Building Name: Milton-Union Elementary School District: Milton-Union Exempted Village School

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

framework

Performance Indicator: Increase 4^th grade student performance in reading on the proficiency test to a minimum of 75% passage rate by

end of school year 2003 – 04.

Vision Statement: Through restructuring of school personnel and the community at large, educators will commit to assuring literacy

for every student at Milton-Union Elementary School. This process will eventually lead students to the passage of

the 4^th grade reading proficiency test.

KEY COMPONENTS/STRATEGIES	SUPPORT/ RESOURCES	PRINCIPAL RESPONSIBILITY	TEACHER RESPONSIBILITY	TIMELINE	EVALUATION
Planning for Coherence Establish a building literacy team. Conduct building assessment of literacy programs and practices.	All faculty Literacy team	Schedule a time for literacy team to meet. Provide opportunity for completion of school literacy progress survey.	Attend literacy meetings. Complete school literacy progress survey.	2001-2002 September 2001	Building progress in the literacy process. Summary of survey shared with all teachers.
Effective Core Programs District adopted basal series. Use researched based strategies in a balanced reading lesson framework by applying Four Blocks as taught by Patricia Cunningham.	District funds SIRI District funds	Order materials Provide staff development opportunities Regular visits to classrooms	Use as appropriate Collaborate with teachers currently using process	2001-2002 2001-2002	Teacher assessment of specific reading strategies
Assessment and Accountability Brigance for K Stanford for grades 1,2 Off-year proficiency for 3,5 Proficiency for grade 4	District funds	Purchase materials in a timely manner and distribute as appropriate	Administer assessment Attend grade level meetings and utilize data to provide appropriate classroom instruction and intervention	2001-2002	Monitor identified students
Safety Nets Reading Recovery Title I Summer Intervention Ohio Reads	Federal Federal Ohio Reads District Ohio Reads	Provide room and support Provide room and support Notify parents Provide space and materials Administer grant	Provide service to students and teachers Provide service to students and teachers Provide student lists and direct instruction Provide direct instruction and intervention information	2001-2002 2001-2002 Summer 2002 2002-2002	Informal and formal teacher evaluation Informal and formal teacher evaluation Pre and Post test results Parent feedback Ohio Reads evaluation
Ongoing Professional Development Summer Retreat School on site Waiver Days Late-Arrival Days Site Visits	Success for All Students grant Teacher District and grants District and grants District and grants	Scheduling and planning Instructor Scheduling and planning Scheduling and planning Scheduling	Attend Attend and complete course Attend and participate Attend and participate Participate on a voluntary basis	August 2001 September 2001 – March 2002 September, December, and April Quarterly Quarterly	Participant feedback Teacher effectiveness Improved instruction Improved instruction Improved instruction
Home and School Partnerships After school club Family Literacy Nights Newsletters Summer Reading Packs	District and grants Title I and grants District Ohio Reads	Coordinate and monitor Coordinate calendar Encourage and provide resources Created and distributed to teachers	Refer students and inform parents Plan events and inform parents Create and distribute to parents Recommended students and distributed materials	October – May Monthly or Bi-monthly by grade level Weekly, monthly, quarterly May 2001	Attendance Student response Parent/student attendance Parent feedback Parent survey Parent feedback
Community Support Parents as Teachers (PAT) Kid’s Hope County Social Worker Public Library	Community Community County grant Local funds	Coordinating Coordinate with directors Provide materials and space Provide space Coordinate program Facilitate activities	Distribute information to parents Distribute information Provide materials Refer students and families Conference with social worker Use as resource	2001-2002 2001-2002 2001-2002 2001-2002	Parent feedback Parent feedback Educator and community evaluation Community feedback
Resources Success for All Students Grant Ohio Reads Grant Local District Funds Community Funds Milton-Union Education Foundation Community and Parent Volunteers Miami County Educational Service Center Special Education Regional Resource Center

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.