What is an appropriate intervention strategy?
An appropriate intervention strategy is
· Data-based and student-centered, addressing individual learning needs and styles.
· Designed to help a student reach the benchmark or achieve a standard.
· Monitored in an ongoing manner through formative and interim assessments.
· Applied in a systemic manner; not limited to one class, course or place.
· Facilitated by individuals who have been trained to implement the strategy.
· Applied with fidelity, adhering to guidelines for research-based practices.
· Fluid enough to allow flexibility to move students forward as the benchmark or standard is achieved.
Are there particular intervention strategies that should be used for a student to receive a second paid administration of the ACT?*
To receive a second paid administration of the ACT, a student should complete an intervention plan that is:
· connected to content through the Program of Studies
· data-based, data-driven
· designed to improve content knowledge so that students may meet the Council on Postsecondary Education’s (CPE) standards for entry into a credit-bearing course at a public post-secondary institution
*In addressing implementation of SB 130 for the 2010-12 biennium, HB 406, the Budget Bill, limited the students eligible for KDE-supported retakes of the ACT to only those eligible for free or reduced price meals. However, since no funding was included in the final version of HB 406 to pay for any KDE-supported ACT retakes during the biennium, absent any future appropriation from the General Assembly, no KDE-supported retakes of the ACT assessment will be available to students for the 2008-2010 biennium.
What is the timeline for EPAS interventions?
EPAS interventions may begin once schools and districts receive EXPLORE, PLAN or ACT data. The planning and implementation may continue until a student or group achieves the benchmark or standard. With EPAS, the implementation period may continue until students take the next formal assessment, possibly a period of one year or more.
How much accelerated learning should students complete to be eligible for the paid retake of the ACT?*
Since each district, school and student population may evidence various needs, schools have the freedom to choose delivery options as long as they are responsive to student needs.
*In addressing implementation of SB 130 for the 2010-12 biennium, HB 406, the Budget Bill, limited the students eligible for KDE-supported retakes of the ACT to only those eligible for free or reduced price meals. However, since no funding was included in the final version of HB 406 to pay for any KDE-supported ACT retakes during the biennium, absent any future appropriation from the General Assembly, no KDE-supported retakes of the ACT assessment will be available to students for the 2008-2010 biennium.
Will the intervention strategies be different if 20% or more students from a particular school do not meet the benchmark for English, reading or math on one or more of these assessments?
The intervention strategies must ensure that the needs of the individual students, as well as the needs of the school or district, are met. A strategy from the school or district level may address issues such as delivery options, staff assignments or weaknesses relating to core coverage, particularly when 20% or more students are not meeting a content benchmark.
Documentation Process
How should districts document the intervention strategies and student completion? May they use the paper IGP if they are not using the web-based ILP?
If more than 20% of the students fail to meet college readiness standards, the school must look at systemic issues, such as the alignment of the core curriculum to the Program of Studies and Core Content for Assessment; the organization and sequencing of courses; student access to core courses; assignment of teaching staff; organization of the extended school services program, etc. Systemic issues may be addressed in the Comprehensive School and District Improvement Plans as appropriate, with progress reports on implementation provided to the school council and the local board of education.
The school is responsible for documenting its intervention strategies for each student needing accelerated learning because of deficiencies or needing more advanced coursework in the individual learning plan, either in paper or electronic format. Once this has been in place for several years, best practice would begin with an examination of the success of the strategies previously implemented based on the students’ 8th-grade EXPLORE and 10th-grade PLAN results and making modifications as needed.
The department plans to modify the Individual Learning Plan and the student information system to assist schools in tracking this information.
Will the same intervention and strategies and documentation process apply to students who do meet the benchmarks for EXPLORE and PLAN?
The law calls for students who meet or exceed the benchmarks to receive counseling to take more challenging coursework, such as more difficult classes or Advanced Placement, and for schools to work with students, parents and teachers to identify, assess and remedy academic deficiencies prior to high school graduation. The documentation procedure for this process should be determined at the local level, but should be coordinated with the students’ individual learning plan.
Will KDE require an approval process before a student may be eligible for the ACT retake? If so, what will that look like?*
Yes, the local district will need to provide the names of the students eligible to retake the ACT with a letter of assurance from the superintendent that the students participated in accelerated learning designed to address identified academic deficiencies. Violations will be identified through currently existing monitoring systems.
*In addressing implementation of SB 130 for the 2010-12 biennium, HB 406, the Budget Bill, limited the students eligible for KDE-supported retakes of the ACT to only those eligible for free or reduced price meals. However, since no funding was included in the final version of HB 406 to pay for any KDE-supported ACT retakes during the biennium, absent any future appropriation from the General Assembly, no KDE-supported retakes of the ACT assessment will be available to students for the 2008-2010 biennium.
How should a school document the intervention plan if 20% or more of its students do not meet the benchmark for English, reading, or math on one or more these assessments?
If more than 20% of the students fail to meet college readiness standards, the school must look at systemic issues, such as the alignment of the core curriculum to the Program of Studies and Core Content for Assessment, the organization and sequencing of courses, student access to core courses, assignment of teaching staff, organization of the extended school services program, etc. Systemic issues can be addressed in the Comprehensive School and District Improvement Plans as appropriate, with progress reports on implementation provided to the school council and the local board of education.
The school is responsible for documenting its intervention strategies for each student needing accelerated learning because of deficiencies or needing more advanced coursework in the individual learning plan, either in paper or electronic format. Once this has been in place for several years, best practice would begin with an examination of the success of the strategies previously implemented based on the students’ 8th-grade EXPLORE and 10th-grade PLAN results and making modifications as needed.
KDE plans to modify the individual learning plan and the student information system to assist schools in tracking this information.
Will KDE monitor documentation and compliance with this statute? How?
Compliance will be monitored through the scholastic audit and management audit process in identified schools and with the letters of assurance provided by the district superintendent.
DOCUMENTATION CHECKLIST
- District has ensured all students have an ILP.
- Schools have developed a process for including intervention strategies for accelerated learning into the Individual Learning Plan.
- Schools have implemented a process for including intervention strategies for accelerated learning into the individual learning plan
- Schools develop and implement intervention strategies, working with teachers, parents and students.
- Schools have aligned intervention strategies with Gifted Services Plans, Individual Education Programs and Section 504 plans.
- Schools have made needed schedule changes based on ILP and ACT results
- Schools provide opportunities for ACT retake – monitor results on retake to determine effectiveness of intervention strategies.
- Districts sign assurances.
RELATED STATUTES
KRS 158.6459 Intervention strategies for accelerated learning -- Individualized learning plan -- Retake of ACT.
(1) A high school student whose scores on the high school readiness examination administered in grades eight (8), on the college readiness examination administered in grade ten (10), or on the WorkKeys indicate that additional assistance is required in English, reading, or mathematics shall have intervention strategies for accelerated learning incorporated into his or her learning plan.
(2) A high school student whose score on the ACT examination under KRS 158.6453 (4) (a) 3 in English, reading, or mathematics is below the system-wide standard established by the Council on Postsecondary Education for entry into a credit-bearing course at a public postsecondary institution without placement in a remedial course or an entry-level course with supplementary academic support shall be provided the opportunity to participate in accelerated learning designed to address his or her identified academic deficiencies prior to high school graduation.
(3) A high school, in collaboration with its school district, shall develop and implement accelerated learning that:
(a) Allows a student's learning plan to be individualized to meet the student's academic needs based on an assessment of test results and consultation among parents, teachers, and the student; and
(b) May include changes in a student's class schedule.
(4) The Kentucky Department of Education, the Council on Postsecondary Education and public postsecondary institutions shall offer support and technical assistance to schools and school districts in the development of accelerated learning.
(5) A student who participates in accelerated learning under this section shall be permitted to take the ACT examination a second time prior to high school graduation at the expense of the Kentucky Department of Education. The cost of any subsequent administrations of the achievement test shall be the responsibility of the student.
Effective: July 12, 2006
From KRS 158.6453:
(4) (b) 2. A student whose scores on the college readiness examination administered in grade ten (10) or the ACT college admissions and placement examination administered in grade eleven (11) indicate a high degree of readiness for college shall be counseled to enroll in accelerated courses, with an emphasis on Advanced Placement classes;
(13) The Kentucky Board of Education, after the Department of Education has received advice from the Office of Education Accountability; the School Curriculum, Assessment, and Accountability Council; and the National Technical Advisory Panel on Assessment and Accountability, shall promulgate an administrative regulation under KRS Chapter 13A to establish the components of a reporting structure for assessments administered under this section. The reporting structure shall include the following components:
(a) A school report card that clearly communicates with parents and the public about school performance. The school report card shall be sent to the parents of the students of the districts, and a summary of the results for the district shall be published in the newspaper with the largest circulation in the county.
It shall include but not be limited to the following components reported by race, gender, and disability when appropriate:
1. Student academic achievement, including the results from each of the assessments administered under this section;
2. Nonacademic achievement, including the school's attendance, retention, dropout rates, and student transition to adult life; and
3. School learning environment, including measures of parental involvement;
(b) An individual student report to parents for each fifth-grade student summarizing the student's readiness in reading and mathematics based on the student's fourth-grade state assessment results. The school's fifth-grade staff shall develop a plan for accelerated learning for any student with identified deficiencies;
(c) An individual report for each student who takes a high school or college readiness examination administered under subsection (4) (a) of this section that:
1. Provides the student's test scores;
2. Provides a judgment regarding whether or not a student has met or failed to meet the expectations for each standard assessed; and
3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation; and
(d) A student's scores on the ACT examination or WorkKeys assessments administered under subsections (4) (a) and (5) of this section and the ACT examination under KRS 158.6459(5) shall be recorded on his or her official high school transcript.
Effective: July 12, 2006