Middletown Public Schools
Guidelines
For
Personal Literacy Plans
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.
This report contains only part of the information contained in the MPS Guidelines for PLPs. Please
review the entire MPS Guidelines for PLPs document for additional information.
Middletown Public Schools 2011
Find additional information on our
web site…..
• MPS Literacy & PLP Web Site
www.mpsri.net > District Programs >Student
Services > Personal Literacy Program
or http://www.mpsri.net/page.cfm?p=1306
• MPS PLP Guidelines Document (Iink available from the
website above):
http://www.mpsri.net/uploaded/documents/Distric
t_Programs/student_services/plp/Middeltown_PLP
_guidelines_2011_version4.pdf
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/Common Core.
• 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?
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 has asked
each District to report all students that are not reading on grade level on regular
basis.
What is the connection with
RtI and PLPs?
Universal Core Instruction (Tier One)
• Interventions occur within the general design
of the classroom and will be monitored using
Personal Literacy Plans (PLP), Personal Math
Plans (PMP), or Personal Behavior Plans (PBP).
• Progress monitoring is done using a
scientifically based practice and be supported
by significant research. Most progress
monitoring will be done using AIMSweb.
Targeted & Intensive Instruction (Tier Two & Three)
• Interventions will be monitored using Personal Literacy Plans (PLP), Personal
Math Plans (PMP), or Personal Behavior Plans (PBP) unless the RtI PST
determines Intervention Plan is needed. (Targeted or Intensive Level Only)
• Non-responders with a PLP, PMP or PBP will be referred to the RtI /Problem
Solving Team.
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:
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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 are:
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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:
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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
• 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 results
(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
View Appendix E of the MPS PLP Guidelines for additional information.
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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 monitoring 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.
District Procedures for Personal
Literacy Plans (continued)
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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 Case 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 in MPS PLP
Guidelines)
• 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 in MPS
PLP Guidelines)
Documentation
The Personal Literacy Plan (in TIEnet)
Managed by Case Manager and/or Literacy Coach
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Page 1 – Personal Literacy Plan
Page 2 – Intervention Plan
Page 2 Continued – Intervention Plan Progress Reporting
Page 3 – Outcomes/Release Form
Parent Letters (will be available in TIEnet)
Managed by Case Manager and/or Literacy Coach
– Informing Parents for PLP
– Informing Parents of Release from PLP
Data Management
Case Manager notifies Building (Data) Clerk
– SchoolMAX ST295 Group 20
– SchoolMAX SP240 Program 1510, 1520 or 1521
PLP Reporting Requirements
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State ID
Local ID
Student Last Name
Participating Program Code
– 1510 for grades K-5
– 1520 for grades 6-12 reading less than 1 year
below
– 1521 for grades 6-12 reading more than 1 year
below
• Program (PLP) Begin Date
• Program (PLP) End Date
• Program Exit Status
– Completed
– No longer enrolled in district
– Moved from 1521 to 1520
References
•
Personal Literacy Plan Guidelines. (2005, June). Retrieved from Rhode Island
Department of Education:
http://www.ride.ri.gov/instruction/DOCS/documents/Personal%20Literacy%20Guidelin
es%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%20Septe
mber,%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