plp circle of support: a prevention/intervention model december 12, 2003 rhode island department of...
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PLP
Circle of Support:
A prevention/intervention model
December 12, 2003
Rhode Island Department of Education
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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
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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.
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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.
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Purposes of the PLP
The PLP is an
action plan for
improving reading instruction.
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Purposes of the PLP
The PLP is documentation of the strategic approaches to support students’ reading instruction in
order to improve reading achievement.
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Purposes of the PLP
The PLP is a record of intervention results that inform
subsequent personnel ofsuccessful instructional
approaches
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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.
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Intensive Interventions
Targeted, Strategic Interventions
Comprehensive Literacy Framework(School-wide Literacy Focus)
Adapted from: Sugai and Horner
Students
Comprehensive Literacy Framework
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Expanding Circle of Support
STUDENT
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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
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N
T
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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)
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•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
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Expanding Circle of Support
STUDENT
Teacher
Parent
Principal
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Screening results should indicate which students
are not reading proficiently. Then …
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•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
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•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.
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Expanding Circle of Support
STUDENT
Teacher
Parent
Principal
Reading/Literacy Specialist
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If the PLP interventions do not lead to the student reading proficiently the
teacher needs to…
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•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.
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•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.
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Expanding Circle of Support
STUDENT
Teacher
Parent
Principal
Reading/Literacy Specialist
Other staff
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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…
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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.
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Expanding Circle of Support
STUDENT
Teacher
Parent
Principal
Reading/Literacy Specialist
Other staff PLP Support
Team
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See attached flowchart
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District Responsibilities
Provide a rigorous comprehensive literacy curriculum that includes:Reading (Phonemic Awareness,
Phonics, Vocabulary Development, Fluency and Comprehension)
ListeningSpeakingWriting
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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
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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
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Local Assessment Matrix
Screening Diagnostic Progress Monitoring
Outcome
Classroom
District
State
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Screening assessments
to identify students at risk
PALSDRP
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Diagnostic assessmentsto determine student strengths
and weaknesses
PALSStanford Diagnostic
ReadingGRADE
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Progress monitoring
to determine if instruction and interventions are effective
DIBELSRigby Benchmark
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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)
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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
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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
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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)
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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)
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Each and All
To teach all to read, we must teach each child to read.
Kame’enui (2002)