In the current context of high stakes testing, school literacy is often defined by standardized literacy assessments--most state tests require students to demonstrate proficiency on specific kinds of writing tasks and reading material. Today, where schools and teachers exist in an environment of increased accountability, stakeholders who periodically review educational practices help ensure that teachers and students are meeting standards. In this context, low test scores on state assessments might signal that school-wide reform and restructuring is imminent. This article shares insights gleaned from examining the process of one middle school as they sought to meet the needs and interests of their middle school students.