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Literacy Achievement Plans Adams 12 Five Star Schools


Literacy Achievement Plans Adams 12 Five Star Schools A Guide to Initiating, Implementing, and Managing LAPS Revised October 2010 CBLA Enacted in 1997 To assure that ... – PowerPoint PPT presentation

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Title: Literacy Achievement Plans Adams 12 Five Star Schools

Literacy Achievement Plans Adams 12 Five Star
  • A Guide to Initiating, Implementing, and Managing
  • Revised October 2010

CBLA Enacted in 1997
  • To assure that by third grade all students have
    the literacy skills essential for success in
    school and life.
  • To assure that local school districts identify
    students who are reading below grade level and
    provide the necessary reading interventions.

Mandate and Purpose of Literacy Achievement Plans
  • By Colorado law all students in K-3 who are
    reading below grade level must have individual
    literacy plans to ensure that these students are
    receiving extra support to meet the goal of all
    students reading on grade level.

Who is put on a Literacy Achievement Plan (LAP)?
  • ALL students reading below grade level in K-3.
    This includes students
  • who have been retained
  • who have Individualized Educational Plans (IEP)
    that do not include reading goals
  • Students in grades 4 and 5 who are not on a
    LAP but who read below grade level need to be
    identified on Infinite Campus for reporting
    purposes. Grade 4,5 teachers need to fill out the
    IC LAP Form for these identified students. IC LAP
    forms are available in schools from LAP
    Coordinators. The LAP Coordinator or registrar
    should enter a LAP status date for the student in
    IC. Teachers do not need to write plans or confer
    with parents for these students, but instruction
    should be differentiated to meet their needs as

Which students do not need a Literacy Achievement
  • Students with Significant Needs (SSN) or
  • REACH students
  • NEP and LEP students with ELD plans
  • LAP checklists can be used for determining
    reading goals if needed.
  • Students who have Individual Educational Plans
    (IEPs) that do include reading goals. Simply
    place a check on the line on the IC LAP Status
    Form (Has IEP with Literacy Goals) to indicate

Who is Responsible for LAPs?
  • The teacher who teaches the reading curriculum
  • is responsible for initiating a literacy plan
    and monitoring a students progress.
  • The teacher may consult with a school team to
    determine the strategies that best meet the needs
    of the student. There is a wide variety of
    appropriate interventions for students who are
    reading below grade level.

  • The Literacy Achievement Plan is set up to
    support students who are reading below grade
    level so they can accelerate reading skills and
    strategies to control grade level text.
  • The plan is not punitive but more like an
  • insurance policy for students to receive
    appropriate reading intervention from the
    classroom teacher or other building reading

Teachers Maintain a Body of Evidence
  • A body of evidence is needed to indicate whether
    or not a student needs a literacy achievement
  • A body of evidence is a set of assessments,
    student work, and observations over time that
    indicate a students reading level.
  • One assessment item is not enough of an indicator
    to determine a students reading level.

Reading Teachers
  • If a reading teacher is working with a student,
    that student must have a Literacy Achievement
  • If a student is not working with a reading
    teacher, the teacher who delivers the reading
    curriculum must provide appropriate leveled text
    and monitor the students progress on the
    Literacy Achievement Plan.

Is a student put on a LAP because writing is
below grade level?
  • Literacy Achievement Plans are for students
    reading below grade level. The law only mandates
    plans for students struggling with grade level
  • Writing samples can be part of the body of
    evidence to demonstrate sound/letter association
    or control of language structures. Writing does
    not have to be
  • part of the body of evidence.
  • Writing samples are most useful in kindergarten
  • first grade as part of the body of evidence.

Parents must be informed and involved in the
Literacy Plan.
  • Teachers must obtain a parent signature on the
    LAP plan.
  • If a signature cannot be obtained, a form letter
    (English and Spanish) that informs parents of the
    LAP is available.
  • The form can be found on StarLink, Form 10-11

Important Talking Points for a LAP Conference
  • Set the parent at ease. This should not be the
    very first time the parent has had a conversation
    about the students progress in reading. From
    previous conversation or notes, the parent should
    have an idea that the student is reading below
    grade level.
  • Show the parent a book that illustrates the
    instructional text that would be considered grade
    level at the time of the conference. Then show
    the parent the text level actually used in guided
    reading and independent reading. Discuss with
    parent the gap in achievement. Be sure to
    discuss any vision or hearing issues that may
    interfere with learning to read.
  • Show running records, lists of high frequency
    words and explain to the parent what is being
    done in the classroom to support the students
    reading. Explain what the student should be
    doing to decode and comprehend text at grade
  • Be supportive of the student and parent by
    offering ways to give extra support to the
    student. Show and explain the checklist/plan
    form to the parent. Focus on the classroom
    instruction and any intervention that may be
  • Have the parent select 2 or 3 strategies under
    Home Involvement to do.
  • Discuss ways of keeping in contact with parent.
    Email, phone calls, notes, chatting before or
    after school. Try to set up a way to keep
    regular contact with parent regarding the
    students reading progress.
  • Be sure the parent signs the checklist/plan form
    and sets up a follow-up conference date. A
    follow-up date should be scheduled even if it is
    tentative. This conference should be within the
    next 6 months.
  • Give the parent a copy of the LAP

LAPs on Infinite Campus
  1. All students who have Literacy Achievement Plans
    should be entered into Infinite Campus (IC).
  2. Once a teacher has written a LAP plan, s/he gives
    the registrar a LAP Status Form to indicate that
    the student has a LAP.

LAPs on IC, contd.
  • Note If a student reading below grade level has
    an IEP with literacy goals, the teacher checks
    that on the LAP status form.
  • 3. Once the registrar or designated person has
    entered either the LAP or IEP with Literacy
    Goals status in Infinite Campus, the LAP Status
    Form is filed in the students cum file.

LAPs on IC, contd.
  • Once a student has a LAP, the LAP status will
    stay in IC until the student exits from the LAP.
  • Every six months, the status of the LAP should be
    evaluated, and parents should be included in the
    LAP update. The review date does not need to be
    entered into IC. Only entry/exit dates are
  • If a student exits the plan, the exit date should
    be recorded on the IC form and entered into IC by
    the registrar.

Once a LAP is established . . .
  • Reminder The LAP must be updated approximately
    every six months until the student exits the LAP.
  • The student must receive support as outlined on
    the Literacy Achievement Plan. This is the most
    important part of the LAP process.
  • The student is monitored regularly with
    assessment of oral reading, observational notes,
    checklists, and samples of students written
    responses to text.

Exiting a LAP
  • When a body of evidence shows a student is
    reading on grade level, the student can exit the
  • an individualized reading assessment must be
    used (PALS/BRI)
  • records of oral reading
  • checklists/observational notes
  • samples of written responses
  • District Common Assessments
  • CSAP
  • Be sure there is documentation of the students
    ability to read on grade level that spans time.
    It is recommended that a body of evidence be
    gathered for at least one trimester before a
    student is exited from a LAP.

Exiting a LAP and IC
  • When the student has achieved grade level in
    reading, teachers inform parents and give the
    registrar a LAP Status Form indicating the
    student has exited the LAP.
  • The registrar or designee enters the LAP exit
    date on IC.

Grades 4-12
  • No new LAPs are initiated.
  • Teachers are responsible for differentiating
    instruction for below grade level readers,
    updating established LAPs, and continuing to
    inform parents of LAP status at approximately six
    month intervals.
  • If a student has a LAP, nothing is entered into
    IC until the student exits the LAP.
  • To exit a student achieving grade level reading
    based on a body of evidence, follow the same
    procedures as K-3 for submitting the LAP status
    form to the registrar.

Storage of LAPS
  • During the school months, classroom teachers need
    to have the LAPS on file in their respective
    classrooms. In June, LAPS need to be collected
    and stored in one place.
  • Please keep LAP folders in a secure place. These
    folders should not leave the school building.
  • Put the following documentation in the LAP
  • --Literacy Achievement Plan Checklist
  • --Student Report from ScholarsMart/Infini
    te Campus
  • --Parent communication
  • Keep a LAP until one year after the exit date.
    Shred it at that time.
  • Tip Print LAP Checklist and Student Report at
    the end of the year
  • using landscape.

LAP Updates
  • There is one constant and that is CHANGE.
  • Laws and regulations change and procedures
    change, so please watch for any updates or
    changes in this process.
  • Every effort will be made to keep you informed.

Thanks to Teachers
  • . . . the individual and variable development of
    children is an opportunity to personalize our
    instruction. As teachers we must celebrate and
    affirm, but also extend and elaborate each
    childs developing knowledge of written
  • McGill-Franzen, 1992