OVERVIEW
TO THE
ALTERNATIVE  INSTRUCTIONAL  MANAGEMENT SYSTEM
(AIMS)

A.  Definition

AIMS stands for Alternate Instruction Management System.  It is an individualized, competency-based program for basic reading skills.  Its major purpose is to help students improve their reading skills through a graduated process.   The AIMS reading program includes materials from very easy (Level A which is beginning reading) to very difficult (Level L and beyond which is college reading).  

Individualized means that each student is placed at a particular reading level  according to placement scores and works through the materials at his/her own pace and rate.  Some people work quickly, some more slowly.  Because there is no time limit for individual tests and units, the AIMS reading program allows a student to work comfortably at their own pace.

Competency-based means that the student must pass tests to move from unit to unit, and then from level to level.  The target rate of accuracy on a test is 80% or better.  When beginning a unit, a student is given an A test.  If the student scores 80% or better, the student has passed that unit, and may then move on to the next unit. If the student scores below 80% on the A test, the student must then do an assignment which has been individually tailored to the their area of weakness.  When the student has completed and corrected the assignment, the student is then given a B test.  If the  score is 80% or better, the student is then able to move on to the next unit.  Sometimes the best form of learning may come from a one-on-one lesson with an instructor or tutor.  Therefore, if a student is unable to pass a unit after the second attempt,  an instructor or tutor.  will   give special assistance that student.

The AIMS reading program has 14 levels: Level A through Level N.  There are between two and seven units per level.  Each unit covers a specific skill in reading, such as vocabulary, main idea, supporting details, map and graph reading, and critical reading.  The unit tests help identify reading strengths and weaknesses, the assignments help alleviate the weaknesses.

B.  Components

1.   Unit Tests

Each of the AIMS reading units has a test which covers specific skills in that unit:   Unit 1 covers vocabulary, Unit 2 involves reading for literal comprehension, Unit 3 covers interpretive comprehension (which includes analogies), Unit 4 helps the student become a critical reader Unit 5 is global reading, Unit 6 is functional reading (may include charts and maps), and Unit 7 is content area reading.

Unit tests may be taken in any order, but all units must be completed within a level before the student will be allowed to move on to the next level.  Again, a student is expected to get 80% of the test items correct before moving to another unit.  The AIMS Reading Checklist shows the reading levels in order and provides the number of units presently developed at each level.  To stay up-to-date and to meet student needs, AIMS is continuously revised;  tests are edited and sometimes even discarded.

Each student corrects his or her own test by scanning it through the computer in the lab area  Once the student has scanned the test, the results will print out over the printer at the reading tutor desk   The student should check with a tutor to find out if they have passed, and if not, to receive an assignment. The printout gives the total number of questions asked, as well as the total number correct.  In addition, it notifies the student of the questions missed, along with the student's incorrect response.  In this way, the student may check and learn from mistakes.

2.  Lesson Assignments

When a student scores less than 80% on a unit test, the the student is given a lesson from books or computer software as an assignment.  The lesson assignments are to be done independently, though students are encouraged to ask a tutor or instructor for explanations of directions, or for assistance with questions concerning an assignment, or for concepts which may still be confusing to the student.  Because the lab has a limited supply of assignment books and software, and because we have many students who will utilize these materials,  they can not be checked out.  The student is welcome, however, to come in during regular lab hours to work on any assignment.

There is a specific lesson assignment handout for each unit test.  The handout provides the student with the book number or software which they must complete.  Each assignment handout contains several assignments.  A tutor will highlight the areas and book numbers which will target the student's specific needs.  The student is only responsible for completing the highlighted assignments.

Students are to enter their answers on lab answer sheets which are provided.  When finished, they may correct their own work.  Answer keys may be found in the file cabinet filed under the assignment book number.

3.        Folder, AIMS Reading Checklist, and Time on Task Sheet

Each student will be given a folder where all work is kept and recorded;  the folder and its contents  must be kept in the lab at all times..  Each time a unit test is taken and/or assignments are given, that information must be recorded by a teacher or a tutor on  the time-on-task sheet.   After a unit is successfully completed, the information for total is transferred to the AIMS Reading Checklist,  This is a  yellow progress chart;  it serves as a   permanent record of a student's progress  and remains on file in the Reading Lab, even after a student has finished working on the AIMS program.