AIMS (Alternative Instructional Management System) has been utilized here in the HawCC reading program since the early nineties. Over this past decade, certain procedures have evolved, some written down and some not.  Here is an attempt to write down all present-day policies and practices that have come into effect.

When helping students progress through the AIMS Reading Program, the Reading Lab coordinator, teachers, and tutors  adhere to the  policies and practices detailed in this document.  The work of the teacher is to oversee the progress of the students within a given class or set of classes  and coordinate lab work with classroom assignments when appropriate.  The work of the tutor centers around helping students be successful at understanding concepts, taking tests, and completing lessons.  The duties of the Reading Lab coordinator/instructor is to initiate the activities for the semester, hire and train the tutors, and work with teachers  to see that AIMS procedures are followed and that student reading objectives are achieved.

1. Setting up for the Semester
2. Registration and Orientation
3. Daily Routine
4. Computer and Online Assignments
5. English 102
6. Walk-ins
7. Evaluations

I. Setting up for the Semester

1. Memo to faculty  (Reading Lab Coordinator)
1. Revise the teachers' checklist located at http://hawaii.hawaii.edu/wwwreading/Readinglab/teacherchecklist.htm
2. Update the Reading Lab Class Schedule form and attach to memo
1. includes designated lab day for each class using the Reading Lab and
2. is color-coded by level: 009/018(fall)/020R (red), 021 (blue), UHHESL (yellow), 102 (green)
3. Send out during the week the teachers return to work and  before classes start.
2. Set the semester and year on the AIMS scoring computer.  (Reading Lab Coordinator/designated tutors)
1. Type AIMS at the bottom of the menu screen.
2. Use appropriate password.
3. Type 9  for Utility Functions.
4. Type 6 for Change Default Settings.
5. Change only semester and year (e.g., S03, F04)
6. Press enter until the AIMS system quits and resets itself
3. Set up class section and get assigned class computer section number  (Reading Lab Coordinator/designated tutors)
1. Enter only those classes using AIMS.  Do NOT enter English 102 classes since they do not use the AIMS scoring machine.
2. Type AIMS at the bottom of the AIMS scoring computer.
3. Use appropriate password.
4. Type 2 for Course Section.
5. Type A for add a section.
6. Note the automatic computer section number that appears. Hit enter.
7. Type READ in the blank for Course.  Hit enter.
8. Type instructor's last name, class Alpha, days of the week, and time of day in the blanks provided, e.g.:
• MAEDA  ENG21     Hit enter.
• MWF  Hit enter.
• 11-11:50 AM  Hit enter and the screen will return to the menu.
9. Repeat process above for each new class, taking note of the computer's assigned section number.
10. Note that corrections can be made to information typed in #8 above by typing U for update.  Corrections can not be made to the semester info nor the assigned computer section number.
11. Make a list of current class sections with their AIMS computer section numbers.
4. Set up class section hanging file holders in the file cabinets
1. Using the new computer section information acquired from  above, make appropriate labels for the file cabinets for each section of classes using the Reading, e.g.
• Maeda  600
  ENG 21
2. Make a set of hanging file holders for both the working files and the permanent files cabinet drawers

         Working files are those for student work in progress
          Permanent files are those for completed units of student work.
3. Use the wide hanging files that will hold all the student folders for each section.
5. Make  class sets of lab folders  
1. Setting up sets of folders in advance (designated tutor)
1. Note, as indicated above, that there will be two sets of folders for each class section:  a set of working folders and a set of permanent folders.
2. Note that the working folders should be color-coded by level.  (This is an organizational time-saving device for later use when folders are re-filed or  sometimes misplaced.)
• 009/018(fall)/020R (red)
• 021 (blue)
• UHHESL (yellow) 
• 102 (green)
3. Note that permanent folders do not require color coding. 
4. Count folders in groups of 20.
5. Ask the Reading Lab Coordinator for  the number of sections for each level.
6. Make piles for both working and permanent files and  for the appropriate number of sections

II.  Registration and Orientation

According to the score achieved on the HawCC reading placement test (COMPASS), a student is placed into one of the several HawCC reading courses using AIMS: ESL 007,  ESL 009 (Reading Fundamentals), English 20R (Reading and Study Skills), or English 021 (Intermediate Reading).

Most students placed in English 20R or ESL 009  begin at Level F or G in the AIMS Reading Program. Most students placed in English 021 begin at Level J or where they left off in English 020R or ESL 009 if they were worked with AIMS previously.  Teachers should notify lab coordinators or tutors of any student who has been in the AIMS reading program previously. This way the student's yellow card, showing the work he/she has already completed, can be inserted into the working folder for the new semester.

1. Setting up the Class Lists notebook and keeping it up-to-date. (Designated tutor)
1. Set up dividers for each level:  UHHESL, 009, 018(fall), 020R, 021, 102
2. Request a class summary list from each teacher (Reading Lab Coordinator)
• This list will change as registration systems change.  At present the school uses Banner, an online registration system.  Each teacher has access to his/her own class list(s).  The teachers need to be reminded to print out a class summary list for each class.  This form of the list shows the student names and Banner identification numbers which the tutors will use for making labels and entering students into the AIMS computer.
3. Write the newly assigned AIMS computer section number clearly at the top of each
2. Entering the names of students into the AIMS computer program (designated tutor)
1. Type AIMS at the bottom of the AIMS scoring computer.
2. Use appropriate password.
3. Have the latest class list available.
4. Type 4 for Section Registration.
5. Type the appropriate AIMS computer section number
6. Type the AIMS ID number for the student.
1. Do NOT use social security numbers anymore even though the blank is labeled SSN.
   • It is no longer advisable to ask for Social Security Numbers for public identification. Due to the antiquity of our faithful 20-year-old scanner, we are unable to modify this feature. However, we can modify its meaning and content. Its meaning shall now refer to STUDENT SECURITY NUMBER and its content shall be derived from the student’s section number added to the last four digits of his/her Banner (registration) number. Tutors are advised to gently remind students of this modification, as it is new and can be confusing.
2. Use the following combination as an AIMS student ID number
1. the three-digit assigned AIMS computer section number
2. Plus the last four digits of the Banner student ID number (highlighted on the class list)
3. For example,  4153992
7. Type the student's last name first, followed by a comma, and the first name last
8. Press enter until you reach the last line which asks,  "At what level does  the student begin?" and type READ plus the appropriate level, e.g., READ G.  If you use dashes or only the letter level, the student will get an error message following each scoring that says the student is not registered in the course.  The scoring is not affected, but the message is often disconcerting to a student. Unless otherwise told, use this guide for entering the "appropriate level".
1. Type READ I for 021 students even though they may actually start at a higher level.
2. Type READ F for 009 and 020R students even though they may actually start at a higher level.
3. Type READ A for ESL students even though they may actually start at a higher level.
9. Press enter once and the computer will ask for the next identification number.
10. Repeat the process for each student within a section.
11. Click enter twice and the computer will process all student numbers within that class in order and eventually return to an AIMS menu.
12. Register only students using AIMS into the AIMS computer.  
1. English 102 students do NOT use AIMS except in certain cases so do not set up sections for them.
2. In cases where a 102 student completes an AIMS test,  have the student  use the number 1 as the ID and 111 as the section number.   That is the "USED for testing purposes" code;
3. That code is also used when students have difficulty scoring tests because they can't remember the ID or haven't been registered properly.
13. Add student names and IDs as teachers submit updated class lists.
3. Making individual lab folders
1. Make labels
1. An AIMS student needs to have four labels, (one for working file folder, one for permanent file folder, and two for AIMS checklist [yellow card]), each the same, e.g.,

DELA CRUZ, CAROLYN
SSN:4210556  SEC: 421
ENG 21     KIMURA
SPRING 2008
2. A 102 student needs only one, e.g.,

JONES,  FRED
ENG 102    SEC: 634
KIMURA  SPRING 2008
• ID  numbers are not needed for English 102 students since they do not score tests on the AIMS scoring computer.
2. Put dots on the labels
1. After the labels are completed for a class, put dots on each of the folders.
2. Choose a different dot color for each section number. Do your best NOT to duplicate dot colors within the same group of class numbers (e.g. Each Eng 21 class will have a different dot color.)
3. Write the appropriate section number very clearly on each dot.  (Remember a section number is the first three digits of a student ID number within a class section.) 
• This procedure may seem a bit too bureaucratic but it saves time in the future when filing many  folders from many different classes and sections or when folders have been inadvertently misfiled.
3. Put in the time-on-task sheet
4. Put in the AIMS Checklist If a student has worked with AIMS previously, he/she will already have a yellow card showing work already completed.  Be sure this card is inserted into the student's working folder for the new semester complete with new label.)
4. Setting up the Instructors Instructions notebook and keeping it up-to-date.  (Designated tutor)
1. Rearrange and/or discard previous information.
1. Divide by teacher's last name
2. Each teacher has a separate divider label.
3. Keep information such as,
1. syllabus or schedule of classes with days coming to the lab highlighted
2. special AIMS rules to follow unique to a class, e.g., leave test not passed in student folder for teacher.
3. class assignments that tutors might be requested to help with
2. Make new dividers for new teachers when necessary.
5. Have teachers check and approve the Reading Lab's final registration lists, folders, and placement information before orientations.
6. Providing orientations (Reading Lab Coordinator or teacher or designated tutor)
1. Make sure teachers have reserved LC classroom for date of orientation.
2. Use the AIMS orientation web site as a guide so that ALL relevant information concerning LC policies and AIMS testing is covered. (The web site frames are also available as overheads for regular classrooms.)

III.  Daily Routine:   

1. The student asks for class folder to work on AIMS.
   1. Ask the student for his/her computer section number and last name.
   2. If the student does not know the section number, show him/her the class schedule so he/she will know where to find this information in the future.
   3. Look in the working file drawer for the correct section number, student's last name and give him/her the folder.
2. The student requests a unit test for the first time.
   1. Always check the student's folder to see whether he/she is eligible to take the test.
   2. The student should have completed all other tests up to that level unless there is a note from the instructor designating otherwise.
   3. A few points on the order the tests should be given out that may better help students to succeed:
      1. In all levels lower than J, the student may begin with any unit test.  However, before taking the Unit 1 (Vocabulary) test, the student should study the word list.
      2. For levels J and K (ENG 21), it is best to have the student begin with either Unit 2 (Literal Comprehension) or Unit 5 (Global Skills) since these tests are the most straightforward.  Completing these units first will help ease the student into the more difficult Unit 4 (Critical Reading).
      3. In levels J and K, the student must study the reading materials for Unit 7 (Content Reading) as well as the vocabulary word list.  Make sure the student receives the handouts.  He/she may take the test when prepared. 
      4. In levels J and K, the Unit 3 (Analogies) is all analogies and the student may not be ready for this test until later in the semester.  Ask the student if he/she understands the concept of analogies; if his/her class has completed reviewing this unit.  If the student feels prepared, he/she may take the test. DICTIONARY REQUIRED
      5. Do your best to follow these guidelines.  It is part of a tutor’s job to become familiar with the test materials so that he/she can better guide the student. Ideally, at these higher levels, Unit tests 3&4 will be the last two tests completed by the student.

   4. Give the student the appropriate test (double check to make sure it is the correct test number) and a Scantron.

   5. Ask the student to leave his/her lab folder in the reading desk area in the rack provided and direct the student to the monitored testing area.

3. The student takes the test.
   1. The student completes the test by marking a Scantron (available in the reading work area) appropriately with # 2 pencil only. 
   2. The student security number may be written on the top. Student should then fill in name, subject, test number, and date. In the space marked period, the student should print the computer section number (three digit number on dot) for his/her class.
   The student works on the test in the testing area and should take only the test, the Scantron, and a #2 pencil into that area. NO texts, cell phones, ipods, or other such items are allowed; dictionary use is encouraged with all tests except vocabulary for J, K and L levels.
   4. Per their instructors, UHHESL students are not allowed to use electronic dictionaries; they may only use a paper English/English dictionary. 
   5. If there is more than one tutor on duty at a time, one should supervise the testing area. This is not always possible, but it would be advisable for a tutor to walk through the testing area periodically.
4. The student scores his/her test on the computer.

   1. The student is to score his/her own test, but it will be necessary to help many students, especially the first time.  The computer will ask for this information:

      1. student security number (seven digit number on the lab folder)

      2. computer section number

      3. test identification

   2. Be sure the student has written this information on the Scantron.

   3. The student security number is typed consecutively without dashes. Example: 4851718

   4. Test identifications all begin with UR (Unit for Reading) and are followed by the level letter, the unit number, and the form letter.  Examples: URJ1A, URG6B, URK4A.

   5. Have the student follow the instructions on the computer program.  The scanner will score the test and provide a printout of the information. (Note: If you notice that the computer is not printing, check to make sure the printer button is set to AIMS, or if the printer needs paper.)

5. The tutor receives the  printout at the Reading Lab Desk and the student brings folder to the desk to have results recorded.

Special Note: Check the printout for obvious errors.  A printout showing many, many mistakes (over 70% incorrect) and blank spaces at the end of incorrect answer list, indicates the wrong test identification may have been used or that the Scantron has stray marks or too many erasures.

1. If the student passes the unit (80% or above for most tests),  indicate this on both the level Time on Task sheet and the overall AIMS Checklist .  
   1. On the Time on Task sheet, 
      1. Write the number correct out of the total for A/C test, 
      2. Check Pass, insert the date, and write your initials.
      3. Write the approximate minutes for studying before the test was taken [important for vocabulary (1) and content area unit (7)]. 
      4. Write in the appropriate minutes for completing test (number to the nearest 5 or 10 minutes). 
      5. Total the number of minutes.
      6. Write PASS over the rest of the unit space to indicate that no more work needs to be done on that unit.
   2. On the Yellow Progress Chart (AIMS Checklist) 
      1. Write in the blanks under the appropriate unit number, the minutes spent on the entire unit, the date including the year (because sometimes students return to the program after several years), and your initials.
2. If the student doesn't pass the unit (scores below 80% on the unit test), you will need to give the student an assignment to help him/her improve in the areas on the test in which he/she did not do well. (Before giving an assignment, please check on who the instructor is as he/she may have specific guidelines to follow in place of assignment work.  However, all information on the Time on Task and Yellow Progress Chart should still be completed as follows).
   1. On the Time on Task sheet, 
      1. Write the number correct out of the total for the A/C test, 
      2. Check DNP, insert the date, and write your initials. 
      3. Write the approximate minutes for studying before the test was taken [important for vocabulary (1) and content area unit (7)]. 
      4. Write in the appropriate minutes for completing test (number to the nearest 5 or 10 minutes)
   2. On the Yellow Progress Chart, 
      • Circle the unit number that the student did not pass to give an indication that the student is still working on that unit but has not passed it.
   3. Assign with care.
      1. Select appropriate assignment from folders at the Reading Desk or print out the appropriate assignment from the Reading Lab web site Assignments link.
      2. Match the question numbers on the test printout with the categories on the assignment sheet to see in which area or areas the student needs improvement.
      3. Highlight the appropriate lesson material on the assignment sheet according to items missed per category.
      4. Keep all unit work together.  Start by placing the assignment sheet on top of the test printout and staple them together. (The completed assignment will then be stapled on top of that and so on ending with the passed test on the top.) 
      5. Give the student the highlighted assignment sheet, the book required, and an appropriate answer sheet.
      6. Help the student understand the assignment. (e. g., The EDL Word Clues books need to be explained; for any assignment involving a Single Skills Main Idea book, the student needs to understand that part of the exercise involves choosing not only the main idea but also a statement that is too broad and one that is too narrow.)
         • If the assignment is online, provide the student with the information for getting online. 
         • Note: The better you know the print and the computer materials, the more appropriate your assignments will be. 
           • Be reasonable.  Do not assign too much or too little.
           • Ask a reading coordinator to help you make appropriate and reasonable assignments.

F. The student does the lesson assignment.

1. Most of the lesson assignment work is to be done independently. However, students are encouraged to ask for help when needed. Do not be afraid to assist a student who you think needs it. Someone who is taking a long time to finish a single assignment  probably needs assistance.
2. Students will need to be reminded to complete the information on the answer sheets (i.e., name, section number, book number, etc.)  They may also need help in correcting answers. Be as helpful as you can with students. Look around and see if any student needs assistance.
3. Students doing work on the computers will need help getting into the programs. Be sure to acquaint yourself with the procedures. Procedures for each of the programs are posted on the reading area bulletin board, or ask another tutor to help you.

G. The student completes the assignment

1. The student passes the assignment (80% or above),  
   1. Make sure the student has finished and corrected the work.
   2. If the student has not finished the work or checked the answers, please have him/her do so.
   3. Offer to help if necessary.
   4. If the work is in order, staple the completed assignment work on top of the assignment sheet.
   5. Record assignment time in the appropriate place on the time-on-task sheet.
   6. The student is now ready to take the B/D test.
2. The student does not meet the minimum 80% on the assignment,
   1. Check to ensure the student used the correct answer key. (This is usually the case when nearly all answers are wrong). 
   2. If the student missed the 80% by only a few percentage points, ask the student if he/she went over the missed questions and understand the material better.  If this has been done, the student may have the B/D test.
   3. If the student missed getting the minimum 80% by more that a few percentage points, he/she may need to be assigned an additional set of questions.  If there are no other assignment questions for the unit, have the student consult with the instructor or, if time permits, go over the assignment with the student and write “I helped student by going over the assignment.  He/she is now ready to take the B/D test."
   4. Record the additional time in the appropriate place.
   5. Give the student the B/D test.

H. The student completes the second form of the test,

1. If the student passes the B/D test (80% or above for most tests), 
   1. On the Time on Task sheet, 
      1. Write the number correct out of the total for B/D test, 
      2. Check Pass, insert the date, and write your initials.
      3. Write in the appropriate minutes for completing test (number to the nearest 5 or 10 minutes). 
      4. Total the number of minutes.
      5. Write PASS over the rest of the unit space to indicate that no more work needs to be done on that unit.
      6. Staple passed test on top of completed assignment so all unit work can be kept together.
   2. On the Yellow Progress Chart (AIMS Checklist) 
      1. Write in the blanks under the appropriate unit number, the minutes spent on the entire unit, the date including the year (because sometimes students return to the program after several years), and your initials.
2. If the student misses the minimum 80% a second time by one or two points,
   1. On the Time on Task sheet, 
      1. Write the number correct out of the total for the B/D test, 
      2. Check DNP, insert the date, and write your initials.
      3. Write in the time, in minutes, for completing test (number to the nearest 5 or 10 minutes).
      4. Allow student to self-correct the answers by putting a new answer choice directly on the printout.  After the student has made the changes, correct by hand with the master key and continue marking on the time-on-task sheet.
      5. Record the new score along side the previous scores; record additional time to self-correct and total time on entire unit.
      6. Write PASS over the rest of the unit space to indicate that no more work needs to be done on that unit.
      7. Staple passed test on top of completed assignment so all unit work can be kept together.
   2. On the Yellow Progress Chart, 
      1. Write in the blanks under the appropriate unit number, the minutes spent on the entire unit, the date including the year (because sometimes students return to the program after several years), and your initials.
3. If the student misses the minimum 80% a second time by three or more points,
   1. On the Time on Task sheet, 
      1. Write the number correct out of the total for the B/D test, 
      2. Check DNP, insert the date, and write your initials.
      3. Write in the time, in minutes, for completing test (number to the nearest 5 or 10 minutes).
      4. At the bottom of the printout, write see instructor. The instructor may decide that the student will self-correct and go on or will need additional assistance.
4. Giving the student additional assistance.

1. If the instructor decides the student needs more assistance and the instructor is available, he/she may go over the test with the student.  If the instructor is not available, the tutor may be asked to do so.
2. If enough tutors and teachers are available to help other students, do this right away.
3. The student can also make an appointment to come back later.
4. Sit with the student and go over each of the questions that were missed and make sure he/she understands them. The tutor can explain to the student what he/she does not understand, but make sure it is the student who chooses the new answer.
5. After the student and the instructor/tutor have gone over the test and checked the new answers, the instructor may decide the student will be allowed to pass the unit. If this is the case, follow the same procedure as described above for the the time-on-task and AIMS Checklist.
6. If the instructor decides the student should be retested, be sure the student is given a different form of the test.  Example: If Form B/D was used for review, give Form A/C. 

I. The student completes units and levels.

1. As a student completes each unit, the times and dates are marked on both the time-on-task sheet and the AIMS Checklist.
2. All work done on a unit with the final passed test on top, can be stapled together and filed in the student's permanent folder.
3. The AIMS Checklist can be left in the student's working folder until the end of the semester. This checklist is the student's record of all AIMS work and will be used again if the student returns for lab work assigned at another time.
4. When the working folders are broken down at the end of the semester, the AIMS Checklists should be grouped by class (e.g., ESL 09, ENG 18, etc.) and put in alphabetical order.  These should be kept in a folder in the working file drawer so that when new folders are made in the new semester the AIMS Checklists for any returning students can be easily accessed. 
5. When a student has completed ENG 21, he/she should have then completed all required levels of AIMS.  The AIMS Checklists for these students should then be filed away in the designated file drawers.

J.   The tutor organizes classes of student folders, both working and permanent, assigned by the Reading Coordinator.

1. Working Folders
   1. Put the folders in alphabetical order and be sure all student folders belong in that group
   2. Check the Time on Task Form.
      1. Name, AIMS level, and section number at the top
      2. Time: minutes per lesson and total hours per unit.
      3. Dates and scores of tests.
      4. PROBLEM: use a post-it note to ask the student to see you in order to receive help in filling out the form correctly or bring it to the attention of the instructor.
   3. Compare Answer sheets with Lesson Assignment Sheet
      1. Put in order.
      2. Information on top of the answer sheet should be completed.
      3. Student should record number right or wrong.
      4. Make sure the student is doing the assignment properly. (is the student doing an entire book, e.g., Single Skills, when unnecessary?)
      5. Answer sheet should appear to be worked on, not just copied from the answer keys.
      6. Note progress.
         1. How long has student been working on lesson?
         2. Is student bogged down in a lesson and in need of help?
      7. PROBLEM: use a post-it note to ask student to see you in order to receive help.
      8. IF the student seems to have a problem understanding the material, i.e., too many wrong or slow progress, write a note to the instructor and explain your concerns.
   4. Check the AIMS checklist (yellow progress chart).
      1. Units completed should be checked.  
      2. Date filled in Time spent on entire unit.
      3.  Instructor or tutor initials.
      4. Time totaled upon completion of unit.
   5. File completed units and level sheets into the permanent file.
2. Permanent Folders
   1. Place only completed units into the permanent folder.
      1. Put passed test on the top and have all other tests, assignments, and other relevant information stapled to it..
      2. If you see an unpassed test printout with no other unit information attached, return the printout to the working folder or check to see where the other information might be.
   2. Place only completed level sheets into the permanent folder.
   3. When a student has completed a level, put all tests from that level in numerical order, put the time-on-task sheet for that level on the top and staple it together. 

IV.  Computer and Online Assignments

Many of the AIMS assignments and tests have been converted to html and are available online at the HawCC Distance Reading Lab and its extensions.  Those activities are automatically computer-corrected so a student receives immediate feedback when finishing each activity.  However, records for the assignments still need to be kept on the time-on-task sheets.  In most cases AIMS assignments that provide online options also request that the student keep track of scores and times. Tutors should remember to request online scores and times when completing the time-on-task forms.  A teacher must  monitor closely any student allowed to take AIMS tests online.  A student needs an ID and password to use the Distance Reading Lab.  Check with the Reading Lab Coordinator for specifics.

V.  English 102

English 102 (College Reading) students do not ordinarily complete AIMS activities unless directed by a teacher.  However, each English 102 section has a section number. and the student working folders are kept in the same cabinet as the folders as AIMS students.

VI.  Walk-ins

Walk-ins are students not taking a class but interested in improving their reading skills.  These students are usually those who have been enrolled in a previous semester and want reading activities to work on during the summer.  The section number for walk-ins is 111.  Any student requesting such status should check with the Reading Lab Coordinator for details.

V11.  Evaluations

During the third to the last week of a semester, the Reading Coordinator should distribute to each AIMS instructor the student evaluation forms and collect them before the semester ends.  A tutor can be assigned to tabulate the results and the Reading Lab Coordinator should make them available in the form of a report.
 

In conclusion, the major intent of these procedures is to help the student become a better reader. Be helpful, courteous, but firm. Students may not like taking a lot of tests and doing difficult assignments, but they should leave the lab after a semester's work feeling that the Reading Lab staff has been very supportive and helpful.