PLP Guidance for 2013-2014 Is a Guiding Document for Your Building and Supports District

PLP Guidance 2014-15 PLP guidance for 2013-2014 is a guiding document for your building and supports district alignment between buildings.

What is a PLP? A PLP (Personal Learning Plan) is a working document created between the school and home when a student is identified as below grade level or is in need of an academic and/or behavioral intervention.

The information provided below can be used to determine if a student needs a READ ACT Plan or a PLP at any time during the school year.

READ Plan (READ ACT) PLP Determination of plan: Determination of plan: For students in grades K-3rd specific cut points are For all other areas of concern (i.e. literacy, math, writing, or determined for the READ ACT identifying a specific behavior) a body of evidence should be gathered to show reading deficiency using DIBELS. If a student’s reading that the student is below grade level or is in need of an composite score is well below benchmark and the initial intervention. It is recommended that the focus be on progress monitor is well below benchmark the student students below the 25th percentile and has additional qualifies for a READ plan. This is created within the PLP evidence consistent with their benchmark scores. This section on Infinite Campus. should be a collaborative conversation with all stakeholders. Body of evidence: See above Body of evidence: Benchmark scores from AIMSweb, DIBELs Next or Acuity, state assessments from TCAP, PARCC, or ACT, unit assessments from Treasure Reading, Bridges, CPM, or common assessments 59% or lower, any additional diagnostic testing, work samples from district writing assessment, classroom work or informal/formal observations and interviews, as well as the prior year’s record. Suggested creator of plan: Suggested creator of plan: Literacy teachers, Title I teachers, parents, and classroom Literacy teachers, Title I teachers, parents, and classroom teachers should have input on this plan. It is suggested that teachers should have input on this plan. It is suggested that the person providing the intervention or service (i.e. tier 1, the person providing the intervention or service (i.e. tier 1, classroom teacher, tier 2, literacy or title teacher) be the one classroom teacher, tier 2, literacy, title, or problem solving to complete the plan along with the parents and classroom team, tier 3, literacy, title, resource, or problem solving teacher. team) be the one to complete the plan along with the The service provider will also be responsible for consistent parents and classroom teacher. progress monitoring. The service provider will also be responsible for consistent progress monitoring. When to review plan: When to review plan: Follow the READ ACT guidelines. The READ plan is a The PLP is a working document with goals based on the working document with goals based on the lowest skills skills that are identified as deficit areas. identified through benchmark assessments. If goals are met If goals are met another goal can be added if needed. If a another goal can be added if needed. If a student meets student meets their goal (3 progress monitors at or above their goal (3 progress monitors at or above benchmark) then benchmark) then the student may be exited off their plan. the student may be exited off their plan. For Infinite For Infinite Campus purposes we will end all plans with an Campus purposes we will end all plans with an October 1st October 1st date for the following school year. Please lock date for the following school year. Please lock your plan your plan when complete so it flags on the teachers’ roster. when complete so it flags on the teachers’ roster.

It is recommended to review plans after benchmarks as well as share the student’s progress on goals at the Parent Teacher Conferences with parents. PLPs are valid for 1 school year. If goals are not met, then the student will be re-evaluated at the fall benchmark the following school year and a new PLP will be determined at that time. It is suggested that staff be allowed time during a staff meeting to look at data, type PLPs, and have support to collaborate on goals and interventions.