ACSIP APPROVAL RUBRIC

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ACSIP APPROVAL RUBRIC

• The twenty-two step process

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The Twenty-two Steps.

• Mission Statement
• Priorities
• Supporting Data
• Analysis of CRTs
• Analysis of NRTs
• Non-Academic data
• Goal Statements
• Benchmarks
• Interventions
• Actions
• Action Types

• Title I T.A. Components
• Comprehensive Plan
• Title I Requirements
• Title I Schools in SI
• Districts in SI
• Title II-A Requirements
• Title III Requirements
• Title IV-A Requirements
• Title V Requirements
• Title VI Requirements
• State Categorical Funds

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The beginning
All interventions/actions are data driven. The
data is the most important source of information
in creating a comprehensive plan that provides
steps to help students meet challenging state
academic standards.
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3 Steps in the ACSIP approval process

• 1. The goal statement
• This is a conclusion of a needs
  assessment which should narrow the focus of the
  priority by addressing specific weaknesses based
  on data disaggregation/analysis and trend data.

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3 Steps in the ACSIP approval process

• 2. Interventions
• All interventions include
  scientifically- based research citations that
  include source, title, author, and date.
  Research should include the most current
  available research related to targeted areas.
  ADE Laws, Rules Regulations are not considered
  as appropriate citations.

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3 Steps in the ACSIP approval process

• 3. Actions
• A. All interventions have multiple,
  sequential steps of sufficient detail required to
  implement and maintain the intervention.

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3 Steps in the ACSIP approval process

• 3. Actions (cont.)
• B. Action statements are stated
  detailed enough so that any attached action
  types are clearly explained.

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3 Steps in the ACSIP approval process

• 3. Actions (cont.)
• C. Action statements match any funding
  designations (Ex. If salary and benefits,
  action should state what position is being funded
  FTE.

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Sample Goal Statement

• The following is taken from an elementary school
• All students will improve in reading and
  comprehension and written expression, with
  additional attention to practical and literary
  reading passages and content and style writing
  domains.

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Sample Data Statement

• GRADE 3 BENCHMARK EXAM2007 COMBINED POPULATION
  110 students were tested and 52.7 scored
  proficient or advanced. The analysis of the open
  response and multiple-choice questions in the
  three types of reading passages revealed that the
  lowest identified area(s) were Content-Open
  Response. The analysis of the open response
  questions in the five writing domains revealed
  that the lowest identified area(s) were Content
  and Style. STUDENTS WITH DISABILITIES (IEP) 10
  students were tested and 10.0 scored proficient
  or advanced. The analysis of the open response
  and multiple-choice questions in the three types
  of reading passages revealed that the lowest
  identified area(s) were Literary-Open Response
  and Content-Open Response. The analysis of the
  open response questions in the five writing
  domains revealed that the lowest identified
  area(s) were Content and Style.

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Data Statement (cont.)

• GRADE 3 IOWA TEST OF BASIC SKILLS (ITBS)2007
  COMBINED POPULATION 121 students were tested and
  54.5 had an NPR score of 50 or above. The
  analysis of the reading subtests revealed
  weaknesses in Reading Comprehension. EXCEPTIONAL
  STUDENT IDENTIFICATION (IEP) There was no
  significant number of Exceptional Student
  Identification students tested to report
  assessment data. LIMITED ENGLISH PROFICIENT
  (ELL) 21 students were tested and 28.6 had an
  NPR score of 50 or above. The analysis of the
  reading subtests revealed weaknesses in
  Vocabulary. FREE OR REDUCED LUNCH 59 students
  were tested and 35.6 had an NPR score of 50 or
  above. The analysis of the reading subtests
  revealed weaknesses in Vocabulary. CAUCASIAN 85
  students were tested and 65.9 had an NPR score
  of 50 or above. The analysis of the reading
  subtests revealed weaknesses in Reading
  Comprehension. AFRICAN AMERICAN There was no
  significant number of African-American students
  tested to report assessment data. HISPANIC 17
  students were tested and 23.5 had an NPR score
  of 50 or above. The analysis of the reading
  subtests revealed weaknesses in Reading
  Comprehension.

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Sample Intervention

• Intervention ________ Elementary uses the
  Comprehensive Literacy approach to vocabulary
  instruction as detailed in Bringing Words to Life
  (2002).
• Scientific Based Research National Reading Panel
  Report, Teaching Children to Read, (2000) Beck,
  Isabel, McKeown, Margaret, Kucan, Linda, Bringing
  Words to Life, The Guilford Press, (2002).

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Sample Actions

• Title I funds will be used to purchase materials
  that support the implementation of the Arkansas
  Literacy Model, including professional books for
  teachers, guided reading books for students, and
  manipulatives condusive to the program needed to
  support teachers receiving this training and
  teachers already trained. Teachers participate in
  Comprehensive Literacy training such as ELLA,
  ELF, DRA, or Effective Literacy for Content Areas
  provided by the local educational cooperative to
  learn about Vocabulary Instruction. Action Type
  AlignmentAction Type EquityAction Type
  Professional Development
• Person responsible Principal
• Timeline Start 07/01/2007 End 06/30/2008
• Resources Outside Consultants----Teaching Aids
• Source of funds Title I - Materials Supplies
  29237.00

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Sample Actions (cont.)

• _____ Elementary will collectively evaluate the
  vocabulary program based on the progress made in
  reading (item-by-item analysis) and writing
  (style) on the 2007 Benchmark Exams and pre and
  post target assessments administered by the
  district.
• Action Type CollaborationAction Type Plan
  Evaluation
• Person responsible Fourth Grade Teacher
• Timeline Start 07/01/2007 End 06/30/2008
• Resources Administrative Staff---District
  Staff---Performance Assessments---Teachers
• ACTION BUDGET 0.00

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Sample Actions (cont.)

• A PROFESSIONAL DEVELOPMENT follow up session of
  the book study "Bringing Words to Life" will be
  held for teachers to discuss their implementation
  of strategies from the book to improve
  vocabulary. Action Type CollaborationAction
  Type Professional DevelopmentAction Type Title
  I Schoolwide
• Person Responsible Assistant Principal
• Timeline Start 07/01/2007 End 06/30/2008
• Resources Administrative Staff----Teachers
• ACTION BUDGET 0.00