Transcript Slide 1

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.
Comprehensive Literacy Framework
Intensive Interventions
Targeted, Strategic Interventions
Students
Comprehensive Literacy Framework
(School-wide Literacy Focus)
Adapted from: Sugai and Horner
Expanding Circle of Support
STUDENT
Expanding Circle of Support
PLP Support Team
considers necessity for
additional support
S
T
Screening for all and
effective differentiated
instruction
U
Design intensive
intervention and
progress monitoring in
consultation with staff
documented in PLP
D
E
N
T
Diagnosis for students
screened as being atrisk. Targeted, strategic
intervention and
progress monitoring
documented in PLP
The Problem Solving Process
•
Define the Problem
(Screening and
Diagnostic
Assessments)
• Evaluate
(Progress
Monitoring
Assessment)
• Develop a Plan
(Goal Setting
and Planning)
• Implement Plan
(Intervention Integrity)
•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
Teacher
Principal
STUDENT
Parent
Screening results should
indicate which students
are not reading
proficiently. Then …
•Classroom teacher (w/ training) administers
diagnostic measure to determine students’needs.
•Classroom teacher consults with reading/literacy
specialist to analyze diagnostic findings.
•Classroom teacher designs targeted, strategic
differentiated instruction.
•Classroom teacher provides differentiated targeted,
strategic instruction
•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
Reading/Literacy
Specialist
Teacher
Principal
STUDENT
Parent
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
Reading/Literacy
Specialist
Teacher
Principal
STUDENT
Other staff
Parent
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
Reading/Literacy
Specialist
Teacher
Principal
STUDENT
Other staff
Parent
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
K
1
2
3
4
5
Phonemic Awareness
X
X
Phonics/Word Study
X
X
X
X
X
X
Vocabulary
X
X
X
X
X
X
Fluency
X
X
X
X
X
X
Comprehension
X
X
X
X
X
X
Resources: National Reading Panel, 2000
Tri-State GLEs
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
Screening
Classroom
District
State
Diagnostic
Progress
Monitoring
Outcome
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.
Kame’enui (2002)