Building Name: J. C. Sommer Elementary District: South-Western City Schools

CIP Literacy Goal: Improve student performance in reading and writing as measured by proficiency tests or alternative assessments as appropriate for individual students.

Performance Indicator: Annual increase of 6.7 % in reading and 2.5% in writing as measured by proficiency tests, or the attainment of objectives as measured by alternative assessments.

KEY COMPONENTS/STRATEGIES	SUPPORT/ RESOURCES	PRINCIPAL RESPONSIBILITY	TEACHER RESPONSIBILITY	TIMELINE	EVALUATION
Vision Statement
Teaching/Learning/Effective Core Programs JCS staff will align all areas of curriculum to support proficiency objectives. Use researched based strategies in a balanced literacy lesson framework.	K-4 subcommittees SSC; SDT; Literacy Specialist; Reading Team; LC Team; courses of study; central office personnel; enhancement funds Literacy Specialist; SDT; OPLN; Central Office staff; Reading Team	Set up subcommittees; allocate enhancement funds; coordinate work times; track progress Schedule for an uninterrupted daily literacy block of time.	To work on subcommittees on an agreed to timeline Regularly plan and implement research based practices based on aligned curriculum objectives; meet and plan within grade level and with SDT and Reading Team.	2001-2002 2001-2003	Completed alignments IPDP plans; teacher goals and objectives; informal/formal student achievement
Professional Practice/Ongoing P. D. Complete first draft of literacy curriculum alignment objectives. Organize a building level support team for using Literacy Collaborative framework.	Early Release and staff meetings; CAP Team Professional books; Reading Team; OPLN; LC materials; Enhancement Funds; building PD funds; district Literacy Collaborative Coordinator	Schedule and facilitate work sessions and meetings Allocating funds for materials; disseminate PD materials; provide time and space for the team to meet	Attend sessions; work in subcommittees on stipend time Participate with the team; familiarize teachers with LC practices in daily instruction Initiate LC practices in daily instruction	2001-2002 Semester I Semester II and ongoing	Attendance and participation in 90% of the meetings 80% staff participation
Assessment/Accountability/ Safety Nets Use benchmarks, CBE’s, and DRA Assessments (as appropriate to the grade level) to identify students for intervention in reading and writing. Use CBE’s to identify students for the after school reading intervention program (ELO). Use CBE’s to identify students for the summer school reading intervention program.	Benchmarks, CBE’s, and DRA Assessments; ERI; Tutor/LD; CARE Team ELO funds; tutors District funds; teachers	Inform staff of identification guidelines and options for intervention Inform staff of identification guidelines; inform parents, monitor attendance, arrange transportation/childcare; Inform staff of identification guidelines; inform parents	Use date to provide classroom intervention and to refer students for building intervention; Identify and refer appropriate students Identify and refer appropriate students	As needed Quarterly June-July	Track identified students’ progress in intervention Track identified students’ progress in intervention Track identified students’ progress in intervention
Home/School/Community Partnerships Family Literacy Nights Parent Proficiency Meetings Ohio Reads Volunteer Program Literacy Links	Reading Team; ERI; SDT; Classroom Teachers Grade 3 and 4 teachers; SDT; Principal Ohio Reads funds; Enhancement Funds; contacts with parents and businesses Grovewood residents; Student Council and advisor; Student Council funds	Coordinate calendar; allocate funds Set date; help plan and facilitate the meeting. Work with SDT to reapply for funds; allocate Enhancement Funds when necessary; work with SDT to identify volunteer resources Coordinate with Student Council advisor	Contact district LC Coordinator and plan the meetings; invite parents Provide input to meeting content; inform parents Teachers solicit volunteers and identify at-risk students; SDT coordinates program See that Student Council representatives and alternatives are elected; identify times and spaces for Literacy Links to meet	Once a semester 4^th grade in November; 3^rd grade in February October-June November – May	Parent attendance, participation, and feedback Parent attendance, participation, and feedback Ohio Reads evaluation 50% of participating Student Council representatives have a Literacy Link from Grovewood

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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?

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