Building Name: Struble Elementary District: Northwest Local

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

Performance Indicator: Increase 4^th grade reading percentage of passage from 54% to 65% by 2002.

KEY COMPONENTS/STRATEGIES	SUPPORT/ RESOURCES	PRINCIPAL RESPONSIBILITY	TEACHER RESPONSIBILITY	TIMELINE	EVALUATION
Vision Statement Struble Elementary envisions a safe, nurturing environment in which every member is actively engaged in learning and experiencing success.	National/State i.e., Title I Ohio Reads REA Grant	Have trained teachers	1) Select students who require intervention 2) Develop/deliver intervention services 3) Track on-going plan/progress	2001 – 2002	State/Local assessments Strength/Weakness Program Assessment

Teaching/Learning (Effective Core Programs) Incorporate Guided Reading as a part of our balanced reading program as suggested by REA coursework. Incorporate Writing Workshop as a part of our balanced reading program as suggested by REA coursework. Continue to provide Soar to Success Continue to provide Early Success Continue to provide KEEP Title I In-Class and Replacement

Title I, REA Grant, Soar to Success, District Lit. Team, Professional Library Title I, REA Grant, Soar to Success, District Lit. Team, Professional Library Title I REA Grant

Schedule for daily uninterrupted literacy block of time. Schedule for daily uninterrupted literacy block of time. Provide time for inservice opportunities. Monitoring Funding

Regularly plan for Guided Reading instruction. Meet as grade level, cross-grade level, and/or book study group to improve instruction. Regularly plan for Writing Workshop instruction. Meet as grade level, cross-grade level, and/or book study group to improve instruction. Title I teachers and classroom teachers trained in Soar to Success and Early Success.

Sept. – June Sept. – June Sept. – June

Teacher Eval. IPDP Plans Teacher Survey Teacher Eval. IPDP Plans Teacher Survey Formal and informal student achievement.

Professional Practice (Ongoing Professional Development) Professional development provided in Guided Reading, Writing Workshop, Running Records, Informal Reading Inventories, Writing Portfolios, and DIBELS Complete Reading Endorsement Sequence Informal Voluntary Study Groups to encourage application of best practices in classrooms.	REA Grant Title I District Funds SIRI Part. Literacy Spec. HCESC REA Grant Grant Title I	Coordinate release time. Provide facilities. Provide time for discussions, Coordinate with Literacy Spec. Provide support. Provide team time for discussions. Participate in study groups.	Participate in planning professional development. Actively participate in inservices and apply strategies. Fulfill requirements and apply to classroom instruction. Complete readings and participate in ongoing dialogue.	Sept. – June June 2001 – May 2002 Team determines	Surveys and evaluations. Endorsement received Self evaluation
Assessment/Evaluation/Accountability Safety Nets) Initiate the use of Writing Portfolios to assess individual language arts performance (may include IRI, running records, writing samples, and theme tests). Utilize DIBELS, proficiency tests, and achievement tests for planning intervention strategies.	IAT, Tutors, ESL, Speech, OhioReads Volunteers, DIBELS, Inclusion, Summer School, Title I Title I, Ohio Reads, REA	Monitor and support. Assign mentors as needed. Coordinate testing. Provide data to staff. Provide time for intervention planning. Communicate needs to parents	Ongoing assessment Utilize data to provide classroom intervention. Communicate needs to parents. Administer assessments.	Sept. – June Sept. - June	Informal team evaluation. Track progress of identified students.
Home/Community Support/ Management (Community Partnerships) Family Literacy Nights Literacy Compact OhioReads Business Partners Parents Make the Difference	REA PTA Title I Title I OhioReads Union Central Winton Savings Safe & Drug Free Schools	Coordinate with Parent Involvement Team. Revise with staff. Reapply for funds Coordination and scheduling. Monitor Distribution	Support Title I and classroom teachers distribute and collect compacts. Recommend students and cooperate with volunteers. Instruct volunteers. Distribute to parents..	Sept. – June Fall 2001 Pending Sept. – June Sept. – May	Parent / Student Participation Parent Participation OhioReads Evaluation Informal Assessments / Student Feedback Parent feedback.

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.