STRATEGIC MONITORING/INTERVENTION PROCESS

1. STRATEGIC MONITORING/INTERVENTION PROCESS Leading to AIPs

2. The Strategic Monitoring Intervention Processing Plan was created to: • Assist schools in effectively identifying targeted students for the MSAs • Consistent monitoring of student performance data by subgroups • Strategically matching correct intervention with individual student need • Evaluating effectiveness of intervention and make changes as necessary

3. Step 1 Identify the Annual Measurable Objectives (AMO) for all subgroups for the current academic year, specifically focusing on subgroups of concern in meeting AYP.

4. Step 2 Estimate the total number of students in each subgroup needed to reach the AMO.

5. For Step 1 and 2 – use Excel Spread sheet MSA Calculators Insert previous years % Insert new AMO Insert new numbers for cells- final date Sept 30th

6. Step 3 • Create Excel spreadsheets, collect current data (include any data for unknown students) for each student in the subgroup.

7. Who are our target students? How do we determine them? Sort from greatest MSA score to the least Safe Harbor Confidence Interval AMO

8. Should we be concerned with FARMS? Is it the neediest cell? Yes and no Consider for AIP not in first sweep of MAS data

9. AIP DATA

10. Process AIP Sample from 6th grade new this year

11. Strategies for Kids with AIP’s • Scientifically based classroom interventions – drop down (Graphic Organizers) • Math and Reading Intervention (Common wheel, Fast Math) • After School Programs • Schedule Changes (read 180, Corrective reading) • Mentor

12. Reading AIP - Considerations for selecting targeted students What we know from the end of the year examination of walk through and MAP-R data? MSA trend- history over time Hispanic and Special Education

13. SMT- Who are our targeted students? Students were selected 10 points above cut for SAFE harbor proficiency as many as 15 -20 toward CI and AMO, sorted by last name duplicates are sorted and eliminated to create a final list for your review.

14. Total numbers

15. Grade level breakout groups make final selection for AIP’s Who are our target students? Who will we assign AIPs? If we select all, who will we talk about first at AIP meetings? 6th grade AIPs 7th grade AIPs 8th grade AIPs Kimberly Levine LaFaye Burris Jeanette Roy Beth A. Garner Amie Dorr Kevin Joseph Brittany Trail Rhonda Tildon Troy  Turner Ann C Ashbery Leigh Ann Coleman Joe Rubens Lisa Rudacil Robyn Hart Shawaan Williams Jaqueline Atkinson-Varjao Gina Ruocco Keir N Lewis Mike Wolf Margaret K. Browning Jeanette Roy Sharon Fitzgerald Andrew C. Wilson

16. Target for 8th Reading Summarize your analysis /discussion regarding your selection of AIP students. Describe next steps for meeting and sharing with the teachers the names of these students. Show graphic of selected AIP students Task for groups- decide how to present/share your selections, along with your decision making process with the whole group

17. Target for 8th Reading

18. Target for 7th Reading Target for 7th Reading

19. Target for 6th Reading Target for 6th Reading

20. SMT Step 4 • Using the predictor data from the STM, “reorder” the students for subgroups: • most likely to make proficient/advanced with no interventions • most likely to make proficient/advanced with limited interventions • most likely to struggle to make proficient/advanced without significant interventions • Put the new numbers into the calculators to find out who is rising and who is falling • As a result some will be added to the AIPs

21. Print out the AIP for teachers at the meeting

22. Next steps • The final group for AIPs will be presented to teams • Teachers are given the names of all targeted students to begin to identify them in their classroom. • See if they continue to have an AIP from last year, AIPs become academic passports that follow the student from grade to grade. • Keir is going to share the SMT and make predictions with you