PERSONAL LITERACY PLANS

AT THE

SECONDARY LEVEL

December 12, 2003

LITERACY GOAL

Reading proficiency for ALL students

NECESSARY COMPONENTSof a Comprehensive Literacy

Program• School wide literacy focus• Comprehensive ELA curriculum,

rigorous standards and grade level expectations

• High quality instruction• Local assessments• Data analysis

SCHOOL WIDE LITERACY FOCUS

for ALL students

ALL

Stu

den

ts

School wide literacy focus for ALL students plus

Targeted Instruction For SOME students

ALL

Stu

dents

School wide literacy focus for ALL students plus

Targeted Instruction For SOME students

ALL

Stu

den

ts

Intensive Intervention for a small number of students

Intensive Literacy Instruction(Fewer Students)

A Graphic Model of Scaffolded Literacy Supports

Targeted Literacy Instruction(Some Students)

Flexible Movement

School-wide Discipline-Specific Literacy Instruction

All Students ABOVE and BELOW Grade Level)

Diagnosis of needsOn Grade

Level?

Local Screening

(multiple measures)

All Students in Entering Grade for

MS and HS

Report to RIDE

(below grade level)

Yes

No

Supports for ELL and IEP Students

Progress MonitoringOn Grade Level??

Yes

No

Student-by-Student

Decision to DetermineServices

STUDENTS WHO NEED

INTENSIVE INSTRUCTION

REQUIRE A PLP

What is a PLP?

A PLP is a personal literacy plan required by state law to ensure that all students become proficient readers and can read at grade level.

Purposes of the PLP

•The PLP is documentation of the strategic approaches used to improve reading achievement.

•The PLP is an action plan for improving reading instruction.

•The PLP is a record of successful intervention results for future personnel.

Components of a PLP

•Assessment used to determine student needs.

•Intervention designed to target instruction based on student needs identified through assessment.

•Progress monitoring used to evaluate the effectiveness of the intervention and determine future action.

The PLP Process

is

STUDENT CENTERED

Student

Family School Wide Literacy

Focus

Proficient?

SCREENING FOR PROFICIENCY

yesno

Diagnosis

PrincipalTeachers

For students NOT proficient the degree of support a student receives is determined by:

•Student diagnostic results plus

•Student performance plus

•Teacher recommendations plus

•Data analysis

TARGETED INTENSIVE

Principal

Teachers/Teams

Specially Trained Teachers

STUDENTFamily School wide

Literacy Focus

Principal Teachers/TeamsIntensive InstructionSpecially Trained Teachers

STUDENTFamily School Wide Literacy Focus

“GROUP” PLP INDIVIDUAL PLPs

PROGRESS MONITORING

Classroom Targeted

EXPANDING CIRCLE OF SUPPORT

Principal School PsychologistSpeech and language therapist Literacy Coach Teachers/TeamSpecially Trained teachers

STUDENTELL teacher FamilyReading Specialist School NurseSocial Worker School Counselor

School Wide Literacy Focus

EXPANDING CIRCLE OF SUPPORT

IF

the PLP interventions do not lead

to

STUDENT READING PROFICIENCY

THEN

ProgressMonitoring

Principal Teachers/Team

School Psychologist

Speech and Language Therapist

Literacy Coach ELL Teacher Family

Expanded PLP Support Team

STUDENT

Consideration for Additional Support

Reading Specialist School Nurse

Social Worker School Counselor

School Wide Literacy Focus

PLP Expanded Support Team

Meets with all involved with student’s PLP to date

Analyzes all data and interventions to date

Determines if further interventions should be tried

or support services are needed

DISTRICT PLP RESPONSIBILITY

ALL

Students reading proficiently

District Ensures

• A school wide literacy program that includes: Reading (phonemic awareness, phonics, vocabulary development, fluency, comprehension)

Listening Speaking Writing

• A local assessment program

• Teacher professional development in content literacy

Distrtict Ensures (CONT.)

• Opportunities for students to receive targeted and intensive instructional support

• Family participation in literacy efforts

• Ongoing evaluation (and revision as necessary) of school wide, targeted and intensive literacy programs

A local district assessment program includes

• Screening assessments• Diagnostic assessments• Progress monitoring• Outcome measures

Screening Assessments

• IDENTIFY STUDENTS AT RISK (NOT PROFICIENT READERS)

Diagnostic Assessments

•DETERMINE STUDENTS READING STRENGTHS AND WEAKNESSES

Progress monitoring assessments

•DETERMINE IF INSTRUCTION AND INTERVENTIONS ARE EFFECTIVE FOR STUDENT(S)

Outcome measures

•DETERMINE PROFICIENCY

Key Points

• Strong instructional leaders• Expanding Circle of Support K-12• Systematic, research-based professional

development• Excellent assessment system• Scheduling that allows for common

planning and adequate instructional time• Staff roles based on student(s) needs• Adoption of research proven materials

To ensure an effective PLP systemdistricts need to:

• Inventory resources and personnel• Institute a local assessment system• Collect and analyze student data • Formulate and communicate a

comprehensive (K-12) plan for implementing the PLP process

• Provide professional development that empowers all teachers to contribute to student reading proficiency

• Carve out instructional and planning time