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 ofsuccessful 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.

Intensive Interventions

Targeted, Strategic Interventions

Comprehensive Literacy Framework(School-wide Literacy Focus)

Adapted from: Sugai and Horner

Students

Comprehensive Literacy Framework

Expanding Circle of Support

STUDENT

Expanding Circle of Support

Screening for all and effective differentiated instruction

Diagnosis for students screened as being at-risk. Targeted, strategic intervention and progress monitoring documented in PLP

Design intensive intervention and progress monitoring in consultation with staff documented in PLP

PLP Support Team considers necessity for additional support

S

T

U

D

E

N

T

The Problem Solving Process

• Implement Plan(Intervention Integrity)

• Evaluate(Progress

Monitoring Assessment)

• Define the Problem(Screening and

Diagnostic Assessments)

• Develop a Plan(Goal Settingand Planning)

•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

STUDENT

Teacher

Parent

Principal

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

STUDENT

Teacher

Parent

Principal

Reading/Literacy Specialist

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

STUDENT

Teacher

Parent

Principal

Reading/Literacy Specialist

Other staff

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

STUDENT

Teacher

Parent

Principal

Reading/Literacy Specialist

Other staff 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)

ListeningSpeakingWriting

Critical Elements of Reading Instruction

Resources: National Reading Panel, 2000

Tri-State GLEs

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

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 timeExcellent assessment system to

inform/guide/validate

Local Assessment Matrix

Screening Diagnostic Progress Monitoring

Outcome

Classroom

District

State

Screening assessments

to identify students at risk

PALSDRP

Diagnostic assessmentsto determine student strengths

and weaknesses

PALSStanford Diagnostic

ReadingGRADE

Progress monitoring

to determine if instruction and interventions are effective

DIBELSRigby Benchmark

Outcome measures

to determine proficiency.

At certain grade levels, state assessments provide useful data

SAT 9/10NSREs

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 settingup this model

Inventory resources & personnelFormulate and communicate plan to implement processDesign and provide professional development to empower teachers to carryout the PLP processCarve out planning & instructional timeAugment local assessment systemCollect 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)