Paper Number: FY 2006-02
November 2005
Technical Assistance Paper
Personalized Middle School Success Plan
Purpose
The purpose of this document is to provide technical assistance regarding the Personalized Middle
School Success Plan created by the 2004 Legislature. This technical assistance paper will address
the following topics:
•
Background
•
Legislation
•
Implementation Guidelines
•
Questions and Answers
Background
The 2004 Legislature passed Committee Substitute for Committee Substitute for Senate Bill 354
(CS/CS/SB 354) which created section 1003.415, Florida Statutes (The Middle Grades Reform Act),
to focus on increasing the rigor of academics in grades six through eight, using reading as the
foundation to increasing student achievement in all subject areas. The intent of this legislation is that
all middle school students receive rigorous academic instruction through challenging curricula
delivered by highly qualified teachers in schools with outstanding leadership to ensure that eighth
grade students are prepared to successfully transition to high school.
The Legislation
Beginning with the 2004-2005 school year, each principal of a school with a middle grade shall
designate certified staff members at the school to develop and administer a personalized middle
school success plan (PMSSP) for each student entering sixth grade who scored below level 3 in
reading on the most recently administered FCAT. The purpose of the success plan is to assist the
student in meeting state and school district expectations in academic proficiency and to prepare the
student for a rigorous high school curriculum. The success plan shall be developed in collaboration
with the student and his or her parent and must be implemented until the student completes the
eighth grade or achieves a score at Level 3 or above in reading on the FCAT, whichever occurs first.
The success plan must minimize paperwork and may be incorporated into a parent/teacher
conference, included as part of a progress report or report card, included as part of a general
orientation at the beginning of the school year, or provided by electronic mail or other written
correspondence.
REFER QUESTIONS TO:
Mary Jo Butler
TECHNICAL ASSISTANCE PAPERS (TAPs) are produced periodically by the
Bureau of School Improvement to present discussion of current topics. The
(850) 245-0479
maryjo.butler@fldoe.org
TAPs may be used for inservice sessions, technical assistance visits, parent
organization meetings, or interdisciplinary discussion groups.
Samantha Love
samantha.love@fldoe.org
John Winn, Commissioner
(850) 245-0422
The personalized middle school success plan must
•
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identify educational goals and intermediate benchmarks in core curriculum areas which will
prepare the student for high school
•
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be based on academic performance data and identification of the student’s strengths and
weaknesses
•
?
include academic intervention strategies with frequent progress monitoring
•
?
provide innovative methods to promote the student’s advancement such as flexible
scheduling, tutoring, focus on core curricula, online instruction, an alternative learning
environment, or other interventions that have been shown to accelerate the learning process.
The plan must be incorporated into any individual student plan required by federal or state law,
including the academic improvement plan (AIP), an individual educational plan (IEP) for students
with disabilities, a 504 plan, or a Limited English Proficient (LEP) Student plan.
Implementation Guidelines
According to national research supported by several entities, including the Southern Regional
Education Board, comprehensive middle grades reform efforts must focus on creating a
collaborative culture and on using data to improve teaching and learning for all students. Reform
efforts must seek to create high-performing schools with the goal of ensuring success for all students
by strengthening the academic core and creating a challenging learning environment. Components
include a curriculum grounded in rigorous academic standards, instructional strategies designed to
prepare all students to achieve high standards, high expectations and a system that includes extra
time and help for students at risk of academic failure, classroom practices that engage students in
their own learning, qualified teachers, strong leadership, use of technology for learning, and use of
data to review and monitor student progress.
A middle school student’s program of study should lead to successful completion of requirements for
the student’s chosen postsecondary goals. School counselors perform a critical function in assisting
students in the development of a comprehensive plan allowing for exploration of their educational
and career opportunities. They also play an important role in facilitating opportunities that afford
students and their parents the chance to accurately assess students’ strengths, interests, and
preferences that encourage the selection of challenging educational programs.
Transition from elementary to middle and on to high school is an important factor in a
comprehensive school improvement effort. Students must be provided assistance and support to
help them succeed in preparing for challenging postsecondary education, careers, and lifelong
learning. Educators must continue to work together to design challenging academic programs to
meet the needs of all students, align resources to ensure appropriate support, and develop an
accountability system to monitor academic performance and progress of the students.
Personalized Middle School Success Plan
School districts must ensure that each principal of a school with a middle grade must designate
certified staff members (such as administrators, teachers, reading and math coaches, library/media
specialists, guidance counselors, and other student services personnel as appropriate) at the school
to develop and implement a personalized middle school success plan for
each
entering sixth-grade
student who scored below Level 3 in reading on the most recently administered FCAT. The intent is
that the staff member will assume a case management or mentoring role for the individual students
assigned. A team approach involving appropriate administrators, teachers, and student services
staff is encouraged for analyzing student performance data and determining activities appropriate for
the student to meet his or her goals. A staff member, however, must be responsible for the plans of
a group of students, ensuring that all eligible students have an appropriate and implemented plan.
For example, an exceptional student education (ESE) teacher might be responsible for the plans of
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30 ESE students, not all of whom are in his or her class. The ESE teacher would confer and
collaborate with other educators in the school in the development of the plan and he or she would
ensure that the plan is being implemented as developed. A mathematics teacher might be
responsible for the plans of a group of students, not all of whom might be in his or her class, and the
teacher would collaborate with other educators in the school to develop and implement the students’
PMSSP.
Purpose
The purpose of the success plan is to assist each student in meeting state expectations (FCAT
performance at grade level) and school district expectations (including those in the student
progression plan) in academic proficiency and to prepare the student for a rigorous high school
curriculum by
•
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demonstrating proficiency in basic skills
•
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taking rigorous courses in the core subjects (language arts, mathematics, science, and social
studies)
•
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investigating individual interests through exploratory educational experiences.
This assistance should include the ongoing personal guidance and mentoring relationship of a
member of the school staff for the student.
Parent Collaboration
The success plan must be developed in collaboration with the student and his or her parent and
must be implemented until the student completes the eighth grade or achieves a score at level 3 or
above in reading on the FCAT, whichever occurs first.
The success plan must minimize paperwork. Information to parents about the PMSSP may be
incorporated into a parent/teacher conference, included as part of a progress report or report card,
included as part of a general orientation at the beginning of the school year, or provided by
electronic mail or other written correspondence. Schools have flexibility in determining the best
approach to this collaboration. Parents must be encouraged to participate in the development of
their child’s PMSSP. However, a parent cannot refuse for his or her child to have a PMSSP or the
services delineated therein.
In addition to the possibilities listed above from the law, schools are encouraged to provide written
general information to appropriate parents of sixth graders to explain the purposes of the success
plan and share information about the student’s performance, then follow up with a face-to-face
meeting to discuss the plan and regularly provide progress toward meeting the plan to the parent
through progress reports or report cards.
Required Elements of the Plan
The personalized middle school success plan must
¾
identify
educational goals and intermediate benchmarks
for the student in the core
curriculum areas (language arts, including reading, mathematics, science and social studies)
that will prepare the student for high school
Goals might include attendance at a community college or university after high school
graduation to pursue a career. Intermediate benchmarks are accomplishments that will
show the student is on track to meeting goals, such as completing pre-algebra. Since
students with a PMSSP are not reading on grade level, specific goals and benchmarks
should be stated specifically for each area of reading deficiency based on appropriate
diagnostic assessments.
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¾
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be based on
academic performance data
and an identification of the student's strengths
and weaknesses
Academic performance data might include FCAT scores, scores from other tests, and report
card grades. In addition, diagnostic tests might be used to pinpoint specific deficiencies.
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include
academic intervention strategies
with frequent progress monitoring
Intervention strategies should be proven effective by scientific research and focused on
specifically diagnosed deficiencies. The guidelines in Section 1008.25, Florida Statutes, and
district policies regarding an academic improvement plan would be helpful in determining the
intervention strategies needed.
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provide
innovative strategies to promote the student's advancement
which may include
but not be limited to flexible scheduling, tutoring, focus on core curricula, online instruction,
an alternative learning environment, or other interventions that have been shown to
accelerate the learning process.
The personalized middle school success plan must be incorporated into any individual student plan
required by federal or state law, including the academic improvement plan (AIP), an individual
educational plan (IEP) for a student with disabilities, a federal 504 plan, or an ESOL plan (see
comparison chart in appendix A).
Strategies for Implementation
A school might consider the personalized middle school success plan as a more general, long-range
plan for improving student achievement throughout the middle grades and preparing the student for
success in high school. The plan may address such components as coursework and extracurricular
activities designed to prepare the student to meet his or her goals.
The focus on reading and mathematics in the PMSSP must be based on the need for remediation as
well as the courses needed to prepare the student for a high school program that meets the
student’s goals. The focus on science and social studies in the PMSSP should be on the courses
needed to prepare the student for more rigorous courses in high school to help the student meet his
or her goals.
To facilitate the development and implementation of students’ PMSSP and reduce the number of
student plans, districts may consider developing an academic improvement plan (AIP) for all
students who score level 1 and level 2 in reading and mathematics as the foundation or base for the
students’ PMSSP. The AIP is a more specific, shorter-range plan identifying areas to be addressed
by remediation, including areas of deficiency; diagnostic assessment of the causes of the deficiency;
prescriptions of research-validated intervention strategies to remedy the diagnosed deficiencies; how
intervention will be delivered, by whom, when, for how long; and the nature and frequency of
progress monitoring.
The school could then expand a student’s AIP to address the requirements of the PMSSP to include
a more general, long-range plan for improving student achievement throughout the middle grades
and preparing the student for success in high school. The expanded portion would address
coursework in language arts, mathematics, science, and social studies needed to provide
remediation to address academic deficiencies and prepare the student for a high school program
that meets his or her goals. All students need opportunities to be exposed to and grow into rigorous
and challenging academic study.
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It is expected that students who score Level 1 or Level 2 in reading will be scheduled into a reading
intervention course, which is in addition and supplemental to their language arts course. The
intensity of the reading intervention should be based upon reliable and valid assessment data.
Students who score Level 1 or 2 in mathematics may receive remediation in a variety of ways, such
as their regular mathematics course, an intensive mathematics course, or through after school
tutoring.
Florida Oral Reading Fluency (FORF) Passages for 2005-2006
The Just Read, Florida ! office worked with the Florida Center for Reading Research (FCRR) to
make available passages for oral reading fluency for progress monitoring and reporting via the
Progress Monitoring and Reporting Network (PMRN) for students in sixth through eighth grade. This
data management system was initially developed to monitor the growth of students in kindergarten
through third grade in Reading First schools. However, the value of the system has been
recognized by schools for other grades. Therefore, the system has recently been expanded to
include students in kindergarten through eighth grade. This system provides an opportunity for
schools to use the FORF to progress monitor middle school students using FCAT-like passages as
fluency probes and to report the data on the PMRN. This additional resource will assist teachers in
monitoring their students reading fluency and interpreting the data to make decisions regarding the
needs of students who are not meeting grade level reading expectations.
Progress monitoring is an important aspect of a student’s AIP and PMSSP. Progress monitoring is
an assessment process that captures the growth in academic skills across time and can be used to
provide a historical record on one student’s growth in important reading skills. It can also reveal how
one student’s growth compares to the growth of other students receiving similar instruction. It can
be used to summarize the combined growth (or growth averages) of a selected group of students
over the school year or several years.
Progress monitoring, because it is administered frequently (at least three or four times a year but
more often for students who are well below a benchmark), should be reliable and valid, should have
multiple equivalent forms, should be relatively easy to administer and should take only a few minutes
to administer if given on an individual basis. Group administered measures of reading usually take a
little longer but more than one student can be administered the measure at one time. The FCRR is
currently working on the development of group administered progress monitoring measures for
middle school students.
PMRN reports are available at different levels – district, school, and individual classroom. These
reports reflect the performance of students on the oral reading fluency measure. Charts and graphs
are available to reflect percentage of students at each of the assessment intervals who are at low
risk, moderate risk (or needing additional support), and at high risk and needing intensive support.
Information regarding the implementation of the FORF for middle grade students is available at
http://www.fcrr.org/assessment/index.htm and http://www.florida-
achieves.com/(uztoxsjdwq1s4c55lparso45)/forf_login.aspx.
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Questions and Answers
1.
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The law requires each principal of a school with a middle grade to designate certified
staff members at the school to develop and administer a personalized middle school
success plan for each student entering sixth grade who scored below Level 3 in reading
on the most recently administered FCAT. Who are the most appropriate people to
develop, implement, and monitor a student’s PMSSP?
Designated staff must be certified and might include administrators, teachers, reading and math
coaches, library/media specialists, guidance counselors, and other student services personnel
as appropriate. The intent is that the staff member will assume a case management role for the
individual students assigned. A team approach involving appropriate administrators, teachers,
and student services staff is encouraged for analyzing student performance data and
determining activities appropriate for the student to meet his or her goals. A staff member,
however, must be responsible for the plans of a group of students, ensuring that all eligible
students have an appropriate and implemented plan.
2.
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Which students must have a plan?
All students entering sixth grade who have scores below Level 3 in reading on their most
recently administered FCAT must have a PMSSP. A student who scores below Level 3 only in
mathematics is not required to have a plan, although a school may wish to consider developing
and implementing a plan for him or her. The plan must be reviewed, revised, and implemented
until the student completes the eighth grade or scores at Level 3 or above in reading on the
FCAT, whichever occurs first.
3.
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What if a student does not have an FCAT score?
It is recommended that a plan be developed for any student in sixth and seventh grade who is
not reading on grade level.
4.
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Is the school required to develop and implement a PMSSP for students who were
retained in sixth grade?
Yes, a student who is retained in sixth grade and not reading on grade level as demonstrated
by scoring below Level 3 in reading on the FCAT should have a PMSSP.
5.
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When must the PMSSP be completed?
The PMSSP must be developed for each eligible student by the end of the first grading period.
6.
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What constitutes reasonable collaboration with parents in the development of a
PMSSP?
Reasonable collaboration includes providing parents with information regarding:
•
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the requirement to have a plan
•
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students’ strengths and weaknesses
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the opportunity to provide input into the development of the plan through a variety of
methods, such as individual conferences, telephone conferences, exchange of
information via electronic mail message, or other forms of written communication in a
language understood by the parent(s).
7.
How long must a plan be implemented and maintained?
A student’s PMSSP must be implemented and maintained until he or she scores at level 3 on
FCAT reading or is promoted to ninth grade. This includes frequent monitoring and
adjustment of the PMSSP in order to revise academic interventions that may not be
successful for the student.
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8.
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How can a PMSSP be developed without additional paperwork?
Paperwork in the development and implementation of the PMSSP can be minimized by
incorporating the required components of the PMSSP into existing plans such as the AIP. In
addition, paperwork can be minimized by including information to parents in other existing
documents.
It is recommended that schools develop an AIP for all students who score Level 1 and Level 2
in reading and mathematics and use the AIP as the foundation for the PMSSP. The AIP will
identify specific areas to be addressed by remediation, intervention strategies to remedy the
diagnosed deficiencies, and the nature and frequency of progress monitoring. The AIP can
then be expanded to address the requirements of the PMSSP and include the long-range
plans for improving student achievement by addressing the specific coursework in language
arts, mathematics, science, and social studies needed to provide the remediation and prepare
the student to successfully transition to the more challenging and rigorous curriculum in high
school.
9.
?
The law requires a PMSSP to identify educational goals and intermediate benchmarks
for the student in the core curriculum areas which will prepare the student for high
school. What are intermediate benchmarks?
For the purpose of this legislation, benchmarks do not refer to the Sunshine State Standards
benchmarks but rather to milestones or markers of expected achievement by the student to
indicate that he or she is on track for meeting the goals and objectives of the PMSSP.
Benchmarks might be established and recorded on the PMSSP for such components as work
completion, FCAT and other assessment score levels (including English language proficiency
assessments), grade point average, and courses taken.
10.
What are the core curriculum areas that must be addressed on the PMSSP?
Although a deficiency in reading qualifies a student for a PMSSP, the plan must address
success in the core curriculum–language arts, mathematics, science, and social studies–but
especially reading. The plan must be designed to guide a student through courses,
remediation, and other supports to prepare the student for academic success in high school.
Attention must be paid to a student’s course schedule to ensure appropriate remediation and
progress through the middle grades to facilitate successful preparation for the more rigorous
requirements in high school.
11.
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What academic performance data should be used in determining a student’s strengths
and weaknesses?
The district must identify reliable and valid diagnostic assessment(s) to measure the student’s
current academic performance level. Curriculum based measurement (CBM) is an example.
12.
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Based on individual students’ specific areas of need as determined by diagnostic
measures, what are some examples of appropriate middle school interventions to be
included on the PMSSP?
Example 1: Based on the error analysis data from daily one-minute timings, the
student will engage in 15-minute word study activities focusing on blends,
inflected endings, digraphs, and continued fluency practice during small group
instruction.
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Example 2: Using multisyllabic vocabulary from weekly chapter assignments in
content area textbooks, the student will identify and define affixes and their
meanings during paired practice in a daily structured station.
Example 3: During oral reading in small group instruction and paired practice, the
student will pause to orally paraphrase and summarize each paragraph
immediately after it has been read.
13.
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How frequently must students’ progress be monitored?
Students’ progress must be monitored as often as needed to provide teachers with accurate,
up-to-date information needed to differentiate instruction based on that data and to determine
if the intervention is working. It is recommended that a student’s progress be monitored at a
minimum of once each grading period. This will enable the teacher, counselor, or case
manager to determine if the academic intervention and support is effective and if not, to
convene the team to revise the plan to reflect a different intervention.
14.
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What is meant by flexible scheduling to promote advancement?
School districts might review district policies related to promotion and retention. There are
many strategies that allow students to accelerate the rate of course completion in middle
school, such as computer-assisted instruction, competency-or performance-based instruction,
and course modifications. An example of a policy that results in a barrier to course
completion is to retain a student in a grade level who fails one or two courses and require the
student to retake all of the courses, including those he or she passed the previous year.
Flexible scheduling could allow the retained student to take new courses in lieu of repeating
those courses he or she already passed.
15.
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What does “focus on core curriculum” mean?
Core curriculum means reading, language arts, mathematics, science, and social studies.
16.
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What constitutes an alternative learning environment as an innovative method to
promote a student’s advancement?
The design of an alternative learning environment is determined by the school district but
must ensure that a student’s academic program is different than the program he or she
previously experienced and different than the traditional program. The program should be
designed to help students achieve proficiency and should
•
be designed based on the individual student’s needs in the areas of reading
mathematics, science, social studies, and English proficiency
•
be designed to address the individual student’s learning style
•
provide intensive academic intervention that includes appropriate and targeted
instruction provided by appropriately trained staff
•
provide for frequent monitoring of student’s progress toward meeting the goals identified
in the plan.
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17.
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How could a PMSSP be incorporated into an AIP, IEP, 504 plan, or LEP Student plan?
Many of the required components of a PMSSP are similar to the required components in the
other plans. Districts may wish to consider incorporating the PMSSP into the AIP rather than
the IEP for which compliance and procedural safeguards apply. The attached chart compares
the essential components of each plan and provides assistance in this area.
18.
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Can the PMSSP be a separate document from the IEP?
According to section 1003.415(7)(c), Florida Statutes, the PMSSP must be incorporated into
any individual student plan required by federal or state law, including the AIP, IEP, 504 plan, or
LEP Student plan. If a district chooses to keep the AIP separate from the IEP, they may
choose to incorporate the PMSSP into the AIP thereby reducing paperwork and also avoiding
IDEA compliance requirements that will apply to the PMSSP components if included in the
IEP.
If a district chooses to incorporate both the AIP and PMSSP components into the IEP, it is
advised that they review their policy for content to ensure that the components can be
appropriately included in a student’s IEP. For example, the IEP typically does not include the
product names of specific instructional programs, but may identify the type of instructional
strategy needed for the student, such as instruction in decoding unfamiliar vocabulary words.
19.
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Must districts or schools develop or purchase a common assessment instrument to
collect data regarding students’ progress toward increased reading achievement?
A school or district has the authority to develop or purchase an assessment instrument to
monitor and report students’ progress toward increased reading achievement. However, the
district may wish to consider the cost and possible mobility of students when determining
whether or not a common assessment instrument will be the most effective and efficient
method of monitoring and reporting student progress. Schools should use a progress
monitoring instrument that is measurable, indicative of performance in the five elements of
reading instruction, and correlates with student performance on the FCAT.
20.
How should progress in reading be measured?
Formative measures should cover the elements of reading instruction, in which diagnostics
have shown areas of deficiency for individual students. Progress can also be measured by
using a summative measure, such as the developmental scale score gains from FCAT.
Group-administered reading diagnostics, such as those referenced on the FCRR website at
www.fcrr.org completed at the beginning and end of the school year, may also be used as a
summative evaluation of student progress in reading.
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Appendix A
Comparison of Individual Student Plans
Comparison of Individual Student Plans
Plan Element
Personalized
Middle School
Success Plan
(PMSSP)
Academic
Improvement Plan
(AIP)
Individual
Educational Plan
(IEP)
Section 504 Plan
Limited English
Proficient (LEP)
Student Plan
Individual Student
Success Plan
(ISSP)
Authority
Section 1003.415(7),
F.S.
Section 1008.25(4),
F.S.
Individuals with
Disabilities Education
Act and Rule 6A-
6.03028, FAC
Section 504 of the
Rehabilitation Act of
1973
Consent Decree,
LULAC et. al. v.
State Board of
Education
(1990)
State Board of
Education policy for
F and repeating F
schools
Purpose
To assist the student
in meeting state and
school district
expectations in
academic proficiency
and to prepare the
student for a rigorous
high school
curriculum
To assist the student
in meeting state and
district expectations
for proficiency for
promotion in reading,
writing, mathematics,
and science
To address the
unique educational
needs of a student
with a disability to
ensure a free and
appropriate public
education
To provide students
with disabilities equal
opportunity to benefit
from educational
programs, services,
or activities as is
provided their
nondisabled peers.
To ensure the
provision of
appropriate services
to students with
limited English
proficiency and to
monitor the progress
made by such
students
To assist the student
in developing an
action plan with goals
to meet the state and
school district
expectations in
academic proficiency
and be prepared for
future success
Students who do not
meet specific levels
of performance as
determined by the
district school board
Target
Audience/Student
Eligibility
Students entering
sixth grade in 2004-
2005 and beyond
who scored below
Level 3 in reading on
the most recently
administered FCAT
in reading, writing,
science, and
mathematics for each
grade level, or who
do not meet specific
levels of performance
as determined by the
Commissioner of
Education on
statewide
assessments at
Students who meet
the eligibility
requirements under
IDEA and State
Board of Education
Rules must have an
IEP developed and
implemented
Students with a
current physical or
mental impairment
which substantially
limits one or more
major life activities
Students identified
through a home
language survey and
oral/aural and
reading/writing
(grades 4-12)
assessments to be
limited English
proficient
Students attending
an F or repeating F
school
selected grade levels
(below Level 2 on
reading and math;
below a score of 3 on
writing; science not
yet determined)
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Comparison of Individual Student Plans (cont.)
Plan Element
Personalized Middle
School Success Plan
(PMSSP)
Academic
Improvement Plan
(AIP)
Individual Educational
Plan (IEP)
Section 504 Plan
Limited English
Proficient (LEP)
Student Plan
Individual Student
Success Plan (ISSP)
Goals
Identify educational
goals and intermediate
benchmarks for the
student in the core
curriculum areas which
will prepare the student
for high school
Identification of the
desired level of
performance in area(s)
of deficiency; in reading,
specifically in the areas
of phonemic
awareness, phonics,
fluency,
comprehension, and
vocabulary
Identification of
measurable annual
goals to address the
student’s priority
educational needs
n/a
Develop as effectively
and efficiently as
possible each child’s
English language
proficiency and
academic potential and
to ensure equal access
to programming and
comprehensible
instruction
For the student,
parent, and school
staff to work in
partnership taking an
active part in
contributing to the
success of the
student. All shall
agree on a contract to
facilitate promotion to
the next school level
Basis
Be based on academic
performance data and
an identification of the
student’s strengths and
weaknesses
Identify the student’s
specific area(s) of
deficiency; in reading,
specifically in the areas
of phonemic
awareness, phonics,
fluency,
comprehension, and
vocabulary
Identify present levels of
educational
performance (effects of
the disability) including
the strengths of the
student and how the
disability affects his or
her progress in the
general education
curriculum
Determination of
necessary
accommodations based
on the individual needs
of the student
Identification of eligible
students through a
home language survey
and subsequent
oral/aural and
reading/writing (grades
4-12 only) assessments
Identification of all
students attending
Assistance Plus
targeted schools
Monitoring
Include academic
intervention strategies
with frequent progress
monitoring
Schools must also
provide for the frequent
monitoring of the
student’s progress in
meeting the desired
levels of performance
Statement of how
progress toward annual
goals will be measured
Periodic reevaluations
are required, but no
specific timeframe is
provided
Until reclassified as
English proficient using
same or comparable
assessment,
procedures, or
standards as at entry;
also two years post-exit
Support team leader
will review and monitor
the progress of
identified goals in the
plan
Parent
Involvement
The success plan must
be developed in
collaboration with the
student and his or her
parent
The school must
develop the AIP in
consultation with the
student’s parent
Parents are integral
members of the
student’s IEP team;
documentation is
required demonstrating
that the parent was
afforded the opportunity
to participate
Parents are not required
by law to be members
of the 504 Committee,
although best practice
dictates that they have
involvement in the
evaluation and
placement process.
Federal law requires
schools to provide
parents notices
regarding the
procedural protection
provision
Parent involvement
shall be promoted by
the establishment of
Parent Leadership
Councils at the school
or district level in
addition to the training
and promotion of
parents of LEP students
on other advisory
councils in the district
The individual success
plan shall be
developed and agreed
upon by the student’s
parent
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Comparison of Individual Student Plans (cont.)
Personalized Middle
Academic
Individual
Limited English
Individual Student
Plan Element
School Success Plan
Improvement Plan
Educational Plan
Section 504 Plan
Proficient (LEP)
Success Plan
(PMSSP)
(AIP)
(IEP)
Student Plan
(ISSP)
The school to
Service
Delivery
Provide innovative
methods to promote
the student’s
advancement which
may include but not be
limited to flexible
scheduling, tutoring,
focus on core
curricula, online
instruction, an
alternative learning
environment, or other
interventions that have
been shown to
accelerate the learning
process
Identification and
provision of the
instructional and
support services to be
provided to meet the
desired levels of
performance
Identification and
delivery of special
education and related
services,
accommodations,
and/or modifications
Individualized based
on the student’s
required
accommodations
and/or modifications
Intensive English
language instruction
and instruction in basic
subject areas that is
comprehensible and
equal to that provided
to English proficient
students in scope,
sequence, etc.
provide, the student
to attend and actively
participate in, and the
parent to support the
child's attendance
and participation in
instructional delivery
systems that include
innovative methods
to promote the
student’s
advancement which
may include but not
be limited to flexible
scheduling, tutoring,
focus on rigorous
core curricula, online
instruction, an
alternative learning
environment, or other
interventions that
have been shown to
accelerate the
learning process.
For students eligible
for services under the
Combinations
For students who do
not meet the eligibility
requirements for an
AIP, IEP, Section 504
Plan, ESOL Plan, or
ISSP, a PMSSP
should be developed
pursuant to the
requirements
established in Section
1003.415(7), F.S.
For students eligible
for an AIP but not an
IEP, the elements of
the PMSSP must be
included in the AIP
when possible. The
AIP may be combined
with the ISSP if the
contract required in the
ISSP is included.
Individuals with
Disabilities Education
Act, districts may
consider keeping the
AIP separate from the
IEP with the
requirements of the
PMSSP or ISSP
incorporated into the
AIP to avoid
application of the
procedural safeguards
inherent to the IEP.
n/a
The LEP Student plan
may be combined with
an IEP or other
student plan.
Based on the
individual academic
needs of students,
the elements of the
PMSSP may be
combined with the
ISSP for middle
school students.
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Comparison of Individual Student Plans (cont.)
Plan Element
Personalized Middle
School Success Plan
(PMSSP)
Academic
Improvement Plan
(AIP)
Individual
Educational Plan
(IEP)
Section 504 Plan
Limited English
Proficient (LEP)
Student Plan
Individual
Student Success
Plan (ISSP)
The PMSSP must be
incorporated into any
individual student plan
required by federal or
state law, including the
AIP required in Section
1008.25, F.S., an
individual education plan
(IEP) for a student with
disabilities, a federal 504
plan, or an ESOL plan.
District school boards
shall assist schools
and teachers to
implement research-
based reading
activities that have
been shown to be
successful in teaching
reading to low-
performing students.
An IEP may suffice for
an AIP, PMSSP, or
ISSP if it contains the
required components
of the other plans.
There are no specific
requirements for the
content of a Section 504
plan; the plan identifies
the services or
accommodations to be
provided to the eligible
student.
The LEP or Student
plan may be included
in or attached to an
existing student’s plan,
IEP, etc., or may be a
separate document for
a given student or
students.
The ISSP must be
developed within
the first month of
school.
Other
Requirements
Each principal of a school
with a middle grade shall
designate certified staff
members at the school to
develop and implement
the plan for each entering
sixth grade student who
scored below Level 3 in
reading on the most
recent FCAT; the plan
must be implemented
until the student
completes eighth grade or
scores at Level 3 or
above in reading on the
FCAT.
Remedial instruction
provided during high
school may not be in
lieu of English and
mathematics credits
required for
graduation.
Students eligible for a
Section 504 plan may
also have an AIP if they
are experiencing
academic difficulties.
The PMSSP must
minimize paperwork and
may be incorporated into
a parent/teacher
conference, included as
part of a progress report
or report card, included
as part of a general
orientation at the be-
ginning of the school
year, or provided by
electronic mail or other
written correspondence.
DOE Contacts
Mary Jo Butler or
Samantha Love
850.245.0422
Mary Jo Butler or
Samantha Love
850.245.0422
Evy Friend or Heather
Diamond
850.245.0478
Bettye Hyle or Rich
Downs
850.922.3727
Lisa Saavedra
850.245.0414
Mike Tremor or
Angelia Turner
850.245.0426
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