Presentation on theme: "PLP Circle of Support: A prevention/intervention model December 12, 2003 Rhode Island Department of Education."— Presentation transcript:
PLP Circle of Support: A prevention/intervention model December 12, 2003 Rhode Island Department of Education
Reading Proficiency for All Students Comprehensive ELA curriculum, rigorous standards and grade level expectations High quality instruction should meet the needs of most of students Local assessments should be used to identify students not meeting benchmarks Use data to provide differentiated, strategic instruction for all students not meeting grade level expectations
Definition 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.
Major Components to a PLP Assessment used to determine student needs. Intervention designed to target instruction based on student needs identified through assessments. Progress monitoring used to evaluate the effectiveness of the intervention to date and determine future action.
Purposes of the PLP The PLP is an action plan for improving reading instruction.
Purposes of the PLP The PLP is documentation of the strategic approaches to support students reading instruction in order to improve reading achievement.
Purposes of the PLP The PLP is a record of intervention results that inform subsequent personnel of successful instructional approaches
The Expanding Circle of Support is a systematic support system for students. It is a systematic support system for prevention of reading failure. It is a systematic support system for intervention, providing struggling readers with the targeted, strategic and intensive intervention they require.
Screening for all and effective differentiated instruction Diagnosis for students screened as being at- risk. Targeted, strategic intervention and progress monitoring documented in PLP Design intensive intervention and progress monitoring in consultation with staff documented in PLP PLP Support Team considers necessity for additional support S T U D E N T
The Problem Solving Process Implement Plan (Intervention Integrity) Evaluate (Progress Monitoring Assessment) Define the Problem (Screening and Diagnostic Assessments) Develop a Plan (Goal Setting and Planning)
Classroom teacher screens all students for reading proficiency at beginning of year Classroom teacher provides differentiated comprehensive reading instruction Classroom teacher informs principal of students needing diagnostic assessment Classroom teacher informs parent
Expanding Circle of Support STUDENT Teacher Parent Principal
Screening results should indicate which students are not reading proficiently. Then …
Classroom teacher includes parents. Classroom teacher monitors progress frequently at regular intervals often. Classroom teacher informs principal of students needing intervention. This may be a recursive process if intervention is not effective.
Expanding Circle of Support STUDENT Teacher Parent Principal Reading/Literacy Specialist
If the PLP interventions do not lead to the student reading proficiently the teacher needs to…
Classroom teacher consults with appropriate personnel (reading specialist, special educator, ELL teacher, literacy coach, grade level team, etc). Teacher et al. would consider all interventions tried and analyze the data collected thus far, in order to determine new or revised interventions. Teacher includes parents.
Persons responsible for interventions monitors progress frequently at regular intervals often as determined. Classroom teacher updates principal. This may be a recursive process if intervention is not effective.
Expanding Circle of Support STUDENT Teacher Parent Principal Reading/Literacy Specialist Other staff
If the complex PLP interventions do not lead to the student reading proficiently, the teacher needs to request the members of the PLP Support Team to…
consider all interventions tried and analyze the data collected thus far, in order to determine if additional interventions are necessary or support services are needed for this student.
Expanding Circle of Support STUDENT Teacher Parent Principal Reading/Literacy Specialist Other staff PLP Support Team
See attached flowchart
District Responsibilities Provide a rigorous comprehensive literacy curriculum that includes: Reading (Phonemic Awareness, Phonics, Vocabulary Development, Fluency and Comprehension) Listening Speaking Writing
Critical Elements of Reading Instruction Resources: National Reading Panel, 2000 Tri-State GLEs K12345 Phonemic AwarenessXX Phonics/Word StudyXXXXXX VocabularyXXXXXX FluencyXXXXXX ComprehensionXXXXXX
District Responsibilities Strong instructional leaders maintaining focus and establishing support mechanisms An integrated system of research-based professional development and resource allocation Adequate, prioritized instructional time Excellent assessment system to inform/guide/validate
Local Assessment Matrix ScreeningDiagnosticProgress Monitoring Outcome Classroom District State
Screening assessments to identify students at risk PALS DRP
Diagnostic assessments to determine student strengths and weaknesses PALS Stanford Diagnostic Reading GRADE
Progress monitoring to determine if instruction and interventions are effective DIBELS Rigby Benchmark
Outcome measures to determine proficiency. At certain grade levels, state assessments provide useful data SAT 9/10 NSREs Tri-State New England Reading and Writing Assessments (GLEs)
Assessment Databases Southwest Educational Development Lab www.sedl.org/reading/rad/ University of Oregon idea.uoregon.edu/assessment/ Visit the publishers website to determine intended purposes for assessment
Considerations when setting up this model Inventory resources & personnel Formulate and communicate plan to implement process Design and provide professional development to empower teachers to carryout the PLP process Carve out planning & instructional time Augment local assessment system Collect student data
GUIDING PRINCIPLES Earlier rather than later Prevention and early intervention are more effective and cost efficient than later intervention and remediation for ensuring literacy success. Avoid a wait to fail model. Tilly (2003)
Schools, not just programs Intervention must occur at the school level. Teachers are more likely to effect success than the adoption of any program. Tilly (2003)
Each and All To teach all to read, we must teach each child to read. Kameenui (2002)