CIP Literacy Goal To
facilitate our student readers in using effective reading strategies by
improving our literacy program
Performance Indicator Five
percent growth on the passing percentage of the fourth & sixth grade
reading proficiency tests; growth on
instructional reading levels at individual child’s grade level based on
the DRA or running record ________
|
KEY COMPONENTS/STRATEGIES |
SUPPORT/ RESOURCES Resources |
PRINCIPAL RESPONSIBILITY |
TEACHER RESPONSIBILITY |
TIMELINE |
EVALUATION |
|
Vision Statement/Planning
for Coherence To establish a literacy
team utilizing collaborative leadership within the elementary school. |
Time for meetings;
interested personnel |
Facilitator of meetings |
Attendance &
Participation in literacy team and implementation of plan |
2001 – 02 |
Meeting times; development
of a plan by the team to address literacy strengths & needs in the
building |
Teaching/Learning/Effective Core
Programs To establish a common understanding
of the six dimensions of reading for utilizing reading strategies to be
taught to every child and focus on the usage of comprehension strategies
taught in classrooms. |
1) Purchase classroom
libraries of books including both fiction and non-fiction; *books need to include narrative and
expository text with different genres 2) OPLN; professional
development workshops, books |
1) Provide opportunities
for staff learning during monthly staff meetings; 2) Observations of teachers
using effective reading strategies with children in content areas and core
reading programs 3) Provide opportunities
for coaching teachers using Title I staff for
peer coaching |
1)Utilize effective reading
comprehension strategies based upon the book Mosiac
of Thought; 2) Participation at staff
meetings |
2001-02 |
Documentation of 3
effective reading comprehension
strategies being coached and used in the classroom through observations by
coaches, principal, or curriculum director to assess the implementation of
the literacy plan |
|
Professional Practice/Professional Development To have all teachers trained in research based,
effective reading strategies. |
ERPDC; ESC; Eisenhower
funds |
Provide opportunities,
time, stipends for teacher training and collaboration |
Attend, collaborate, and
share with other teachers to implement effective reading strategies within
and outside the district; |
2001-02 |
LPDC plans; log of
opportunities and attendance at meetings & training; see evaluation plan
of the effective core program |
|
Assessment/Evaluation/Accountability/ Assessment &
Accountability/Safety Nets To evaluate the use of
effective reading strategies by students at each grade level |
National/State i.e., Title I |
Inquire about DRA
assessment for grades 3-6; |
1) Select students who
require intervention 2) Develop/deliver
intervention services 3) Track on-going student
progress |
2001-02 |
State/Local assessments
including state proficiency tests; |
|
Home and Community
Support/ Management/Home &
School Partnerships/Community Support To discuss and offer
additional options for presentations for parents &/or parent-child
programs on literacy development. |
Parent Workshop through
Title I; Parent Teacher Contracts through Title I; Community resources |
Find out about community
Head Start programs, Library connections for parents, & presenters
including storytellers |
Parent/Teacher Conferences;
Literacy Connection strategies written into the School Bell |
2001-02 |
Plans for and attendance
at evening programs; parent evaluation
of evening programs |
The effective reading strategies are based upon these six dimensions of reading: 1) phonemic awareness; 2) decoding; 3) reading fluency; 4) vocabulary; 5) comprehension; and 6) motivation.
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 4th grade proficiency results reflected in your
literacy plan?
List ways home/community are connected to your plan.