Student Performance Goal: All students will improve their reading comprehension in all curricular areas.
Support data (used to select the goal): Spring, '01 Needs Assessment; standardized test scores (ITBS, PLAN, ACT, ITED, WorkKeys)	Standardized Assessments: 8^th grade: Spring Gray Silent and Oral Reading Tests (GORT-4 and GSRT) Rate, Accuracy, Fluency, and Comprehension scores; 8^th ITED Reading Vocabulary and Reading Comprehension subtests Local Assessments: 8^th Grade: First and last classroom fluency score of 8^th grade, District LA Assessments: 8^th grade: 8.1.3, 8.1.4, 8.1.5, 8.1.6 Teacher checklist of skills (teacher perception of needs and skills of group--beginning of year/end of year)				Supporting Research for Intervention Students need to be correctly placed in materials so that instruction results in reading improvement. Improvement in reading comprehension results from teaching specific skills including the abilities: 1. to read text effectively based upon awareness of its structure, 2. to decode unfamiliar words, 3. to identify known morphemes in unfamiliar vocabulary, 4. to develop a wide vocabulary, and 5. to apply a wide variety of comprehension skills (e.g., making inferences, drawing conclusions, etc.) 6. to read at a rate which is efficient
Intervention: All 7^th-8th grade students will improve reading achievement by improving specific skills.
Activities to implement the Intervention		Person(s) Accountable	Timeline		Resources	Staff Development	Plan for Monitoring Implementation and Effectiveness
			Beginning	End or fully implemented
Determine criteria to place students at the correct level of difficulty, using information from IRIís, ITBS/ITED, District Assessments, and teacher evaluation Develop and implement a research-based reading curriculum designed to: · *Improve fluency Utilize timed readings *Improve vocabulary and word attack skills Phonics Morphemes *Improve ability to identify and use text structures as a comprehension tool *Improve specific comprehension skills		Classroom teachers	Spring, '02, Spring, '02 (develop) Fall, '02 (implement)	Spring, '03 Spring, '03 Spring, '04	Time Assessment data IRIís (Gray Oral and Silent Reading Tests) Time Timed reading materials/ charts Morpheme dictionaries Concept organizers Reading textbook?	ECRI training Vocabulary, fluency, comprehension, word attack inservices for reading teachers, spread throughout year, with followups	Adjust placement criteria as needed to match students in materials efficiently Monthly meetings of teachers teaching reading to discuss effectiveness of various program components