Drilling Down to Drilling Down to IndividualIndividual Students Students

Using Academic Intervention Plans to Make AYP Attainment Personalized

Margaret Rudt, SDT E. Brooke Lee Middle School

Jennifer D. Morrison, SDTBaker Middle School

AgendaAgenda

• Overview essential questions and desired outcomes

• Review protocols for the session• History of how the AIPs came to be used• Description of AIP process and uses View video of actual team using AIP process Summarizer• Evaluation

Essential QuestionsEssential Questions• What kinds of tools are we currently using at

our school to gather data on individual students?

• How I do, as school leader, to support examining data within our school?

• What teaching strategies do my teachers need to meet the identified recommendations of the AIP students?

Desired OutcomesDesired OutcomesBy the end of this session, participants will be able

to:• Understand the Academic Intervention Plan (AIP)

process and how it works in different populations

• Understand how the AIP process targets individual students for “the right intervention at the right time”

• Observe and reflect on an AIP team meeting

History of Academic History of Academic Intervention Plan Intervention Plan

Implementation at Baker and Implementation at Baker and Lee Middle SchoolsLee Middle Schools

• Collect applicable data on students• MSA math and reading scores for several

years

• MAP-R scores over several administrations

• Math unit exams

• Attendance records

• Grades, particularly in language arts/reading and math

• Review data in collegial groups to determine students in need of intervention

AIP ProcessAIP Process

AIP ProcessAIP Process• Establish objectives and SMART goals for each

targeted student

• Determine action steps to help students achieve the SMART goal and criteria to determine the effectiveness of interventions

• Meet regularly to discuss targeted students’ progress and record reflections on the plan

• Make adjustments to the plan as necessary

Remember –Remember –

The AIP is a flexible, living The AIP is a flexible, living document that will require document that will require

adaptation and change throughout adaptation and change throughout the year as interventions work or the year as interventions work or don’t work, as teachers come to don’t work, as teachers come to

know their students, and as more know their students, and as more data is collected.data is collected.

AIP- What data is collected?AIP- What data is collected?

• Look at the sample AIPs from Baker Middle School and E. Brooke Lee Middle School

• In you group, take 2 minutes to discuss salient points of the two AIP documents

The objective and SMART

goal

The collection of data

Interventions

BAKER MIDDLE SCHOOLStudent Academic Intervention Plan

Reflection Section serves as “running record” of intervention success

Strategic Monitoring Data Base used to Select Students for the Academic Intervention Plan (AIP)

After reviewing the data points, teachers discuss each student individually to determine if an AIP is required. If so, the team determines goals for the student, appropriate interventions to help the student reach the goal, and which data will be used to monitor progress.

LEE MIDDLE SCHOOLStudent Academic Intervention Plan

The team said Kevin’s helpful, attentive,

participates in activities works well in small groups.

Next, the mentor shared her observations with the team.Kevin came infrequently to

meet with her. He is generally

disorganized.

After the mentor and counselor shared their data

the team discussed classroom interventions.

Teachers observed Kevin is slow to respond to stimuli

and repeatedly leaves belongings behind. Appears

disorganized

Why Do it? Results Baker Middle School

Why Do it? Results Baker Middle School Comparison of MSA Proficiency Data, 2006-2008

SubjectTitle

SubgroupTitle

2007 AMOCurre

nt

2007 Attend/Prof%

2006 AMO 2006 Attend/ Prof%

Change 2008 AMONext

Needed for 2008

Reading All Students 66.30 88.10 61.50 81.70 6.40 71.10 —

Reading American Indian 66.30 100.00 61.50 na na 71.10 —

Reading Asian 66.30 94.30 61.50 85.70 8.60 71.10 —

Reading African American 66.30 73.30 61.50 68.20 5.10 71.10 —

Reading White 66.30 90.80 61.50 85.40 5.40 71.10 —

Reading Hispanic 66.30 77.20 61.50 64.30 12.90 71.10 —

Reading FARMS 66.30 72.1061.50 45.30 26.80 71.10

—

Reading Special Education 66.30 60.2061.50 38.50 21.70 71.10

10.90

Reading Limited English 66.30 72.7061.50 60.00 12.70 71.10

—

Math All Students 50.00 84.00 42.90 79.70 4.30 57.20 —

Math American Indian 50.00 100.00 42.90 na na 57.20 —

Math Asian 50.00 80.00 42.90 85.70 —5.7 57.20 —

Math African American 50.00 64.00 42.90 59.10 4.90 57.20 —

Math White 50.00 87.70 42.90 83.90 3.80 57.20 —

Math Hispanic 50.00 77.20 42.90 64.30 12.90 57.20 —

Math FARMS 50.00 62.8042.90 44.00 18.80 57.20

—

Math Special Education 50.00 57.8042.90 29.20 28.60 57.20

—

Math Limited English 50.00 54.5042.90 40.00 14.50 57.20

2.70

Attendance All Students 93.40 95.80 na na na 93.50 —

Why Do it? Results Lee Middle School

Video: AIP Team Meeting…

Questions and AnswersQuestions and Answers

Frequently Asked Questions Frequently Asked Questions Tri-FoldTri-Fold

SummarizerSummarizerOn your tri-fold identify:• 3 new pieces of information you gained

from this session

• 2 questions you still have regarding AIPs

• 1 thing you plan to use or share with someone at your school

Please complete the plus/delta Please complete the plus/delta evaluation on your own and evaluation on your own and leave sheets in the middle of leave sheets in the middle of

the table.the table.

Thank you and please contact Thank you and please contact us with additional questions or us with additional questions or

need for guidance!!need for guidance!!

Jennifer and Margaret