Building Name
CIP Literacy Goal Students will become skilled readers at
their respective developmental levels
Performance Indicator 1 Increase proficiency test reading passage rate
from 73% to 78% in 2001-2002______________
Performance Indicator 2 80% of students will pass grade level
benchmark assessments in reading by 6/02
Performance Indicator 3 80% of students will pass grade level
benchmark assessments in writing by 6/02
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KEY COMPONENTS/STRATEGIES |
SUPPORT/ RESOURCES |
PRINCIPAL RESPONSIBILITY |
TEACHER RESPONSIBILITY |
TIMELINE |
EVALUATION |
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Teaching/Learning/Effective
Core Programs Increase the volume of
students’ independent reading Use research based
strategies consistent with Create classroom
environment with organized reading area Read aloud, while modeling
reading strategies, occurs daily utilizing a variety of genres |
Adequate selection of books
in the building and classroom libraries WEB room – building and district
funds OPLN, Literacy Specialist,
REA grant, building literacy specialist, building funds Adequate collections in the
WEB room, classroom, building and public libraries Building funds |
To budget $$ for libraries Schedule for daily
uninterrupted literacy block(s) Budget $$ for building and
classroom libraries Provide forum for sharing
great read aloud books |
To periodically ask
children to state the titles of what they are reading and their next read
[support staff also] Planning and teaching
reflect best practices Organize and continually
evaluate the classroom reading area Read aloud while modeling
reading strategies |
2001-2003 2001-2002 2001-2002 2001-2002 |
Every student can verbalize
the title of the book he/she is currently reading and also the title of
his/her next read. Observations of classroom
lessons, lesson plans Evidence of read aloud
lessons included in teacher lesson plans/daily schedule |
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Professional Practice/Ongoing
P.D. Opportunities are provided
for staff to dialogue about what they are doing, form study groups and engage
in other learning related to literacy. |
Building and district
literacy staff, local funds, District Literacy Specialist REA grant |
Monthly faculty meeting devoted
to literacy. Purchase professional
reading materials for staff. |
To participate in faculty
meetings devoted to literacy, to read professional development materials [to
participate in discussions groups whenever possible] |
2001-2002 |
Attendance at faculty
meetings and voluntary literacy discussions |
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Assessment/Accountability/Safety Nets The assessment process is
systematic, providing a complete history of a child’s literacy development
from K through grade 4 Each child’s progress is
continually monitored to spot problems as soon as they surface and
interventions are provided in a timely manner Extended learning
opportunities will be provided to students performing below grade level
expectations |
Portfolios will be provided
for every student and passed to successive teachers KRP/SIP tutors assigned to
grade levels K-4 District funds, grant funds |
To discuss portfolios with
staff members and periodically collect the data. Informs parent that the
child is receiving tutoring Assist staff in identifying
students in need of extended opportunities, contact parents |
Conduct ongoing
assessments, record results, and file assessments in the students’ portfolios Teachers will identify
students performing below grade level and notify parent Identify students
performing below grade level, communicate this to parents |
Ongoing Ongoing 2001-2002 |
Portfolios and common tools
recording sheets are current Results from QRI and
kindergarten test protocols Attendance, performance on
grade level benchmark assessments |
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Home/School/Community Partnerships Ohio Reads volunteer
readers Building and classroom
newsletters will include information about literacy |
Ohio Reads/PTO grant Building funds |
Apply for an Ohio Reads
Community continuation grant/ local PTO grant Write weekly building
newsletter, provide editing and duplicating for classroom newsletters |
Identify children in grades
1 and 2 who would benefit from the Ohio Reads program Write twice monthly
newsletter |
2001-2002 2001-2002, ongoing |
Numbers of children
participating in program and the number of books they are given, Ohio Reads
Evaluation Newsletters are sent home
from classrooms every other week, from the building weekly |