Building Name: Hopewell Elementary District: Lakota Local

CIP Literacy Goal: Increase student academic performance in literacy through application of the literacy framework.

Performance Indicator: Increase individual classroom literacy as assessed by DRA; A minimum of 80% passage as evidenced by the 2002 4^th

and 6^th grade reading proficiency tests.

Mission Statement: To deliver outstanding and co-curricular opportunities that directly enhances the education of all students who pass through our doors.

KEY COMPONENTS/STRATEGIES	SUPPORT/ RESOURCES	PRINCIPAL RESPONSIBILITY	TEACHER RESPONSIBILITY	TIMELINE	EVALUATION
Teaching/Learning Use researched base strategies in a balanced reading program based upon the Ohio Literacy Initiative Conceptual Framework. Core Program Reading Reading Aloud Guided Reading Shared Reading Independent Reading Writing Shared Writing Interactive Writing Guided Writing Independent Writing	Grants, district personnel, literacy specialists, Title I, district, building, PTO, corporate funds Houghton-Mifflin Reading Program Purchase of leveled books, library books, big books, guided reading library and Diagnostic Reading Assessment (DRA) Author visits, portfolios, individual student file on server, Writers’ Wall of Fame, intra-school postal delivery system, cross-grade level writing, publishing center, published building-wide literary magazine	Provide financial resources for literature. Provide daily uninterrupted literacy block of time. Formal and informal staff evaluations Provide funding and training opportunities Provide funding and training Oversee activities, conference with teachers, provide financial support	Regularly plan and implement research based practices. Implement program through individual planning and grade level collaboration Organize and facilitate usage Plan for journal writing, interactive and shared writing, research/fiction, conferencing with students	2001-2002 On-going On-going On-going	Teacher evaluation, IPDP Plans, informal, formal achievement. Teacher feedback, principal observation, input from literacy committee, and unit test results Individual teacher-student conferencing, DRA test Test results, portfolios
Professional Practice Provide professional development support for teachers	District and building in-services, SIRI workshops, building literacy teams and support, VIEW, grade level meetings, professional conferences, author visits, grants	Schedule, fund and facilitate support activities	Attend activities and implement in classroom instruction.	On-going	Feedback from staff, improved test results, informal teacher assessment
Assessment/Evaluation Accountability, Safety Net Periodic DRA testing Additional testing and assessment Off-grade and statewide proficiency test Houghton-Mifflin unit testing Iowa Test of Basic Skills Individual/ teacher tests and conferencing Lakota Language Arts Continuum Intervention Assistance Team Literacy specialist, Title I, Media Specialist Before-school reading program Summer third grade reading program for at-risk students	DRA instruments and training Funding for test materials/ released teacher time Funding, released time Support personnel -Psychologist -Nurse -Counselor -assistant principal -previous classroom teacher -parents District and Title I funds Grant money and existing personnel District funds	Funding and facilitation of training, released time for teachers Fund and facilitate Facilitate training, provide necessary assessment materials Coordinate team and compile data Hire and evaluate staff Coordinate program Select teachers and supervise program	Individual testing and compile data Administer, score and interpret Training, utilization of instrument, conferencing with students and parents Refer students and compile data Refer students and collaborate Prepare materials, refer students and instruct Third grade teachers select students based upon test scores	K-3 on-going 4-6 Spring 2002 Multiple times per year 2001-2002 Ongoing Ongoing Fall 2001 Every August	Formal and informal assessments Actual administration and interpretation of the test Compilation of Continuum data Informal observation and formal testing, Teacher and parent feedback Informal and formal assessments Collaboration with classroom teacher Comparison of test scores
Home/Community Support/ Management Principal and teacher newsletters with reading tips for parents Family Reading/Writing Nights Used Bookstore Reading Raffle Local news coverage OhioReads Community grant Community volunteers	Building and grant funds, School personnel to facilitate	Solicit funds, write newsletter and coordinate activities	Write newsletters, participate in activities, motivate students to participate	On-going	Parent surveys and informal feedback from parents and students, OhioReads evaluation

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