Table of Contents
- Introduction
- Eligibility for Academic Intervention Services
- State Assessments
- Local Assessments
- Types of AIS Services
- Criteria for Identification & Services Available to Meet AIS Needs in Grades K-12
- Procedures for Parent Involvement/Notification
- Student Progress Reports
- Criteria for Ending AIS Standard Forms
- Process & Timeline
- Records of Progress
- Possible Range of Academic Interventions
Introduction
As of July 1, 2000, each school district must have a written plan of the Academic Intervention Services to be offered in Grades K-12. As of July 1, 2012, districts must have a written Response to Intervention (RTI) Plan for K-4 which can be in place of, or in addition to, the AIS plan.
Academic Intervention Services means additional instruction and/or student support services which supplement the instruction provided in the general curriculum, and assist students in meeting the state learning standards. Academic Intervention Services are intended to assist students who are at risk of not achieving the state learning standards in English/Language Arts, Mathematics, Social Studies and/or Science; or who are at risk of not gaining the knowledge and skills needed to meet or exceed designated performance levels on state and/or local assessments.
Academic Intervention Services shall be made available to students with disabilities on the same basis as non-disabled students, provided that such services shall be provided in a manner consistent with the student’s individualized education program.
The Potsdam Central School District, located in St. Lawrence County, has a student enrollment of approximately 1400 students. The district believes that all students should be provided specific and appropriate opportunities for academic assistance and intervention so that they may be successful in meeting the New York State learning standards. Analysis of multiple assessments and sources of evidence will be used to identify students that are eligible for AIS.
The following District Description of Academic Intervention Services (AIS) includes criteria for eligibility, and two (2) components of AIS:
- Additional instruction that supplements the general curriculum (regular classroom instruction); and/or
- Student support services needed to address barriers to improved academic performance.
Kindergarten – Grade 4
Services provided in ELA and Mathematics
Grades 5-12
Services in ELA, Math, Social Studies, and Science
Eligibility for Academic Intervention Services
Students who fail to meet the designated state performance standards or district approved procedures should be considered for AIS, though this should not be the sole criteria used to determine eligibility.
In grades where no state assessments are given, students will be eligible for AIS if they are determined to be at risk of not meeting state standards, according to criteria established by the district. The district procedure will always be used when a student is absent for all or part of a state assessment, or when a student transfers in.
State Assessments
- Students in grades 4 – 8 will be eligible for AIS if they score below the designated performance level (or state determined cut score) on the elementary or intermediate state assessments in ELA, Mathematics, Science or Social Studies and they meet locally-determined eligibility criteria. This may include teacher recommendation and/or performance on in-class assessments.
- Students in grades 9 – 12 will be eligible for AIS if they score below the approved passing grade on a Regents exam required for graduation in ELA, Mathematics, Science, or Social Studies. Students in 9th grade will be eligible if they score a 1 or 2 on the Grade 8 Assessments and also meet other locally determined eligibility criteria such as teacher recommendations and/or class performance. A 9th grade student who fails in an 8th grade core area course, yet promoted, may be provided services, depending on need. All students who are recommended by a teacher will also be eligible for AIS.
- Students who are identified as not proficient in the English Language and score below the approved level on the Language Assessment Battery – Revised (LAB-R), which is given at the time of the student’s enrollment in this district, will be eligible for ENL services. In May, the student will be given the NYSESLAT to determine proficiency level.
Local Assessments
Students in grades K – 4 will be governed by the Response to Intervention Plan and associated decision matrix. Additionally, Grade 4 students will be eligible for AIS if they score below the designated performance level on the grade 3 assessments in ELA or Math along with additional criteria to determine eligibility.
Types of AIS Services That May Be Provided
The Potsdam School District will provide Academic Intervention Services in the areas of academic instruction and support services. Decisions related to the frequency and intensity of service will be made by the building administrator in consultation with members of the Student Study Team, AIS providers, Special Education providers, and/or counselors based upon individual student needs.
Lawrence Avenue Elementary School
At Lawrence Avenue Elementary, a decision tree is used to guide the decision-making for placing students in the correct tiers for AIS services. The decision tree is based on a model from the NYS RTI website. This is a fluid model that allows for student movement as necessary. Data meetings are held every 5 weeks to evaluate student data and progress. Then adjustments are made as necessary.
At data meetings, grade level teachers meet with the AIS providers to review student data and proper placement. Beginning and end of the year benchmarks are listed below. Once a student meets the appropriate benchmarks they can be released from AIS. This can happen at any of the 5 week data meetings.
Kindergarten | 1st Grade | 2nd Grade | 3rd Grade | 4th Grade
Kindergarten
Beginning of Year
- Based on Pre-K observations & DIAL Screening score: 78
- iReady Diagnostic – Reading – 342
- iReady Diagnostic – Math – 341
- 95% Phonics Screener – 70
End of Year Goal
- F & P Instructional Level: D
- iReady Diagnostic – Reading – 373
- iReady Diagnostic – Math – 373
- 95% Phonics Screener – 70
1st Grade
Beginning of Year
- F & P Instructional Level: D
- iReady Diagnostic – Reading -394
- iReady Diagnostic – Math – 371
- 95% Phonics Screener – 70
End of Year Goal
- F & P Instructional Level: J
- iReady Diagnostic – Reading – 450
- iReady Diagnostic – Math – 404
- 95% Phonics Screener – 70
2nd Grade
Beginning of Year
- F & P Instructional Level: J/K
- iReady Diagnostic – Reading – 452
- iReady Diagnostic – Math – 400
- 95% Phonics Screener – 70
End of Year Goal
- F & P Instructional Level: M
- iReady Diagnostic – Reading – 495
- iReady Diagnostic – Math – 427
- 95% Phonics Screener – 70
3rd Grade
Beginning of Year
- F & P Instructional Level: M
- iReady Diagnostic – Reading – 495
- iReady Diagnostic – Math – 422
- 95% Phonics Screener – 70
End of Year Goal
- F & P Instructional Level: P
- iReady Diagnostic – Reading – 522
- iReady Diagnostic – Math – 450
- 95% Phonics Screener – 70
4th Grade
Beginning of Year
- F & P Instructional Level: P
- iReady Diagnostic – Reading – 517
- iReady Diagnostic – Math – 446
- NYS ELA Exam Score
- NYS ELA Exam Raw Score (cut score determined by the state)
End of Year Goal
- F & P Instructional Level: S
- iReady Diagnostic – Reading – 539
- iReady Diagnostic – Math – 469
A.A. Kingston Middle School
Eligibility for academic intervention services is determined using multiple measures.
Students are placed in AIS at the beginning of the school year based on recommendation forms completed by classroom teachers at the end of the school year. After the start of the school year, students may be recommended for AIS based on any of the following measures. The Student Support Team will meet at least twice a month to review student data and proper placement.
Measure
iReady Diagnostics (Reading and Math) are administered in September, January, and May for students who are currently receiving AIS in addition to those who are being monitored.
AIS Indicator
Students who receive results in the “Urgent Intervention” and “Intervention” ranges.
Measure
NYS Assessment Results
AIS Indicator
Students that receive a score of 1 or 2 out of 4 point scale and meet other locally-determined criteria.
Measure
5-week and cumulative subject area averages
AIS Indicator
Students who receive Grades 69% and below.
Potsdam High School
Students are initially scheduled for Academic Intervention Services at the beginning of 9th grade based on 8th grade teacher recommendation, performance on New York State Math and ELA Assessments, and their final class average in their 8th grade courses.
Students who fail a Regents Exam are placed in Academic Intervention Services until they pass the exam, unless they are retaking the course either in summer school or during the regular school year.
At any time, a teacher may refer a student to Academic Intervention Services if they are failing or struggling in a course. The Student Support Team will meet on a weekly basis to review student progress and determine the appropriate supports.
Students may be removed from Academic Intervention Services if the support team feels they are no longer in jeopardy of not passing the course or the Regents Exam associated with the class.
Measure
New York State Assessment results
AIS Indicator
Scale score as recommended by the New York State Education Department.
Measure
Final Class Average for rising 9th Grade Students
AIS Indicator
Students who receive Grades 69% and below.
Measure
Regents Exams
AIS Indicator
Score below 65% (or 55% for a student who qualifies for the Safety Net).
Criteria for Identification & Services Available to Meet AIS Needs in Grades K-12
Identification for services is based on meeting one or more specific criteria. Once a student has been identified, the services provided are determined by their individual needs.
Criteria
Student scores 1 or 2 (or below the state designated cut score) on a New York State Assessment in ELA, Math, Science, or Social Studies. This criteria will be combined with at least one other identifying factor as the results on these state exams cannot be the sole criteria for selecting students for AIS services.
Services
Grades 3-8 AIS
English Language Arts and Math
Grades 9-12 AIS
English, Math, Social Studies, Science
Criteria
Student scores 1 or 2 (or below the state designated cut score) on a New York State Assessment in ELA, Math, Science, or Social Studies. This criteria will be combined with at least one other identifying factor as the results on these state exams cannot be the sole criteria for selecting students for AIS services.
Services
Grades 3-8 AIS
English Language Arts and Math
Grades 9-12 AIS
English, Math, Social Studies, Science
Criteria
Student fails to meet local assessment standards on Classroom ELA and Math Assessments.
(Grades K-12)
Services
Grades K-8 AIS
English, Math
Grades 9-12 AIS
English, Math, Science, Social Studies
Summer School
(K-12, as offered)
Community Literacy
(as available)
Criteria
Student fails Regents Exam, Local Final Exam or One of the Core Curriculum Subject
Services
Grades K-8 AIS
English, Math
Grades 9-12 AIS
English, Math, Social Studies, Science
Summer School
(K-12, as offered)
Criteria
Student fails to meet district standards on quarterly reports.
Services
Grades K-8 AIS
English, Math
Grades 9-12 AIS
English, Math, Social Studies, Science
Opportunity Room or Student Learning Center
(Middle/High School, as offered)
Summer School
(K-12, as offered)
Community Agencies
(as available)
Mentor Program
(Elementary/Middle School; as offered)
Criteria
Student is recommended by teacher(s) based on classroom performance, observations, etc., in addition to the progress data obtained by working with the student.
Services
Grades K-8 AIS
English, Math
Grades 9-12 AIS
English, Math, Social Studies, Science
Opportunity Room or Student Learning Center
(Middle/High School, as offered)
Summer School
(K-12, as offered)
Community Agencies
(as available)
Mentor Program
(Elementary/Middle School; as offered)
Criteria
Student’s academic progress is negatively influenced by mobility. Student moves frequently and/or has been identified under the regulations regarding homeless students.
Services
Records from previous schools will be obtained, as soon as possible, to determine if the student qualified for support services or interventions.
Peer guides will be assigned to incoming students.
Referral to the Migrant Tutorial Program.
Referral to the Homeless Liaison.
Criteria
Student’s academic progress is negatively influenced by Family Concerns. Home issues are affecting a student’s school progress.
Services
Referral to counseling services
Criteria
Student’s academic progress is negatively influenced by Health and Nutrition. Concerns in this area are affecting a student’s school progress.
Services
Referral to the school nurse
Referral to counseling services
Utilize the free/reduced lunch program
Criteria
Student’s academic progress is negatively influenced by Language.
Services
ENL (as determined by NYSESLAT or LAB-R)
Criteria
Student’s academic progress is negatively influenced by Discipline. Student exhibits behaviors that interfere with academic progress.
Services
Phone calls and/or written reports to parents
Conference with the principal
Counseling intervention
In-school alternative placement
Criteria
Student’s academic progress is negatively influenced by Attendance. Student’s absenteeism exceeds the acceptable limit set forth by the district.
Services
Follow the school attendance policy
Counseling intervention
Procedures for Parent Involvement/Notification
School staff will provide evidence of the necessity for academic intervention services and work with the parents to assure appropriate provision of these services. Parents are welcomed to express their thoughts and concerns about any decisions in this regard. However, placement in educational programs during the regular school day remains the responsibility of the district and school. According to the State Education Department, a student is required to participate in appropriate academic programs including AIS.
The building principal shall be responsible for parental notification indicating the need for and discontinuance of Academic Intervention Services. This notification is to be made in writing and will include a summary of the services provided to the student, including when the services will be provided. The reason(s) for AIS will be reviewed and the consequences of not achieving the standards will be stated. Parents will also be kept apprised of their child’s progress through report card comments, parent conferences or consultations each semester, and suggestions for working with the student at home. When AIS in discontinued, the parent will be notified in writing that the services will be ending, the criteria for ending services, the current performance level of the student, and /or the assessment(s) that were used in determining the student’s level of performance.
Student Progress Reports
Quarterly AIS reports will document progress of students, and will indicate when the student will be considered for discontinuance from AIS. Quarterly AIS progress reports will be sent to parents by the service provider(s). At the high school level, progress in AIS will be reported via report card comments. The progress report will describe:
- The nature of the service provided
- Identification of student’s progress
Criteria for Ending AIS Standard Forms
AIS will be discontinued when a student no longer meets the criteria set forth by the district for inclusion in the AIS program, and is no longer determined to be at risk of not meeting state standards.
Process & Timeline
Academic Intervention Services may start at any time, but must begin no later than the beginning of the semester following a determination that a student needs such services. At the high school level, AIS cannot be postponed until students are scheduled for a course in which AIS is needed. This must be determined individually for each student based on need.
Records of Progress
- Documentation of types of services provided as well as the frequency of contact
- Office attendance records
- Report card grades
- Teacher’s observations
- Annual local and state testing
- Tracking number of discipline referrals
Possible Range of Academic Interventions
- Individualized Instruction (K-12)
- Scheduling options, including class time Title I (K-12)
- Extended Time (Elementary & Middle Schools, as offered)
- Instructional Modifications (K-12)
- Small Class Size (K-12)
- Student Support Team (K-12)
- Co-teaching (As offered)
- Extended Day Program (Elementary & Middle Schools, as offered)
- Summer Programs (K-12, as offered)
- Math Lab (Elementary, as offered)
- Sheard Literacy Center (Elementary & Middle School, as offered)
- Mentor Program (Middle School, as offered)
- Community Programs (K-12, as offered)
- Student Learning Center (High School, as offered) & Opportunity Room (Middle School, as offered)
- Counseling (K-12)