Building Name: Central Elementary __ District Sidney City Schools

CIP Literacy Goal: The instructional program and curriculum will prepare students reading at or above grade level by the end of third grade. Performance Indicator: The proficiency test score percentages of fourth graders will increase a minimum of 2.5% during the 001-2002.school year.

KEY COMPONENTS/STRATEGIES	SUPPORT/ RESOURCES	PRINCIPAL RESPONSIBILITY	TEACHER RESPONSIBILITY	TIMELINE	EVALUATION
Teaching/Learning- Effective Core Program Use research-based strategies in a balanced reading lesson framework Title I Schoolwide, Reading Recovery, All-day Kindergarten program Pre-Kdg. Summer program, Jump Start for incoming gr. 1 CCC Reduced class size in gr. 1 & 2	REA Grant: 4-Block, Literacy Specialists Core Curriculum OPLN HOSTS/Ohio Reads Title I Funds District ELO funds District Title VI-R	Provide release time & continued prof. development opportunities Recruiting mentors & provide release time for staff to recruit Provide assistance, leadership and support to enhance the efficacy of the programs Access funding and apply to employed teachers Access funding Coordinate schedule for use of building during summer Set-up inservices during school year Provide subs for inservice days Provide space for training Monitor reports submitted by teachers on periodic basis Access student progress Monitor class size to maintain federal guidelines of grant	Plan and implement components of 4-Block and Core Curriculum Sessions Meet/Plan with L.S. Flexible schedule to allow students access to HOSTS program (M-Th) Identify eligible students for program Planning and implementation of Tile I Assurances Attend periodic RR workshops Diagnostic testing pre- and post Become familiar with emergent literacy needs of kdg. students and collaborate with partner kdg. teachers Contact parents Arrange schedule Plan lessons Enroll children in program, Schedule daily time allotments on computer Coordinate schedules with cooperating teachers Prepare parent reports for conferences Monitor performance and adjust program components when necessary Implement instructional plan for literacy program	2001-2002 2001-2002 2001-2002 2001-2002 August, 2001 & August,2002 2001-2002 2001-2002	Teacher Eval. IPDP Plans Informal/Formal student achievement results Student Growth Reports & Building Summary Reports, Diagnostic Testing, Program Evaluation from HOSTS Corporation Pre-post testing of RR students, Year-end planning review of Title I goals and development of goals for following year EPSF evaluation Metropolitan pre-post testing Skills Checklists, benchmarks Metropolitan pre-test in Kdg. & CCC IPM for gr. 1 Use of program by teachers Compare results on a monthly basis Monitoring the “Times, Levels & Gains” Report Data reviewed from previous years implementation of grant guidelines
Professional Practice Ongoing P.D Reading Endorsement , Peer Coaching, Core Curriculum Sessions, 4-Block Training, OTEII Staff development of literacy strategies, IDPD Plans Grade level meetings	REA Grant REA Grant District Funds District Funds	Organize schedules for staff development opportunities Schedule Waiver Days Monitor, collaborate, and attend training sessions Establish School Leadership Team Authorize professional development workshops Collaborate with other building administrators to schedule meetings	Attend classes for Reading Endorsement Attend scheduled OTEII waiver days, complete assigned projects Continued implementation of 4-Block and literacy strategies in Core Curriculum Collaborate with L.S during peer coaching sessions Minimum of 12 hrs. of staff development annually Attend meetings, bring ideas for discussion	2001-2002 2001-2002 Annually	Reading Endorsement Verification provided by teachers Documentation of peer coaching sessions, core curriculum sessions and waiver days Teacher Evaluation, Checklist of 4-Block component implementation Periodic updates provided by Curr. Director Active involvement, sign-in sheets, prof. development hours
Assessment/Evaluation/Accountability Assessment/Evaluation/Safety Nets Utilize CCC as an Individual reading indicator for intervention Additional aides in classrooms, Periodic assessment of student progress through the use of Jerry Johns, STAR, DRA Reading Recovery Assessments Proficiency Testing, Standardized Testing, CCC	District Funds District & Title I Funds HOSTS Title I District Funds	Monitor use of CCC in teacher classrooms Review periodic reports of CCC – “Times, Levels, & Gains”Reports Schedule time for aides to assist teachers Evaluate performance of aides Implement the components and the guidelines of the grants Allow coordinator and aides to attend support group meetings on implementation of HOSTS components Purchase needed testing material Review selection of Standardized Testing, Review results of CCC reports Monitor administration of prof. tests.	Monitor “Times, Levels, & Gains” reports and apply interventions Effective utilization of teacher aide time Schedule one-on-one tutoring time as needed Conduct assessments, record results in readable fashion Determine eligibility of students through review of test results Administer tests Guarantee security measures of testing situation Organize and collate test materials	Annually 2001-2002 2001-2002 Annually Annually	Track students’ progress in program through printed reports Test Scores and progress of students Pre and post testing results Pre and post testing results Review results and adjust curriculum accordingly Update and modify our CIP to match results of testing
Home/Community Support/ Management Home/School/Community Partnerships PreKindergarten Summer Program for parents and child Parent/Child Workshop at Public Library Parent Family/Child Literacy Nights, Parent Proficiency Nights Title I Annual Parent Meeting Parent/Teacher Conferences	ELO & District REA Grant Title I Title I District funds	Make sure the building is accessible to parents and children for their use Working cooperatively with the public library personnel to arrange times of workshops Coordinating information disseminated through monthly parent newsletter Scheduling Schedule, plan and conduct meeting meeting Provide materials to comply with Title I regulations Be available during conferences	Parent Contact, Schedule times for child to attend Prepare lessons for child and parent Follow-up and adjust schedule as necessary Conduct classes for pre-kdg Public librarian is responsible for coordinating Parent/Child Workshops Teachers plan and implement literacy activities Attend meeting, give additional input during meeting Plan and conduct conferences Analyze, evaluate and report on effectiveness of conferences Contact parents who do not attend scheduled conferences	Summer, 2001 & Summer, 2002 Fall, 2001 & Spring, 2002 2001-2002 Annually Fall, 2001 & Spring, 2002	Unknown at this time – work on evaluation component Feedback from participants, Number of parents participating Librarian feedback Attendance by parents/children Feedback forms completed Adjustments made to remaining sessions Input from parents in attendance for future planning Parent attendance Review of teacher comments on parent conference sheets

Write your building vision statement.

Cite evidence of Balanced Literacy Framework.

What are your present/future plans for staff development?

List intervention practices for below grade level students.

How are your district/building’s 4^th grade proficiency results reflected in your literacy plan?

List ways home/community are connected to your plan.