Drilling Down to Individual Students:

1. Drilling Down to Individual Students: Using Academic Intervention Plans to Make AYP Attainment Personalized Jennifer D. Morrison, SDT, Baker Middle School Margaret Rudt, SDT, Col. E. Brooke Lee Middle School

2. Outcomes • Compelling why – data • History of how the AIPs came to be used • Definition of AIP and Connection to Strategic Monitoring • Description of AIP process and uses • Discussion flow-chart • Responsibilities outline • We’re not the only ones… • Evaluation

3. Baker MSA Data

4. But can we attribute these numbers to the AIPs? YES! How?

5. All AIP StudentsMath 16 26 15 13 11 5

6. All AIP StudentsReading Between 33-47% of all students targeted with an AIP passed the MSA!!!!!! (29 out of 86 in math 37 out of 80 in reading) 12 13 18 18 11 8

7. Lee Data Of the 128 AIP students, 46 showed dramatic growth from fall to winter on the MAP-R 28 of these students are Hispanic 17 have IEPS 34 are FARMs 12 are ESOL

8. Over time, strategic monitoring showed improved MSA predictions for AIP students.

9. The Breakdown Based on Twenty Points Above and Below

10. Of All of the 129 Students Who Have AIPs: • 29 are RELL • 64 are both FARMs and Hispanic • 27 are both FARMs and African American • 39 are in the Special Education sub group • 41 count in 3 or more cells • 8 are Hispanic, FARMs, LEP, and Special Education

11. What we learned about identifying students for AIPs? AYP Targets:

12. Completing the AIP The OBJECTIVE identifies what the target is for this student. This could be formative or summative. • The SMART goal is • Specific • Measurable • Attainable • Result Oriented • Time Sensitive These ideas are a result of biweekly intervention meetings. What evidence will we use to evaluate how we are meeting this child’s needs.

13. Completing the AIP These are notes that reflect student progress, behavior changes, revisions in interventions, parent conferences, etc. Automatically updates in file maker Think about what programs your students are currently participating in and/or have been recommended for over the summer or next year.

14. How did we predict proficiency for the AIP students to identify new students or to retire an AIP?

15. AIPs Strategically Monitored on Teams

16. Confidence Interval AMO Drilling Down SPED

17. Where are they kept for teams?

18. SMART FILE As students demonstrate continued proficiency on all tracked data points, they are moved to the SMART file. While still on our radar, they take less of a priority based on data.

19. “Steps” to Successfully Meeting Student Needs Teachers use strategies with student, monitor impact through AIP discussions, and document results on AIP running records. Team may ask SDT to provide and model strategies so teachers can more effectively support student’s needs. Team determines one intervention is to provide safe opportunities for student to share in non-verbal or low-risk ways. Discussions about student reveal shyness and discomfort in talking in groups. Student is identified for an AIP.

20. Team leader sets agenda Team members bring academic data related to AIP interventions AIP Discussion Process Teams examine key data points Determined for strategic monitoring Is this student being successful on the targeted data points? Place student in “smart” file Yes Continue to monitor; Bring student back to full AIP participation if data deems No Continue to discuss student in AIP meetings Move new students in need to AIP pool

21. Team Leader Facilitate creation of initial AIPs by examining data and strategically selecting students and appropriate interventions Implement and provide communication about interventions as determined by individual AIPs Set AIP meeting agenda Suggested Role Responsibilities for AIP Success • Facilitate discussions • Assign necessary roles (recorder, time keeper) • Ensure AIPs are maintained and updated after meetings • Communicate team needs and suggestions to administration, SDT, counselor, and other pertinent personnel

22. Team Members: Help create initial AIPs by examining data and strategically selecting students and appropriate interventions Implement interventions as determined by individual AIPs Suggested Role Responsibilities for AIP Success • Prepare for AIP discussions by providing evidence and data to support or refute effectiveness of interventions • Participate in AIP discussions • Support team leader with AIP updating

23. Staff Development Teacher Support teams inexamining data and strategically selecting students and appropriate interventions Support Team Leaders in preparation for meetings Support team and provide input at AIP discussions Provide necessary strategies, training, or support to teachers as determined by students’ individual interventions Help ensure integrity and quality of AIP documents Maintain “big picture” view of schoolwide AIPs Communicate between groups of stakeholders Suggested Role Responsibilities for AIP Success

24. Principal /Administrator: Participate in AIP discussions Ensure all participants are regularly attending meetings (including counselors) Ensure quality and integrity of AIP plans through monitoring Support teams with determined interventions Maintain “big picture” of AIPs throughout the school Suggested Role Responsibilities for AIP Success

25. We aren’t the only ones… • Newport Mill • Sligo • Silver Spring International • Takoma Park • Argyle Other schools have decided to implement AIPs.

26. Next Steps: Force FieldAnalysis • Drivers • Restrainers