The document outlines an action plan to identify and implement research-based reading strategies for students in poverty. It includes 3 main activities: 1. Create a team to select no more than 10 strategies from sources on understanding poverty. 2. The strategies will be formatted on cards with visuals and examples for easy identification. 3. The strategy cards will be shared with teachers and targeted students to begin using in small groups and classes to improve reading skills. Responsibilities, resources, timeline, and benchmarks are provided.

1. ACTIVITIES RESOURCES/ RESPONSIBILITY TIME LINE Benchmarks/
RESEARCH TOOLS TO ADDRESS ASSESSMENT
NEEDED ACTIVITIES
1.Create a August 2nd, All strategies
team of - internet articles and Mrs. Samdria 2010 -August shared and no
leaders to research Stewart, Reading 12th, 2010 more than 10 are
identify no Specialist selected and
more than 10 - journals agreed upon by
research Mrs. Joesphina the team as the
based reading - Dr. Ruby K. Payne’s Keyser, Reading ones to
strategies that A Framework for Specialist implement.
are Understanding Poverty
specifically Mrs. Dana Stelly,
geared Principal
towards Tiffany Chane'l Anderson’s
students in Closing the Achievement Mrs. Daphne
poverty Gap: Reaching and Thomas, Assistant
Teaching High Poverty Principal
Learners
Ms. Coy Hooey,
Instructional
Specialist
2. Strategies -journals Mrs. Samdria August 20th, Strategy cards
are formatted Stewart, Reading 2010 are completed
-card stock
and placed on Specialist and ready to be
cards with -binder rings implemented.
visual Mrs. Joesphina Strategies are in
-digital camera
representation Keyser, Reading a format that is
and examples -clipart Specialist easy to identify
of use and understand
as both teacher,
student and
parent friendly
3. Strategy -strategy cards Mrs. Samdria August 30th, Students are able
cards are Stewart, Reading 2010 to implement
shared with Specialist strategies with
targeted success at first
students and Mrs. Joesphina with teacher
teachers and Keyser, Reading direction and then
students Specialist independently to
begin to use improve reading
them first in skills
small group
setting during
intervention
and then in
class as well