academic improvement rogers

8/12/2019 Academic Improvement Rogers

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Academic

Improvement

Plans

Arkansas Department of Education

Rules Governing the Arkansas ComprehensiveTesting, Assessment & Accountability Program &

the Academic Distress Program

September 1, 2005


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Academic Improvement Plans

Meeting the individual needs of

every student.


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AIPs

Everyones Responsibility

The team with the best athletes doesn't

usually win. It's the team with theathletes who play best together."

--Lisa Fernandez,

softball legend
http://uclabruins.collegesports.com/sports/w-softbl/mtt/fernandez_lisa00.htmlhttp://uclabruins.collegesports.com/sports/w-softbl/mtt/fernandez_lisa00.html


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Act 35 of the

2ndExtraordinary Session of 2003Each student shall participate in the statewide

program of educational assessmentand

shall participate in an academic improvementplanwhen required as a result of the

assessments. The Department of Education

shall determine satisfactory proficiency levelsand shall promulgate rules and regulations of

the students academic improvement plan.


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Quotes from Commissioner

Dr. Ken James, ADE

July 19, 2005

AccountabilityAct 35

No longer talk The party is over

Now beginning to kick into action

The game has changed The U.S. is watching Arkansas


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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 ofEducation. (See 6.03 for proficiency table in the RulesGoverning the ACTAAP and the Academic Distress Program.)


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AIPthe definition

A plan

Detailing supplementalor interventionand

remedialinstruction, or both

In deficientacademic areas

For any student who is not proficient on the

state-mandated criterion-referenced

assessments and state-mandated

developmental appropriate assessmentsfor K-2


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AIPs Who?

Beginning in the 05-06 SYAny 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 NRT

IEP meets requirements if it addresses

deficient areas


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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


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Substantial Reading Difficulty

2005-2006 the State Board of Education

shall establish performance levels for

K-2 that define substantial readingdifficulty


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Substantial Reading Difficulty

Kstudents rated as delayed in both

oral communication and written

language on the Uniform Reading Scale(USR)

1st& 2ndstudents who score in the

below basic category on the State

Reading Assessment in the previous

school year


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05-06 Data Source for AIP Not

Proficient

K-2 Substantial

Reading Difficulty

K* Fall 05 UniformReadiness Screening

(Reading)

AIP Delayed on URS

1 K- ITBS AIP Below Basic on

ITBS

2 1stITBS AIP Below Basic on

ITBS

3** 2nd- ITBS AIP

4 3rd- Benchmark AIP

5 4th- Benchmark AIP

**NRT Data for CRT Based AIP*K Math ?


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05-06 Data Source for AIP Not

Proficient

Additional

Requirements

6 5th-Benchmark AIP

7 6th-Benchmark AIP

8 7th-Benchmark AIP

EOC

AlgebraEOC Algebra Exam AIP Participation in

remediation program

EOCGeo. EOC Geo. Exam AIP Participation inremediation program

H.S.

LiteracyH.S. Literacy Exam AIP Participation in

remediation program


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K-2 Substantial

Reading Difficulty

K - Delayed onURS

1st- Below Basic

on ITBS Reading

2nd- Below Basic

on ITBS Reading

http://dibels.uoregon.edu

IRI

IRI

IRI

D

I

B

E

LS

K who are delayed must be evaluated with DIBELS

within 30 days of receiving URS results.

1st& 2ndwho are below basic must be evaluated

with DIBELS within 30 days of the beginning of

school.


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AIP & IRI

AIP in math and/or literacy for anystudent not meeting the proficient level

Results of EOC assessments shallbecome part of each students transcriptor permanent record

An IRI can serve as the literacy AIP for

students in K-2

IRI = LITERACY AIP


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Consequences

Students in grades three through eight,

identified for an AIP who do not

participate in the remediation programshall be retained (7.03.2)

The local district shall determine the

extent of the required participation in

remediation as set forth in the studentAIP


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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 thecorresponding course.


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Consequences

Any student who does not score at the

proficient level on the CRT assessments

shall continue to be provided withremedial or supplemental instruction until

the expectations are met or the student

is not subject to compulsory school

attendance


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Consequences

Any student that has an AIP and fails to

remediate, but scores at the proficient

level on the CRT assessments, shall notbe retained


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Requirement

School districts shall notify parents of

Remediation requirements

Retention consequences for failure toparticipate in required remediation(7.03.1)

2005-2006 school year

This information shall be included in the

student handbook (7.03.1)


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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 theplan?


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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.
http://normes.uark.edu/http://normes.uark.edu/


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2. Who develops the AIP?

Developed cooperatively by:

Appropriate teachers and/or

Other school personnel knowledgeableabout the students performance or

responsible for the remediation

In consultation (jointly) with the students

parents


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Parents

How do we reachthem?

How do we involvethem?

What is their responsibility?


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3. What information must be

put on the flexible AIP?Multiple remediation methods and strategies

Should include an intensive instructional

program different from previous yearsclassroom instructional program

Formative assessment strategies

With periodic revisions

Standards-based supplemental/remedialstrategies aligned with childs deficiencies

Implementation timeline


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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/
http://normes.uark.edu/http://normes.uark.edu/


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2. Who develops the IRI?

School personnel shall develop an

intensive reading plan

The IRI shall be developed cooperativelyby appropriate teachers and/or other

school personnel knowledgeable about

the students performance or responsible

for remediation


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IRIParents 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


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5 Essential Elements of Reading

Comprehension

Decoding and Word Recognition

(Phonics) Fluency

Phonemic Awareness

Vocabulary


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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


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Deficient Performance Areas

How do we determine deficient

areas?


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Current Data

Benchmark Raw Scores

Rank order math roster

Rank order literacy roster ITBS K-2

Performance levels should be set soon

Caution: Commissioners MemoACC-05-072


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Future Data

Benchmark student report

Kscreening results

In addition to the requirements of Act 35 Brainstorm


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Benchmark Examination

Student Report


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Interventions

What interventions does your

school have in place already? (Act 35)

Supplement

Supplant

Brainstorm


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Intervention Pyramid


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Possible Ways to Increase

Student Accountability Walk students through the student report

Conference with students as the plan isbuilt

Include students in the AIP P/T conference Assess students regularly

High expectations; hold studentsaccountable for results

Conference with students on a regularbasis

Add new interventions as needed


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Implementation Plan for IRI

September 23 (Train the Trainer)

Video Conference: Initial introduction ofIRI on-line system for

Identifying qualifying children

Documenting plan for intervention

Collecting initial evaluation data

Monitoring progress of children toward goals

Parent notificationMonitoring for key personnel

Reporting for school, district, co-op, & state


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September 23 (Train the Trainer)

DIBELS training at Arch-Ford (afternoon)


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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.


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October 19

Smart Teleconference: Effective

Interventions

Support piece to Summer Conference &

Whatever It Takes

Act 35


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Final words..

Practice the power of

networking with other

educators.


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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 SpecialistArch Ford Education Cooperative

[email protected]
mailto:[email protected]:[email protected]

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