IPI (Intensive Program of Instruction) & AIP (Accelerated Instruction Plans)

What's Required
Texas Education Code § 28.0213. Intensive Program of Instruction. 
(a) A school district shall offer an intensive program of instruction to a student who: 
      (1) does not perform satisfactorily on an assessment instrument administered under Subchapter B, Chapter 39; or 
      (2) is not likely to receive a high school diploma before the fifth school year following the student’s enrollment in grade nine, as determined by the district.  
(b) A school district shall design the intensive program of instruction described by Subsection (a) to:
      (1) enable the student to:        
           (A) to the extent practicable, perform at the student's grade level at the conclusion of the next regular school term; or        
           (B) attain a standard of annual growth specified by the school district and reported by the district to the agency; and     
      (2) if applicable, carry out the purposes of Section 28.0211.  
(c) A school district shall use funds appropriated by the legislature for an intensive program of instruction to plan and implement intensive instruction and other activities aimed at helping a student satisfy state and local high school graduation requirements. The commissioner shall distribute funds to districts that implement a program under this section based on the number of students identified by the district who:     
      (1) do not perform satisfactorily on an assessment instrument administered under Subchapter B, Chapter 39; or     
      (2) are not likely to receive a high school diploma before the fifth school year following the student's enrollment in grade nine, as determined by the district.  
(d) A school district's determination of the appropriateness of a program for a student under this section is final and does not create a cause of action.  
(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 .

Texas Education Code § 28.0211. Satisfactory Performance on Assessment Instruments Required; Accelerated Instruction. 
(a)  Except as provided by Subsection (b) or (e), a student may not be promoted to:     
(1)   the sixth grade program to which the student would otherwise be assigned if the student does not perform satisfactorily on the fifth grade mathematics and reading assessment instruments under Section 39.023; or     
(2) the ninth grade program to which the student would otherwise be assigned if the student does not perform satisfactorily on the eighth grade mathematics and reading assessment instruments under Section 39.023. 
(a-1)  Each time a student fails to perform satisfactorily on an assessment instrument administered under Section 39.023(a) in the third, fourth, fifth, sixth, seventh, or eighth grade, the school district in which the student attends school shall provide to the student accelerated instruction in the applicable subject area. Accelerated instruction may require participation of the student before or after normal school hours and may include participation at times of the year outside normal school operations. 
(a-2)  A student who fails to perform satisfactorily on an assessment instrument specified under Subsection (a) and who is promoted to the next grade level must complete accelerated instruction required under Subsection (a-1) before placement in the next grade level. A student who fails to complete required accelerated instruction may not be promoted. 
(a-3)  The commissioner shall provide guidelines to districts on research-based best practices and effective strategies that a district may use in developing an accelerated instruction program. 
(b) A school district shall provide to a student who initially fails to perform satisfactorily on an assessment instrument specified under Subsection (a) at least two additional opportunities to take the assessment instrument. A school district may administer an alternate assessment instrument to a student who has failed an assessment instrument specified under Subsection (a) on the previous two opportunities. Notwithstanding any other provision of this section, a student may be promoted if the student performs at grade level on an alternate assessment instrument under this subsection that is appropriate for the student's grade level and approved by the commissioner. 
(c) Each time a student fails to perform satisfactorily on an assessment instrument specified under Subsection (a), the school district in which the student attends school shall provide to the student accelerated instruction in the applicable subject area, including reading instruction for a student who fails to perform satisfactorily on a reading assessment instrument. After a student fails to perform satisfactorily on an assessment instrument a second time, a grade placement committee shall be established to prescribe the accelerated instruction the district shall provide to the student before the student is administered the assessment instrument the third time. The grade placement committee shall be composed of the principal or the principal's designee, the student's parent or guardian, and the teacher of the subject of an assessment instrument on which the student failed to perform satisfactorily. The district shall notify the parent or guardian of the time and place for convening the grade placement committee and the purpose of the committee. An accelerated instruction group administered by a school district under this section may not have a ratio of more than 10 students for each teacher. 
(d) In addition to providing accelerated instruction to a student under Subsection (c), the district shall notify the student's parent or guardian of:   
(1) the student's failure to perform satisfactorily on the assessment instrument;            
(2) the accelerated instruction program to which the student is assigned; and
(3) the possibility that the student might be retained at the same grade level for the next school year. 
(e) A student who, after at least three attempts, fails to perform satisfactorily on an assessment instrument specified under Subsection (a) shall be retained at the same grade level for the next school year in accordance with Subsection (a). The student's parent or guardian may appeal the student's retention by submitting a request to the grade placement committee established under Subsection (c). The school district shall give the parent or guardian written notice of the opportunity to appeal. The grade placement committee may decide in favor of a student's promotion only if the committee concludes, using standards adopted by the board of trustees, that if promoted and given accelerated instruction, the student is likely to perform at grade level. A student may not be promoted on the basis of the grade placement committee's decision unless that decision is unanimous. The commissioner by rule shall establish a time line for making the placement determination. This subsection does not create a property interest in promotion. The decision of the grade placement committee is final and may not be appealed. 
(f) A school district shall provide to a student who, after three attempts, has failed to perform satisfactorily on an assessment instrument specified under Subsection (a) accelerated instruction during the next school year as prescribed by an educational plan developed for the student by the student's grade placement committee established under Subsection (c). The district shall provide that accelerated instruction regardless of whether the student has been promoted or retained. The educational plan must be designed to enable the student to perform at the appropriate grade level by the conclusion of the school year. During the school year, the student shall be monitored to ensure that the student is progressing in accordance with the plan. The district shall administer to the student the assessment instrument for the grade level in which the student is placed at the time the district regularly administers the assessment instruments for that school year. 
(g) This section does not preclude the retention at a grade level, in accordance with state law or school district policy, of a student who performs satisfactorily on an assessment instrument specified under Subsection (a). 
(h) In each instance under this section in which a school district is specifically required to provide notice to a parent or guardian of a student, the district shall make a good faith effort to ensure that such notice is provided either in person or by regular mail and that the notice is clear and easy to understand and is written in English or the parent or guardian's native language. 
(i) The admission, review, and dismissal committee of a student who participates in a district's special education program under Subchapter A, Chapter 29,  and who does not perform satisfactorily on an assessment instrument specified under Subsection (a) and administered under Section 39.023(a) or (b) must meet before the student is administered the assessment instrument for the second time. The committee shall determine:         
(1) the manner in which the student will participate in an accelerated instruction program under this section; and         
(2) whether the student will be promoted in accordance with Subsection (i-1) or retained under this section. 
(i-1)  At a meeting of the admission, review, and dismissal committee of a student under Subsection (i), the committee may promote the student to the next grade level if the committee concludes that the student has made sufficient progress in the measurable academic goals contained in the student’s individualized education program developed under Section 29.005. A school district that promotes a student under this subsection is not required to provide an additional opportunity for the student to perform satisfactorily on the assessment instrument.
(i-2)  Not later than September 1 of each school year, a school district must notify the parent or person standing in parental relation to a student enrolled in the district’s special education program under Subchapter A, Chapter 29, of the options of the admission, review, and dismissal committee under Subsections (i) and (i-1) if the student does not perform satisfactorily on an assessment instrument.
(j) A school district or open-enrollment charter school shall provide students required to attend accelerated programs under this section with transportation to those programs if the programs occur outside of regular school hours. 

TEC §28.0217, §29.081, and §39.025(b-1) require that a school district provide accelerated instruction in the applicable subject area to a student who does not pass an end-of-course (EOC) assessment administered under TEC §39.023(c). Furthermore, the accelerated instruction must be provided before the next administration of the applicable assessment. These provisions also apply to students in special education, including those who take alternate state assessments. In addition, TEC §29.081 requires that a school district provide accelerated instruction to a “student at risk of dropping out of school” as described in TEC §29.081(d). A student with a disability may be considered to be at risk of dropping out of school if the student meets one or more of the statutory criteria for being in an at-risk situation that is not considered to be part of the student’s disability. Accelerated instruction is only required for students who do not perform satisfactorily on the EOC assessments that are currently required under TEC §39.023(c) (i.e., Algebra I, English I (reading/writing), English II (reading/writing), biology, and U.S. history). A school district is not required to provide accelerated instruction to students who failed an EOC assessment that is no longer required for graduation.

What We Do

Intensive Programs of Instruction (IPI) and Accelerated Instruction Plans (AIP) are instructional practices adapted to respond to the complex needs of students not meeting standard 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. However, intervention plans must be developed by the IEP Committee as the campus works to support the student in overcoming the academic deficiencies. 

Purpose:
  1. Enables the student to maintain a standard of annual growth on the basis of the student’s Individualized Education Plan.  
  2. Provides opportunities for accelerated instruction each time the student fails to meet standard in grades 3-8 and on high school STAAR EOC. 
  3. Ensures collaboration between campus instructional experts and the ARDC to determine additional interventions and accelerated instruction needed for progression to the following grade level.
Development:
  • The special education teacher and the general education teacher of the area of need collaborate to draft an intervention program that meets the individualized needs of the student.  For students who receive Speech only, the SLP will notify the campus Special Services Team Leader or Department Chair.   The campus TL/DC will coordinate a campus special education teacher to serve in this capacity.
  • Special Education and General Education teachers  collaborate to draft appropriate interventions that will be provided to help the student make annual academic growth in the area of need. 
  • Intervention data is collected and documented. Data from prior IPI/AIP can assist the ARDC identifying specific intervention strategies/supports that have demonstrated effectiveness in the past. 
  • Teachers review and discuss appropriateness of current accommodations/ modifications/ supplemental aids, if appropriate, and make suggestions for changes as needed.  
  • The final determination of the IPI/AIP plans will be made by the ARDC and documented in a Revision IEP. 
Documentation:

Students in 5th and 8th grades, who did not meet standard, are permitted to retake the State Assessment up to three times.  If the student continues to not meet standard, the ARDC must meet to determine placement or retention for the upcoming year.  This decision along with an updated IPI/AIP  should be documented in an IEP prior to the start of the school year.  

Within 5 days of the 5/8th Reading and Math STAAR Results being received, the campus is to send home notification of a STAAR Failures to the parent/guardian. The Special Education SSI Parent Letter (English / Spanish) explains the SSI process for student in Special Education and the need to convene an ARD/IEP Revision Meeting to address retesting, interventions and grade placement decisions.

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 standard, 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 students 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:  
  • IEP Goals & Objectives specific to academic area in which standard was not met in
  • PLAAFP 
  • Accommodations and/or Modifications
  • Schedule of Services 
The IPI must include frequent, 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 Example

Distribution:
  • The Case Manager will lead discussion and distribute all pertinent information determined at the ARD to all teachers involved in implementing (general & special education teachers at campus and/or SSI summer program).
Summer IPI/AIP Scheduling

Campus administrators to use the Summer IPI/AIP ARD Meeting Scheduling Request Form to request a clerk to scheduled Summer ARD Meetings for students who are not under SSI provisions and have not had the IPI/AIP ARD Meeting. An IEP Clerk will use the information to schedule ARDs with parents from central office.
  • It is the responsibility of the campus administrator to ensure that an Administrator and Special Education Teacher are present for ARD Amendments and to ensure that a properly constituted ARD Committee is convened for Revision IEP Meetings. 
  • The Special Education Department will secure a VI or AI teacher who IEP Meetings requiring their participation.
  • The IEP Clerk will send notification of the IEP Meeting or schedule a time for a phone call to complete the ARD amendment.
  • A Google calendar invite will be sent to the school principal who will be able to add staff to the invite based on the meeting type and required participant
Summer IPI/AIP Timeline
  • Requests for scheduling summer ARD meetings must be submitted by July 1 (except for transfer students)
  • All IPI/AIPs for non SSI must be complete by August 2.

Forms