Building Name: Miami View Elementary_____________________________ District Southeastern_________________

CIP Literacy Goal: All students will become skilled readers by the end of fourth grade as a result of application of the literacy framework_______________________________________________________________________________

Performance Indicator Increase 4^th grade reading percentage of passage from 71%to 76% by 2002__________________

KEY COMPONENTS/STRATEGIES	SUPPORT/ RESOURCES	PRINCIPAL RESPONSIBILITY	TEACHER RESPONSIBILITY	TIMELINE	EVALUATION
Teaching/Learning/Effective Core Programs Use researched based strategies in a balanced reading lesson framework using Open Court within the Four Block framework. Continue to provide Pre-School Continue to offer ½ and full day Kindergarten Program Create Classroom environments with organized reading area Utilize Art and Music as a problem solving strategy to further develop specific reading strategies i.e. (visualization, questioning, prediction, connections, etc.) After school Reading Clubs Incorporate Scholastic Reading Counts program	Open Court materials/literature/Four Block trainer Early Childhood Grant County Office Personnel Title 1 Classroom book collection, book clubs OhioReads Art and Music Teacher Literacy Team Extended learning Grant Classroom Libraries Summer Intervention Grant OhioReads	Schedule for daily uninterrupted literacy block of time to include guided reading, writing, phonics and independent reading Support Access funding Write OhioReads Continuing Grant Set-up inservice to teach reading strategies, monitor lesson plans Access Funding Obtain Funding	Regularly plan and implement research based practices Meet/plan with Literacy team Evidence sited in lesson plans of Research-Based Literacy Instruction Collaborate with County Office Supervisor and Kindergarten Teachers Collaborate with Literacy team on emergent literacy practices Order materials utilize book clubs, libraries Site reading strategies in lesson plans Extended Learning Grant Teachers Integrate SRC in classroom Reading program Track student progress	Aug-June Aug-June Aug-June Evidence by the first grading period November-May September-June Aug-June	Diagnostic and Authentic assessments based on learning outcomes Teacher Evaluation Teacher evaluation of letters, sounds and sight words Miami View Elementary Literacy Checklist Teacher evaluation Parent/Student Survey Reading Progress Report
Professional Practice Ongoing P.D Continue inservice to help implement Four Block framework Staff Development during Early Dismissal on Reading comprehension strategies Study Groups during grade level meetings to explore current literacy information Create a Literacy Support Group	OhioRead Grant County office, curriculum director OhioReads, curriculum director Classroom materials, Miami View Teaching Staff, Principal	Set-up inservice Coordinate Coordinate and purchase materials Voluntary Participation	Participate and implement Four Block framework Attend and apply strategies in teaching Actively participate in reading and discussing material Voluntary Participation	Throughout School Year Throughout School Year Throughout School Year All year	Attendance and checklist Pre-Post Test Self evaluation Self evaluation
Assessment/Accountability Safety Nets Utilize Scholastic Reading Inventory Reading Intervention Specialists Summer Intervention Proficiency Test On/off Grade COGAT Test Peer Tutors Homework Intervention Assessment of Learning Outcomes	Summer Intervention Grant Title I and Building Incentive Grant OhioReads Guidance Counselor Curriculum director Guidance Counselor Principal 8^th-12^th grade students Venture Capital Staff Grade level teams Classroom materials	Obtain funding Secure Funding Obtain Funding Secure Sub and coordinate meeting Ordering materials, scheduling and inservice Approve schedule Secure funding Facilitate Provide release time for teachers	Enroll students in computer software Build into classroom schedule beginning, mid-year, and end of the year assessment Coordinate Services with Classroom Teachers Provide instruction and assess students Analyze test data Preparation of students and administer test Administer test Assign tutors to students Provide materials Assignment of students and work to be completed Supervision Develop assessment tools Administer assessment Reporting to parents	All year 2001-2002 June-July Aug-June March Aug-June Aug-June Quarterly	Reading Progress Report Informal/formal assessment Running records DRA Teacher Evaluation 5% increase on Writing and Reading 4^th grade Proficiency test Identify ability Checklist Teacher evaluation Attendance records Formal assessment
Home/Community Support/ Management OhioReads tutors Reading Connection/Classroom Newsletter Make it Take Night Parent/Teacher Conference Open House Family Literacy Night RIF Program Read Across America/Parent Readers	OhioReads Parents, Grandparents and Community members and High School Students Principal Fund Title I funds and teacher Staff Principal’s Fund Extended Learning Principal’s Fund Staff Title I Parents Classroom teachers	Oversee project And reapply for funds Monitor distribution Schedule Schedule and attend individual conferences Schedule Arrange for treats Facilitate Arrange for treats Coordinate scheduling of drops Coordinate	Assign students to tutors Support tutor with material and information on student needs Distribute newsletter Assembling materials and presentation Invitation Prepare Literacy packet Hold Conferences Attendance Prepare activities Invite students and parents Book Selection and Distribution Advertise and encourage participation	Yearly Monthly/ school year November October & February August/ Night before school starts Once a semester 3-4 times a year Week of March 2	OhioReads Evaluation Parent feedback Parent feedback Parent feedback Parent feedback Evaluation form completed by students and parents RIF Evaluation Parent and Student 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.