Building Name: Garfield Elementary School District: Niles City Schools

CIP Literacy Goal: To improve student reading and writing skills across curriculum areas

Performance Indicator: Improve reading performance on 2001 – 2002 OPBA / Proficiency tests by 2.5%

KEY COMPONENTS/STRATEGIES	SUPPORT/ RESOURCES	PRINCIPAL RESPONSIBILITY	TEACHER RESPONSIBILITY	TIMELINE	EVALUATION
Vision Statement To encourage and instill creativity, passion, and imagination in all children in hopes of fostering the love of reading, the art of good communication, and the ability to successfully learn to read so they can read to learn.
Teaching/Learning Use research based strategies in a balanced format related to present language arts series and Accelerated Reader Continue Student Publishing Center Continue student writing portfolios Use various instructional strategies to teach reading in the content areas Provide all day kindergarten Provide teacher in-service on writing process / rubric grading	SF reading series Accelerated Reader Donation of materials Parent volunteers PSSF for portfolios Local printing co. COS Textbooks Vocabulary from district CIP notebooks Professional development resources District Rubric samples	Provide materials Blocked time for instruction Staffing In-service In-service staff Purchase materials Provide professional resources Provide time for staff development Monitor program Schedule meetings	Plan and implement research based practices Preparing students using writing process Providing writing opportunities Composition instruction Complete portfolio criteria Learn / implement strategies Develop / instruct using literacy emphasis Classroom teachers	2001 – 2002 2001 – 2002 2001 – 2002 2001 – 2002 2001 – 2002 2001 - 2002	Teacher evaluation Informal/formal student achievement Primary students will publish one book in any curriculum area Intermediate students will publish two books in any curriculum area Each student will have a completed portfolio containing 4-10 samples as indicated per grade level Teacher evaluation Formal/informal student assessments Diagnostic testing Graded student compositions
Professional Practice Summer Institute for Reading Intervention (SIRI) Leadership in Literacy I (principal training) Science in-service for teachers Informal study groups with teachers related to new literacy strategies	County Educational Service Center OAESA/ODE Funds from Proficiency Improvement Award Funds from Proficiency Improvement Award	Disseminate TCESC materials Attendance Training staff and other principals Schedule presenter Schedule meetings	Optional training Attendance /literacy facilitator Attendance at in-service Optional attendance	2001 - 2002 2001 - 2002 2001 – 2002 2001 - 2002	Teacher use of instructional strategies Completion of program Questionnaire Questionnaire
Assessment/Evaluation/Accountability Bring Up Grades Club (BUG) – before school individual/small group instruction needed for intervention Prevention/Intervention instruction Tutoring by Educational Specialist Personnel (ESP) Student Summer School	Individual materials as needed Classroom teacher PI teacher Intervention materials related to classroom / proficiency Art Music Physical Ed Lib. Med. Tec. Prev. Interv. Literacy materials Staff	Schedule teacher time Scheduling Supervision Scheduling Notification	Schedule students as needed Data analysis Grouping for effective instruction Data analysis / scheduling / materials Identification	2001 – 2002 2001 – 2002 2001 – 2002 2001 - 2002	Observation Individual academic improvement Increased student self esteem Observation Formal/informal assessments Observations Attendance Improvement on proficiency tests
Home/Community Support/ Management Newsletter Ohio Reads ProgramVolunteer Family Literacy Read Across America Day	Materials/printing Volunteers Literacy Spec. Tchr.Coord. Title I Coordinator/Tchr. Ohio Reads Coord. Community Role Models as speakers	Incorporate literacy information into monthly newsletter Public relations Promote participation Public Relations	Provide classroom information Identification of students Disseminate information Project preparation and assignments	2001 –2002 2001 – 2002 2001 – 2002 2001 - 2002	Parent feedback Observation Questionnaire Observation Student input through letter writing

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.