Building Name: Millersport Elementary School District: Walnut Township Local School District

CIP Literacy Goals (Current): Increase amount of non-fiction reading; K-3 performance tracking system; increase short answer and extended response items in classroom assessments; continue reading tutoring program; expect a 2.5% increase in 4^th & 6^th grade proficiency passing rates

CIP Literacy Goals (New): Develop a cohesive building literacy program based on the Ohio Literacy Initiative Framework

Performance Indicator: By the spring of 2002, 90% of all 3^rd graders will be reading at grade level on the OPBA

KEY COMPONENTS/STRATEGIES	SUPPORT/ RESOURCES	PRINCIPAL RESPONSIBILITY	TEACHER RESPONSIBILITY	TIMELINE	EVALUATION
Vision Statement /Planning for Coherence By using effective teaching methods, all students will become successful readers by the end of fourth grade, and continue their literacy development through their tenure at Millersport Elementary	Title I; Ohio Reads; Taft Incentive Grant; community support (PTO/volunteers); district funds	Promote the vision among the teachers, students, and community	Communicate the vision to students and parents through positive endorse-ments and through the use of effective teaching practices	2001 – 2002	State/local assessments; Strength/weakness program assessment; annual CIP Review
Teaching/Learning/Effective Core Programs * Teachers will employ best practices from both literature-based and skills-based approaches (a balanced approach) using these eight components: Reading aloud Shared reading Guided reading Independent reading Shared writing Interactive writing Guided writing Independent writing * Continue Title 1 intervention in grades Kindergarten through 3 * Building Awareness Campaign on the Importance of Literacy (Right to Read Week, Proficiency Incentive Program, Book Fairs	Supplement classroom book and professional material collections. Vastly upgrade book collection and other resources in media center. Provide professional development opportunities for building librarian. Title 1 Grant PTO funds, local funds	Provide staff development/workshop opportunities; promote continuous learning; coordinate resources and services Assist with funding, scheduling, evaluation Campaign management	Implement a balanced, research-based literacy program in classroom. Collaborate with Title 1 teacher on in-class/pull out program Support campaign by arranging schedule and promoting to students and parents	Continuous 2001-2002 2001-2002	Principal observations, self-evaluation, sate/local assessments and reviews State/local assessments; staff/parent surveys Participation goals
Professional Practice/Ongoing Professional Development * Continue and refine the continuous improvement planning cycle (Leadership, Data Analysis, Strategic Decision-making, Implementation and evaluation). * Support teachers who are pursuing National Board Certification * Self-selected professional development and continuing education opportunities * Building planning and inservice opportunities to teach, plan, and implement research-based practices * Informal study groups with teachers who completed course work/core curriculum	Assessments and artifacts related to continuous improvement planning State assistance, release time RPDC, local funds, personal funds Planning time, release time, CIP Implementation Grant RPDC/SIRI training and books	Coordinate and support the CIP process. Create building literacy team. Foster high-quality professional development. Build effective schoolwide literacy plan. Encouragement and support Release time, coordinate funding Coordinate scheduling, secure funding Provide team time for discussions	Participate in professional development opportunities including: peer coaching, study groups, workshops, college coursework, independent study. Support group for those who are pursuing certification Attend and implement, write into IDPD Attend and participate, implement ideas Complete readings; participate in ongoing dialog	Continuous Continuous Continuous Continuous Team determined	CIP Review process Success rate of Certification Professional evaluation; successful completion of workshop requirements; course grades Professional evaluation Requirements of ODE-provided study guides
Assessment/Accountability/Safety Nets * Performance tracking system based upon classroom assessment of proficiency outcomes in reading as identified in the Ohio Competency-based Model for Reading, grades K-3 * IAT/MFE process for at-risk students * Stevenson Reading intervention for at-risk/identified students * Reading Recovery Intervention * Summer School Intervention	CIP Implementation Grant County office services Local funds Funding yet to be determined (OhioReads, local funds, other?) State funds; tuition	Provide tools, monitor the process Coordinate and chair meetings Coordinate scheduling, provide curriculum Assist with funding, scheduling, evaluation Scheduling; staffing; ordering materials; support	Track students Document interventions, recommend students for IAT evaluation, assist with IAT process Collaborate with Stevenson reading teacher Collaborate with Reading Recovery teacher on pull out program Recommend students	Continuous Continuous Continuous Continuous Annual	Continuous monitoring of all students Intervention/ evaluation cycle State/local assessments Reading Recovery diagnostics, long-term studies State/local assessments
Home/School/Community Partnerships * Parent/School Compact * Title 1 Fall Parent Meeting * Read With Me Club/Intermediate Literature Reading Program * Bookmobile visits * OhioReads Tutoring	Title 1/local funds Title 1/local funds Local funds; PTO funds County services OhioReads funds; CIP Implementation grant; community volunteers	Oversee process Oversee process Scheduling and support Scheduling and support Apply for funds to continue program; support	Assist with distribution and collection Encourage attendance Recordkeeping; encourage participation Encourage participation Recommend students; cooperate w/ volunteers; tutor	Continuous Annual Continuous Monthly Pending	Parent participation Parent participation Participation; literature grade in intermediate grades Participation OhioReads evaluation

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.