Academic Improvement Plans

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Academic Improvement Plans

• Arkansas Department of Education
• Rules Governing the Arkansas Comprehensive
  Testing, Assessment Accountability Program
  the Academic Distress Program
• September 1, 2005

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Academic Improvement Plans

• Meeting the individual needs of
• every student.

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AIPs Everyones Responsibility

• The team with the best athletes doesn't usually
  win. It's the team with the athletes who play
  best together."
• --Lisa Fernandez, softball legend  

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Act 35 of the 2nd Extraordinary Session of 2003

• Each student shall participate in the statewide
  program of educational assessmentand shall
  participate in an academic improvement plan when
  required as a result of the assessments. The
  Department of Education shall determine
  satisfactory proficiency levels and shall
  promulgate rules and regulations of the students
  academic improvement plan.

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Quotes from CommissionerDr. Ken James,
ADE July 19, 2005

• Accountability Act 35
• No longer talk
• The party is over
• Now beginning to kick into action
• The game has changed
• The U.S. is watching Arkansas

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Pass Rate

• The pass rate for the Benchmark Exams and the
  developmental appropriate assessments for K-2
  shall be proficiency. However, the pass rate for
  end-of-course and high school literacy shall be
  those scores established and independently
  approved by the State Board of Education. (See
  6.03 for proficiency table in the Rules Governing
  the ACTAAP and the Academic Distress Program.)

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AIPthe definition

• A plan
• Detailing supplemental or intervention and
  remedial instruction, or both
• In deficient academic areas
• For any student who is not proficient on the
  state-mandated criterion-referenced assessments
  and state-mandated developmental appropriate
  assessments for K-2

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AIPs Who? Beginning in the 05-06 SY

• Any student failing to achieve at the proficient
  level on the State mandated CRT
• Any student in grades K-2 failing to achieve at
  the proficient level on the State mandated NRT
• IEP meets requirements if it addresses deficient
  areas

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What else in 05-06?

• Any K-2 student who exhibits a substantial
  reading deficiency shall be provided intensive
  reading instruction
• School personnel shall develop and IRI (Intensive
  Reading Improvement Plan) for any student
  identified with substantial reading difficulty
• IEP meets requirements if it addresses reading
  deficiencies

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Substantial Reading Difficulty

• 2005-2006 the State Board of Education shall
  establish performance levels for
• K-2 that define substantial reading
  difficulty

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Substantial Reading Difficulty

• K students rated as delayed in both oral
  communication and written language on the Uniform
  Reading Scale (USR)
• 1st 2nd students who score in the below basic
  category on the State Reading Assessment in the
  previous school year

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NRT Data for CRT Based AIP
K Math ?
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(No Transcript)
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DIBELS
K who are delayed must be evaluated with DIBELS
within 30 days of receiving URS results. 1st
2nd who are below basic must be evaluated with
DIBELS within 30 days of the beginning of school.
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AIP IRI

• AIP in math and/or literacy for any student not
  meeting the proficient level
• Results of EOC assessments shall become part of
  each students transcript or permanent record
• An IRI can serve as the literacy AIP for students
  in K-2
• IRI LITERACY AIP

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Consequences

• Students in grades three through eight,
  identified for an AIP who do not participate in
  the remediation program shall be retained
  (7.03.2)
• The local district shall determine the extent of
  the required participation in remediation as set
  forth in the student AIP

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Consequences

• Remedial instruction provided during high school
  years (7-12) may not be in lieu of English,
  mathematics, science or social studies, or other
  core subjects required for graduation
• Beginning in the 2005-2006 school year, students
  not proficient on the EOC tests or on the high
  school Literacy test, shall participate in a
  remediation program to receive credit for the
  corresponding course.

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Consequences

• Any student who does not score at the proficient
  level on the CRT assessments shall continue to be
  provided with remedial or supplemental
  instruction until the expectations are met or the
  student is not subject to compulsory school
  attendance

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Consequences

• Any student that has an AIP and fails to
  remediate, but scores at the proficient level on
  the CRT assessments, shall not be retained

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Requirement

• School districts shall notify parents of
• Remediation requirements
• Retention consequences for failure to participate
  in required remediation(7.03.1)
• 2005-2006 school year
• This information shall be included in the student
  handbook (7.03.1)

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Prepare to build the plan

• What does an AIP and an IRI look like?
• Who develops the AIP and/or IRI?
• What information must be put on the plan?

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1. What does and AIP look like?

• What does your student need?
• ADE AIP form from NORMES
• http//normes.uark.edu/
• The local school may adjust the format as deemed
  necessary.

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(No Transcript)
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2. Who develops the AIP?

• Developed cooperatively by
• Appropriate teachers and/or
• Other school personnel knowledgeable about the
  students performance or responsible for the
  remediation
• In consultation (jointly) with the students
  parents

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Parents

• How do we reach them?
• How do we involve them?
• What is their responsibility?

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3. What information must be put on the
flexible AIP?

• Multiple remediation methods and strategies
• Should include an intensive instructional program
  different from previous years classroom
  instructional program
• Formative assessment strategies
• With periodic revisions
• Standards-based supplemental/remedial strategies
  aligned with childs deficiencies
• Implementation timeline

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1. What does an IRI look like?

• What does your student need?
• ADE IRI form currently being developed that will
  be posted on NORMES
• http//normes.uark.edu/

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2. Who develops the IRI?

• School personnel shall develop an intensive
  reading plan
• The IRI shall be developed cooperatively by
  appropriate teachers and/or other school
  personnel knowledgeable about the students
  performance or responsible for remediation

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IRI Parents or Guardians of Students
with Substantial Reading Difficulty

• Shall be notified in writing
• Child has been identified with substantial
  reading difficulty
• Description of current services being provided
• Description of the proposed supplemental
  instructional services and supports that will be
  provided

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3. What information must be put on the IRI?

• Must include intensive reading instruction
  utilizing a scientifically-based reading program
• The intensive instruction shall systematically,
  explicitly, and coherently provide instruction
  in the 5 essential elements of reading

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5 Essential Elements of Reading

• Comprehension
• Decoding and Word Recognition (Phonics)
• Fluency
• Phonemic Awareness
• Vocabulary

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IRI Components continued

• Implementation timeline
• Valid and reliable progress monitoring
  assessments
• Measure student growth toward benchmarks
• Strategies aligned with scientifically-based
  reading research
• Monitored monthly

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Deficient Performance Areas

• How do we determine deficient areas?

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Current Data

• Benchmark Raw Scores
• Rank order math roster
• Rank order literacy roster
• ITBS K-2
• Performance levels should be set soon
• Caution Commissioners Memo
• ACC-05-072

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Future Data

• Benchmark student report
• K screening results
• In addition to the requirements of Act 35
• Brainstorm

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Benchmark Examination Student Report
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Interventions

• What interventions does your school have in place
  already? (Act 35)
• Supplement
• Supplant
• Brainstorm

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Intervention Pyramid
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Possible Ways to Increase Student Accountability

• Walk students through the student report
• Conference with students as the plan is built
• Include students in the AIP P/T conference
• Assess students regularly
• High expectations hold students accountable for
  results
• Conference with students on a regular basis
• Add new interventions as needed

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Implementation Plan for IRI

• September 23 (Train the Trainer)
• Video Conference Initial introduction of IRI
  on-line system for
• Identifying qualifying children
• Documenting plan for intervention
• Collecting initial evaluation data
• Monitoring progress of children toward goals
• Parent notification
• Monitoring for key personnel
• Reporting for school, district, co-op, state

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Implementation Plan for IRI

• September 23 (Train the Trainer)
• DIBELS training at Arch-Ford (afternoon)

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Implementation Plan for IRI

• October 6 and 7
• Intervention Training
• Follow-up after building training
• Topics
• Analyzing DIBELS results
• Identifying intervention strategies
• Writing effective interventions

Note Oct. 6 is designated for those new to
DIBELS. Oct. 7 will be training for those who
have received summer DIBELS training or those who
have used and feel proficient in the
administration of DIBELS.
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Implementation Plan for IRI

• October 19
• Smart Teleconference Effective Interventions
• Support piece to Summer Conference Whatever It
  Takes
• Act 35

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Final words..

• Practice the power of networking with other
  educators.

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Based on most current edits revisions as of
August 26, 2005

• Cathy Ramsey, Principal
• Reagan Elementary School
• Rogers, Arkansas
• cramsey_at_reagan.k12.ar.us
• Candie Watts, School Improvement Specialist
• Arch Ford Education Cooperative
• cwatts_at_afsc.k12.ar.us