Building Name Falls-Lenox Primary School__________________________ District Olmsted Falls SD_____________

CIP Literacy Goal All students will make significant measurable progress in literacy and become strategic readers________

Performance Indicator The percentage of students passing the reading subtest of the OPT will increase by 5 percent______

KEY COMPONENTS/STRATEGIES	SUPPORT/ RESOURCES	PRINCIPAL RESPONSIBILITY	TEACHER RESPONSIBILITY	TIMELINE	EVALUATION
Teaching/Learning Provide a continuous high quality balanced literacy approach that focuses on developing proficient readers	Leveled books Research Course of Study Language Arts Standards OPLN	Understand literacy development and instruction Provide research based approaches Promote literacy time Match teachers for peer coaching Provide materials Schedule teams to collaborate Set targets with staff	Plan and implement a balanced literacy approach based on research Provide an integrated program (connect reading, writing, listening, viewing, speaking) Collaborate with team members and colleagues Set targets with principal	2001-2002	Lesson plans reflect balanced approach Classroom activities and conversations demonstrate implementation of a balanced program Informal/formal student assessment indicate progress as proficient readers Targets as relate to literacy reviewed
Professional Practice Increase knowledge of research based literacy approaches and implement best practices All classroom/literacy teachers attend one workshop/inservice on research based approaches and apply learned strategies All classroom/literacy teachers trained through SIRI	Teacher asst. program (provide prof. development time) Professional library Workshops Staff expertise Late start days	Secure funding Schedule to allow time for professional development Plan for staff to share expertise	Actively participate in inservices and apply strategies Participate in Study groups/collaboration Attend SIRI Share expertise Include literacy targets on IPDP Time management for literacy to reflect best practices	2001-2002	Best practices (based on research) implemented Increased attendance and feedback at inservices with implementation of at least one strategy/idea IPDP/appraisal contains literacy targets Schedule indicates areas of a balanced literacy program
Assessment/Evaluation/Accountability Safety Nets Students demonstrate growth as indicated by the process indicators K-2 and third grade benchmarks. Students performing below typically developing peers will receive interventions and demonstrate progress. Students scoring 5 points above and below the OPT reading criterion score will be identified for extra reading opportunities and demonstrate passage of the OPT reading subtest	Language Arts standards Leveling tools Mid/end year assessments Intervention specialists, Title I Volunteers, parent tutors, IAT Summer intervention Academy of Reading Program Director of Curriculum and Instruction	Classroom observations Analyze data Provide materials Available for consultation Interpret data and share with staff Monitor programs Provide materials Schedule “Recess Reading Club”	Align appropriate classroom assessments with OPT and outcomes, indicators, and benchmarks Assess/collect data on regular basis Analyze data Collaborate with support personnel Provide classroom intervention, modifications, adaptations Refer students for alternate/intervention programs	Quarterly Monthly Weekly by grade level March	Instruction reflects data (class as whole and individuals) Growth reported (report card/conferences) Running records completed OPT results indicate growth Mid/end year assessments, benchmarks, and indicators demonstrate progress Benchmarks, process indicators demonstrate growth Progress indicated on CBMs Monthly progress charted Fluency progress charted and growth indicated Passage of the OPT reading subtest
Home/Community Support/ Management Parents and community members participate in building a literacy program. Increase number of volunteers and students involved in the volunteer reading tutor program Increase usage of the PAL program Continue to provide Family Literacy Nights Continue Kiwanis RIF	Volunteers Kiwanis/RIF Seniors HS tutors PTA PAL (Parent Activity Library) Program	Provide direction for home-school and community partnerships Scheduling Work with committees Liaison for community and PTA	Regular/quality communication Utilize classroom volunteers Report literacy growth through report cards/conferences Promote Family Literacy Night and PAL Parent visitations	2001-2002	5% more volunteers and students involved in the VTP PAL circulation increased 95% parent attendance at literacy functions Students receive RIF books

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.