A Coherent Planning Tool for Literacy

Building Name: Darby Elementary District: Westfall Local Schools

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

Performance Indicator: Increase in the percentage of students meeting established end of year DRA Benchmarks by 5 % at the end of 2002.

KEY COMPONENTS/STRATEGIES	SUPPORT/ RESOURCES	PRINCIPAL RESPONSIBILITY	TEACHER RESPONSIBILITY	TIMELINE	EVALUATION
Teaching/Learning/Effective Core Programs Use researched based strategies in a literacy framework as supported by The Literacy Collaborative Continue to provide all-day kindergarten Create school/classroom environments that are conducive to literacy learning Create an opportunity for students to interact with administration through books	The Ohio State University Literacy Coordinator OPLN REA Grant CSRD Grant Multiple copies of leveled texts Board of Education Board funds REA Grant CSRD Grant Literacy Coordinator Teachers Literacy Coordinator Secretary	Maintain uninterrupted literacy block for K-5 classrooms Regularly observe and support teachers in the process Support program Observe environment Provide teacher opportunities for classroom visitations Provide books	Regularly plan and implement balanced literacy framework in the classroom Actively participate in balanced literacy classes Collaborate with literacy coordinator through coaching and other opportunities Continued study of emergent literacy practices Organize classrooms so that literacy materials and other resources are accessible to children Encourage children to participate Allow students time to come to office to participate	2001-2002 school year Yearly September 1, 2001 2001-2002 school year	Informal/formal student assessment data Review of lesson plans Time-on-task survey Balanced literacy course evaluation Observation survey; DRA results Literacy environment checklist Log of student book check out
Professional Practice/Ongoing P. D. Complete requirements for Reading Endorsement and apply learned strategies Balanced Literacy Classes K-5 Create collaborative learning planning time for teaching staff Development and alignment of grade level curriculum maps Participate in literacy coaching sessions Informal study groups with K-5 teachers embracing current professional and children’s literature	REA Grant CSRD Grant REA Grant Curriculum Coordinator Board of Education Building Administrator Professional library CSRD Grant Teachers Media Specialist Administrator Leadership for Literacy Initiative Teachers Curriculum Coordinator Literacy Coordinator Administrator The Ohio State University Literacy Coordinator K-2 Teacher CSRD Grant Literacy Coordinator Teachers Curriculum Coordinator Administrator Professional library	Teacher support and observation Encourage involvement and commitment of staff Secure substitute teachers Arrange visitations Provide time for work Monitor development process Honor coaching role Secure refreshments Make space available	Fulfill course requirements and apply to classroom instruction Attend classes, apply strategies in classroom Reflect practice with colleagues Plan for collaboration Data collection Collaborate with grade level colleagues and analyze maps for gaps and overlaps Actively participate and apply strategies discussed Choose to participate Read and discuss literature selections Apply new knowledge to classroom practice	2000-2001 school year 2000-2004 bimonthly/monthly sessions 2001-2002 school year 2000-2001 school year 2001-2002 school year 2000-2004 school years Participants determine	Successful scores on Praxis Issue of Reading Endorsement Student achievement Teacher evaluation Balanced literacy course evaluation Teacher survey Analysis of data Increased student achievement Journal reflections Evidence of shifts in teaching Student achievement Reflection journals Teacher survey
Assessment/Accountability/Safety Nets Reading Recovery Title I Services K-5 Tutoring Services Summer Learning Experience Teacher designed assessments Developmental Reading Assessment Standardized Testing	Board of Education Trained Reading Specialist First Grade Teachers Title I funds BOE Title I Teacher K-2 Grade Teachers REA grants CSRD grants ELO Teachers Literacy Coordinator Curriculum Coordinator Board of Education ELO Curriculum Coordinator Administrator Literacy Coordinator Teachers State Curriculum Model Learner Outcomes State Academic Content Standards Teachers Leadership for Literacy Initiative Administrator Curriculum Coordinator DRA Assessment Instrument Teachers Literacy Coordinator Board of Education Second and Fifth Grade Teachers Literacy Coordinator	Support of program Provide appropriate schedule for implementation of services Support program Communicate with parents Provide time for collaboration Monitor development process Discuss and analyze data with teachers Data collection Storage and distribution of tests Collection of answer sheets Arrange building schedules to assure proper testing atmosphere Communicate results to parents	Support and implementation of Reading Recovery strategies in the classroom Collaborate with Reading Recovery Teacher Arrange classroom schedules to accommodate time Collaborate with Title I teacher Complete monthly student needs forms Recommend students for service Collaborate with tutor Recommend students Collaborate with grade level teams Create assessments Administer tests Score tests in timely manner Analyze results Communicate results to parents Plan instruction based on student results Administer assessment Record data Administer tests Analyze results	Daily throughout the school year Daily throughout the school year By end of first 9 week grading period July 2002 Quarterly End of school year Spring of each school year for grades 2 and 5	Reading Recovery Assessment Data Student reading performance in the primary classroom DRA results Student reading performance in the primary classroom Student achievement Student Attendance Student attendance DRA Student achievement Determination of student proficiency using established bench marks Student Achievement
Home/School/Community Partnerships Darby Book Club Newsletters Curriculum Night Ohio Reads Family Literacy Nights Principal Picks	REA grant Adult Basic Literacy Education (ABLE) Instructors Parents Literacy Coordinator Local Businesses Home-School Connection Reading Connection Darby News District Literacy Newsletter CSRD grant Board of Education Teachers Administrator Volunteer Coordinator Teachers Administrator REA grant Volunteers Pickaway Correctional Institute Curriculum Coordinator REA grant CSRD grant Parent-Teacher Group CSRD grant REA grant	Coordinate space Encourage attendance Order and distribute Gather and share pertinent information for Darby News Collaborate with staff and district personnel Setting schedules Support of teachers Parent reminders Collaborate with Volunteer Coordinator Facilitate scheduling Communicate to reading partners Coordinate schedule Select and read children’s literature Log personal reading response Circulate books among students for at home reading	Recommend families to participate Encourage participation Distribute all newsletters to students Communicate information to principal Prepare information Notify parents Communicate curriculum to parents Recommend students for service Monitor student/volunteer participation Assure materials are available for session Encourage attendance Encourage student participation	October 2001-May 2002 Monthly/Bimonthly September 2001 October 2001-May 2002 3 times throughout the year to be determined October 2001-May 2002	Family evaluation forms Participation records Parent feedback Parent Surveys Parent Attendance Volunteer Log Student Achievement Volunteer Survey Parent/Student Participation Circulation logs Journal entries
Planning for Coherence Continuous Improvement Plan District Literacy Team Coalition of Essential Schools Reform Model	CIP grant CSRD Curriculum Coordinator BOE District Administration Teachers Parents Curriculum Coordinator Literacy Coordinator Team members Administrators CSRD grant Coalition coach Teachers Administrator	Support reform Communicate to Stakeholders Facilitate team meetings Attendance at meetings Support of initiatives Schedule and facilitate work sessions Provide on-going learning opportunities for teachers	Implement and support changes Communication to team member Sharing professional knowledge Implementation of team initiatives Study and support Coalition Principles as they relate to educational practice	On-going On-going On-going	Student achievement Surveys CIP evaluation Teacher and community feedback Achievement data Stakeholder surveys

Submitted by Donna G. Ball and Marci Wippel

August 9, 2001

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.