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PERSONAL LITERACY PLANS

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

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PERSONAL LITERACY PLANS

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  1. PERSONAL LITERACY PLANS AT THE SECONDARY LEVEL December 12, 2003

  2. LITERACY GOAL Reading proficiency for ALL students

  3. 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

  4. SCHOOL WIDE LITERACY FOCUS for ALL students ALL Students

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

  6. School wide literacy focus for ALL students plus Intensive Intervention for a small number of students Targeted Instruction For SOME students ALL Students

  7. A Graphic Model of Scaffolded Literacy Supports All Students in Entering Grade for MS and HS School-wide Discipline-Specific Literacy Instruction All Students ABOVE and BELOW Grade Level) Local Screening (multiple measures) Targeted Literacy Instruction(Some Students) Flexible Movement Yes Yes Diagnosis of needs On Grade Level? Progress Monitoring On Grade Level?? Intensive Literacy Instruction (Fewer Students) Supports for ELL and IEP Students No Report to RIDE (below grade level) Student-by-Student Decision to Determine Services No

  8. STUDENTS WHO NEED INTENSIVE INSTRUCTION REQUIRE A PLP

  9. 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.

  10. 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.

  11. 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.

  12. The PLP ProcessisSTUDENT CENTERED

  13. Student Family School Wide Literacy Focus yes Principal Teachers no Diagnosis Proficient? SCREENING FOR PROFICIENCY

  14. 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

  15. INTENSIVE TARGETED 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

  16. PROGRESS MONITORING Classroom Targeted EXPANDING CIRCLE OF SUPPORT

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

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

  19. 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

  20. 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

  21. DISTRICT PLP RESPONSIBILITY ALL Students reading proficiently

  22. 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

  23. 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

  24. A local district assessment program includes • Screening assessments • Diagnostic assessments • Progress monitoring • Outcome measures

  25. Screening Assessments • IDENTIFY STUDENTS AT RISK (NOT PROFICIENT READERS)

  26. Diagnostic Assessments • DETERMINE STUDENTS READING STRENGTHS AND WEAKNESSES

  27. Progress monitoring assessments • DETERMINE IF INSTRUCTION AND INTERVENTIONS ARE EFFECTIVE FOR STUDENT(S)

  28. Outcome measures • DETERMINE PROFICIENCY

  29. 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

  30. 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

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