Transcript Academic Improvement Plans

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.
AIP’s
Everyone’s 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 assessment…and
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 student’s 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.)
AIP…the definition
 A plan
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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
AIP’s …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
Not
K-2 Substantial
Proficient Reading Difficulty
K*
Fall 05 Uniform
Readiness Screening
(Reading)
AIP
Delayed on URS
1
K- ITBS
AIP
Below Basic on
ITBS
2
1st – ITBS
AIP
Below Basic on
ITBS
3**
2nd - ITBS
AIP
4
3rd - Benchmark
AIP
5
4th - Benchmark
AIP
*K Math ?
**NRT Data for CRT Based AIP
05-06 Data Source for AIP
Not
Additional
Proficient Requirements
6
5th-Benchmark
AIP
7
6th-Benchmark
AIP
8
7th-Benchmark
AIP
EOC
Algebra
EOC Algebra Exam
AIP
Participation in
remediation program
EOC
Geo.
EOC Geo. Exam
AIP
Participation in
remediation program
H.S.
Literacy
H.S. Literacy Exam
AIP
Participation in
remediation program
K-2 Substantial
Reading Difficulty
K - Delayed on
URS
1st - Below Basic
on ITBS Reading
2nd - Below Basic
on ITBS Reading
http://dibels.uoregon.edu
D
I
B
E
L
S
IRI
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 student’s 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
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Remediation requirements
Retention consequences for failure to
participate in required remediation(7.03.1)
 2005-2006 school year
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This information shall be included in the
student handbook (7.03.1)
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
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http://normes.uark.edu/
 The local school may adjust the format
as deemed necessary.
2. Who develops the AIP?
 Developed cooperatively by:
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Appropriate teachers and/or
Other school personnel knowledgeable
about the student’s performance or
responsible for the remediation
In consultation (jointly) with the student’s
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 year’s
classroom instructional program
 Formative assessment strategies
 With periodic revisions
 Standards-based supplemental/remedial
strategies aligned with child’s 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
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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 student’s 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
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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
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
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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
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Rank order math roster
Rank order literacy roster
 ITBS K-2
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Performance levels should be set soon
 Caution: Commissioner’s Memo

ACC-05-072
Future Data
 Benchmark student report
 K – screening results
 In addition to the requirements of Act 35
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Brainstorm
Benchmark Examination
Student Report
Interventions…
 What interventions does your
school have in place already?
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Supplement
Supplant
 Brainstorm
(Act 35)
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)
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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)
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DIBELS training at Arch-Ford (afternoon)
Implementation Plan for IRI
 October 6 and 7
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Intervention Training
 Follow-up
after building training
 Topics:
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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
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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
[email protected]
Candie Watts, School Improvement Specialist
Arch Ford Education Cooperative
[email protected]