Anda di halaman 1dari 45

Academic Improvement Plans

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

Academic Improvement Plans


Meeting the individual needs of every student.

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

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.

Quotes from Commissioner Dr. 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

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.)

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

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

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

Substantial Reading Difficulty


2005-2006 the State Board of Education

shall establish performance levels for K-2 that define substantial reading difficulty

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

05-06 Data Source for AIP K*


Fall 05 Uniform Readiness Screening (Reading)

Not K-2 Substantial Proficient Reading Difficulty AIP Delayed on URS

1
2 3** 4 5

K- ITBS
1st ITBS 2nd - ITBS 3rd - Benchmark 4th - Benchmark
*K Math ?

AIP
AIP AIP AIP AIP

Below Basic on ITBS


Below Basic on ITBS

**NRT Data for CRT Based AIP

05-06 Data Source for AIP 6 7 8


EOC Algebra

Not Additional Proficient Requirements AIP AIP AIP AIP


Participation in remediation program

5th-Benchmark 6th-Benchmark 7th-Benchmark EOC Algebra Exam

EOC Geo.
H.S. Literacy

EOC Geo. Exam


H.S. Literacy Exam

AIP
AIP

Participation in remediation program


Participation in remediation program

K-2 Substantial Reading Difficulty


K - Delayed on URS D I B E L S

http://dibels.uoregon.edu IRI

1st - Below Basic on ITBS Reading


2nd - Below Basic on ITBS Reading

IRI
IRI

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.

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

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

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.

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

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

Requirement
School districts shall notify parents of

Remediation requirements Retention consequences for failure to participate in required remediation(7.03.1) This information shall be included in the student handbook (7.03.1)

2005-2006 school year

Prepare to build the plan


1. What does an AIP and an IRI look like?
2. Who develops the AIP and/or IRI? 3. What information must be put on the

plan?

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.

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

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

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

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/

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

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

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

5 Essential Elements of Reading


Comprehension
Decoding and Word Recognition

(Phonics) Fluency Phonemic Awareness Vocabulary

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

Deficient Performance Areas


How do we determine deficient

areas?

Current Data
Benchmark Raw Scores

Rank order math roster Rank order literacy roster Performance levels should be set soon

ITBS K-2

Caution: Commissioners Memo


ACC-05-072

Future Data
Benchmark student report
K screening results In addition to the requirements of Act 35

Brainstorm

Benchmark Examination Student Report

Interventions

What interventions does your

school have in place already?

(Act 35)

Supplement Supplant

Brainstorm

Intervention Pyramid

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

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

Implementation Plan for IRI


September 23 (Train the Trainer)

DIBELS training at Arch-Ford (afternoon)

Implementation Plan for IRI


October 6 and 7

Intervention Training
Follow-up Topics:

after building training

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.

Implementation Plan for IRI


October 19

Smart Teleconference: Effective Interventions


Support

piece to Summer Conference & Whatever It Takes Act 35

Final words..

Practice the power of networking with other educators.

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


Cathy Ramsey, Principal Reagan Elementary School Rogers, Arkansas cramsey@reagan.k12.ar.us Candie Watts, School Improvement Specialist Arch Ford Education Cooperative cwatts@afsc.k12.ar.us