Building Name:
CIP Literacy Goal: All students will achieve literacy in the primary
grades.
Performance Indicator: Increase reading proficiency scores to at
least 75% at each grade level.
|
KEY COMPONENTS/STRATEGIES |
SUPPORT/ RESOURCES |
PRINCIPAL RESPONSIBILITY |
TEACHER RESPONSIBILITY |
TIMELINE |
EVALUATION |
|
Vision Statement As a school community, |
Appropriate staff
development opportunities, time for collaboration |
Facilitate appropriate
staff development opportunities, support teachers through providing
opportunities for collaboration and planning. |
|
2001 – 2002 |
State/Local
assessments Staff input &
evaluation Student feed back |
|
Teaching/Learning Within a balanced literacy
framework, continue to implement the Four Blocks Literacy Model; providing
classroom instruction in the following core elements:
Provide meaningful literacy
tasks that are connected to real world experiences, provide emotional support
and create opportunities for increasing student ownership and responsibility. Develop student listening
and speaking competencies as an integral aspect of the overall literacy
program. |
Use of Four Blocks
professional materials and resources (Four Blocks providing the core program,
guiding learning strategies. Adequate classroom
books/other print materials Adequate instructional
materials & supplies (word walls, hands-on manipulative materials Wide variety of quality
children’s literature in the classroom Appropriate curricular
materials and approaches, specific to grade level. Use of appropriate
instructional activities, specific to grade level. |
Schedule time for
uninterrupted literacy block. Insure adequate dollars for
resource materials, order materials. Schedule staff in service
and staff development opportunities. |
Plan and implement research based practices
using the Four Blocks Literacy Approach. Exposes students to a
variety of literature, assists students through application of direct
instruction using reading strategies. Creating word walls, Guess
the Covered Word, or activities that teach applied phonics. Teach mini lessons, model
writing, conference with students and have
teacher-directed or self-selected writing activities. Daily teacher read alouds, provide opportunities for individual and group
reading experiences, opportunities for student sharing and teacher
conferencing. Utilize meaningful instructional
approaches based upon knowledge of curriculum and student needs. Teacher provides
appropriate learning activities and opportunities for students to demonstrate
competency. |
2001-2002 2001-2002/ongoing |
Teacher Evaluation, Informal /formal student assessment, teacher
developed rubrics Teacher developed student
assessments Portfolios, rubrics, skills
checklist/editors checklist Student rating scales,
teacher observation and individual conferencing, anecdotal records Teacher observation and
student performance and evaluation |
|
Professional Practice Continue to provide professional development activities that support a balanced literacy approach.
|
Utilize building
educational assistants to free up teachers for planning. Continue to use Four Blocks
Trainer, Kay Fulton. OHIO READS grant funding Assessment data, OPT,
Off-Grade testing Professional Journals, i.e.
IRA materials, ASCD Utilizing Title I,
Intervention, Literacy Coordinator, IAT, Resource Room teacher, (Special
Education personnel) and Speech & Language therapist Other sources of funding
for support of literacy plan: OHIO
READS CLASSROOM GRANT, Ohio Proficiency Award Incentive Grant ($25,000.) |
Assign assistants to cover classroom,
establish a schedule including frequency Encourage teachers to
continue professional growth and reflective practice through study groups. Work with Title I, Intervention and Literacy Coordinator to compile and assist in data analysis. Assure staff has access to
staff development opportunities and professional resources. Actively participate in the
IAT process and facilitate and assist in supporting the learning environment. |
To take advantage of time
provided to share ideas and develop instructional plans. Participate in district
curriculum activities as required by Asst. Superintendent/Curriculum. Review and use data to
determine student needs and instructional strategies. Take advantage of
opportunities for professional development and apply strategies. Continually assess and
monitor the learning environment, and modify and seek appropriate
intervention when necessary. (this means following
the IAT process). |
2001-2002 2001-2002 (IAT meets on weekly basis) |
Evaluate according to goals
set by building literacy plan. Staff input and evaluation;
evidence of instruction and intervention based upon data. Attendance and
participation in staff development and professional growth opportunities. Evidence of teaming and
collaboration to meet student needs. |
|
Assessment/Evaluation/Accountability Implementing assessment
strategy to measure student achievement.
To find out what students know, what students need to know, and what
teachers need to do to adjust curriculum and instruction or provide
intervention. Safety Nets: providing instructional interventions. ·
Students
displaying difficulty in reading receive support services. ·
Parents and
volunteers are recruited and educated to assist with the literacy activities,
particularly fluency and motivation. ·
Identifying
student health issues that may affect learning. |
A wide range of
assessments: including the OPT,
Riverside OFF GRADE Test, Woodcock Reading Mastery Test, DRA,
Teacher created checklists, rubrics, student portfolios. Classroom teacher
assistance and modifications, Title I services, K-3, Intervention Teacher Assistance, 1:1 and small
group tutoring, Summer School services. Health Screenings (vision,
hearing,) provided by Van Wert County Health Dept. School Health Nurses, Community Mental
Health Services (Stepping Stones) |
Promote an ongoing
assessment, feedback and accountability. Assist and work with
Literacy Coordinator and teachers to create intervention supports. Assist with enrollment
process. Assist with referral
process, make home visits and facilitate parent conference. |
Administer assessments to
students and utilize data in making instructional decisions. Create checklists and
rubrics appropriate to grade level. Manage student portfolios. Identify students needing
interventions. Work with other staff
involved in student intervention, to provide appropriate instructional
strategies within the intervention process. Literacy Coordinator
facilitates training with teacher input. Identifying students in
need of Summer School intervention.
Provide Summer School teacher with appropriate data relating to
student achievement needs. Report suspected health
issues, communicate with parents, and assist in the referral process. |
2001-2002 Based on Nine Week grades
(3rd Nine Weeks), Spring Proficiency scores. On-going |
Evidence of a systematic
means by which student progress is monitored. Evidence of student support
services. Evidence of students receiving
health referrals and follow-up when appropriate. |
|
Home/Community Support Home Support: To keep parents informed about their children’s literacy development, assisting them in helping their children at home, and engaging them in the school literacy program. Community Supports: To involve community members in assisting students in attaining literacy skills. |
Student Progress reports,
Parent Teacher conferencing, Newsletters, Provide information and
homework materials to parents to assist them in helping their children with
reading. (KEEP BOOKS, grades K, 1,2). School initiated “Family
Literacy Night” Encouraging parents to
volunteer in the classroom, and finding ways to involve parents who are
employed during the school day. Informing families through
the PTO. Students have home access
to books from the school library. First United Methodist
Church after school 1:1 tutoring program. Brumback Library (provide library books for loan to students
for home use and provide school with a source of books for classroom use. Ft. Wayne Wizards Baseball
program. “Pizza Hut Book-It
program.” |
Provide direction for
integration of Home, Community and educational resources in the building of a
successful school literacy program. Reporting and updating as
to school literacy initiatives. Assist in the coordination
of community support activities. |
Literacy Coordinator works
with teachers to facilitate family literacy activities. Literacy Coordinator and
classroom teachers. Literacy Coordinator and
classroom teachers. Literacy Coordinator and
classroom teacher. Educational Assistant and
classroom teacher. Provide student learning
materials for tutors, work with the Literacy Coordinator to facilitate
training and management of the volunteer program. Manage the program, setting
reading goals, recording student progress and awarding student incentives. Manage the program… |
2001-2002 2001-2002 |
Parent participation and
feedback. Increased student
satisfaction and motivation, increased student achievement. Evidence of student and
school participation. Same as above… Same as above… |