Building Name
CIP Literacy Goal Implement an elementary reading program that
increases reading achievement and continuity K-5
|
KEY COMPONENTS/STRATEGIES |
SUPPORT/ RESOURCES |
PRINCIPAL RESPONSIBILITY |
TEACHER RESPONSIBILITY |
TIMELINE |
EVALUATION |
|
Teaching/Learning/
Effective Core Programs (researched based) Primary
Kindergarten for those children with developmental lags Implementation of
all eight components of a balanced literacy program using: ·
Four
Blocks program ·
Daily
Language review Implementation of
semi-annual writing assessments to a prompt Bookroom with
multiple copies of leveled fiction and non-fiction books Create classroom
libraries |
Hiring of teachers
to support 20% of entering 5 yr. olds · Ohio Principal Literacy Network ·
Teacher
inservice & staff development Building writing
rubric PTO funding Grants Access funding |
Promote program
with Board of Education to ensure continued funding 1.Monitoring of
teacher instructional objectives 2. Literacy Team Release time Initiate
supplemental for bookroom coordinator Seek out available
grants/funds |
Developmentally
appropriate activities Individual
reflection on implementation of language arts instructional objectives to achieve
student performance objectives Grade-level
scoring of writing assessments. Investigate
Developmental Writing Assessment Recommend
additional books/materials Adhere to bookroom
guidelines Select titles for
purchase Match books to
readers |
2001-2002 2001-2002 2001-2002 2001-2002 2002-2003 |
Pre-screening of
entering 5 yr. olds & post-testing
of participating students 1.Developmental
Reading Assessment with quarterly minimum benchmarks 2. Quarterly
writing assessment for phonemic awareness/writing vocabulary 3. Stanford
Achievement Increase in
student writing scores Log of use Increase in
student reading levels |
Professional
Practice
- Ongoing
professional development Summer Institute
for Reading Intervention Weekly grade level
meetings Building-wide and
district-wide inservice Volunteer study
groups |
ODE Intervention
specialist Schedule times
within teacher day Waiver days, early
release days for staff development Materials Tape record
sessions |
Encourage
attendance Develop agendas
collaboratively with grade level teachers Develop agendas
collectively with Literacy Team/other elementary administrators Attendance and
encouragement |
Implement
research-based practices Attendance Preparation,
participation, presentation Interest inventory
to determine selections. Complete readings and participate in ongoing
dialogue |
Summer 2002 Weekly Monthly
early-release days. Semi-annual waiver
days 2001-2002 |
Teacher survey,
administrative observation of implementation Teacher surveys
-formal and informal Teacher and administrator surveys Teacher
participation |
Assessment·
Quarterly
benchmarks of minimum reading achievement ·
Semi-annual
benchmarks for minimum writing achievement ·
Reading
Recovery Observation Survey ·
Stanford
Achievement Tests each year Accountability
Comparison of
individual Stanford Achievement Scores with Otis-Lennon Ability Scores to
ascertain if student is working up to expected levels of achievement |
Developmental Staff-developed assessments. Observation Survey Stanford Achievement Tests Scoring, with software for results analyzation. |
Release time Allocations in
district testing budget Compile data for
review. Work with staff to
modify curriculum/instruction. |
Administration of
assessments Modify instruction
to reflect assessment information. Seek out
interventions Plan of
modification for students working below expectations/grade level. Review validity
and revise assessment in accordance. Revise instruction
to meet individual needs. |
Quarterly Semi-annual Fall & Spring Fall from last
year’s scores, spring for current year’s scores |
Alignment of
student assessment information with its impact on instruction. 95% of students in
each class meeting expected levels of achievement. |
Safety Nets·
Title
I/VI-R ·
Reading
Recovery ·
Intervention
Assistance Team ·
Intervention
for students reading below minimum benchmarks/expectations After-school
tutoring as part of Latchkey |
CLP funds Training Training Guidance staff Ohio Reads
volunteers, Americorp
university tutors Space and tutors |
Periodic review of
program Secure funds for
training Teacher selection Facilitator of IAT Support for all
interventions Set up program |
Identify “at risk”
students Implement
interventions. Implement program
with most appropriate students Refer “at risk”
students Implement
interventions. Flexible grouping
and scheduling Materials prepared Coordinate with
tutors |
2001-2002 2001-2002 2001-2002 2001-2002 2002-2003 |
Title I records of
students served. Reading Recovery
program evaluation and report % of “at risk”
students raising achievement to minimum grade level expectations. Student attitude
inventory. Increase in
student achievement. Student
participation and attitude inventory |
Home/School/Community Partnerships·
Books in a bag
· Book-it Program · Friday Folders/student agenda books/weekly classroom newsletter · Ohio Reads volunteers · Curriculum Nights for each grade level · “Reading Tips for Parents” night · Literacy Compact · Monthly reading tips for parents placed on building calendar ·
· JFPTA parent organization support for curriculum nights & additional reading materials |
Title I &
classroom teachers Classroom
libraries Title I Classroom teachers PTO and Federal
grant Parent Volunteers Funding for
materials and refreshments |
Secure funds for
libraries and folders Reapply for funds Scheduling Coordination of
responsibilities Scheduling and
coordination with PTO and classroom teachers Coordination of
parents with staff |
Consistent use Individual student
reading logs Cooperate with
volunteers and prepare materials Prepare materials
and present programs Book selection and
support theme days Thank and
celebrate |
2001-2002 2001-2002 Fall Monthly 3 times per yr. 2001-2002 |
Parent response
and surveys Teacher and
volunteer surveys % of parent
participation PTO participation |