Building Name: Chaffin Elementary School District: Miami Trace Local

CIP Literacy Goal : All students will become skilled readers and writers by the end of third grade as a result of a balanced literacy framework.

Performance Indicator: Increase 4^th grade reading percentage of passage from 59% to 75% by 2003; Increase 6^th grade reading percentage of passage from 50% to 75% by 2003. Increase 4^th grade writing percentage of passage from 45% to 75% by 2003; Maintain 6^th grade writing percentage of passage.

KEY COMPONENTS/STRATEGIES	SUPPORT/ RESOURCES	PRINCIPAL RESPONSIBILITY		TEACHER RESPONSIBILITY		TIMELINE		EVALUATION
Vision Statement Every student at Chaffin School will read and write on grade level by the end of third grade.
EFFECTIVE CORE PROGRAM Implement the researched-based Four Blocks Framework for balanced literacy instruction. Materials correlate with the course of study and proficiency learning outcomes.	Ohio Reads Grant Curriculum Committee Professional library Training in Four Blocks including Writing Process Grants General Fund Course of Study	Schedule for daily literacy block of time Facilitate training		Regularly plan and implement the Four Blocks Framework Meet and plan with other teachers		2001-02		Evaluation of teachers Formal and informal assessment of students Lesson plans reflect implementation of Four Blocks Student work samples reflect balanced literacy strategies
PROFESSIONAL DEVELOPMENT Staff will complete quality professional development opportunities.	Grants SIRI Summer planning meeting Bi-weekly Four Blocks Implementation meetings Four Blocks Training Writing Process Training Professional Reading – Professional Library		Observe and evaluate literacy practices Plan summer and bi-weekly meetings Organize staff development sessions Order materials Coordinate release time Write grants		Complete staff development sessions and apply to classroom instruction Attend summer and bi-weekly meetings Complete reading and participate in ongoing dialogue Maintain an ongoing list of needed instructional materials and re- placement materials Write grants Classroom observations		2001-02		Written record of attendance at summer and bi-weekly meetings and staff development sessions (maintain in LPDC notebook) Notes from discussions from professional reading Teacher observation records Teacher satisfaction with instructional materials Improved students achievement reflects use of materials Record of grants submitted

ASSESSMENT AND ACCOUNTABILITY Grade level reading and writing benchmarks will be implemented to evaluate students’ progress. Student assessment is aligned with the course of study and proficiency outcomes.

Developmental Reading Assessment Qualitative Reading Inventory Running Records Group Test Scores Teachers’ anecdotal records Benchmark texts Observation Survey Writing portfolio

Interpret data and share with staff members in bi-weekly an summer meetings Maintain records of administration of student assessment by teachers Purchase necessary assessment materials Communicate with parents Review student work periodically

Administer student assessments, interpret assessment, utilize assessment to plan instruction and intervention Maintain records of student assessment Complete training necessary to complete assessments Communicate with parents

2001-02

Student achievement and progress Record of assessment Benchmark handbooks distributed to parents

SAFETY NETS Provide for intervention for students who do not achiever reading and writing grade level benchmarks

Teachers Support staff (Counselor, aides, speech therapist, psychologist, etc.) Students Parents Volunteers OhioReads Tutors Summer School Title 1 Reading Recovery Technology Grants General funds

Coordinate schedules Organize volunteer training and scheduling Promote summer school with parents and students Monitor/evaluate staff Secure resources

Identity students who need intervention by interpreting data available Match students to available intervention resources Provide intervention in the classroom Continually monitor student progress to change intervention as needed Communicate students’ needs with parents regularly

2001-02

Maintain a record of student participation in intervention program/s Improved student achievement – reading on grade level by fourth grade Assessment results Maintain student portfolios

HOME AND SCHOOL PARTNERSHIPS/COMMUNITY SUPPORT Parents and community are actively involved in the literacy education of all students.

PAC Family Literacy Night Right-to-Read Memories Open House, Conferences OhioReads Volunteer PTO Volunteers Young Authors’ Conference Newsletters Special Programs Community Projects Parent Proficiency Night VIP program

Coordinate resources and calendar Promote community relations Organize volunteer training Attend all functions Publish monthly newsletters Communicate with students and parents

Up-to-date on all school projects Serve on committees for special projects Implement special projects Encourage participation by students and parents Support all projects Communicate with parents and students

2001-02

Record of attendance at PAC, PTO, V.I.P., Family Literacy Night, etc. Record of volunteer time Record of newsletter readership Final products in Memories project, YAC, R-T-R