According to TEC 28.0213, every student who does not pass the state assessment must have an “Intensive Program of Instruction.” TEC 28.0213 (e) clarifies that Special Education students must have an IPI designed by an ARD committee. Texas Education Code § 28.0213. INTENSIVE PROGRAM OF INSTRUCTION. (a) A school district shall offer an intensive program of instruction to a student who does not perform satisfactorily on an assessment instrument administered under Subchapter B, Chapter 39...(e) For a student in a special education program under Subchapter A, Chapter 29, who does not perform satisfactorily on an assessment instrument administered under Section 39.023(a), (b), or (c), the student's admission, review, and dismissal committee shall design the program to:(1) enable the student to attain a standard of annual growth on the basis of the student's individualized education program; and(2) if applicable, carry out the purposes of Section 28.0211*.
What We Do
Intensive Programs of Instruction are instructional practices adapted to respond to the complex needs of students not meeting standards on state assessments in grades 3-8 and EOC. Difficulties meeting state assessment standards in any academic subject area may or may not be related to the student’s area of disability.
- Enables the student to maintain a standard of annual growth on the basis of the student’s Individualized Education Plan.
- Provides opportunities for accelerated instruction each time the student fails to meet standards in grades 3-8.
- Ensures collaboration between the Grade Placement Committee (GPC) and ARDC in grades 5 and 8 to determine additional interventions and accelerated instruction needed for progression to the following grade level.
- The special education teacher or SLP, for speech only students, and the general education teacher, of the area of need, collaborate to determine a program that meets the individualized needs of the student.
- Teachers determine interventions that will be provided to help the student make annual academic growth in the area of need.
- Intervention is documented in an AIP Plan in Eduphoria.
- Teachers review and discuss the appropriateness of current accommodations/ modifications/ supplemental aids, if appropriate, and make suggestions for changes as needed.
- The final determination of the Intensive Program of Instruction will be made by the ARDC .
Students in 5th and 8th grades, who did not meet standards, are permitted to retake the State Assessment up to three times. If the student continues to not meet standards, the ARDC and Grade Placement Committee must collaborate to determine placement or retention for the upcoming year. This decision along with the updated Intensive Plan of Instruction should be documented in an ARD prior to the start of the school year. For all other students in grades 3 – 8 and EOC an Intensive Plan of Instruction is required. A Brief ARD or an Amendment to the ARD must be completed to discuss the Intensive Program of Instruction within 30 calendar days of the campus receiving Confidential Student Report. The Intensive Program of Instruction is addressed in esped under Statement of Intensive Program of Instruction. It may also be addressed through:
- IEP goals & objectives specific to the academic area in which standard was not met
- Accommodations and/or Modifications
- Schedule of Services
IPI/AIP for all Non non-SSI (5/8th Reading & Math) Failures to Meet Standard.Ex. Science 8th Grade, Biology, Writing, Social Studies 8th Grade, U.S. History, etc.For all students taking STAAR Assessments, and who did not meet standards, an IPI/AIP is required. A Revision ARD (or amendment if no change of services is required) must be convened to discuss the IPI/AIP within 30 calendar days of the campus receiving the student's STAAR Report Card. The IPI/AIP must be addressed in the deliberations and must be detailed in the IPI/AIP section of eSped. It may also be addressed through:
- The Special Ed Teacher will distribute all pertinent information determined at the ARD to all teachers involved in implementing the plan (general & special education teachers at the campus and/or SSI summer program).
- The General Education teacher will ensure that the AIP is documented and/or updated accurately in Eduphoria.
The IPI must include frequency, duration, and location and must be explicit in how the intervention will target the student's individual achievement gaps as shown on the STAAR results. See IPI/AIP ExampleDistribution:
- IEP Goals & Objectives specific to the academic area in which standard was not met in
- Accommodations and/or Modifications
- Schedule of Services
- The Case Manager will lead a discussion and distribute all pertinent information determined at the ARD to all teachers involved in implementing (general & special education teachers at the campus and/or SSI summer program).
Template for Documenting Intensive Programs of Instruction in the IEP
After reviewing (student’s name) performance on the (state assessment failed), the ARD Committee has determined that (student’s name)’s area(s) of need are as follows:
1. (Need one)
2. (Need two, etc)
(This could be identifying the areas the child struggled with on the state assessment, i.e. demonstrate an ability to understand and analyze a variety of written texts across reading genres. However, it might also be the underlying reason the child did not do well, i.e. the student was unable to stay on task throughout the course of the assessment, leading to questions not being answered. The ARD committee should have a discussion as to the reason(s) the child did not do well.)
Based on (Student’s Name)’s needs in relation to (his/her) performance on (State Assessment and Subject Area taken), the following intensive program of instruction has been developed:
(Components of the IPI would be listed here per state assessment subject area. You must always list the component of the plan followed by frequency, duration, and location. It also helps to specify who will be providing the support, i.e. general or special education. You can have general education providing supports as part of the IEP.) The following is an example for a student who failed STAAR Reading.
1. (Student) will participate in reading tutorials after school one time a week. During tutorials, instruction will focus on (areas defined as weaknesses on state assessment).
2. (Student) will participate in monthly iStation checkpoints with (whom, i.e. the general education reading teacher).
3. (Student) will participate in iStation interventions (how many times per week, per month) during (when, i.e. pull-out instruction) with (whom, i.e. special education teacher).
4. (Student) will participate in Accelerated Reader (how many times per week, per month) in (what setting) with (whom).
5. The following IEP goals have been added to address (student’s) areas of need as identified by the STAAR Reading Assessment:
a. IEP Goal 1
b. IEP Goal 2
6. The following instructional support has been added to address (student’s) areas of need as identified by the STAAR Reading Assessment:
a. Additional support (i.e., AI service time has been increased from 30 minutes 2x a week to 30 minutes 3x a week)
b. Additional support (i.e., In-class support will remain at 30 minutes per reading and writing with an additional 30 minutes of pull-out support to address ELA goals.)
- &n& did not demonstrate proficiency on the ( year & name of state test). Accelerated instruction will be provided through online tutorials and intensive group sessions 30 minutes 5 times weekly. This small group will be using a research-based program that will target the identified objectives that were not met on the STAAR test.
- &n& did not demonstrate proficiency on the 2016 STAAR Math test. An intensive program of instruction using E2020/Plato and Think Through math online curriculum will be provided 30 minutes daily. In addition, small group intervention with TEA provided research-based program that will target the identified objectives that were not met on the STAAR test will be provided 30 minutes 1 time weekly for the remainder of the year.
- &n& will be attending an intensive program of instruction in reading for two 30 minute sessions a week. This small group class will be using a research-based program that will target the identified objectives that were not met on the STAAR test. &n& will also attend a 30 minute session 2 times a week in math in which research-based strategies will be taught in targeted areas of weakness.
- &n& will participate in Istation interventions with a reading interventionist 4 days per week for 45 minutes each session. This is to address areas of weakness in reading as shown on 2016 STAAR Reading test.
- &n& will be provided 30 minutes daily of in-class support daily for Reading to address areas of weakness identified on 2016 STAAR Reading test.
Keep in mind there are other supports you can offer a student beyond tutorials, iStation, and Accelerated Reader.
The IPI, as with everything in the ARD process, should be individualized and based on student needs.
Intensive Program of Instruction - ARD Deliberations Examples
***Based on &n&’s needs in relation to performance on STAAR (subject) and (subject), an intensive program of instruction was developed to address areas of identified weaknesses.
You can add more details from your IPI plan, but it is not necessary. Be sure to mark “considered” or “provided” under LRE for Intensive Program of Instruction and Accelerated Instruction as appropriate.
OR (Example for H.S. participation only student)
&n& is a current Xth grade student who did not meet satisfactory standards on state assessments for last year's US History EOC assessment.
To address areas of weakness &n& will work on US History with the ________ computer learning program during SE Study Skill class 30 min. per day for 2 days a week for the remainder of this school year.
Areas of identified need based on her US History EOC results are as follows:
- demonstrate an understanding of issues and events in U.S. history. 11/30
- demonstrate an understanding of the role of government and the civic process in U.S. history. 3/10
- demonstrate an understanding of economic and technological influences on U.S. history. 5/16
At her previous Annual ARD meeting it was determined that &n& met state assessment requirements through participation only. Katelyn is on track to graduate with her cohort class at the end of this school year and is not in danger of not graduating.
(You could have put this under IPI plan in the ARD and just used top statement to indicate it was determined, and LRE pgs to show it was considered.)