Academic Intervention Services Plan

The Whitesboro Central School District shall identify students to receive AIS through a two-step process. First, students performing below the median scale score between a Level 2/partially proficient and a Level 3/proficient on a grade 3-8 English Language Arts (ELA) or Mathematics state assessment shall be considered for AIS. Upon identification of a student for consideration for AIS, the district shall then use a district developed procedure, to be applied uniformly at each grade level, for determining which students shall receive AIS. After the district considers a student’s scores on multiple measures of student performance, the district determines whether a student is required to receive AIS.

In addition to the New York State Assessments, the multiple measures that the district will apply to determine which students shall receive AIS services may include, but are not limited to:

• Development Reading Assessments
• Benchmark assessments for reading and math
• DIBELS
• Unit and lesson assessments for ELA, mathematics, science, social studies and LOTE
• Final school averages
• Psychoeducational evaluations
• Parent and teacher input
• STAR Assessments
• Regents Exams
• Final School Averages or Mid-Year Averages
• Credit Recovery Programs

Academic Intervention Services (or AIS) are those services designed to help students achieve the learning standards in English language art and mathematics in grade K-12 and social studies and science in grades 4-12. These services include two components:

1. Additional instruction that supplements the general curriculum (regular classroom instruction); and/or
2. Student support services needed to address barriers to improved academic performance. These support services could include, but are not limited to, the following:

• Academic intervention services in reading and/or math (formerly remedial reading/math services)
• Guidance services
• Counseling services
• Study Skills enhancement
• Assessments
• Diagnostic screening for vision, learning and physical difficulties
• Services to improve attendance
• Coordination of services provided by agencies
• Referral to Student Support Team (SST) or Committee on Special Education (CSE)
• Social work assessment
• Psychological/Psychiatric evaluations

Several scheduling options are available to the school districts for the purpose of providing the academic intervention services. Such options may include, but are not limited to, the following:

• Within class staffing that reduces student – teacher ratios (Co-teaching, team teaching)
• Extended school day, i.e. beyond the regular school day and/or school year
• Extra periods/time during the school day (i.e. utilization of study hall periods)
• Before-school sessions
• After-school sessions
• Summer school
• In grade 6 all students to receive 40 minutes of strategies in ELA and Math 3 times in a 6-day cycle

The provision of academic services shall continue until a student’s performance:

• Meets or exceeds the state designated performance level on the next state assessments; or
• Is shown likely to meet or exceed the state designated performance level on the next state assessment through achievement on the district-selected instruments

Students eligible for AIS, including those with disabilities and/or limited English proficiency, are:

• Those who score below the designated performance levels on elementary, intermediate and commencement-level state assessments in English language arts, mathematics, social studies and science; and/or
• Students who are limited English proficient and do not meet performance standards in English; and/or
• Students enrolled in a bilingual program that do not meet performance standards in their native language.
• Students who are recommended through the Student Support Team process.

The parent(s) or the person(s) in parental relation to the student must be notified in writing, by the building principal, that his/her child will be receiving academic intervention services. Such notice must be provided in English and translated, when appropriate, into a parent’s native language.

The written notification must include the following:

• A summary of the academic services to be provided
• the reason the student needs such services
• the consequences of not achieving the expected performance levels

Written parental notification shall also be provided, by the principal, when academic intervention services will be discontinued. The written notification shall include the following:

• The criteria for ending service
• The performance levels obtained on district-selected assessments, if appropriate; and
• A translation, where appropriate, into the native language of the parents(s)

Districts are required to provide on-going communication to the parent(s) or person(s) in parental relation to the student receiving academic intervention services. The parent(s) shall be provided an opportunity to consult with the student’s regular classroom teacher(s) and other staff providing academic intervention services, at least once per semester. Parents shall also be provided with reports on the student’s progress at least once each quarter. Quarterly A.I.S. reports are placed in report cards by AIS providers.

The district should, in a timely manner, listen to parental concerns, share evidence of the student’s need for academic intervention services, and work with the parent(s) to assure the provision of appropriate academic intervention services. The district is required to follow the regulations established by the Commissioner of Education regarding the provision of Academic Intervention Services. Placement in educational programs during the regular school day remains the responsibility of the district and school.

How does a district determine which students are eligible for academic intervention services?

Students eligible for AIS, including those with disabilities and/or limited English proficiency, are:

• Those who score below the designated performance levels on elementary, intermediate, and commencement-level State assessments in English language arts, mathematics, social studies, and science;
• Those at risk of not meeting State standards as indicated through the district-adopted or district approved procedure, including those K-3 students who lack reading readiness; and
• LEP/ENL students who do not achieve the annual designated CR Part 154 performance standards as stipulated in the evaluation design of the CR Part 154 application packets.
• Classroom/remedial teachers review data: develop and implement A.I.S. plan, maintain documentation of services.

If a student scores at or above designated levels on the re-test, academic intervention services are terminated; and the parent receives written notification of test, score(s) and termination of services. The SST may recommend to continue AIS services.

If a student scores below designated levels on state assessments or locally applied multiple measures:

• Parent notification letter is submitted to the building principal for signature.
• The student academic intervention services plan is reviewed and modified, if necessary.
• The plan is implemented.

What is the “State designated performance level” on State assessments for the purpose of including students in the academic intervention services program?

Each year the elementary and intermediate State assessments will have four designated performance levels on each assessment. All students who score below level 3 (in levels 1 and 2) are eligible to receive academic intervention services. At the high school level, students who score below the approved local passing grade on State assessments required for graduation are eligible to receive academic intervention services.

The services for particular students should vary in intensity based on their needs. Scoring at level 1 or 2 on State assessments does not automatically determine the intensity of service.

To determine the level of intensity needed by any student who scores below the designated State performance level, districts are advised to review other measures and sources of evidence to determine if a particular score on a State assessment is indicative of that student’s overall level of performance and to determine AIS accordingly. (See Question 8 regarding multiple measures and Questions 37, 38 and 39 regarding intensity of services.)

Standardized letters and report forms will be utilized district-wide. These items include:

• Parental notification of test score(s) and the initiation of academic intervention services.
• Parental notification of test score(s) and termination of academic intervention services.

Samples of these forms follow. Each principal will adapt the form9s) for his/her building by placing on building letterhead.