Creating/Editing an IRIP

Creating/Editing an IRIP

An individual student's IRIP is accessed by clicking the Student Information icon a class in which the student is enrolled. Then selecting the student, and navigating to the "IRIP Plans" page.

Image showing the Student Information icons highlighted.
Image showing the IRIP Plans option selected in the menu

Creating a Plan

To create a new plan, click the "New Reading Plan" button.

All student information displayed is for fake students.

Student Information

  1. A slide out will appear to enter the name of the teacher, and relevant dates related to the IRIP. Enter the name of the classroom teacher, then add the date of the identified reading deficiency, the date the parent/guardian was notified, how they were notified, and the date the plan was implemented. Push the Submit button to create the plan.
Image showing the student information section filled out with fake data
  1. Now that the plan has been created, click the button to Edit the newly created plan.
Image showing the Edit button highlighted
  1. Add the current year and grade level to the IRIP. (Clicking this button in future years would turn the IRIP into a multi-year plan.)

  1. Use the drop-down menu next to the Add Parent/Guardian button to search for Contacts in PowerSchool. Identify the parents/guardians and click the "Add Parent/Guardian" button as many times as needed.

Section 1 - Considerations

  1. "Does the student have an identified disability with goals specific to reading addressed in an Individual Education Plan (IEP)?"
    1. If the student does not have an IEP, or does not have reading goals in their IEP, set this to no.
    2. Setting this to yes will make several sections of the IRIP read-only as the information that would be entered into those sections is already contained in the student's IEP. (Sections 2, 3, 5, and 6)
  2. "Did this student score in the lowest level overall on the literacy screening tool?"
    1. Mark no if the student is not identified as Intensive Support on the mClass screener and/or they are at the 20th percentile or above on a department approved screener.
    2. Set this to yes if they are identified as Intensive Support or below the 20th percentile on a dept. approved literacy screener. This enables Section 6 - After-School intervention.

Image showing the menu options under the edit configuration button

Section 2 - Student Individual Reading Improvement (IRIP) Development

Section 2 is used to record the development process for the IRIP. 
  1. Click the "Add IRIP Development Entry" button and enter the date of the collaboration, whether it was written or verbal collaboration, and notes about what took place. 
  2. Once done, click the Submit button.

Image showing the development entry slide-out
  1. After Saving the notes, entry boxes will appear to record the team members that participated in the development of the IRIP. Make sure to click the "+" box on the line to save the information.

Image showing the Add Member slide out populated with fake data.

  1. If necessary, additional development entries can be created.

Section 3 - Data used to inform the IRIP

  1. If any additional testing data was used to verify the results of the mClass screener, the "Add Assessment" button can be clicked and the user will be presented with an opportunity to add the name of the assessment, the date it was given, and notes about the results. Once done, click the Save button.
  2. Other considerations that were taken into account, Strengths, and Needs can be entered in the remaining fields in Section 3. It is important to remember that to click the Submit button after entering data, otherwise it will not be retained.
Image showing the buttons in the Data section highlighted.

Section 4 - Instructional Focus

Section 4 is used to document the Tier I through Tier III interventions supporting the student. 
  1. Record the number of days per week and minutes per day of Tier I instruction supporting the student by clicking the "Edit Tier I" button.
  2. To records Tier II/Tier III Interventions, click the "Add Intervention" button.
Image showing the buttons to add Tier I data and interventions highlighted.
  1. Based on the student's needs, select an Area of Focus. As fields are entered in this area, they following fields will update responsively (though you may need to click next to (not on) each drop-down menu after your selection is made to get the following fields to refresh - different web browsers handle this functionality differently). For example, selecting phonics will display only the interventions that have been configured to support phonics.) Make sure to push the Submit button after adding an intervention.
  2. Multiple interventions can be created to fully document the support a student is receiving.

Section 5 - Reading Support at Home

If the student will have reading interventions occurring at home, they can be entered in Section 5. Adding interventions to Section 5 functions identically to adding interventions in Section 4.

Section 6 - After-School Intervention

If the student will have reading interventions occurring after school (because they need intensive support) they can be entered in Section 6. Adding interventions to Section 6 functions identically to adding interventions in Sections 4 and 5.

Section 7 - Progress Monitoring and Reporting to Parents

Teachers are required to notify parents of progress 10 times over the course of the year. Section 7 allows for progress monitoring and notification of parents to be recorded. (Creating a parent notification implies that progress monitoring occurred at the same time. However, a student can undergo progress monitoring without notifying a parent if they are being frequently monitored. 
Image showing the Monitoring section

Image showing the progress monitoring menu populated with fake data.

Finalizing a Plan

Once a plan has been completed, you must scroll back to the top of the plan and click the "Change Document Status" button and set the IRIP Status to "Final'. This will Lock the plan to prevent an accidental changes and trigger an alert for the student in both the admin and teacher portals.

Finalized plans are still able to have progress monitoring/parent notification entries recorded.


Modifying a Plan

Unlocking a Plan

In order to make any modifications to the plan, it must be unlocked. This can be done by clicking the button to edit a finalized plan and then clicking the "Unlock Plan for Editing" button.
image showing the edit button for a finalized IRIP plan 


Image showing the IRIP Status set to Draft.

Adding an Additional Year to an IRIP

If an IRIP is going to be carried over to a new school year, it must be unlocked, and then the year can be added to the existing plan. After selecting the year, the grade will auto-populate. Save the additional year by clicking the plus button after selecting the new year.

Section 8 - Change in Student Individual Reading Improvement Plan

Section 8 has two purposes:
  1. Documenting changes to the IRIP - the IRIP always reflects the current services being given to a student. If a student's plan changes and some services are no longer needed, they need to be removed, but what the interventions that were in place need to be documented when removed.
  2. IRIP Discontinuation - If a student shows sufficient progress onto screener and no longer needs Tier II and Tier III interventions, this section is used to document the discontinuation.

Document Changes

  1. Click the "Add Change" button
  2. Select a Change Type, write a narrative, and enter the determination date and the date that change starts.
  3. Add the team members and click the "Add Change" button.
image highlighting the Add Change button




IRIP Discontinuation


Image showing the slide out that allows a plan to be discontinued

Section 9 - Summer Reading Plan for Third Grade Students

Students who are moving from grade 3 to grade 4, but are still well below the benchmark are supposed to receive summer services in order to promote to 4th grade. Section 9 is used to document those summer services. It functions identically to adding interventions in sections 4, 5, and 6.
summer reading intervention section

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