Building Name: Eagle Point Elementary District: Rossford Exempted Village School District

CIP Literacy Goal: All students will improve their reading skills as a result of application of the literacy framework

Performance Indicator: Increase in 4^th grade proficiency scores from 67% to 75% by 2002 and 6th grade proficiency scores increase from 63% to 71% by 2002.

KEY COMPONENTS/STRATEGIES	SUPPORT/ RESOURCES	PRINCIPAL RESPONSIBILITY	TEACHER RESPONSIBILITY	TIMELINE	EVALUATION
Teaching/Learning Programs Use researched based strategies in a balanced reading lesson framework as taught by Success For All (SFA) Continue to provide the Early Learning component in Pre K and Kindergarten Development and Implementation of classroom libraries Use of inspiration/kidspiration for prewriting	SFA Foundation- Patti Messmer, SFA Regional Facilitator Jane Welch, on site SFA Facilitator Patti Messmer Jane Welch Building budget, parents club, fundraising, community partnership, application for Ohio Reads Grant Trisha Hastings, elementary tech. support	Schedule for daily uninterrupted literacy block Observe literacy instruction Provide materials Observe literacy instruction Needs assessment, Order materials, provide professional development, Implementation timeline. Provide inservice	Plan and implement research based instruction Meet with Jane once a month for componet level meetings Developing and adding to thematic units based on curriculum and SFA literacy research Do needs assessment Collaborate with media spec. and reading spec. based on time line, attend inservice Attend training and implementation	2001-2002 2001-2002 2001-2002 2001-2002 Training provided Oct. 1, 2001	Informal/formal student achievement Informal/formal student achievement Pre & Post evaluation Teacher observation Printed pre-writing document
Professional Practice Continue the writing process adding the component of district adopted writing rubrics Use extended response questions in all content areas Use higher level questioning in all subject areas Using data to improve instruction using data Baldrige Training Strategies for improving reading in the content area Continue acquiring expertise in SFA reading program, gaining knowledge in best practice for reading instruction and current research.	Mary Ann Ayling, curr. Director. Zee Cerniak, dev. Comm.. Poster-size rubrics for each classroom Mary Ann Ayling Title money Mary Ann Alying, Deb Serdar Jane Welch Deb Serdar Edna Lauber, guidance counselor, Ned Pakosz, district psych.. Mary Ann Alying Staff Dev. Team, district funds, Jane Welch, Deb Serdar Building budget, Title money, district support, SFA Foundation	Provide inservice Provide inservice Present inservice Classroom observ. Support, provide the data Support and building level implementation Provide materials Access funding, plan and organize travel, set-up inservice	Implementation Attend inservice, Implementation Attend inservice, implementation Attend inservice, reflect and plan accordingly, share best practices and plan of action Attend inservice, implementation in classroom Attend inservice, implement best practices The 4 teachers accompanying Jane Welch and Deb Serdar to Dallas would disseminate information gained to colleagues. Attend inservice	2001-2002 Training provided Aug. 23, 2001 2001-2002 Training provided, Dec. 11, 2001 2001-2002 Training, Sept. 2001 2001-2002 Training, Aug. 23, 2001 & Oct. 8, 2001 Training, August 27 & 28, 2001 2001-2002 monthly staff meetings Jan. 13-16, 2002 Experienced Sites Conference, Dallas, Texas One-day in-house inservice, topic and date to be determined	Teacher observation Formal/informal evaluation Improvement on prof. Tests Improvement on test scores. Improvement in teat scores. Improvement in test scores, students’ knowledge of improvement (data folders) Teacher observation for better comprehension, Improved test scores Post staff Dev. Assessment (Likert scale)
Assessment/Evaluation/Accountability Assessments Gesell Metropolitan Reading Readiness Test MAT 8 Competency Based Writing Test 8-Week SFA reading assessment Accountability (Safety Nets) Cross grade level instruction based on student’s instruction level. 20 minutes one-on-one tutoring intervention I.A.T. (Intervention Assistance Team) Referral Family Support Before/after school Proficiency Intervention Summer Academy At-risk intervention groups One-on One staff mentors	District Team Edna Lauber, Jane Welch Edna Lauber Mary Ann Ayling, district support Reading teacher, Jane Welch Jane Welch, DPIA Funds, district support OhioReads, district, DPIA Jane Welch, district aides District financial support Law enforcement, guidance counselor, behavioral specialist, school nurse, principal, reading specialist DPIA funds, Title funds, Mary Ann Ayling, ELO funds Special Ed. Teachers Jane Welch All staff, classified and certified	Plan and organize Plan and proctor Accommodations, planning, proctor, interpret data and disseminate Provide release time for scoring Analyze data, make recommendations Support, material, space Support, materials, space, recognition Coordinate team, lead Support and participate Hire staff, organize program, provide materials, inform parents, register students Identify students based on test results Information and mailings Identification of students through I.A.T. Hold celebration assemblies	Use test results to provide classroom instruction and intervention Use test results to provide classroom instruction and intervention, disseminate results to parents Use test results to provide classroom instruction and intervention, administer Administer, help score Administer the assessment, use data to modify instruction Plan and implement instruction Collect and interpret data for proper placement Recommend student, provide data for instruction Refer and participate Refer and participate Refer Some teachers teach summer academy Identify students Recommendations based on 8-Week assessment data	Fall October March April quarterly Quarterly Recommd. Students quarterly Provide data weekly 2001-2002 Meet weekly Monthly January-March, 2002 August, 2002 2001-2002 2001-2002 Changes quarterly	Informal/formal student achievement Informal/formal student achievement Informal/formal student achievement Informal/formal student achievement Informal/formal student achievement 8-week assessment Track identified students Number of students assisted Number of students assisted, improvement in achievement and attendance Proficiency Tests results Improved student performance, (informal/formal assessment) Improved student performance, (informal/formal assessment Improved student performance, (informal/formal assessment
Home/Community Support/ Management Family Literacy Training Newsletter OhioReads School-wide Book Talk Right To Read Week – Ohio Author	SFA, Mary Ann Ayling Ohio Principals Literacy Network, current research OhioReads Parent support Building budget, Jane Welch	Support, planning, materials, training Incorporate into monthly newsletter Apply for funds Conduct program, provide information to parents and students, refreshments Motivating staff and students	Help present, support by attendance Distribute and reinforcement with parents, submit literacy practices going on in their classroom Recommend students and cooperate with volunteers Support and encourage participation Pre-visit preparation, post-visit debriefing	2001-2002 3 Trainings 1^st 8/29/01 remainder to be determined 2001-2002 Monthly September, 2002, ongoing 2001-2002 Group Gr. 1&2, 3&4, 5&6 Once during the year over a 5 day period Right to Read Week – April 22, 2002. April 26^th Author visit Marsha Schoemberg	Parent / Student attendance Parent feedback OhioReads evaluation Attendance and questionnaires Student/teacher feedback

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.