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

2. Academic Improvement Plans
Meeting the individual needs of
every student.

3. 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  

4. 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.

5. 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”

6. “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.)

7. AIP…the 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

8. 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

9. 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

10. Substantial Reading Difficulty
the State Board of Education shall establish performance levels for
K-2 that define substantial reading difficulty

11. 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

12. K-2 Substantial Reading Difficulty K* AIP Delayed on URS
05-06
Data Source for AIP
Not
Proficient
K-2 Substantial Reading Difficulty K*
Fall 05 Uniform Readiness Screening (Reading)
AIP
Delayed on URS 1
K- ITBS
Below Basic on ITBS 2
1st – ITBS
3**
2nd - ITBS 4
3rd - Benchmark 5
4th - Benchmark
*K Math ?
**NRT Data for CRT Based AIP

13. Additional Requirements 6 5th-Benchmark AIP
05-06
Data Source for AIP
Not
Proficient
Additional Requirements 6
5th-Benchmark
AIP 7
6th-Benchmark 8
7th-Benchmark
EOC Algebra
EOC Algebra Exam
Participation in remediation program
EOC Geo.
EOC Geo. Exam
H.S.
Literacy
H.S. Literacy Exam

14. K-2 Substantial Reading Difficulty K - Delayed on URS
1st - Below Basic on ITBS Reading
2nd - Below Basic on ITBS Reading
IRI
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.

15. 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

16. 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

17. 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 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.

18. 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

19. 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

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

21. 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?

22. 1. What does and AIP look like?
What does your student need?
ADE AIP form from NORMES
The local school may adjust the format as deemed necessary.

24. 2. Who develops the AIP? Developed cooperatively by:
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

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

26. 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

27. 1. What does an IRI look like?
What does your student need?
ADE IRI form currently being developed that will be posted on NORMES

28. 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

29. 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

30. 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

31. 5 Essential Elements of Reading
Comprehension
Decoding and Word Recognition (Phonics)
Fluency
Phonemic Awareness
Vocabulary

32. 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

33. Deficient Performance Areas
How do we determine deficient areas?

34. Current Data Benchmark Raw Scores ITBS K-2
Rank order math roster
Rank order literacy roster
ITBS K-2
Performance levels should be set soon
Caution: Commissioner’s Memo
ACC

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

36. Benchmark Examination Student Report

37. Interventions…
What interventions does your school have in place already? (Act 35)
Supplement
Supplant
Brainstorm

38. Intervention Pyramid

39. 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

40. 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

41. Implementation Plan for IRI
September 23 (Train the Trainer)
DIBELS training at Arch-Ford (afternoon)

42. 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.

43. Implementation Plan for IRI
October 19
Smart Teleconference: “Effective Interventions”
Support piece to Summer Conference & Whatever It Takes
Act 35

44. Practice the power of networking with other educators.
Final words…..
Practice the power of networking with other educators.

45. Based on most current edits & revisions as of August 26, 2005
Cathy Ramsey, Principal
Reagan Elementary School
Rogers, Arkansas
Candie Watts, School Improvement Specialist
Arch Ford Education Cooperative