Presentation on theme: "Academic Improvement Plans"— Presentation transcript:
1 Academic Improvement Plans Arkansas Department of EducationRules Governing the Arkansas Comprehensive Testing, Assessment & Accountability Program & the Academic Distress ProgramSeptember 1, 2005
2 Academic Improvement Plans Meeting the individual needs ofevery 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 bothIn deficient academic areasFor 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 CRTAny student in grades K-2 failing to achieve at the proficient level on the State mandated NRTIEP 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 instructionSchool personnel shall develop and IRI (Intensive Reading Improvement Plan) for any student identified with substantial reading difficultyIEP meets requirements if it addresses reading deficiencies
10 Substantial Reading Difficulty the State Board of Education shall establish performance levels forK-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 05-06Data Source for AIPNotProficientK-2 Substantial Reading DifficultyK*Fall 05 Uniform Readiness Screening (Reading)AIPDelayed on URS1K- ITBSBelow Basic on ITBS21st – ITBS3**2nd - ITBS43rd - Benchmark54th - Benchmark*K Math ?**NRT Data for CRT Based AIP
14 K-2 Substantial Reading Difficulty K - Delayed on URS 1st - Below Basic on ITBS Reading2nd - Below Basic on ITBS ReadingIRIDIBELSK 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 & IRIAIP in math and/or literacy for any student not meeting the proficient levelResults of EOC assessments shall become part of each student’s transcript or permanent recordAn IRI can serve as the literacy AIP for students in K-2IRI = LITERACY AIP
16 ConsequencesStudents 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 ConsequencesRemedial 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 graduationBeginning 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 ConsequencesAny 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 ConsequencesAny 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 requirementsRetention consequences for failure to participate in required remediation(7.03.1)school yearThis 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 NORMESThe local school may adjust the format as deemed necessary.
24 2. Who develops the AIP? Developed cooperatively by: Appropriate teachers and/orOther school personnel knowledgeable about the student’s performance or responsible for the remediationIn 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 strategiesShould include an intensive instructional program different from previous year’s classroom instructional programFormative assessment strategiesWith periodic revisionsStandards-based supplemental/remedial strategies aligned with child’s deficienciesImplementation 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 planThe 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 writingChild has been identified with substantial reading difficultyDescription of current services being providedDescription 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 programThe intensive instruction shall systematically, explicitly, and coherently provide instruction in the 5 essential elements of reading
31 5 Essential Elements of Reading ComprehensionDecoding and Word Recognition (Phonics)FluencyPhonemic AwarenessVocabulary
32 IRI Components continued… Implementation timelineValid and reliable progress monitoring assessmentsMeasure student growth toward benchmarksStrategies aligned with scientifically-based reading researchMonitored monthly
33 Deficient Performance Areas How do we determine deficient areas?
34 Current Data Benchmark Raw Scores ITBS K-2 Rank order math rosterRank order literacy rosterITBS K-2Performance levels should be set soonCaution: Commissioner’s MemoACC
35 Future Data Benchmark student report K – screening results In addition to the requirements of Act 35Brainstorm
39 Possible Ways to Increase Student Accountability Walk students through the student reportConference with students as the plan is builtInclude students in the AIP P/T conferenceAssess students regularlyHigh expectations; hold students accountable for resultsConference with students on a regular basisAdd new interventions as needed
40 Implementation Plan for IRI September 23 (Train the Trainer)Video Conference: Initial introduction of IRI on-line system forIdentifying qualifying childrenDocumenting plan for interventionCollecting initial evaluation dataMonitoring progress of children toward goalsParent notificationMonitoring for key personnelReporting 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 7Intervention TrainingFollow-up after building trainingTopics:Analyzing DIBELS resultsIdentifying intervention strategiesWriting effective interventionsNote: 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 19Smart Teleconference: “Effective Interventions”Support piece to Summer Conference & Whatever It TakesAct 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, PrincipalReagan Elementary SchoolRogers, ArkansasCandie Watts, School Improvement SpecialistArch Ford Education Cooperative