PERSONAL LITERACY PLANS AT THE SECONDARY LEVEL December 12, 2003

LITERACY GOAL Reading proficiency for ALL students

NECESSARY COMPONENTS of 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 Students

School wide literacy focus for ALL students plus Targeted Instruction For SOME students ALL Students

School wide literacy focus for ALL students plus Targeted Instruction For SOME students ALL Students 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 needs On 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 Monitoring On Grade Level?? Yes No Student-by- Student Decision to Determine Services

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 F amily School Wide Literacy Focus Proficient? SCREENING FOR PROFICIENCY yes no Diagnosis Principal Teachers

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 STUDENT Family School wide Literacy Focus Principal Teachers/Teams Intensive Instruction Specially Trained Teachers STUDENT Family School Wide Literacy Focus GROUP PLP INDIVIDUAL PLPs

PROGRESS MONITORING Classroom Targeted EXPANDING CIRCLE OF SUPPORT

Principal School Psychologist Speech and language therapist Literacy Coach Teachers/Team Specially Trained teachers STUDENT ELL teacher Family Reading Specialist School Nurse Social Worker School Counselor School Wide Literacy Focus EXPANDING CIRCLE OF SUPPORT

IF the PLP interventions do not lead to STUDENT READING PROFICIENCY THEN

Progress Monitoring 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 students 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 system districts 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