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

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Presentation on theme: "Academic Improvement Plans Arkansas Department of Education Rules Governing the Arkansas Comprehensive Testing, Assessment & Accountability Program & the."— Presentation transcript:

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 Lisa Fernandez

4 Act 35 of the 2 nd 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 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)  1 st & 2 nd – students who score in the below basic category on the State Reading Assessment in the previous school year

12 05-06Data Source for AIPNot Proficient K-2 Substantial Reading Difficulty K* Fall 05 Uniform Readiness Screening (Reading) AIPDelayed on URS 1K- ITBSAIPBelow Basic on ITBS 21 st – ITBSAIPBelow Basic on ITBS 3**2 nd - ITBSAIP 43 rd - BenchmarkAIP 54 th - BenchmarkAIP **NRT Data for CRT Based AIP*K Math ?

13 05-06Data Source for AIPNot Proficient Additional Requirements 65 th -BenchmarkAIP 76 th -BenchmarkAIP 87 th -BenchmarkAIP EOC Algebra EOC Algebra ExamAIP Participation in remediation program EOC Geo. EOC Geo. ExamAIP Participation in remediation program H.S. Literacy H.S. Literacy ExamAIP Participation in remediation program

14 K-2 Substantial Reading Difficulty K - Delayed on URS 1 st - Below Basic on ITBS Reading 2 nd - Below Basic on ITBS Reading IRI DIBELSDIBELS K who are delayed must be evaluated with DIBELS within 30 days of receiving URS results. 1 st & 2 nd 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… 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?

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.

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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 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 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


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