A School-wide Plan for Meeting the Five Literacy Goals

HSTW Site: Trumbull Career and Technical Center Planning Team Members: Baco, Cotton, Jamieson, Polen

Literacy Goal	Time Line What steps will we take each year toward the goal?	Person(s) Responsible Who are the literacy team members, leader?	Support What materials will we need? How will we get any needed funding? Is staff development necessary?	Communication What are our message points? Who are our audiences?	Accountability How will we know when we meet the goal? What process will we use to measure our progress?
I. Students will read the equivalent of 25 books per year across the curriculum.	Year One: 1. Students will read the equivalent of 10 books. 2. Students will keep a reading log in student planner to turn in each nine weeks. 3. Develop and promote reading campaign: Reading Works. 4. Promote Teen Read Week and possibly participate in Two Counties, One Book in April. 5. Promote English Festival reading list as possible independent reading.	1. Literacy team will develop standard format for reading log for student planners 2. English department will collect logs. 3. Staff will be encouraged to keep and post personal reading logs. 4. Media center to promote reading activities.	Compile reading lists to help students select materials. Display award winning books and lists of recommended reads from American Library Association and School Library Journal. Make copies of reading logs available in planners for all students.	To student: information regarding achievement vs. reading. To staff: research on reading across the curriculum improving achievement. To parents: goal of reading log.	Reading logs will be distributed for each nine weeks and collected at the end of each nine weeks. Compile initial results. Use student survey to gather feedback on program and planners. Evaluate use of reading logs and revise as needed.
	Year Two: 1. Students will read the equivalent of 12 books. 2. Students will keep a reading log. 3. Promote “Teen Read Week” in October and additional reading activities.	1. English department will track reading logs and collect. 2. Media center and literacy team to promote reading activities for October and March.	Compile reading lists to help students select materials. Work with Warren Public Library to promote book talks. Make copies of reading logs for all students. Purchase paperbacks for media center.	To student: information regarding achievement vs. reading. To staff: results of reading logs from previous year. To parents: goals of reading log	Reading logs will be distributed at beginning of each nine weeks and collected at the end of each nine weeks. Compare to previous year.
	Year Three: 1. Students will read the equivalent of 15 books. 2. Students will keep a reading log. 3. Promote “Teen Read Week” in Oct. and “Read Across America” in Mar.	1. English department will track reading logs and collect. 2. Media center and literacy team to promote reading activities.	Reading lists to help students select materials. Warren Public Library to promote book talks. Copies of reading logs for all students.	To student: information regarding achievement vs. reading. To staff: results of reading logs from previous year. To parents: goals of reading log	Reading logs will be distributed and collected at the end of each nine weeks. Compile results and compare to previous years’.
II. Students will write weekly in all classes.	Year One: 1. Students will complete variety of writing in all classes. 2. Literacy team will explore writing across the curriculum models, such as Collins Writing Program	Instructors	Staff development: using rubrics to evaluate writing and examples of types of writing assignments.	To students: importance of developing writing skills. To staff: results of writing across the curriculum in other school programs.
	Year Two: 1. Students will complete variety of writing in all classes. 2. Possible: In-service on Collins Writing and implement writing program.	Instructors	Staff development: using writing across the curriculum. Develop common rubrics to evaluate writing/senior projects.	To students: importance of developing writing skills. To staff: results of writing across the curriculum in other school programs.	Staff survey on use of writing: how many/what types of assignments
	Year Three: 1. Students will complete variety of writing in all classes. 2. Program teachers will encourage use of learning logs/journals.	Instructors	Staff development: using learning logs.	To students: importance of developing writing skills. To staff: results of previous year’s writing activities; changes in test/proficiency scores in writing.	Staff survey on use of writing: how many/what types of assignments
III. Students will use reading and writing strategies to help them understand and use the content of all classes.	Year One: 1. Focus on two reading strategies to improve comprehension in content area. 2. Possible creation of reading/writing strategies in notebook. 3. Website of resources for using reading/writing strategies.	Administration will schedule in-service time.	Handouts and examples at staff in-service. Guest presenter or literacy coach.	To staff: students’ understanding of content information if guided through reading of difficult material.	Discuss methods incorporated with staff members at next staff meeting. Compile survey to gather reaction to and success with methods.
	Year Two: 1. Focus on two additional reading strategies to improve comprehension in content area.	Administration will schedule in-service time.	Handouts and examples at staff in-service. Guest presenter or literacy coach.	To staff: students’ understanding of content information if guided through reading of difficult material.	Discuss methods incorporated with staff members at next staff meeting. Compile survey to gather reaction to and success with methods.
	Year Three: 1. Focus on two writing strategies to improve understanding of content.	Administration will schedule in-service time	Handouts and examples at staff in-service. Guest presenter or literacy coach.	To staff: writing to learn can help students understand complex content	Discuss methods incorporated with staff members at next staff meeting. Compile survey to gather reaction to and success with methods.
IV. Students will write research papers in all classes.	Year One: 1. English classes, social studies classes, and four career/technical programs will complete research projects. 2. Adopt a school wide research packet and MLA format as standard format for research papers.	Classroom teachers	English teachers for resources. Infohio and Ebsco database for research. In-service for use of Internet resources. Resources for projects/research.	To staff and students: importance of reading and writing across to promote learning.	Gather examples of model research projects.
	Year Two: 1. English classes, social studies and science classes, and 50% of career/technical programs will complete research projects. * In program areas, seniors will work on senior projects. 2. Examine and evaluate BIG 6 model for teaching research skills.	Classroom teachers	Media specialist for locating resources. English teachers for senior projects. Infohio and Ebsco for databases. Resources for projects/research.	To staff and students: success of other schools using project based learning To parents: requirements for senior projects.	Senior projects will be reviewed by committee. Research samples will be submitted to administration as models.
	Year Three: English classes, social studies classes, and science classes and 75% of career/technical programs will complete research projects. * Program areas will work on senior projects in collaboration with English department.	Classroom teachers	Media specialist for locating resources. English teachers for senior projects. Infohio and Ebsco for databases. YSU and KSU for student research	To staff and students: success of other schools using project based learning To parents: requirements for senior projects.	Senior projects will be reviewed by committee. Research samples will be submitted to administration as models.
V. Students will be taught as if they were in honors language arts classes.	Year One: 1. Students will read two novels and one play. 2. Students will complete a research project.	English dept.	English department to develop a reading list for class novels.		English staff to share novel units/projects.
	Year Two: 1. Students will read four novels and one play. 2. Students will complete a research project.	English dept.	Reevaluate and revise list of class novels.		English staff to share novel units/projects.
	Year Three: 1. Students will read five novels and one play. 2. Students will complete a research project.	English dept.	Purchase additional class sets of novels.		English staff to share novel units/projects.