Building Name: Charles L. Seipelt Elementary School District: Milford Exempted Village School District

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

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Performance Indicator: Increase Fourth Grade Reading Proficiency Scores 77% to 82% by the year 2002.

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Mission Statement: The Mission of the Milford Exempted School District and the Charles L. Seipelt Elementary School community is to provide each of our students the highest quality education within an enriching and safe environment inspiring them to be life long learners and contributing members of society.

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 as taught by Core/REA Grant Coursework. Create School/Classroom environments to support the use of the Literacy Framework.	OPLN Literacy Specialist LPD SERRC PTA OPLN OhioReads District Initiatives Bldg. Budget Updated materials	Setting and communicating the expectation to utilize research-based practices. Provide for uninterrupted Literacy Blocks (90 min. primary/60 min. intermediate) Provide for Literacy Materials. -Prof. Literature -Leveled Readers -Phonics Series Seek out ongoing profession development opportunities. Establish ongoing thoughtful conversations on literacy topics. Reduce student-teacher ratio to approximate the recommended 15:1 in grades 1 and 2. Support and assess individual instructor’s implementation of the literacy framework.	Regularly plan and implement research based practices. Effectively plan and utilize uninterrupted blocks. Present a balanced approach to reading/writing instruction. Utilize Literacy materials. Seek Professional Development. Participate in thoughtful conversations on Literacy topics. Develop an IPDP that reflects growth in support of literacy goals.	2001-2002 2001-2002	Teacher Eval. IPDP Student Progress Data LPDC/IPDP Teacher Eval. Observation Professional Conversations Student Progress Data
Assessment/Accountability Student progress will be assessed both formally and informally via multiple instruments. - Target Teach (3 x’s yearly) - DIBELS (3 x’s yearly) - Individual Progress Monitoring (IBA) - Research Based Interventions - Iowa Test of Basic Skills - Cognitive Abilities Test - Ohio Proficiency Test Safety Nets (Intervention Strategies & Supports) Students who do not meet individual performance objectives as set forth in the district strategic plan will be supported through a series of intervention strategies. - IBA Action Plans (RBI’s) - After-school Proficiency Classes - After-school Homework Club - Summer School (K-12) - Ohio Reads Volunteers - REA Tutors - Alternative School Tutors - Title I & Rdg. Instructors - Kindergarten Early Intervention (all day)	ODE SERRC OPLN District Psychologists Riverside Pub. Evans-Newton Dr. Roland Goode OhioReads REA Grant Alternative School/ Success Academy PTA Partners in Education Title I Board Initiatives	Coordinate with the Asst. Super. for C/I all testing dates and materials. Interpret and share all test data with staff through team and individual meetings. Assess program effectiveness against resulting data. Provide space and materials for volunteer tutoring programs. Provide linkage between struggling students and resource supports. Provide a school-wide environment conducive to literacy and student success. Work collaboratively with the district and school board to provide for resources and supports.	Administer all assessments within the communicated guidelines. Interpret individual and classroom results. Utilize data to assess instructional effectiveness. Participate in professional conversations as to program effectiveness. Identify and seek available support for all students not meeting performance objectives. Work cooperatively with volunteer tutors and building instructors to schedule student interventions. Maintain open lines of communication with tutors and parents regarding student progress.	2001-2002 2001-2002	Analyze data to determine whether students meet individual performance objectives as set forth by the district strategic plan. Track identified students’ progress and attendance in intervention programs to determine program effectiveness.
Ongoing Professional Development Administrators and staff will participate in ongoing professional development in support of the literacy framework. Administrators and staff will participate in ongoing thoughtful conversations. District staff will develop and file an Individualized Professional Development Plan that reflects goals in literacy. Home-School Partnerships The administration and staff will establish and maintain the vital communication and relationship between home and school. - Parent Orientation Nights - Parent-Teacher Conferences - Weekly Principal’s Newsletter - Regular Classroom Newsletters - Title I Literacy Night - Title I Quarterly Newsletter - Monthly PTA Meetings - Frequent News Releases - Building/District Web Site - Parent RBI Training - Monthly PTA Newsletter - Friday Folders - Interim Quarterly Reports Community Support The administration and staff will seek out opportunities to establish community partnerships.	OhioReads REA Grant OPLN ODE SERRC Phi Delta Kappa ASCD OAESA OCTELA PTA Board Initiatives District Mentor Program PTA Building & District Initiatives Milford Advertiser Title I District Psychologists SERRC OPLN ODE District Technology Department Partners in Education (24) OhioReads Clermont County Public Library Milford Advertiser	Provide a professional environment that is conducive to ongoing professional development (resources, time, opportunities). Seek out literacy opportunities for ongoing professional development. Supply professional literature on topics relevant to literacy framework. Work with grade level teams and individual instructors to set professional development goals. Establish and maintain an atmosphere of open communication and collaboration between home and school. Set expectations for regular communication between home and school. Provide resources and equipment necessary for the production of regular communication. Scheduling of parent meetings to provide for equal access. Establish a working relationship with the local newspaper. Establish open lines of communication with community businesses and non-users. Provide resources and opportunities for community access and participation in the instructional process. Provide opportunities for community members to celebrate the successes of our students.	Participate in and evaluate professional development opportunities. Reading professional literature and participating in ongoing conversations. Participate in grade level and cross grade level collaboration. Reflect on instructional methods and goals to set professional goals. Work to provide a classroom climate that is conducive to open lines of communication between home and school. Provide regular classroom communications. Participate in the planning and execution of parent meetings. Provide information and photos for press releases. Utilize the resources made available by the Partners in Education and other community members. Invite community participation in grade level and classroom literacy activities. Celebrate student and partner successes with the community.	2001-2002 2001-2002 2001-2002	Track participation in professional development opportunities and evaluations on quality. Reflective journals. Evaluate and communicate content of thoughtful conversations. Clinical Supervision Yearly Parent Inventory Results Tracking of attendance at events. Exit surveys at each events. Community Programs will be evaluated formally through participant surveys and informally through conversation and observation. Data to be kept on the number of participants and volunteer hours accrued.