The Academic Intervention Monitoring System (AIMS)

1. The Academic Intervention Monitoring System (AIMS) A guidebook & questionnaires to facilitate selection & evaluation of empirically tested interventions for K-12 students with academic difficulties

2. AIMS Authors • Stephen N. Elliott and James C. DiPerna with Edward Shapiro • Collectively more than 50 years of experience with research-based intervention practices in regular & special education classrooms • Offer a theoretically balanced & functional approach to classroom interventions that values teachers’ and students’ insights and skills

3. AIMS Philosophy • Respect Teachers’ Knowledge of Instruction & their Students’ Skills • Focus on Solutions with Input from Teachers, Parents, & Students • Use Data-Driven Practices & Monitor Intervention Progress and Outcomes

4. AIMS Provides • A framework for intervention planning • Descriptions and guidelines for implementing empirically tested interventions • Methods for monitoring intervention progress and outcomes For Students like the following …..

5. AIMS Components • The AIMS Guidebook • User-friendly and includes case examples • More than 50 interventions strategies & tactics • Figures listing intervention implementation steps • The AIMS Intervention Forms • Teacher Intervention Record • Parent Intervention Record (English & Spanish) • Student Intervention Record (Grades 6-College)

6. AIMS Focuses onAcademic Competence • Academic competence (AC) is a multidimensional construct composed of the skills, attitudes, and behaviors of a learner that contribute to academic success in the classroom • AC = Academic Skills + Academic Enablers

7. Academic Skills & Enablers Targeted for Change • Academic skills are reading, language arts, maths & critical thinking • Academic enablersare interpersonal skills, motivation, engagement & study skills

8. AIMS Guidebook:Table of Contents Chapter 1. The AIMS of Interventions: An Introduction Chapter 2. Assessing for Intervention Planning Chapter 3. Planning, Implementing, & Evaluating Academic Interventions Chapter 4. Interventions to Improve Academic Enablers Chapter 5. Interventions to Improve Academic Skills Chapter 6. Taking AIMS at Academic Difficulties: Case Examples

9. AIMS Guidebook:Guideline Example Guidelines for Implementing Modeling Strategies Step 1. Establish the need to learn the skill. Step 2. Identify the skill components. Step 3. Present the model. Step 4. Rehearse the skill. Step 5. Provide specific feedback about performance. Step 6. Prepare for generalisation of skill to other situations.

10. AIMS Guidebook:Fundamental Strategies • Coaching • Modeling • Behavioral Rehearsal or Practice • Positive Reinforcement • Feedback • Activating Knowledge

11. AIMS Guidebook:Empirically Tested Strategies & Tactics • Folding-In or Drill Sandwich • Repeated Reading • Previewing • Click & Chunk • Get the Gist • Peer-Tutoring Basketball Spelling • Self-Management Spelling • Cover-Copy-Compare for Math • Key Word Problem Solving • Survey-Question-Read-Recite-Review (SQ3R) • SEE AIMS QUICK REFERENCE SOURCES FOR COMPLETE LIST OF STRATEGIES & TACTICS

12. Expectations for Student Learning Standards for Classroom Behavior Classroom Routines Instructional Orientation Instructional Delivery Instructional Grouping Progress Monitoring Review & Re-teaching Learning Time Teacher-Student Interactions Incentives & Rewards AIMS Teacher Form:Content Overview

13. AIMS Teacher Form:Rating Format • 54 Items Rated on 2 Dimensions • Helpful? (No-Moderately-Very) • Possible? (No-Yes with Support-Yes) • Sample items • Teach strategies for organising class materials • Repeat key points and instructions as lessons progress

14. Teacher Instructional Tactics • The 11 domains of instructional tactics come from the effective teaching research literature • These instructional tactics are the “building blocks” of many pre-referral interventions • The AIMS Teacher Form is NOT a teacher evaluation tool, it is a communication tool!

15. AIMS Student Form:Content Overview 7 Domains (60 items) of Behavior that Contribute to Effective Learning • Expectations for Learning & Achievement • Learning Resources • Maximising Learning During Instruction • Time Management and Organisation • Homework and Assignments • Self-Monitoring and Evaluation • Rewards and Consequences

16. AIMS Parent Form:Content Overview 5 Domains of Parenting Practices that Contribute to Effective Learning • Expectations for Learning & Behaviour • Support for Learning • Parent-Child Relationship • Home-School Communications • Behavior Management

17. AIMS Intervention Forms:Uses & Practical Characteristics • Invites teachers, parents & students to be active participants in planning interventions • Facilitates communication & documentation • Broadens the focus of the assessment to the learning environment • Takes less than 15 minutes to complete • Requires no summary scoring; item-level communication tools! • Solution Focused assessment devices

18. Summary of ACES-AIMSProblem-Solving Process 1. Identify academic concerns (ACES) 2. Analyse academic concerns within the instructional environment (AIMS) 3. Plan for intervention (AIMS) 4. Implement intervention & monitor progress (AIMS+GAS) 5. Evaluate intervention (ACES+GAS)

19. Key Points to Remember About AIMS • AIMS is solution focused • AIMS values teacher, parent & student involvement in the intervention process • AIMS provides implementation guidelines for effective intervention strategies and tactics • AIMS offers a model for planning interventions, monitoring progress and evaluating outcomes • AIMS is research-based & data driven

20. For More Information Stephen Elliott, PhD University of Wisconsin • Office Phone: 608-274-8039 • Email: snelliot@facstaff.wisc.edu James DiPerna, PhD Lehigh University • Office Phone: 610-758-3238 • Email: jcd5@lehigh.edu Thank you very much for your interest!