A Coherent Planning Tool for Literacy

Building Name: James E. Hanna Elementary School District Parma City Schools

CIP Literacy Goal: Increase all students’ reading skills through a balanced literacy program utilizing the state literacy framework.

Performance Indicator: Increase 4^th grade passage percentage by a minimum of 2.5% every year through the year 2004.

Mission Statement: We at James E. Hanna Elementary School strive to enhance the social, emotional, academic and behavioral growth of our students…so that they will be successful now and in the 21^st century. We believe all children can learn.

Vision Statement: We are working consistently on a balance literacy program so our students will be successful, productive, and contributing members of our community.

KEY COMPONENTS/STRATEGIES	SUPPORT/ RESOURCES	PRINCIPAL RESPONSIBILITY	TEACHER RESPONSIBILITY	TIMELINE	EVALUATION
Effective Core Program (Teaching/Learning) Utilize research-based strategies and best practices in a balanced literacy lesson framework while adopting a new district literacy program (Houghton Mifflin K-5 and McDougall Littel 6-8). Sustain rich school/ classroom literacy environment. Coordinate specialists (art, music, physical education) to further develop specific literacy strategies in the arts.	1) OPLN 2) Consultants: Houghton Mifflin, Literacy Specialists, School-wide Title I, SMART, etc. (See above) (See above)	1) Coordinate training of teachers with appropriate consultation staff. 2) Provide consistent encouragement and available resources throughout the school year. (See above) 3) Order and inventory materials (See above) 4) Provide correlation time with classroom teachers.	1) Plan and deliver balanced literacy lessons. 2) Meet with consultants and literacy specialists on a regular basis for support and guidance. 3) Observe and monitor student progress. 4) Implemented by all staff (See above) 5) Continue ongoing dialogue – classroom teachers/specialists	2001 – 2002 (implementation) 2002- 2003 (2^nd year of implementation) 2003-2004 (3^rd year of implementation with modifications as needed) (See above) (See above)	1) Teacher observations/ evaluations 2) State/Local student assessments 3) Program Assessment-strengths/weaknesses 4) Core elements of Literacy Conceptual Framework ( See above) (See above)
KEY COMPONENTS/STRATEGIES	SUPPORT/ RESOURCES	PRINCIPAL RESPONSIBILITY	TEACHER RESPONSIBILITY	TIMELINE	EVALUATION
Professional Practice (Ongoing Professional Development) Implement literacy standards/lesson planning and classroom management, alignment to national & ODE standards, and clarification of new core materials. Explanation and utilization of diagnostic/ongoing student assessment. Flexible grouping and writing Staff library updated	1)Consultants: Houghton Mifflin and Literacy Specialists (See above) (See above) P.T.A., individual contributions, business community partnerships	1)Coordinate meetings and schedules. (See above) 2) Provide for team time discussions (See above) 3)Classroom observations 4) Secure funds 5)Gather input from staff 6)Order materials	1 )Participate in planned inservice. 2) Implement success practices in classroom. (See above) 3) Utilize assessments with students and keep feedback for next session. (See above 1 &2) 4)Make use of resources	August 28, 2001 Sept. 18, 2001 Oct. 16, 2001 Feb. 19, 2002 August ,2001-June, 2002	1)Inservice evaluation feedback 2)Conversations (See above) (See above) 3) Classroom observation checklist 4)Monitor usage through checkout and conversations
Assessment/Accountability/Safety Nets (Ongoing assessment and accountability; Safety Nets) Formal and informal teacher assessments, Standardized testing, and portfolios	Houghton Mifflin assessments, teacher observation,	Coordinate standardized testing, interpret data, and monitor intervention plans.	Attend staff and team meetings and utilize data to provide classroom intervention.	Quarterly	Discuss and monitor student progress
Assessment/Evaluation/Accountability Intervention programs	Literacy inventories, etc. OLSAT 1,2,3,5 Gates McGinitie 1,2,3 Ohio Proficiency 4, 6 Ohio Proficiency Reading 3 Early Success, Soar to Success, Touch Phonics, Schoolwide Title I, HOSTS, Ohio Reads, etc.	Monitor attendance and programs. Communicate needs to staff, parents, central office personnel. Provide materials, volunteers, etc.	Implement programs with students based on a variety of assessments. Review and monitor progress.	Weekly	Track identified students to best meet individual needs.
Home/School/Community Partnerships (Home and School Partnerships; Community Support) HOSTS FAST	Ohio Reads grant ODE grant	Disburse funds, monitor and evaluate Monitor program	Implementation, organization, and volunteer preparation Facilitate program	Weekly Weekly	HOSTS, Bowling Green State University, STAR, teacher, parent, student survey, etc. FAST evaluation, parent, teacher, administrator survey.
· UCAR Achievement Sundae Bar · Family Reading Nights · Monthly Literacy Newsletters	UCAR, P.T.A., Cox Communications District, P.T.A., and Title I funds. Fundraiser	Schedule, plan, and monitor sessions. Coordinate calendar and monitor events. Coordinate	Facilitate sessions Literacy Specialists, and teachers plan and facilitate. Distribute to families	Quarterly Quarterly Monthly	Teacher, student, business partner input, and tracking of student quarterly progress in specific areas. Parent and student input; attendance Parent survey

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.