OBJECTIVE	INDICATORS	2004-2005	Progress	2005-2006
To promote critical thinking skills among our highly capable readers	Start a Junior Great Book program.	Order Books	We have ordered the books, and will start an after school program for grades 4 & 5 in Jan. Lucinda will facilitate	Train parents Identify discussion groups Conduct discussions
To assess reading skills and indicate what remediation if any is needed	Decide and purchase reading assessments.	Evaluate Reading Assessments on the market and purchase appropriate tests.	We have tested every 2-5 grade student using STAR reading. We have assessed Pre-K through 2 grade students using Dibels. Teachers are using this information and call for an SST when it is necessary.	Teachers will assess both pre and post students reading ability and design remediation is necessary
To Promote independent reading and give feedback on reading comprehension.	Develop Reading Incentive program possibly an Accelerated Reading Program.	Implement Accelerated Reader in grades 3-5. Purchase further tests	We have purchased Accelerated Reader and teachers in grade 3-5 are currently using it in addition to the other programs they have. We hope to use the money from PTA Book Fair to order expand the program in coming years.	Implement AR in grades 1-2 Purchase more tests
Refine a curriculum with scope and sequence of reading and reading sub skills.	Revised Curriculum adopted, with appropriate resource material		The reading committee will continue to review and revise the reading curriculum
OBJECTIVE	INDICATORS	2004-2005	Progress	2005-2006
To promote reading instruction	Reading instruction taught at prime times in the elementary school.	To give elementary teachers a block of uninterrupted time for the first ninety minutes in the morning.	Every teacher first grade through five has ninety minutes of language arts time from 8:00 – 9:30.	Re-evaluate and revise
To support every teacher as a reading teacher	Make sure that workshops on reading instruction are advertised and taught at Colegio Maya.		This past summer two of our teachers attended summer workshops on reading.
To encourage reading during summer breaks.	Create reading classes in the summer school program.	Encourage teachers to offer classes that teacher reading during the summer.	Last summer our ESOL summer program was terminated at mid point. Nothing as been done yet on this goal for next summer.	Create a summer reading list at every grade level.
To track student progress in reading across grade levels	Collect data on our students and create profiles on each student including testing, books read and programs used to assist in reading instruction.	Using Accelerated Reading Program create profiles on each student grade 3-5.	Every student has a reading profile folder where we are collecting testing information. At the end of the year, we hope to add to that folder a list of AR books the child has read over the year.	Using Accelerated Reading Program create or continue profiles on each student grade 1-5.
OBJECTIVE	INDICATORS	2004-2005	Progress	2005-2006
Differentiate instruction between high and low readers.	After assessment, do an early intervention, or group students or having individualize reading instruction.	Support early intervention for reading difficulties.	It is the responsibility for each teacher, after assessment to differentiate according to needs. Looking at the records, most student reading below expectation are either in ESOL, LRC or have had an SST
Identify and develop leadership for a reading specialist per division.	One teacher per division will be identified to promote reading in that division.	Reading Committee will be expanded to represent one teacher per division.	Each division currently has a teacher serving on the reading curriculum committee. They are learning the programs and resources we have at school.	These teachers will be encourage to take reading workshops, reading the subject area and share their findings with their division
To support language maintenance of the students first language in written form.	Continue to buy books in our students’ first language.	On - going	The library continues to buy books in other languages. Classroom teachers recognize and support the maintenance of the first language.	On - going