students in some of the intermediate classes have a limited understanding of how to revise and edit their work in order to improve it. As a result, their writing often is not rich in language, and it lacks depth and voice, as well as the use of proper grammar and mechanics. (observing classes, observing the school outside of the classroom, following students, talking with students, teachers, reviewing completed and ongoing student work, discussing student work with teachers, 2002 New Standards English Language Arts Reference Examination School Summary, 2002 RI Writing Assessment results)

Students say and show they clearly understand the importance of reading to learn. They read for pleasure, to solve problems and to gain information, proudly tracking the number of books they read. In all grades, they listen attentively to read alouds, make predictions, and use reading as a tool to extend their knowledge. Many students correctly answer questions, both orally and in writing, proving that they undoubtedly understand what they have read. In all classrooms students work in pairs, in groups, and independently to complete reading activities. Those students working in mixed ability groups help each other to read aloud, to read fluently and to participate in challenging reading assignments. For some students grouped in similar ability groups, there are fewer positive role models to learn from and reading is less challenging for them. The opportunities for students to learn from their peers are limited. (observing classes, reviewing completed and ongoing student work, following

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