Drilling Down to Individual Students:

Drilling Down to Drilling Down to Individual Students:Individual Students:

Using Academic Intervention Plans to Make AYP Attainment Personalized

Jennifer D. Morrison, SDTBaker Middle School

Margaret Rudt, SDTE. Brooke Lee Middle School

OutcomesOutcomes• 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

Baker MSA DataWhy Do it? Results

Baker Middle School

—93.50nanana95.8093.40All StudentsAttendance

2.7057.2014.5040.0042.90

54.5050.00Limited EnglishMath

—57.2028.6029.2042.90

57.8050.00Special EducationMath

—57.2018.8044.0042.90

62.8050.00FARMSMath

—57.2012.9064.3042.9077.2050.00HispanicMath

—57.203.8083.9042.9087.7050.00WhiteMath

—57.204.9059.1042.9064.0050.00African AmericanMath

—57.20—5.785.7042.9080.0050.00AsianMath

—57.20nana42.90100.0050.00American IndianMath

—57.204.3079.7042.9084.0050.00All StudentsMath

—71.1012.7060.0061.50

72.7066.30Limited EnglishReading

10.9071.1021.7038.5061.50

60.2066.30Special EducationReading

—71.1026.8045.3061.50

72.1066.30FARMSReading

—71.1012.9064.3061.5077.2066.30HispanicReading

—71.105.4085.4061.5090.8066.30WhiteReading

—71.105.1068.2061.5073.3066.30African AmericanReading

—71.108.6085.7061.5094.3066.30AsianReading

—71.10nana61.50100.0066.30American IndianReading

—71.106.4081.7061.5088.1066.30All StudentsReading

Needed for 2008

2008 AMONext

Change2006 Attend/ Prof%

2006 AMO 2007 Attend/Prof%

2007 AMOCurre

nt

SubgroupTitle

SubjectTitle

Comparison of MSA Proficiency Data, 2006-2008


2.7057.2014.5040.0042.90


—57.2028.6029.2042.90


—57.2018.8044.0042.90

62.8050.00FARMSMath

—57.2012.9064.3042.9077.2050.00HispanicMath

—57.203.8083.9042.9087.7050.00WhiteMath


—57.20—5.785.7042.9080.0050.00AsianMath



—71.1012.7060.0061.50


10.9071.1021.7038.5061.50


—71.1026.8045.3061.50



—71.105.4085.4061.5090.8066.30WhiteReading


—71.108.6085.7061.5094.3066.30AsianReading



Needed for 2008

2008 AMONext



2007 AMOCurre

nt

SubgroupTitle

SubjectTitle


Why Do it? ResultsBaker Middle School


2.7057.2014.5040.0042.90


—57.2028.6029.2042.90


—57.2018.8044.0042.90

62.8050.00FARMSMath

—57.2012.9064.3042.9077.2050.00HispanicMath

—57.203.8083.9042.9087.7050.00WhiteMath


—57.20—5.785.7042.9080.0050.00AsianMath



—71.1012.7060.0061.50


10.9071.1021.7038.5061.50


—71.1026.8045.3061.50



—71.105.4085.4061.5090.8066.30WhiteReading


—71.108.6085.7061.5094.3066.30AsianReading



Needed for 2008

2008 AMONext



2007 AMOCurre

nt

SubgroupTitle

SubjectTitle



2.7057.2014.5040.0042.90


—57.2028.6029.2042.90


—57.2018.8044.0042.90

62.8050.00FARMSMath

—57.2012.9064.3042.9077.2050.00HispanicMath

—57.203.8083.9042.9087.7050.00WhiteMath


—57.20—5.785.7042.9080.0050.00AsianMath



—71.1012.7060.0061.50


10.9071.1021.7038.5061.50


—71.1026.8045.3061.50



—71.105.4085.4061.5090.8066.30WhiteReading


—71.108.6085.7061.5094.3066.30AsianReading



Needed for 2008

2008 AMONext



2007 AMOCurre

nt

SubgroupTitle

SubjectTitle


But can we attribute these numbers to the AIPs?

YES!

How?

All AIP StudentsMath

0102030405060708090

100

% Passed

% Not Passed5

16

11

26

1315

All AIP StudentsReading

0102030405060708090

100

% Passed

% Not Passed8

12

18 18 1113

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)

Completing the AIP

These are notes that reflect student progress, behavior

changes, revisions in interventions, parent

conferences, etc.

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

Think about what programs your

students are currently participating in and/or

have been recommended for over

the summer or next year.

What evidence will we use to evaluate how we are meeting

this child’s needs.

These ideas are a result of biweekly

intervention meetings.

SMART FILE

As students demonstrate continued proficiency on all tracked data points, they are moved to the SMART file.

As students demonstrate continued proficiency on all tracked data points, they are moved to the SMART file.

Student is identified for an AIP.

Discussions about student reveal shyness and discomfort in talking in groups.

Team determines one intervention is to provide safe opportunities for student to share in non-verbal or low-risk ways.

Team asks SDT to provide and model strategies so teachers can more effectively support student’s needs.

“Steps” to Successfully Meeting Student Needs

Teachers use strategies with student, monitor impact through AIP discussions,and document results on AIP running records.

Teams discuss Is this student

being successful on the targeted data points?

Team leader Places student in

“smart” file

Teams continue to discussstudent in AIP meetings

Continues to monitor; Bring student back to full

AIP participation if data deems

Team leader sets agenda

Team members bring academicdata related to AIP interventions

Teams examine key data pointsDetermined for strategic monitoring

Move new students in need to AIP pool

Yes

No

Suggested Role Responsibilities for AIP Success

Team Leader

• Facilitate creation of initial AIPs by examining data and strategically selecting students and appropriate interventions

• Monitor the implementation of interventions as determined by individual AIPs

• Set AIP meeting agenda

•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

Team Members:

• Help create initial AIPs by examining data and strategically selecting students and appropriate interventions

• Implement classroom interventions as determined by individual AIPs


•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

Staff Development Teacher

• Support teams in examining 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


Principal/Administrator:

• Participate in AIP discussions

• Ensure all participants are regularly attending meetings (including counselors)

• Ensure quality and integrity of AIP plans

• Support teams with determined interventions

• Maintain “big picture” of AIPs throughout the school


We aren’t the only ones…

Updates?• Newport Mill• Sligo• Silver Spring International• Other schools

Other schools have decided to implement AIPs.

Documents

Drilling Down to Individual Students: