Raising Student Reading Scores

Utilizing a Personal Literacy Plan (PLP) which includes Assessment,
Intervention and Progress Monitoring to elevate Reading Scores

Warwick Public Schools, located in Rhode Island, is a district with twenty-seven schools serving 11,500 students. As mandated by state law and the Rhode Island Board of Regents, a specific literacy program, a Personal Literacy Plan (PLP) was required to raise the reading level of students and ensure they were proficient readers.

There are three major components to a PLP: Assessment, Intervention and Progress Monitoring. A PLP is required for all students K-5 that are not reading at grade level. Sixth graders are included if within an elementary school setting. All students, Grades 6 through 10, reading three or more years below grade level are also included. By the year 2011, all Rhode Island students K-12 unable to read at grade level will have a PLP. English Language Learners not reading at grade level require a PLP in addition to appropriate English language instruction.

Warwick educators implemented an electronic system whereby all students are given systematic and explicit literacy instruction. Reading achievement is screened and reviewed for each student every year. Although implemented for Rhode Island, the Personal Literacy Plan software can be utilized in other states.

Educators understand that while students may learn to read in various ways and in different time frames, all students can learn to read given appropriate instruction and support. The PLP provides a problem solving approach for improved student reading that is inclusive (teachers, parents, administrators, etc.) and provides documentation of the approaches schools used to support reading instruction with the goal of improving student reading achievement. Progress monitoring is accomplished in the following ways:

• District/School level progress monitoring typically occurs three times per year; fall, winter, and spring for all students at the elementary level and less frequently at the secondary level. The purpose of this assessment is to make informed decisions for resource allocations, professional development planning/implementation, program planning and evaluation, etc.

• Classroom level progress monitoring may also be referred to as “curriculum embedded” assessments. These are on going and include tasks typically used during the instructional process. They evaluate a student’s learning based on systematic observation and guide the specifics of instruction within the curriculum.