Building Name: Royal View Elementary School District: North Royalton

CIP Literacy Goal: Students will improve their reading comprehension and writing skills

Performance Indicator: Reading test scores will improve one percent every year over a three-year period

Vision Statement: Our students will be skilled and fluent readers who construct meaning while utilizing and interacting with print

in their environment in all its forms.

KEY COMPONENTS/STRATEGIES	SUPPORT/ RESOURCES	PRINCIPAL RESPONSIBILITY	TEACHER RESPONSIBILITY	TIMELINE	EVALUATION
Teaching/Learning/Effective Core Programs Use research based strategies in a balanced literacy framework Evaluate K-4 literature list of must read fiction and non-fiction books Classrooms will display and use test vocabulary in day to day work as it relates to Proficiency and other standardized tests Teachers will practice and use with students “retelling” and “summarizing" literature in both written and verbal form. Create School/Classroom environments with organized reading area Use of K-4 writing portfolios which include yearly samples of the five main writing types Continue successful activities and add new ones (*See Below)	Harcourt Brace Lang. Arts Series Four Block Model Harcourt- Brace Literary Library Trade Book Library Test Vocabulary Cards and Magnets displayed in all rooms Harcourt Brace Retelling Summarizing Chart Blast Off Series Harcourt Brace Literary Library Trade books Harcourt Brace writing activities School Improvement Teams	Support/Training Support/Training Meet with Language Arts Committee Provide Vocabulary support materials to new faculty Encourage teachers to utilize resources Purchase materials Set up meeting with staff to organize a timeline for yearly completion of writing samples Oversee team planning	Use of integrated approach as outlined in manuals Organize time to support the Four Block approach Give input by grade level Utilize and implement vocabulary into lessons and written work Utilize resources and Provide multiple opportunities for students to practice retelling and summarizing Create student accessible and engaging reading areas in classrooms and Media Center Teach, model and provide writing opportunities incorporating the writing types Participate and provide input to the School Improvement Plan	2001-2002 2001-2002 May 2002 Ongoing Ongoing September September May Ongoing	Informal/formal student achievement Completed updated list of Must read literature Student use and understanding of vocabulary as demonstrated by classroom use and test results Students effectively demonstrate ability to retell or summarize Observation and student use Completed portfolio Growth in literacy awareness as indicated by school environment and student performance
Professional Practice/ Ongoing P.D. Training in the use of new Language Arts series Training in the Four Block Reading Model Grade level Articulation Meetings to discuss literacy strategies Explore current practice in a balanced literacy program	Harcourt Brace training Facilitator Workshops Title VI Funds Kathy Roskos	Set up in-services with the Director of Instruction Provide literature, and resources for teachers to attend workshops Set up meetings and substitute support Set up staff meeting and in-service day	Attend in-services and implement integrated series components Attend workshops and implement in classroom Attend meetings and discuss practices Attend and actively participate during in-service session	September January 2001-2002 2001-2002 2001-2002	Utilization of integrated Language Arts Series Improved student performance Increased sense of support by staff members Increased evidence of current practice utilization
Assessment/Accountability/Safety Nets Reading Intervention Specialist Utilize CCC as an individual indicator for intervention Tutor identified students in grades 1 – 4 Provide tutoring opportunities to at-risk kindergarten students outside of the kindergarten program schedule.	Classroom support K-2 Classroom Success Maker software in grades 3-4 Ohio Reads Grant Ohio Read Grant	Monitor “pull-in” schedule Monitor monthly reports and share with staff in grades 3-4. Work with staff and Director of Instruction to set up training/scheduling Arrange student bussing and set up schedule	Arrange a schedule and mutually agree upon support activities Utilize CCC intervention on daily basis and monitor student progress Assist in identifying students for tutoring program Assist in identifying students for the tutoring program	September – May September – May January – May January - May	Formal student evaluation Improved student performance Improved student performance Improved student performance
Home/School/Community Partnerships Home-School Link to encourage literacy at home through reading and writing activity for all students in grades K-4. Kindergarten Literacy Packets for in-coming kindergarteners. Newsletter and School Web Page “Royal Readers’ Book Club” To provide discussion opportunity for students and parents of a pre- selected book at school	Writing Response Journals, Trade Books for parent/student use Literacy Packet with children’s literature, practice sheets for alphabet and number formation, name card, pencil and suggested reading list Information on Literacy Practice at school and ideas for home use. Helpful Web links PTA facilitators	Oversee Program with Reading Intervention Specialist Distribute and explain literacy packets at kindergarten registration Contact Language Arts Team for information and provide parents with monthly updates. Contact and work with PTA to organize book discussion session	Send Home-Link packets home with students on a rotating basis NA Provide relevant information pertinent to literacy. Grade level teams provide a suggested title for the book discussion Volunteer participation	October – May February 2001-2002 One to two sessions per school year.	Completed Response Journals Parent and student comments Parental input and visitor count on website Active Parent/student participation

*Ongoing School Improvement Literacy Initiatives:

· Leveled books

• Word Walls
• Daily Writing in Journals
• Reading and Writing in Content Areas on a Daily Basis
• Sustained Silent Reading
• Classroom Literature Circles and Discussion Groups
• Reading Specialist for K-2
• Computer Curriculum Corporation (CCC) Software for Remediation
• Young Authors
• Right to Read Week
• Title VI R Grant to reduce class size during reading instruction
• Kindergarten Literacy Packets
• Home-School Reading and Writing Link
• Utilization of Writing Rubrics at each grade level
• Reading Strategies Bookmarks for each student
• Cumulative K-4 Student Writing Portfolios with samples of Narrative, Expository, Descriptive, Persuasive and Letter writing styles.
• “Must Read” Literature list utilized by all grade levels for fiction and non-fiction literature selections.
• Literature Handbook given to all staff members with testing vocabulary, literature lists, and phonics pre and post tests
• Teacher In-services on:

Running Records

Word Sorts

Four Blocks

Curriculum Compacting

Developmental Spelling

Rubric Utilization

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.