PERSONAL LITERACY PLANS AT THE SECONDARY LEVEL December 12, 2003.
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Transcript of PERSONAL LITERACY PLANS AT THE SECONDARY LEVEL December 12, 2003.
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 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
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.
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
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
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 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
Progress monitoring assessments
•DETERMINE IF INSTRUCTION AND INTERVENTIONS ARE EFFECTIVE FOR STUDENT(S)
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