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Middletown Public Schools ~ Guidelines for Personal Literacy Plans 2011 V4 1

Middletown Public Schools

Guidelines For

Personal Literacy Plans

Middletown Public Schools Office of the Assistant Superintendent

2010-2011

The MPS Guidelines for Personal Literacy Plans has been developed by the Office of the Assistant

Superintendent with guidance from the MPS Response to Intervention Steering Committee. It provides information concerning district policies and procedures for a successful implementation of the Personal

Literacy Plan initiative.


Contents What is a Personal Literacy Plan (PLP)?________________________________________________________ 3

What does the RI Department of Education Regulation say? ______________________________________ 3

Major Components of a PLP _________________________________________________________________ 4

Who needs a PLP? _________________________________________________________________________ 4

Determining Who Needs PLP ________________________________________________________________ 4

District Procedures for Personal Literacy Plans __________________________________________________ 5

Responsibility for PLP (Determining the PLP Case manager) _______________________________________ 6

Elementary (K-6) ____________________________________________________________________________ 6

Secondary (7-12) ____________________________________________________________________________ 6

Informing Parents _________________________________________________________________________ 6

Overview: Directions for Completing the PLP Form ______________________________________________ 7

Page 1 – Personal Literacy Plan ______________________________________________________________ 7

– Intervention Plan ___________________________________________________________________ 8

Writing SMART Goals _________________________________________________________________________________ 8

Developing Interventions ______________________________________________________________________________ 9

Page 2 Continued – Intervention Plan Progress Repor ting _____________________________________ 11

Page 3 – Outcomes/Release Form ___________________________________________________________ 12

References ______________________________________________________________________________ 13

Appendix A - Glossary _____________________________________________________________________ 14

Appendix B - DRA Focus for Instruction Information ____________________________________________ 16

Appendix C - Websites _____________________________________________________________________ 17

Appendix D – Parent / Guardian Support Resources ____________________________________________ 18

Appendix E – Reading Benchmarks __________________________________________________________ 19

Appendix F - District Parent Letter informing parents/guardians that student has a PLP ______________ 21

Appendix G - District Parent Letter informing parents/guardians that student no longer needs a PLP ___ 22

Appendix H – Frequency Asked Questions (from RIDE Guidelines) _________________________________ 23

Appendix H - State Reporting _______________________________________________________________ 26

Appendix I – Local Screening / Benchmarking Assessments ______________________________________ 27

Appendix J – AIMSweb Assessment Recommendations by Grade__________________________________ 28

Appendix K – Sample PLP __________________________________________________________________ 29

Appendix L – PLP & RtI: The MPS RtI Process __________________________________________________ 31


What is a Personal Literacy Plan (PLP)? A Personal Literacy Plan (PLP) – An individualized record of action describing instructional strategies and supports used to accelerate a student’s learning in order to move toward grade level reading proficiency. A PLP… • Is a plan of action for a teacher to use to bring a student to reading proficiency • Provides a problem-solving approach for improved student reading that is cyclical, inclusive

(involving teachers, parents, administrators, etc.) and connects to the process of school improvement.

• Ensures that all students will become proficient readers (i.e. reads and comprehends at least at grade level).

• Provides a framework designed to meet the needs of an individual student, accelerating said student up to grade level.

• Records intervention results that inform subsequent school personnel of successful instructional approaches.

• Provides appropriate and focused instruction for struggling readers beyond the context of classroom instruction for all students.

• Informs a district’s local assessment system that is aligned with GLEs/GSEs. • Focuses on the improvement of students’ reading proficiencies as required by RI laws and

regulations cited below. • Is not dependent on one specific model, program or assessment. What does the RI Department of Education Regulation say? From the REGULATIONS of the BOARD OF REGENTS FOR ELEMENTARY AND SECONDARY regarding the EDUCATION of K-12 LITERACY, RESTRUCTURING OF THE LEARNING ENVIRONMENT AT THE MIDDLE AND HIGH SCHOOL LEVELS, AND PROFICIENCY BASED GRADUATION REQUIREMENTS (PBGR) AT HIGH SCHOOLS: L-6-2.2 Improving literacy for students reading bel ow grade level. (a) Local educational agencies shall have the obligation to initiate reading interventions for each

student who is not reading at grade level based on the assessments required under section L-6-2.1 of these regulations. Any student who continues to fall below grade level in reading and/or fails to attain proficiency in subsequent years on the state assessments designated by the Commissioner shall continue to receive specialized assistance.

(b) Ensuring grade level literacy is the responsibility of all local educational agencies. At the elementary school level, all students reading below grade level will receive reading supports, including Personal Literacy Plans (PLPs) that document intervention support in accordance with R.I.G.L. 16-7.1-2. At the middle and high school levels, reading instruction shall include a scaffolded approach of school-wide, targeted and intensive supports including Personal Literacy Plans (PLPs) that documents intervention and support for students reading at least one year below grade level.

(c) In a manner, format, and schedule to be prescribed by the Commissioner, all local educational agencies shall provide evidence of the effectiveness of the specific reading strategies and programs that are in place in middle level schools and high schools to ensure that all students who are reading below grade level will attain, and maintain, at least grade-level abilities in reading. All Rhode Island local educational agencies shall have mechanisms in place that: 1) identify and support students reading below grade level; 2) support the implementation of literacy programming at all levels to address the student needs identified in section 2.1 of these regulations; and 3) ensure that schools at all levels work collaboratively to successfully transition those students into new schools within and across local educational agencies.


Major Components of a PLP

Intervention Additional, intensive, focused and appropriate instruction provided to students who are struggling with learning to read and write.

Intervention Progress Monitoring

Occurs frequently(weekly, bi-weekly, monthly) ~ the results of this type of progress monitoring inform instructional decisions

The cycle of student support:

• Diagnose, Analyze, and Validate Need (s) • Design Intervention Plan • Implement Intervention • Review Progress Monitoring Data • Revise/Modify Support • Implement Revised/Modified Intervention • Use Assessments to Determine Discontinuation or Need for New Intervention

These five essential areas of reading instruction a re: • Phonemic Awareness • Phonics • Fluency • Vocabulary • Text Comprehension

Who needs a PLP? • All students in grades K-12 not reading at grade level need a PLP • All students with an Individual Education Plans (IEPs) who meet the criteria for a PLP will also

need a PLP. Reminder: the PLP Guidelines are the same for students with or without IEPs. • All English Language Learners (ELL) in grades K-12 not reading at grade level will have a PLP

regardless of other factors which may include: • Level of native language reading proficiency. • Limited or interrupted formal schooling. • Previous school experience. • If they are enrolled for a cultural experience only.

• All students who have an existing PLP from the previous year continue with a PLP until they are reading at grade level. (For example: Students who move from the elementary to secondary level continue with their PLP until they are reading at grade level.)

Determining Who Needs PLP View Appendix E for additional information. The following tools should be used to determine the students that need a PLP:

• NECAP State Assessment (scaled score of 40 or below ) • Northwest Evaluation Association (NWEA) screening r esults (administered to all

students) • Developmental Reading Assessment 2 (DRA2) • Flynt Cooter Reading Inventory • Qualitative Reading Inventory (QRI) • Students repeating a grade and not reading at grade level • Teacher concern


District Procedures for Personal Literacy Plans • A child’s performance on the first administration of NWEA screening in September may

identify areas which need the support of a PLP. At that time, a PLP addressing those challenges will be put into place by the PLP case manager.

• All students identified as below grade level in reading during the fall assessment screening must have a PLP by November 1st (Kindergarten by January 15th). Parents must be notified of this PLP.

• All PLPs are developed in the online system called TIEnet. • Building principals and data clerks are notified by PLP case managers of students that are

placed on a PLP. Students information is updated in SchoolMAX on ST295 (group 20) and SP240 (1510,1520 or 1521) by the building data clerk.

• TIEnet PLPs remain in draft status until June unless a child is found to be reading on grade level and is released from the PLP prior to the end of the year.

• As interventions are implemented, the progress monitoring information is recorded on the Intervention Plan Progress Monitoring section of the PLP.

• At minimum of twice a year, a PLP progress monitori ng update is provided for parents .

• In June, PLPs are finalized, printed and placed in a student PR folder. • If a child has been released from the PLP process because they have reached proficiency,

the release section on the PLP must be completed and the PLP should be finalized. Parents will be notified. This can take place at any time during the year.

• Data from the PLP will be reported to Rhode Island Department of Education. This data will be exported directly from the PLP documents. All PLP documents must be kept up to date at all times for the reporting to take place regularly.

• A student that is not having success with the PLP process may be referred to the building level problem solving / response to intervention team by the PLP case manager. This referral should be made by completing the Student Data Sheet and Referral form . These forms will be found in TIEnet. If a student has an IEP based upon a reading goal then the student would not be referred to the problem solving team but the IEP team may need to be reconvened.

• Students that have an IEP may also have a PLP. PLPs are intended to provide short-term, tailored instructional interventions whose effectiveness is measured frequently and which are revised regularly based on students' responses. PLPs help focus the work of both general and special education teachers on interventions that should help students make progress toward their IEP objectives and annual goals.

• Students can be identified on their PLP as having an IEP, as long as it is listed among one of many student categories (For example: Title I, Literacy, Reading Recovery, 504 Plan, ELL, IEP, Speech). If this information were included on this document, just like any other student record, it would be considered and maintained as confidential in accordance with the Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99).

• Children repeating a grade will most likely have a PLP from the previous year. In this case, the receiving case manager will continue the PLP process for that student.


Responsibility for the PLP (Determining the PLP Cas e manager) Elementary (K-6)

• Classroom teachers are responsible for the implementation/maintenance of PLPs. • When special education teachers participate in instruction, there should be collaboration

between the two teachers. • The reading coach/specialist will provide support through interventions and progress

monitoring for those students on their caseload. They will be responsible for documenting this information on the student’s PLP.

• For students with disabilities who receive all their services in the area of literacy outside of the general education setting, special educators would be primarily responsible for developing and carrying out PLPs.(alternate assessment students).

Secondary (7-12) • Reading Coaches/Specialist are responsible for the implementation and maintenance of

PLPs. • When special education teachers participate in instruction, there should be collaboration

between the two teachers. • For students with disabilities who receive all their services in the area of literacy outside of

the general education setting, special educators would be primarily responsible for developing and carrying out PLPs.(alternate assessment students)

Informing Parents • When it has been determined that a student needs a PLP, formally notify the student’s family

by sending home the PLP notification letter . (Appendix F) • Contact parents at a minimum of twice a year to inform them of their child’s progress. The

Intervention Plan Progress Monitoring page of the PLP should be shared with parents for reporting purposes and also when the intervention period is complete.

• When it has been determined that a student no longer needs a PLP, formally notify the student’s family by sending home the PLP district letter . (Appendix G)


Overview: Directions for Completing the PLP Form Page 1 – Personal Literacy Plan

Student Information Information is imported nightly from our student information system. ELL Proficiency List levels from the ACCESS results. Beginning, Developing, Expanding, or Proficient. PLP History If the student has not had a PLP previously check "No". If child has been involved in the PLP process check "Yes" and record the dates. Enter the date that this current PLP is being initiated. Home-School Connection A partnership between schools and parents is critical to helping a student reach his/her potential. .Schools are obligated by No Child Left Behind to involve parents and work closely with them to help strengthen a student's skills. Enter the dates of communication and indicate the type of communication by entering it in the method box. Indicate suggestions made in the comments box. .Additional suggestions for parents might include the following: Keeping a Reading Journal with your child Discussing newspaper and magazine articles together Providing a quiet place at home to do homework Information Documenting Needs Teachers are required to develop a framework for instruction for each student with a PLP. This framework consists of specific interventions selected to address the needs of a student as identified by assessment data. Information gleaned from both formal and informal assessment tools should be used to plan interventions and monitor student progress. Using multiple sources of data helps capture a clearer picture of a student's strengths and challenges. Therefore it is suggested that teachers use information from at least two data sources including both formal and informal assessments.


Page 2 – Intervention Plan

Writing SMART Goals SMART Goals were developed to help individuals write goals that were realistic and would be successful. The acronym SMART can be used when writing goals and also used as a check list to determine if a goal represents a good objective. The following provides a detailed explanation SMART Goals. Defining SMART Goals 1. Specific A Specific goal is more likely to be accomplished than a general goal. A specific goal is clear and answers the six “W” questions:

• Who: Individuals involved and affected • What: Exactly what you wish to accomplish • Where: Determine a location • When: Establish a time frame • Which: Identify requirements and restraints • Why: Specific reasons, purpose, or benefits Examples: General Goal: “Joe will meet benchmark.” Specific Goal: “Joe will be at benchmark in Phoneme Segmentation Fluency (PSF) by January.

2. Measurable When a goal is Measurable, it is easy to determine whether or not it has been accomplished. To determine if your goal is measurable, ask questions such as:

• How much? • How many? • How will I know when it is accomplished? Example: Measurable Goal: Joe’s rate of improvement on Oral Reading Fluency (ORF) will increase by 2 words correct per week from Beginning of the Year (BOY) to January.


3. Attainable When a goal is Attainable, it is realistic and within your realm of control. Setting unrealistic goals will lead to frustration and failure, while setting attainable goals will lead to success for students.

Examples: Unattainable goal: “Joe will read three on-grade level ORF passages with 100% accuracy by the end of next week.” Attainable goal: “Joe will read grade 2 ORF passages with at least 95% accuracy by the mid-year benchmarking period.” (note: Joe is a third grader)

4. Relevant A Relevant goal is directly related to each student’s data-identified literacy needs.

Examples: Irrelevant goal: “Joe will get all fours on his report card.” Relevant goal: “Joe will demonstrate improved reading fluency by automatically blending 85% of words read in isolation and in text by the end of May.”

5. Time Bound A Time-Bound goal has a beginning, established interim benchmarks, and an end. There must be sufficient time to achieve the goal, but too much time takes away from its urgency. • If your goal is a long-term goal, frequent progress checks keep you on track while allowing for adjustments.

Example: Time-Bound goal: Joe’s rate of improvement on ORF will increase by 2 words correct per week from September to January.

Sample Smart Language Goal SMART Goal: Student will (what)__use strategies to unlock meaning by(specifically)__developing word associations__(to what degree)__with 80% accuracy by(how)__as measured by Unit 8 content mastery assessment (when)__by the end of 1st quarter Sample Smart Core Goal SMART Goal: Student will (what) improve comprehension _by (specifically) __ identifying main idea/details__(to what degree) __with 80% accuracy __ by (how) __on Unit 3 test __ (when) _by the end of this quarter_. Developing Interventions When determining the kinds of supports needed and the areas to be addressed, it is best to focus on one or two areas at a time. Area of Focus: Enter the specific challenge or need that will be addressed with this intervention.

Example 1: Student is unable to distinguish words that rhyme Example 2: Student reads the text aloud fluently, however he is not reading for meaning. He is unable to explain the meaning of the text.

Dates Enter the start date that you begin to implement the instructional intervention. Enter the end date that you are set for your intervention time period. Measurable Goal The goal or intended outcome of the intervention must be stated in measurable and observable terms.


Examples of Measurable Goals

Procedures/Strategies (Instructional Intervention): State the instructional strategy and/or approach being used to address the identified need

Example 1: Using familiar nursery rhymes or poems, teacher recites each line leaving off rhyming words – students will complete the line correctly. 4 x per week for 10/15 minutes Example 2: Using Post-its, student jots in a few words that show what is happening in each paragraph of a short text. Small group work, twice per week for 15 minutes

Progress Monitoring Progress monitoring refers to "check point" tasks or assessments that are used to gauge student growth. List the evaluation tool, unit of measurement, baseline data point, goal and person responsible.

Example 1: Informal task: student asked to identify words that rhyme from list of words read by the teacher - Student recognized only two words that rhymed Example 2: Informal task: Read a short text – Retell story, correctly identifying story elements Results: Student was unable to correctly identifying story elements/ provide correct information

Response to Intervention: After an appropriate period of time (i.e. 2 weeks, a month, or a quarter), teachers will determine how the student is responding to the intervention using the data from the progress monitoring tasks, check the appropriate space. Next Steps: If the student has responded positively to the intervention and demonstrated growth, teachers may choose to continue with the intervention until the goal is well established. Should teachers feel that the student has achieved the goal, they will identify a different area of need to address and begin the process. However, if the intervention did not help the student, the “Next Steps” to be taken must be entered in the PLP. The choices to complete are Improvement noted/no further intervention required, No significant Improvement noted or Other. If you select other then you will want to complete the text box. Increasing the time and frequency:

Example 1: Student will practice matching rhyming pictures, every day for 10/15 min. Example 2: Small group, introduce different strategy – jot down what is happening in each paragraph of a short text, 3 x per week for 15 min. NOTE: PLP Case managers and intervention support s taff are expected to record ALL progress monitoring results in the TIEne t PLP Intervention Plan Progress Reporting Form page. Entering progress monitoring results in the AIMSweb online system will NOT meet this requirement.


Page 2 Continued – Intervention Plan Progress Repor ting

More About Progress Monitoring

• Progress monitoring focuses on individualized decision making in general and special education with respect to academic skill development. Progress monitoring is conducted frequently (at least monthly) and is designed to: (a) estimate rates of improvement, (a) Identify students who are not demonstrating adequate progress and therefore require

additional or alternative forms of instruction and/or (b) compare the efficacy of different forms of instruction and thereby design more effective,

individualized instructional programs for struggling learners.

• Curriculum-Based Measurement (CBM) o Provides an easy and quick method to gathering student progress o Teachers can analyze student scores and adjust student goals and instructional

programs o Student data can be compared to teacher’s classroom or school district data

• CBM monitors student progress throughout the school year • Students are given probes at regular intervals

o Weekly, bi-weekly, monthly • Teachers use student data to quantify short- and long-term goals that will meet end-of-year

goals • CBM tests (also called “probes”) are relatively brief and easy to administer. The probes are

administered the same way every time. Each probe is a different test, but the probes assess the same skills at the same difficulty level . The reading probes have been prepared by researchers or test developers to represent curriculum passages and to be of equivalent difficulty from passage to passage within each grade level.

• Probes are scored for reading accuracy and speed, and student scores are graphed for teachers to consider when making decisions about the instructional programs and teaching methods for each student in the class. CBM provides a doable and technically strong approach for quantifying student progress. Using CBM, teachers determine quickly whether an educational intervention is helping a student.


Page 3 – Outcomes/Release Form

Release Form Justification for release from PLP: View Appendix E for additional information. The following tools should be used to determine the students that need should be released from their PLP (must meet 3):

• Student is progressing and has achieved their goal. • NECAP State Assessment (scaled score of 40 or below ) where applicable • Northwest Evaluation Association (NWEA) screening r esults (administered to all

students) • Developmental Reading Assessment 2 (DRA2)

Additional measures that may be used: • Flynt Cooter Reading Inventory • Qualitative Reading Inventory (QRI) • Teacher recommendation based upon student performance at class being at grade level

This section is to be completed when students are reading on grade level and teachers are confident that the student no longer needs a PLP. Assessments verifying the reading level should be provided. Teachers will write a brief statement explaining the release. Parents, principals, and the classroom teacher must sign the "Record of Release". A space for the signature of other school staff, if needed, has been provided. If parents are not available, please enter date that contact was made or attempted. Schools will make every effort to contact parents. Also, the District Parent Letter informing parents/guardians that student no longer needs a PLP (see Appendix G) must be mailed home to parents.


References Personal Literacy Plan Guidelines. (2005, June). Retrieved from Rhode Island Department of

Education: http://www.ride.ri.gov/instruction/DOCS/documents/Personal%20Literacy%20Guidelines%20Second%20Edition%20June%202005.pdf

Rhode Island PreK-12 Literacy Policy. (2005, December). Retrieved from Rhode Island Department

of Education: http://www.ride.ri.gov/Instruction/DOCS/reading/RIReadingPolicy.pdf K-12 LITERACY, RESTRUCTURING OF THE LEARNING ENVIRONMENT AT THE MIDDLE AND

HIGH SCHOOL LEVELS, AND PROFICIENCY BASED GRADUATION REQUIREMENTS (PBGR) AT HIGH SCHOOLS. (2008, September 3). Retrieved from Rhode Island Board of Regents for Elementary & Secondary Education: http://www.ride.ri.gov/Regents/Docs/RegentsRegulations/HS%20Regulations%20September,%202008.pdf

Basic Education Program Regulations. (2009, June 4). Retrieved from Rhode Island Board of

Regents for Elementary & Secondary Education: http://www.ride.ri.gov/Regents/Docs/RegentsRegulations/BEP_FINAL_070110.pdf


Appendix A - Glossary

Rhode Island Department of Education- PLP Guidelines June 2005 ASSESSMENT—the process of gathering data/information about student learning using tools such as commercial or teacher-made tests, observations, samples of student work, etc. DIFFERENTIATED INSTRUCTION—student-centered instruction that acknowledges that different learners have differing needs. Teachers plan a variety of ways to tailor instruction for individual learners so that the learning experiences provide an appropriate fit for all students. ENGLISH LANGUAGE LEARNER (ELL)—Linguistically and culturally diverse students who have been identified through reliable and valid assessments as having levels of English language proficiency that preclude them from accessing, processing, and acquiring unmodified grade level content in English, and thereby, qualifying them for support services (WIDA Consortium, 2000). FLUENCY—the ability to read text accurately, quickly and with proper expression. Fluency provides a bridge between word recognition and comprehension. GRADE LEVEL/SPAN EXPECTATIONS (GLEs/GSEs)— Rhode Island state standards for what students should know, understand, and be able to do. INDEPENDENT READING LEVEL—the level at which a student can read alone, with no more than one error per 20 words read with good comprehension. Independent reading level materials are relatively easy text for the reader. INSTRUCTIONAL READING LEVEL—the level at which a student can read with no more than one error per 10 words read with satisfactory comprehension appropriate for instruction. Instructional reading level materials engage the student in challenging but manageable text with teacher support and guidance. INTERVENTION—additional, intensive, focused and appropriate instruction provided to students who are struggling with learning to read and write. LITERACY—the ability to read, write, speak, listen, and communicate with others effectively. ORAL LANGUAGE—involves both speaking and listening and includes vocabulary development. PHONEMIC AWARENESS—the ability to hear, identify, and manipulate the individual sounds (phonemes) in spoken language. PHONICS—the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. PLP EXPANDED SUPPORT TEAM—a team, whose expertise includes reading literacy that assists in the design, implementation, or progress monitoring of an intervention for an at-risk student. “READING AT GRADE LEVEL”— instructional reading level is the same as student’s grade in school. SECONDARY—middle and high school grade levels, grades 7-12 .


TEXT COMPREHENSION—the ability to synthesize, analyze, evaluate, and apply new information that has been learned from reading; a process by which readers construct meaning from written communication. VOCABULARY—words we need to know to communicate with others. There are four types of vocabulary: listening, speaking, reading and writing. Acronyms ELL=English Language Learner LEA= Local Education Agency IEP=Individual Education Plan GLE=Grade Level Expectations GSE=Grade Span Expectations


Appendix B - DRA Focus for Instruction Information The “Focus for Instruction” page from the Developmental Reading Assessment has been included to provide teachers with an additional resource for strategies and interventions.

Book Selection ___Introduce new during guided reading ___Provide opportunities to select familiar stories for rereading ___Model and support how to select new leveled texts for independent reading ___Support and reinforce election of appropriate reading material for different purposes ___Introduce new authors ___Introduce new genres ___Introduce book genres

Sustained Reading ___Model and support the use of sustained reading time ___Model and support reading with a buddy ___Extend self-sustained reading time ___Support reading familiar as well as new stories at home ___Support involvement in book groups or literature circles ___Support self-assessment and goal setting

Previewing and Predicting ___Model and support creating a story from the illustrations ___Model and support previewing books before reading ___Model how to predict using titles and illustrations ___Model and support predictions of story events before and during the first reading ___Model and support linking to similar texts ___Model and support use of background knowledge

Oral Reading ___Encourage joining in on familiar/repeated parts, phrases, and words during read-alouds and shared reading ___Support rereading familiar texts to gain fluency ___Model and support reading dialogues with expression ___Model and support reading longer meaningful phrases with appropriate intonation ___Support reading punctuation ___Support choral reading and/or readers’ theatre activities ___Support audio taping to self-assess phrasing

Use of Strategies ___Model and support moving left to right on text ___Model and support 1 to 1 matching on familiar text ___Demonstrate the concept of first and last, beginning and ending of a word, sentence, story ___ Model and support using beginning letter(s) and meaning to predict and monitor word choice ___Model and support confirming and discounting word choice using meaning, language, and visual information ___Support and reinforce self-correction of miscues ___Model and support using beginning chunks/syllables and analogies to problem-solve unknown words ___Reinforce using a variety of strategies quickly to problem-solve unknown words

Comprehension ___Support and reinforce self-monitoring and meaning across extended text ___Support and reinforce child’s responses to books, stories, pictures, graphic features ___Support and reinforce responses to literature through a variety of extensions ___Model and support retelling of familiar stories ___Introduce the elements in a good retelling and support effective retellings of stories ___Introduce and support story mapping ___Introduce and support literature response journals ___Provide opportunities to discuss characters, sequence of events, problems and resolutions ___Provide opportunities to analyze and critique informational texts ___Provide opportunities to compare/contrast stories, authors, etc. ___Provide opportunities to analyze how information is organized and presented ___Provide opportunities to link text to personal experiences, or community or national events ___Support word study: compound words, con- tractions, endings and their meanings ___Extend word study: prefixes, suffixes, root words, word origins, and word meanings


Appendix C - Websites Rhode Island Department of Education- PLP Guidelines June 2005 www.all4ed.org/publications/AdolescentsAndLiteracy.pdf The Alliance for Excellent Education’s document: “Adolescents and Literacy Reading for the 21st Century.” www.all4ed.org/publications/Criteria%20for%20Adolescent%20Literacy%20Programs.pdf The Alliance for Excellent Education’s document: “How to Know a Good Adolescent Literacy Program When You See One: Quality Criteria to Consider.” www.all4ed.org/publications/ReadingNext/ReadingNext.pdf The Alliance for Excellent Education’s document: “Reading Next.” See page 12 on document itself and pgs. 21-50 in Adobe for “Key Elements in Programs Designed to Improve Adolescent Literacy Achievement in Middle and High Programs.” www.ascd.org Association for Supervision and Curriculum Development www.cal.org/topics/prek-12literacy.html Center For Applied Linguistics (CAL) is an organization of scholars and educators who use the findings of linguistics and related sciences in identifying and addressing language-related issues. CAL's Language and Literacy Division specializes in projects that center on literacy acquisition in the elementary and secondary grades, particularly among learners for whom English is a second language. http://cela.albany.edu The National Research Center on English Learning and Achievement www.ciera.org For information about literacy programs for young children, refer to CIERA (Center for the Improvement of Early Reading Achievement). www.fcrr.org The Florida Center for Reading Research headed by Dr. Joe Torgensen, includes information for Parents, The Science of Reading: highlights of recent powerpoint professional presentations, .pdf files of recent publications, and additional resources on reading. www.interventioncentral.com Intervention Central offers strategies for teacher in addition to “ChartDog,” which is a fully functional data analysis tool to help schools to monitor students' response to intervention. www.ira.org International Reading Association www.learner.org/progdesc/index.html?uid=139&sj=lit Envisioning Literature, Conversations in Literature, Literature and Language Arts Annenberg/CPB, Learner.org Professional Development Series www.literacymatters.org The Education Development Center (EDC) houses Literacy Matters. The goal of the Literacy Matters project is to improve the literacy development of secondary school students, especially those students who are struggling to succeed. www.ncela.gwu.edu OELA's National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA) collects, analyzes, synthesizes and disseminates information about language Rhode Island Department of Education- PLP Guidelines June 2005 45 instruction educational programs for English language learners and related programs. It is funded by the U.S. Department of Education's Office of English Language Acquisition, Language Enhancement & Academic Achievement for Limited English Proficient Students (OELA) under Title III of the No Child Left Behind (NCLB) Act of 2001. www.ncte.org National Council of Teachers of English provides teaching suggestions, sample lesson plans, and sample units. It also has a number of forums through which teachers can exchange ideas. http://reading.uoregon.edu This website is designed to provide information, technology, and resources to teachers, administrators, and parents across the country. Big Ideas in Beginning Reading focuses on the five BIG IDEAS of early literacy: phonemic awareness, alphabetic principle, vocabulary, comprehension, and fluency with text. www.studentprogress.org/ The National Center on Student Progress Monitoring includes definitions, examples, tools, a library, professional development opportunities and a listserv. www.texasreading.org The Central Regional Technical Assistance Center (CRRFTAC), the Vaughn Gross Center for Reading and Language Arts provides leadership to educators in effective reading instruction through its diversified research and professional development projects. From translating research into practice to providing online professional development, the Center emphasizes scientifically based reading research and instruction. The Vaughn Gross Center is dedicated to improving reading instruction for all students, especially struggling readers, English Language Learners, and special education students.


Appendix D – Parent / Guardian Support Resources Rhode Island Department of Education- PLP Guidelines June 2005 Parent Support Network of RI Rhode Island PTA RI Parent Information Network Cathy Ciano, Executive Director Mary Anne Roll, President Vivian G. Weisman, Executive Director 401-467-6855 www.psnri.org 272-6406 [email protected] 401-727-4144 www.ripin.org Websites: www.edpubs.org The United States Department of Education’s website offers many free publications. You can order any of these materials by contacting EDPubs, the Department of Education's publications distribution center. Most are available in English and Spanish. The following are a sample of publications available:

• A Child Becomes a Reader: Birth through Preschool • Growing Up Drug Free: A Parent’s Guide to Prevention • Helping Your Child Become a Reader • Helping Your Child Learn Mathematics • Helping Your Child Learn Science • Helping Your Child Succeed In School • Helping Your Child With Homework: For Parents of Children in Elementary through Middle School • Put Reading First: Helping Your Child Learn to Read (Preschool through Grade 3)

www.literacymatters.org The Education Development Center (EDC) houses Literacy Matters. The goal of the Literacy Matters project is to improve the literacy development of secondary school students, especially those students who are struggling to succeed. The content within this website focuses on what matters most in adolescent literacy development for teacher, parents, and students. www.ncela.gwu.edu OELA's National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA). Language Instruction Educational Programs (NCELA) collects, analyzes, synthesizes and disseminates information about language instruction educational programs for English language learners and related programs. The following resources are written for an audience of parents. This audience includes parents unfamiliar with or seeking information on the U.S. education system, those looking for ways to facilitate their child’s learning both at home and school, and those investigating options and opportunities for their children. Resources written in the native language are cited in English with an indication of the other languages available; those available only in the native language are cited in that language. www.nifl.gov/partnershipforreading The Partnership for Reading offers information about the effective teaching of reading for children, adolescents, and adults, based on the evidence from quality research. This site includes information on the research, principles about reading instruction suggested by the research, and products for parents, teachers, administrators, and policy-makers. This National Institute for Literacy website highlights free parental booklets about the reading process and what children need to succeed. www.scholastic.com/familymatters/read/all/parentrole.htm This Scholastic site offers parents, Family Matters: All About Reading and Parent Guides. These provide parents with suggestions, activities, and book titles according to age levels. It is primarily focused on children from birth through 8th grade.


Appendix E – Reading Benchmarks Middletown Public Schools Grade Trimester 1 Trimester 2 Trimester 3

K

DRA2: n/a PALS: 28 GR: n/a ABC’s: 1/3 Sounds: n/a 95-100% accuracy NWEA: 147.6

DRA2: n/a PALS (see PALS ranges) GR: A ABC’s: 2/3 Sounds: 1/3 95-100% accuracy NWEA: 152.4

DRA2: 3 PALS: 81 GR: B ABC’s: most Sounds: 2/3 95-100% accuracy NWEA: 156.3

1

DRA2: 8 95-100% accuracy GR: E PALS: 39 NWEA: 160.2

DRA2: 12 95-100% accuracy GR: G PALS (see PALS ranges) NWEA: 166.5

DRA2: 16 WPM 40-70 95-100% accuracy GR: I PALS: 35 NWEA: 171.9

2

DRA2: 18 WPM 55-85 - IND 95-100% accuracy NWEA 179.7 GR: J Lexile:450-790

DRA2: 20 WPM 65-95 95-100% accuracy NWEA 186 GR: K Lexile:450-790

DRA2: 24 WPM 80-100 95-100% accuracy NWEA 189.6 GR: L Lexile:450-790

3

DRA2: 28 WPM 75-105 95-100% accuracy NWEA: 191.6 GR: M Lexile:450-790

DRA2: 30 WPM 80-110 95-100% accuracy NWEA: 196.3 GR: N Lexile:450-790

DRA2 :34 80-115 WPM 95-100% accuracy NWEA: 199 GR: O Lexile:450-790

4 NWEA: 200.1 DRA2: 38 Lexile:770-980

NWEA: 203.7 DRA2: 38-40 (nonfiction) Lexile:770-980

NWEA: 205.8 DRA2: 40 Lexile:770-980

5 NWEA: 208 DRA2: 40 Lexile:770-980


NWEA: 211.1 DRA2: 50 Lexile:770-980

6 NWEA: 211.6 DRA2: 50 Lexile:955-1155


NWEA: 214.8 DRA2: 60 Lexile:955-1155


7 NWEA: 215.4 Lexile:955-1155

NWEA: 217.3 Lexile:955-1155

NWEA: 217.9 Lexile:955-1155

8 NWEA: 219 Lexile:955-1155

NWEA: 220.6 Lexile:955-1155

NWEA: 221.2 Lexile:955-1155

9 NWEA: 220.9 Lexile:1080-1305

NWEA: 221.9 Lexile:1080-1305

NWEA: 222.6 Lexile:1080-1305

10 NWEA: 223.9 Lexile:1080-1305

NWEA: 224.9 Lexile:1080-1305

NWEA: 225.4 Lexile:1080-1305

11 NWEA: 225.2 Lexile:1215-1355

NWEA: 225.6 Lexile:1215-1355

NWEA: 225.6 Lexile:1215-1355

12 Lexile:1215-1355 Lexile:1215-1355 Lexile:1215-1355


Appendix F - District Parent Letter informing paren ts/guardians that student has a PLP Dear Parents/Guardians of___________________________________________: I am writing to inform you that your child is currently reading below grade level. As a result, his/her teacher will be developing a Personal Literacy Plan to help him/her reach an appropriate reading level. The Personal Literacy Plan will begin with an assessment of your child's reading skills. His/Her teacher will then develop instructional strategies that will include:

• Selecting appropriate books for your child to read • Helping to increase your child's reading time • Helping your child to better understand stories that he/she is reading. • Strengthening your child's ability to read clearly and confidently

We know that your child's success in school is important to you, and we welcome your partnership in helping to strengthen his/her reading skills. As part of your child's Personal Literacy Plan we hope to work with you to select activities that you can do with your child at home to help him/her become a stronger reader. Together, we can ensure that your child reaches his/her full academic potential. Should you have any questions, please contact the principal of your child's school. To ensure that you have read and understand that your child will be receiving a Personal Literacy Plan, please sign this letter below and return it to your child's teacher. Sincerely, Acknowledgement of Parent/Guardian: __________________________________ ________________________ Signature of Parent/Guardian Date


Appendix G - District Parent Letter informing paren ts/guardians that student no longer needs a PLP Dear Parents/Guardians of_____________________________________________: Congratulations! I am writing to inform you that your child is now reading at his/her grade level. Because of your child’s hard work, the efforts of the classroom teacher, and your support, ______________________________________________will no longer require a Personal Literacy Plan. Please sign the release section of the Personal Literacy Plan acknowledging your child’s accomplishment. Thank you for supporting your child in strengthening his/her reading skills and helping to ensure his/her academic success. Sincerely, Contact Person: _________________________________________________________________ School/Phone: ___________________________________________________________________


Appendix H – Frequency Asked Questions (from RIDE G uidelines)

• What is the goal of a PLP? The goal of the PLP is to put into place a process for supporting all students as they develop reading proficiency.

• Will all PLPs look the same?

No, PLPs will vary from district to district. However, they must all include the required elements. Additionally, if a district has different forms at the various levels, elementary, middle, high, they all need to include the required elements. (Middletown uses the same form for K-12.)

• Will there be a single document for K-12 or will se parate ones be accepted?

Districts have had and will continue to have the liberty to create separate documents for various grade levels/spans within a school district. However, every PLP within the district must contain all the required elements. (Middletown Public Schools uses the forms in TIEnet )

• Will RIDE require one PLP form to be used by all?

No. While RIDE does supply a state sample PLP form for districts to use, it is up to the individual district to decide which form they would like to use (their own or the state voluntary form).

• Who is responsible for actually writing the PLP?

At the elementary level, the classroom teacher in consultation with other professionals will write the PLP. At the secondary level, a certified reading specialist and/or a specially trained literacy teacher will take responsibility for writing the PLP in consultation with content teachers, administrators and others. For students with disabilities who receive all their services in the area of literacy outside of the general education setting, special educators will be primarily responsible for developing and carrying out PLPs.

• What is the role of the special education teacher i n this process?

Special education teachers have a responsibility to work with elementary classroom teachers as PLPs are developed, carried out, and revised for students with IEPs. At the secondary level, they are responsible for working with the certified reading specialists, as PLPs are developed, carried out, and revised for students with IEPs. Special Educators also have the responsibility to work with the specially trained literacy teachers who service the targeted intervention groups. For students with disabilities who receive all their services in the area of literacy outside of the general education setting, special educators would be primarily responsible for developing and carrying out PLPs.

• Once a PLP has been resolved, what happens to the d ocumentation?

The district should devise a system to maintain the documentation for possible future reference.

• When a student transfers to another district within RI, how will the receiving district be alerted that the student has a PLP? If the student currently has a PLP, the current PLP document must be sent to the receiving district to ensure that the intervention plan continues. A Student Literacy Record may also be sent to provide a student’s PLP history.

• How long does a student require a PLP?

Once the interventions provided have proven successful and lead to a student reading at grade level, the student will no longer require a PLP. PLP documentation should remain in the student’s file for future reference.

• If a student has a PLP at the elementary level, wha t will happen when the student

transitions to a new school? The PLP shall continue until the student is reading at grade level. Districts are responsible for the development and implementation of a K-12 PLP system that includes explicit and consistent provisions for students’ transitioning from grade to grade, building to building, or district to district.


• Does a PLP for a student continue if they enter the secondary level and they are not reading on grade level? Does it continue if they mo ve out of district? Yes. Once a student is placed on a PLP, the student continues their PLP until they are reading at grade level; regardless of whether they go from elementary to secondary levels within a district or go to another district within RI or a charter school. The classification of reading “3 or more years” below grade level was established to help all secondary schools build capacity for servicing their students. Therefore, by the year 2011 all students K-12 not reading at grade level will have a PLP.

• If a student has a PLP, can they graduate with a di ploma from High School under the new

PBGR system? Yes, if they have met the grade 9-10 Grade Span Expectations (GSEs) required for graduation by the PBGR system. Under the Proficiency Based Graduation Requirements (PBGR) system, all students must be proficient in the 9-10 GSEs in order to graduate.

• Can any indication of Special Education services be identified on PLP documents?

Students can be identified on their PLP as having an IEP, as long as it is listed among one of many student categories (For example: Title I, Literacy, Reading Recovery, 504 Plan, ELL, IEP, Speech). If this information were included on this document, just like any other student record, it would be considered and maintained as confidential in accordance with the Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99).

• Will a PLP carry the same legal weight as an IEP? C an parents refuse these services?

The Board of Regents regulates PLPs for grades 6-12, while state law mandates PLPs for grades K-5 [RI General Law 16.1-7 (a-c)]. Therefore parents/guardians may not decline a PLP, but they may refuse/decline to participate in a home component.

• When is a PLP necessary for a student who already h as an IEP?

When a student’s reading level indicates that a PLP is needed, the guidance is the same for a student with or without an IEP. IEPs set out annual goals and intermediate objectives (often quarterly) and are not intended to focus on specific instructional procedures. In contrast, PLPs are intended to provide short-term, tailored instructional interventions whose effectiveness is measured frequently and which are revised regularly based on students' responses. PLPs help focus the work of both general and special education teachers on interventions that should help students make progress toward their IEP objectives and annual goals.

• Are districts expected to use the student’s indepen dent level or instructional level when

determining if he/she needs a PLP? Districts may use either independent or instructional level when determining a student’s reading level. Depending on the screening tool and other sources of information that each district is using to determine eligibility for a PLP, districts will decide which level they will use. For example: a student in 6th grade at the beginning of the school year should be reading independently at a 5th grade level and instructionally at a 6th

grade level to be considered reading at grade level. Note of caution: For districts using Developmental Reading Assessment (DRA) 4-8, it is based on a student’s independent level. However, a level 60 (grade 6 passage) has comparable text to many 5th grade appropriate stories. Therefore, it is written for independent reading at grade 6 and a current 6th grade student at the beginning of the year should be given this level. If the DRA assessment is used at the end of the school year, a current 6th grade student should be reading independently at the 6th grade level and instructionally at the 7th grade level. Therefore, a level 70 (grade 7 passage) should be used. Not all screening instruments have been developed in this manner. It is important that a district has a clear understanding of the analysis for the screening instrument that they have selected.

• Are the types of support at the secondary level fle xible?

Yes, they are flexible and should allow students to move among the different facets based on their progress monitoring/outcomes results. Students may also be included in targeted groups and receive intensive instruction simultaneously. It should be noted however, that once a PLP is established for a student, the student does not exit from the PLP until he/she is reading at grade level even as he/she moves among the different facets.


• What is the difference between tiers at the seconda ry level and expanding circle of support? The supporting documentation in high school regulations includes the terminology of “tiers” to refer to the levels of support secondary students will receive. Every student at the secondary level receives Tier 1 support from every content area teacher. It is the school-wide discipline-specific literacy instruction that is explained in detail within the High School Regulations document. Tier 2 (targeted intervention) is additional support needed by some students who are reading 1-2 years below grade level. Tier 3 (intensive intervention) is for a few students who are reading 3 or more years below grade level. Whereas, the expanding circle of support refers to the personnel within a school community who may assist in the development, implementation or progress monitoring of a PLP for students at the elementary and secondary levels.

• Which district is responsible for students who requ ire targeted or intensive literacy

support if they participate in a vocational program in another district? Commonly, the school/center where the student receives his/her academic instruction will be responsible for assessing, planning, implementing and monitoring targeted and/or intensive literacy support for their students, unless other arrangements have been made. All content area teachers, whether they are in a high school or technical school/center are required to: employ school-wide discipline-specific literacy instruction; differentiate instruction for all students as needed so they can read and acquire information in every subject; provide ongoing assistance in navigating content, concepts, text structure, and vocabulary encountered in texts read by the students; and familiarize themselves with and use the information documented on every student’s PLP that is relevant for their classroom instruction.

• Why do districts need to submit a District Report f or their Personal Literacy Plans to RIDE? The Rhode Island General Assembly and the Board of Regents imposed law and regulations to require a focused, concerted effort to improving the reading ability for all students not reading at grade level. To this end, RIDE is using the District Report form to account for all students by asking the superintendent to identify the number of students reading at or above grade level, below grade level and the number of students with a PLP.


Appendix H - State Reporting Directions for Completing the Personal Literacy Plan (PLP) Data Upload to RI Department of Ed In an effort to help streamline data collection, District PLP data will be collected at the individual student level through the Enrollment Census application in eRIDE. It is absolutely essential that PLP Coordinators work with Data Managers before the district data is uploaded to ensure that every student reading below level is accounted for and after the upload to verify accuracy of information prior to the sign‐off by the Superintendent. Please follow this link for general submission instructions (https://www.eride.ri.gov/doc/enrollCensus08.asp). Below are additional directions to code the PLP students in an Excel document and submit the data through Enrollment Census. PLP Coding Instructions

Middletown Public Schools will export this state re porting data from the PLP documents in TIEnet. It is of the utmost importance that these documents be kept up to date at all times.


Appendix I – Local Screening / Benchmarking Assessm ents Middletown Public Schools Local Screening & Benchmarking Assessment Information

Assessment Grade Level Required Window Approximate Dates

NWEA K - 11 Yes Fall Sept/Oct

NWEA 12 Below Grade Level Only

Fall Sept/Oct

NWEA K - 4 Yes Winter Dec/Jan

NWEA 5 -12 Below Grade Level Only & New Students

Winter Dec/ Jan

NWEA K - 11 Yes Spring May

NWEA 12 Below Grade Level Only

Spring May

Developmental Reading Assessment (DRA2)

Grades 1-3 Yes Fall Sept/Oct


Grades 1-3 Yes Spring May


Grades 4-10 Below Grade Level Only

Fall Sept/Oct


Grades 4-10 Below Grade Level Only

Spring May


Appendix J – AIMSweb Assessment Recommendations by Grade Middletown Public Schools Progress Monitoring Assessment Information


Appendix K – Sample PLP


Appendix L – PLP & RtI: The MPS RtI Process

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