Building Name Lynn Kirk Elementary______________________________ District Austintown__________________

CIP Literacy Goal All students will become fluent readers who read with comprehension by the end of third grade as a result of application of the literacy framework_______________________________________________________

Performance Indicator Increase 4^th grade reading percentage of passage from 74% to 79% by 2002________________

KEY COMPONENTS/STRATEGIES	SUPPORT/ RESOURCES	PRINCIPAL RESPONSIBILITY	TEACHER RESPONSIBILITY	TIMELINE	EVALUATION
Vision Statement We will provide meaningful reading instruction in literature-rich classrooms where children and teachers explore, learn from, and react to a wide variety of printed material.
Teaching/Learning/ Effective Core Programs -Use research based strategies in a balanced language arts program as provided by Four Blocks Model -Coordinate Learning Center program with regular classroom instruction -FROG (intensive, small group Instruction for first grade)	-Ohio Reads Grant -Balanced literacy program -OPLN -Learning Center Teacher, Aide -Reading and Learning Center teachers, classroom teachers	-schedule daily literacy block of time -coordinate LC schedule with regular classroom schedules -coordinate schedule to include planning and instruction blocks	-regularly plan and implement research based practices -meet and plan with: grade level teams, reading center teacher, learning center teacher -meet and plan regularly, provide daily instruction that supports COS and IEP’s -meet and plan regularly, provide small group instruction that supplements Four Blocks	-2001-2002 -September- June -Sept.-June	-teacher evaluation -regular classroom visits by principal -teacher evaluation -classroom visits by principa -IEP conferencesl -teacher evaluation -classroom visits by principal
Professional Practice/Ongoing Professional Development -Investigate, implement, and critique Four Blocks Model -Informal study groups for support of literacy initiatives	-Inservice with 4Blocks consultant using O.R. funds -professional materials; O.R. grant; SIRI books	-schedule consultant, organize meeting logistics; obtain waiver days; schedule monthly meetings -provide team time for discussions	-participate in staff development; implement and share strategies; maintain weekly journal -complete readings; participate in discussions	-Aug.-June -Aug.- July	-observe variety of effective strategies used in classrooms; journal reflections -journal reflections; sharing at meetings
Assessment/Evaluation/Accountability/ Safety Nets -Analyze data from proficiency/ competency testing -After School and Summer School Programs -Reading Intervention Program -Kindergarten Academy	-MCESC Supervisor -Board-funded staff and materials; Director of Instruction -Board-funded teacher and materials -O.R. Grant; kindergarten teachers and assistant	-schedule meetings; obtain substitutes -distribute information to families; recruit staff for program -provide coordinated schedule and planning time -organize logistics of program	-participate in meetings; utilize data to provide classroom intervention -identify students; distribute info; instruct students -collaborate with teachers to identify students; provide in class and small group instruction; implement cross- age tutoring (program combines tutor training, student tutoring, strategy development for tutors) -identify students from screening; inform families; plan and provide instruction; assess students	-fall and spring of school yr. -spring and summer of school yr. -school year -two weeks in August	-track identified students performance -teacher observation, evaluation of students -tchr. eval.; parent survey; student portfolio; staff survey -teacher assessment; parent survey
Home/School/Community Partnerships -Ohio Reads Volunteer Program -First Grade Parent Workshop -Come See for Yourself Day -Proficiency Night -Parents as Partners -Family Communications	-O.R. Grant; parent/ community volunteers -Board funds for materials, substitutes -Board funds -Board funds; teacher participants -Community businesses and service groups -newsletters; phone calls; postcards; letters to homes	-select coordinator; assist in volunteer training; obtain materials and facility -obtain subs; moderate program -inform community; organize logistics -inform parents; organize logistics -work with project coordinator to plan and implement; inform families -publish and distribute; support and encourage staff	-identify students; collaborate with volunteers; communicate with parents -organize, present grade level info on curriculum, etc -send personal invitations; welcome visitors to classroom -plan and present information; prepare handouts -teacher coordinator will organize facility, contact resources -select and provide a variety of methods	-two month intervals, 3 times during yr. -fall of school yr -to be determined -December of school year -November of school year -Aug.-June	-tutor logs; student files -parent survey -participant survey -participant survey -participant survey -parent feedback

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.