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ROCHESTER CITY SCHOOL DISTRICT

DISTRICT PLAN FOR

ACADEMICINTERVENTION

SERVICES

Rochester City School District: 2616 000 10000

Department of Extended Learning and InterventionREVISED JULY 2008

ROCHESTER CITY SCHOOL DISTRICTPLAN FOR ACADEMIC INTERVENTION SERVICES

Academic Intervention Services ProgramCommittee

BOARD OF EDUCATION

Malik Evans, President

Van Henri White, Vice President

Thomas Brennan

Melisza Campos

Cynthia Elliot

Willa Powell

Allen Williams

SUPERINTENDENT OF SCHOOLS

Jean-Claude Brizard


Committee Members to Academic Intervention ServicesThree Year Plan for the Rochester City School DistrictNAME REPRESENTING

Chan, Michael Co-chairpersonHammond, Woodrow Co-chairpersonArtson-Crichlow, Zelda School #9Brockler, Patti Reading, CO-3Brown, Ann CO-3Brown, Genevieve Jefferson Middle SchoolBurns, Heather James Madison School of ExcellenceCardilli, Dr. Sally School #28Constantine, Carol Title I Parent CenterCosmas, Karen School #17Crooker, Nicole Charlotte Middle SchoolCruz-Dunn, Norma CO-2Gadson, Buddy School #29Gandy, Elizabeth CO-3Godsen, Debbie School #2Greenspan, Marcy CO-3Harris, Narseary James Madison School of ExcellenceHarrison, Dr. Gayle Clinton Ave. Learning CenterHumphrey, Willie School #44Jenkins-Cox, Marie Edison TechKaser, Charles School of the ArtsKaufmann, Susan School #14Kilmer, Lloyd CO-3Lamendola Barbara Reading, CO-3Lazio, Deborah School #7Mack, Jocelyn School #5Mahar, Bernice School #43Malvaso-Zingaro, Jean CO-3McClary, Lilly James Madison School of ExcellenceMcFarland, Annette School #22Morris, Karen School #6Nash-Bayley, Donna Monroe Middle SchoolNesbitt, Laura School #22Ogden, Freida School #6, Edison, School #54Passamonte, Kara School #2Phillips, Babette Franklin High SchoolRitchie, Sue School #42Rodriquez, Desiree East High SchoolRoy, Marilyn Jefferson Middle SchoolScura, Jane School #8Sims, Corinthia Mathematics, CO-3Smith, Chuck Nathaniel Rochester Community School – Elementary/MiddleStrickland, Holly CO-3Terry, Nevaughn School #4Thomas, Mary School #17


Table of Contents

Executive Summary ........................................................................................................................5

Introduction .....................................................................................................................................7

Definition of Academic Intervention Services............................................................................... 8

Goal of Academic Intervention Services ........................................................................................9

Determination of Eligibility ............................................................................................................9

Academic Intervention Services for Special Education, LEP/ELL Students ...............................12

Academic Intervention Services for Transfer Students ................................................................13

Administrators’ Responsibilities in Providing Academic Intervention Services .........................14

Academic Intervention Services Providers....................................................................................15

Teacher Qualifications ..................................................................................................................16

Parent Notification and Involvement ............................................................................................17

Entry and Exit Criteria ..................................................................................................................19

Models of Academic Intervention Services ..................................................................................20

Student Individual AIS Plan .........................................................................................................22

Progress Report .............................................................................................................................22

Academic Intervention Services Record Keeping ........................................................................23

Evaluation of the AIS Program .....................................................................................................24

Appendices:

Appendix A – Determination of Eligibility and Exit Criteria.......................................A1-4

Appendix B – Parent Notification..................................................................................B1-3

Appendix C – Recommendation for AIS.......................................................................C1-2

Appendix D – Individual Student Plans........................................................................D1-9

Appendix E – Progress Report.......................................................................................E1-3

Appendix F – Record Keeping.......................................................................................F1-3

Appendix G – Description of AIS Models for Instructional Support............................G1-3

Appendix H —Supplemental Information...................................................................H1-29

ROCHESTER CITY SCHOOL DISTRICTPLAN FOR ACADEMIC INTERVENTION SERVICESACADEMIC INTERVENTION SERVICES

Executive Summary

During the month of August, 1999, the New York State Board of Regents approved, for implementation across the State of New York, Commissioner’s Regulations Part 100.

In accordance with Commissioner’s Regulations Part 100, — Academic Intervention Services (AIS) are intended to provide supplemental support services to all qualifying students who are at risk of failing or who fail to meet N.Y.S. standards on mandated examinations.

Please note that the areas of concentration of services shall be:

K-12 ELA and Mathematics 4-12 Social Studies and Science

Parents will receive written notification regarding the types of Academic Intervention Services available and those which will be provided for their children. This notification will also detail types of services, duration, location, times, entry and exit criteria.

Professional development opportunities will be made available to all parties affected by these requirements.

Students who score below the designated proficiency level (not passing) on a State assessment, or who are identified as likely to have difficulty in scoring above the proficiency level on the next State assessment, or who fail a course for their promotion to the next grade or graduation, must receive Academic Intervention Services.

In response to these regulations, the New York State Education Department has developed requirements for implementation by school districts across the State. In order for students to meet State standards, the following specifics regarding Academic Intervention Services are to be in place:

A. Academic Intervention Services (AIS) 1. Students Entitled to AIS 2. Screening of Pupils for AIS 3. Mandated AIS Services 4. Requirement for a Written Plan

service determination (entry criteria) explanation of consequences identification of academic performance levels dates of providing Academic Intervention Services parental notification and communication student progress report exit criteria

5. Requirement for Parental Involvement 6. Program Coordination and Improvement

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ROCHESTER CITY SCHOOL DISTRICTPLAN FOR ACADEMIC INTERVENTION SERVICESB. State Assessments (Grades K-8)

1. English, Language Arts and Mathematics 2. Social Studies and Science C. Diploma Requirements (Grades 9-12)

1. Local Diploma Elimination 2. Credits Required for Graduation

English (4.0) Social Studies (4.0) Mathematics –

Grade 9 students through 2000 (2.0) Grade 9 students – 2001 (3.0)

Art and/or Music (1.0) Health Education (0.5) Physical Education (2.0)

3. Required Regents Exam Classes prior to and including 1999 level and Regents diplomas Local diploma phased out 1999-2004 Class of 2005, 9th grader 2001 must pass five (5) Regents exams

D. Proposal New Standards for Teacher Certification

New teachers must complete 175 hours of continuing education every five (5) years

Districts must develop a professional development plan (June, 2000)

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ROCHESTER CITY SCHOOL DISTRICTPLAN FOR ACADEMIC INTERVENTION SERVICESINTRODUCTION

In compliance with the Commissioner’s Regulations Part 100, all New York State school districts must provide Academic Intervention Services to all students who have not met or are at risk of not meeting the New York State Learning Standards. Students not achieving the State’s proficiency levels (Level 3 and 4) on State assessments in the core content areas—English language arts, mathematics, social studies and science—or not performing at the proficiency level as indicated by the Rochester City School District uniformly applied multiple measures and sources of evidence will be eligible for receiving academic interventions services. Parental involvement throughout the entire academic intervention services will be an important component in the success of students’ academic achievement. Parental involvement includes timely notification input into the student’s plan for both the entrance and exit criteria, and monitoring the progress toward achieving the State learning standards. The Academic Intervention Services plan will focus on developing a comprehensive and systemic program which will enable student achievement through additional instructional support and/or student support services. The Rochester City School District Academic Intervention Services Plan will describe the key elements of the program, implementing procedures, roles of essential personnel in delivering and administering academic intervention services to students and the processes by which services will be provided. The Rochester City School District Academic Intervention Services Plan will be systemically aligned with the Academic Standards and Assessment Policies to assist in the design of the School Improvement Plan for each building. Consistent with the Comprehensive District Educational Plan, the Academic Intervention Services Plan will also be instrumental in identifying the needs for professional development services to provide opportunities for increased student achievement toward meeting the New York State Learning Standards.

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ROCHESTER CITY SCHOOL DISTRICTPLAN FOR ACADEMIC INTERVENTION SERVICESDefinition of Academic Intervention Services (AIS)

Academic intervention services are defined as additional instruction which supplements the instruction provided in the general curriculum and assist students in meeting the State learning standards and/or student support services which may include guidance, counseling, attendance and study skills which are needed to support improved academic performance; provided that such services shall not include services provided to students with limited English proficiency or special education programs. Academic intervention services are intended to assist all 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 assessments. Additional instruction means the provision of extra time for focused instruction and/or increased student-teacher instructional contact time designated to help students achieve the learning standards in the standards areas requiring academic intervention services Student support services mean interventions that address barriers to student progress in the State learning standards areas requiring academic intervention services and may include, as needed, school guidance and counseling, services to improve attendance, coordination of services provided by other agencies, and study skills. Support services do not include direct academic instruction. Barriers to academic progress that student support services might address include, but are not limited to: Attendance problems Discipline problems Family-related issues Health-related issues Nutrition-related issues Mobility/transfer issues Academic intervention services are additional general education instructional and/or support services that are provided in addition to, and must not supplant, special education services. Students with disabilities are determined to need such services in the same manner as students without disabilities i.e., by scoring below the designated performance level on State assessments or through the District-adopted or District-approved procedure. Academic intervention services are general education services they should not be indicated on the students individualized education program (IEP).

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ROCHESTER CITY SCHOOL DISTRICTPLAN FOR ACADEMIC INTERVENTION SERVICES Goal

The Rochester City School District has the expectancy that 90% or better of its students will achieve the New York State learning standards. The Rochester City School District Academic Intervention Plan is designed to provide intervention services for K-12 students. Students who have not met the proficiency levels on State assessments or have been determined to be at risk of not meeting the proficiency levels on State assessments will be provided with intervention services to ensure their achievement. The goal of Academic Intervention Services is to prepare students to meet the State learning standards. In order to accomplish this goal, the Rochester City School District will provide identified students access to additional instruction and/or student support services in areas of identified needs to all students who are determined eligible for academic intervention services. The Academic Intervention Services program will be an important element in developing the School Improvement Plan. The AIS program will be aligned with both the Academic Standards and Assessment Policies (ASAP) and the Comprehensive District Education Plan (CDEP). Determination of Eligibility for Academic Intervention Services Students who have need of additional academic support will be identified through a series of criteria predetermined by New York State Learning Standards and the Rochester City School District assessments listed in this document. The specific nature and intensity of service will be determined by the school’s Academic Intervention Services (AIS) review team. Students will continue to receive services until academic performance improves, based on the criteria listed in this document. Students eligible for AIS, including those with disabilities and/or LEP/ELL, 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 are lacking reading readiness.

LEP/ELL 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.

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ROCHESTER CITY SCHOOL DISTRICTPLAN FOR ACADEMIC INTERVENTION SERVICESElementary and intermediate State assessments will have four designated performance levels

on each assessment. Students who score below level 3 (in levels 1 and 2) are eligible to receive academic intervention services. See Appendix A for specific assessments and criteria. At the high school level, students who score below the approved passing grade on State assessments required for graduation are eligible to receive academic intervention services. District developed or adopted procedures for determining eligibility for AIS must be a written procedure for K-12 in English language arts and mathematics, and Grades 4-12 in social studies and science where there are no State assessments. This procedure shall apply to all eligible students at all grade levels in all schools across the District. Multiple assessments/sources of evidence will be used to measure student accomplishment of core curricula for the elementary, middle, and high school levels requiring AIS. Multiple assessments and sources of evidence may include:

Developmentally-appropriate measures, such as : Diagnostic assessments Early reading assessments/literacy profiles Assessment portfolios Performances and demonstrations Assessments of content skills, concepts, and knowledge

Test of demonstrated technical quality, such as : Standardized, norm-referenced test Standardized, criterion-referenced test Other commercially-prepared assessments Other measures that meet the standards contained in Standards for Educational Psychological Testing (APA)

Sources of evidence such as: Review of classroom performance Review of report card grades Review of student records Integrated theme test (K-6) NYS assessment scores Input from teachers, administrators, counselors, parents and other school staff

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ROCHESTER CITY SCHOOL DISTRICTPLAN FOR ACADEMIC INTERVENTION SERVICES The Rochester City School District will assure that multiple assessments/sources of evidence

are used and that criteria are in place that determines:

The identification of performance on those measures /sources of evidence that would place a student at risk of not meeting State learning standards and in need of academic intervention services.

Performance that indicates that a student is meeting, or is likely to meet, State learning standards and no longer needs academic intervention services.

Data from multiple measures/sources of evidence on students will be collected by school designated team. Each school will designate a review team that will uniformly apply District-developed or District-adopted procedures to review students’ eligibility and recommend the academic intervention services at the appropriate intensity level for each individual student. The review team can be the School Based Planning Team or the Academic Intervention Team. Each member of this team shall be trained in the procedures adopted or developed by the District, to determine students’ eligibility for academic intervention services. The review team must determine for each student where the area(s) of need are, why they are not succeeding, or why they are at risk of not achieving the State learning standards. A standard form would be used to record this information.

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ROCHESTER CITY SCHOOL DISTRICTPLAN FOR ACADEMIC INTERVENTION SERVICESAcademic Intervention Services for Special Education Students

AIS must be available to all students with disabilities on the same basis as for those students without disabilities. AIS must be provided in addition to special education services, if identified for AIS. AIS must be provided consistent with the student’s IEP. AIS will not be indicated on the student’s IEP. If the student has an IEP, it should be indicated on the student AIS referral form. Additional instruction for students with disabilities may be provided by:

a content area certified teacher a special education teacher a general education teacher a reading specialist

To provide access to the highest quality program, general education and special education

teachers must collaborate to develop a consistent service to address the needs of the student. Information on special education should come from the special education office. Information on Academic Intervention Services would come from the academic intervention team. Academic Intervention Services for LEP/ELL Students Academic Intervention services must be provided to LEP/ELL, students who are identified as needing academic intervention services. These students are those scoring at levels 1, 2 or 3 on the Language Assessment Battery or at “beginner” or “intermediate” level any other English language assessment instrument. Students scoring at levels 4 or 5 on the Language Assessment Battery or “advanced” or “transitional” on any English language assessment instrument would participate, along with the general education population, in the normal preparation for assessment provided to general education students not needing an intervention plan. To provide a quality and relevant program to LEP/ELL students, general education and/or bilingual teachers must collaborate with ESOL teachers to address student needs. AIS for LEP/ELL students must be “in addition to” and must not replace the bilingual and freestanding ESL instructional program requirements or Part 154 services. Information on LEP/ELL should come from Bilingual/ESOL office. Information on NS comes from the AIS team.

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Academic Intervention Services for Transfer Students In compliance with the Commissioner’s Regulations Part 117, transfer students entering New York State for the first time, or re-entering New York State school system with no available records shall be screened for possible handicapping conditions and LEP/ELL status. Transferring students who display academic deficiencies and are not referred to the Committee on Special Education should receive academic intervention services. The principal shall determine each student’s need for academic intervention services by

reviewing the student’s intervention card from the cumulative folder. administering a State developed or State approved assessment reviewing the student’s transcript where available using a District-wide screening procedure applied uniformly across each grade

A request should be made for any AIS records for transfer students within the State/District by the appropriate school staff. See APPENDIX A – Determination of Eligibility and Exit Criteria. See APPENDIX C – Individual Student Academic Intervention Services.

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Administrators’ Responsibilities in Providing Academic Intervention Services Administrators will establish, lead and monitor the Academic Intervention Services program at their site. Administrators will develop schedules that meet the needs of students’ AIS program for before, during and after-school activities. Administrators will ensure that a plan for communicating with parents is consistent and on-going throughout the student’s AIS program. Administrators will maintain the appropriate documentation of services and assessments for students receiving Academic Intervention Services. Administrators will provide teachers with appropriate resources to implement prescribed Academic Intervention Services to students. Administrators will include their AIS program as part of their School Improvement Plan and develop an evaluation system for monitoring the effectiveness of the program.

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Academic Intervention Services Providers While the classroom teacher plays a critical role in AIS and is the primary provider of quality instruction for the student in the academic environment, additional academic support and/or student support providers are also expected to provide services to students, if warranted. These may include:

Instructional Support Resource Teachers Social Workers Speech/Language Teachers Math Resource Teachers Reading Teachers Tutors

It is the responsibility of the classroom teacher to plan and deliver quality instruction and learning experiences of his/her students. It is also the responsibility of the classroom teacher to prepare quality lessons focused on New York State learning standards. Quality lessons should focus on the learning standards, activities to develop and demonstrate the understandings and skills of the performance indicators, and assessments to monitor the student’s level of achievement against the standards. With an understanding of the conditions in learning and the multiplicity of learning styles, the classroom teacher should provide windows of opportunities for additional practice, acceleration, re-teaching, reviewing or study groups. The classroom teacher may also elect to offer individualized or small group specialized or additional assistance either before or after school. Additional assistance should focus on the student’s area(s) of need. Classroom teachers and other Academic Intervention Services providers should work in collaboration to target the student’s need in achieving the State standards. During the day, the Academic Intervention Services providers may provide additional instructional support through:

acceleration blocks flexible grouping differentiated instruction cooperative learning reciprocal teaching structured re-teaching independent reading and/or independent writing focusing on essential skills team and/or co-teaching

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Teacher Qualifications Qualified, appropriately certified staff must be used to provide academic intervention services for both instructional and student support services. At the elementary level, appropriate certifications for instructional assignments in mathematics, social studies and science include common branch, PreK-6, and N-6. For the provision of AIS in reading, reading certification is strongly recommended. At the secondary level (grades 7-12), appropriate certifications for AIS instructional assignments include certification in reading and content area certifications in English, mathematics, social studies and science. At both the elementary and secondary levels, appropriate certifications for providing AIS include those for bilingual certification and teaching English to speakers of other languages. At both the elementary and secondary levels, appropriate certifications for providing AIS include those for special education. However, if a special education teacher provides AIS to a student, it is not a special education service. Appropriate certifications for the provision of student support services include those pupil personnel certifications defined under Section 80.3 of the Commissioner’s Regulations. The role of the Instructional Support Resource Teacher in providing AIS will be a building-based decision as specified in the building’s School Improvement Plan. A certified reading teacher must provide AIS literacy support if reading is identified as the student’s area of need. Paraprofessionals must work under the supervision of a certified teacher in the areas of instruction.

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ROCHESTER CITY SCHOOL DISTRICTPLAN FOR ACADEMIC INTERVENTION SERVICESParental Notification and Involvement

All parents or persons in a parental relationship to students identified as eligible to receive AIS will be notified in writing by the principal. Notification in writing by the principal shall be in English and translated, when appropriate, into the native language or mode of communication to the parent. Notification of when services will commence shall include a summary of the academic intervention services to be provided to the student, the areas in which the student needs such services, the possible duration and intensity of such services and the consequences of not achieving expected performance levels. Notification of ending academic intervention services will also be in writing when academic intervention services are no longer needed. Ongoing communication with parents or persons in a parental relationship of students receiving academic intervention services shall be provided with:

an opportunity to consult with the student’s regular classroom teacher(s), and other professional staff involved or providing AIS, at least once per semester during the regular school year;

information on ways to work with their child to improve academic achievement; monitor their child’s progress; and work with educators to improve their child’s achievement.

Each communication to parents or persons in parent relationships must be documented. Resources should be made available to parents to use at home with students. These resources may include but are not limited to:

Student textbooks

Sample assessments

Independent practice assignments

Parents or persons in a parental relationship to the student shall be provided with a copy of the student’s AIS plan from the school’s review team. Parents or persons in a parental relationship should have a clear understanding of the AIS plan for their child and may provide input into the plan.

Parents or persons in a parental relationship to the student should have access to the AIS review team.

A commitment letter, outlining the AIS to be provided, should be sent to the parent as part of the parent notification process. This commitment letter should contain the eligibility determination process, the type of AIS to be provided, the duration and intensity, and the exit criteria. See APPENDIX B – PARENT NOTIFICATION.

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ROCHESTER CITY SCHOOL DISTRICTPLAN FOR ACADEMIC INTERVENTION SERVICES Effective school, family and community learning partnerships can enhance student learning.

Schools and the Rochester City School District will support and promote parent understanding of NYS Learning Standards, State Assessments, District Benchmarks and Academic Intervention Services. Schools will establish a system for continuous effective communication with parents to encourage their understanding and input in school programs, together with academic intervention services to enhance student achievement of the NYS Learning Standards. Schools will request the participation of parents, persons in a parental relationship and/or parent representatives in the administration and implementation of their academic intervention services program. Schools and the District will provide informational inservices to parents and those in a parental relationship on the type of assistance and support they can provide to students to encourage the achievement of the State’s learning standards.

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Entry and Exit Criteria for Academic Intervention Services Students meeting the eligibility criteria for AIS through the District procedures or performance on State assessments should begin receiving services no later than the semester following the determination that such services are needed. Please note, at the high school level, AIS cannot be postponed until a student who has failed a course is scheduled to take the course again, if the course is scheduled later than the following semester. Academic intervention services in social studies and science must commence in grade four no later than the semester following the determination of the need for such services. Students should be assessed for being at risk of not meeting the State learning standards in these areas no later than the end of the first semester of grade four using a District-adopted procedure At levels where no state assessments are given multiple measures comprising of multiple assessments and sources of evidence should be used to determine that the student is likely to meet the state learning standards and is no longer in need of AIS. Students will continue to receive services until their academic performance has improved as evidenced by using uniformly applied District assessments. This will include:

District developed assessments re-evaluation of the review team of the student’s performance performance at or above the State proficiency levels re-testing other measures as needed

Each service provider will monitor and document the student’s progress throughout the duration of AIS. Exit criteria shall be stated in the student’s individual AIS plan and will be based on the individual student’s need as determined by the review team. For details of entry/exit criteria, see APPENDIX A – DETERMINATION OF ELIGIBILITY AND EXIT CRITERIA.

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Models of Academic Intervention Services Academic Intervention Services (AIS) will be provided in the general curriculum to assist students in meeting the State learning standards. A written individual intervention plan for AIS will be developed by a team of certified staff which may include the classroom teacher, counselors, psychologists, social workers, administrators, coordinators of instruction, health professionals, community agencies and others, with parental support. The intensity of AIS may vary, but must be designed to respond to student needs as indicated through State assessments results and/or the District-adopted or District-approved procedures that are consistent throughout the District at each grade level. Description of intensity levels should contain the frequency and the duration of AIS.The intensity level of academic intervention services should be based on the student’sperformance level in addition to multiple measures and sources of evidence. Students’ need for AIS should be classified as high intensity if they are assessed on the State’s proficiency level scale as a one, or score below 54 on a NYS Regents exam. Students’ need for AIS should be classified as moderate intensity if they are assessed on the State’s proficiency level as a low two, or score between 55-59 on a NYS Regents exam. Students’ need for AIS should be classified as low intensity if they are assessed on the State’s proficiency level scale as a high two, or score between 60-64 on a NYS Regents exam. Students whose AIS needs are classified as high intensity, should receive at least .5 hours of AIS per area of need per day, five times a week. The maximum amount of AIS should not exceed sixty minutes within a given day. Students whose AIS needs are classified as moderate intensity, should receive at least .5 hours of AIS per area of need three times a week. The maximum amount of AIS should not exceed sixty minutes within a given day. Areas where there are no state assessments the intensity of academic intervention services should be consistent with areas where there are State assessments. Determination of intensity levels should be based on multiple assessments and sources of evidence to develop a profile of need. Test of demonstrated technical quality ex., Stanford 9 may also be used in this determination. At the high school level, intensity of service should be determined through multiple measures in addition to the students score on the District or State exams and performance levels. Students whose AIS needs are classified as low intensity, should receive at least .5 hours of AIS per area of need twice a week. The maximum amount of AIS should not exceed sixty minutes within a given day.

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ROCHESTER CITY SCHOOL DISTRICTPLAN FOR ACADEMIC INTERVENTION SERVICESInstructional Support (additional instructional time)

DURING THE SCHOOL DAY Academic Intervention Support Teachers will work with students during classroom period Resource room (SSS) Co-teaching Reading in the content area focused plan Double literacy block Acceleration blocks Title I certified staff for supplemental services

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ROCHESTER CITY SCHOOL DISTRICTPLAN FOR ACADEMIC INTERVENTION SERVICES BEFORE AND AFTER THE SCHOOL DAY

Extended Day Programs Tutorial by certified staff Literacy/numeracy focused instruction

SATURDAY SCHOOL PROGRAMS WILL BE DESIGNED AND IMPLEMENTED AT THE BUILDING LEVEL.

SUMMER PROGRAM

Co-teaching in Summer Programs Transition to Secondary School Summer Program Foundation Summer Program Title I Summer Enrichment Programs

Student Support Services

Schools will determine the type of student support services necessary for each student to succeed in performing at a level of proficiency to achieve the State learning standards, such as

guidance counseling anger management and mediation study skills attendance improvement wellness center services resource room

These services may also be administrated to small groups of students with similar needs.

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Student Individual AIS Plan Each student identified as eligible to receive academic intervention services must have a written plan for record keeping and progress monitoring which becomes part of the student’s permanent record. The written plan for AIS for each student must be developed by the student’s regular classroom teacher(s) and other staff members who deliver AIS to the student. The written plan for AIS for each student must include:

The basis for the determination that the student needs AIS Diagnostic screening procedures that will be used Description of academic intervention services The duration and frequency of AIS The staff assignments for AIS The exit criteria for AIS The consequences of scoring below the designated proficiency level on State

assessment Section on parent responsibilities and input from parents Progress reports

A copy of the written plan must be provided to the parents or persons in a parental relationship and presented to the student. See APPENDIX C – INDIVIDUAL SCHOOL ACADEMIC INTERVENTION SERVICES. Progress Report The AIS team members would meet with the student’s classroom teacher(s) to monitor and develop the student’s progress report. These meetings could be on a monthly interval. The student’s progress report should indicate any progress the student is making toward achieving the District/State learning standards. The school will communicate the progress report to the parent or those in a parental relationship. See APPENDIX D – PROGRESS REPORT.

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Academic Intervention Services Record Keeping Each school will use standard forms for student referrals, parent notifications, data collection and school reports as written in their AIS plan. Schools must maintain a master list of all students receiving AIS. Review teams will use additional forms where necessary to document the student referral, AIS plan and periodic progress report. Standard forms must be made available to all involved in AIS. Administrators are responsible for insuring that all record keeping should be able to provide information as required to complete the AIS evaluation:

A list of names and the total number of students on AIS each year A list of names and the total number of students on AIS at each grade level A list of names and the total number of students on AIS for a specific subject A list of names and the total number of students meeting the exit criteria The names and the total number of persons providing AIS The type of AIS provided, frequency and duration (intensity) The scores for determining entry criteria for AIS for each student

Student’s progress must be monitored at regular intervals and recorded in the student AIS plan:

All reports and plans must be maintained in the student’s cumulative file.

Student’s AIS plan should indicate any transfers to and from other schools.

See APPENDIX E – RECORD KEEPING.

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Evaluation of the AIS Program

The AIS program is designed to provide support for the achievement of the State learning standards in English language arts, mathematics, social studies and science. As such, the program must be monitored and evaluated for its effectiveness.

The evaluation will focus on answering the following critical questions: Which students are being served? Which interventions are being used? What was the basis for the intervention selected? Are there students who met the criteria for intervention who were

not served? Why aren’t these students being served? What percentage of our eligible population is being served? What percentage of our population receiving intervention met the

exit criteria at the end of summer school? At the end of the first semester? At the end of the school year?

Which interventions are proving to be most effective based on the percentage of the population who is exiting the intervention?

Which students are showing the greatest gains? Which interventions are worthy of wider dissemination? Which interventions appear to provide the lowest percentage of

improvement? To what do we attribute the successes that are apparent for each

intervention? How conducive is the master schedule to providing AIS during the

day? Is attendance at AIS during the day maximized to provide services to

eligible students?

Data Collection

Use a standard form that lists: all the students who are eligible for intervention; the intervention(s) to which they had been assigned; the reason they did not participate if eligible, for example parent

would not allow student to stay after school, or an insufficient number of places in the intervention;

the achievement/performance of the students at the key checkpoints throughout the year, i.e., start of school (including end of summer school), midyear and end of school year.

Additionally, it may be useful to survey parents, building staff, and where appropriate, students about:

the relative effectiveness of the program ways in which the programs could be made more effective

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other areas, such as behavior in class, that could be attributed to the intervention.

After the first year of implementation, the evaluation process will be reviewed.

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Appendix A

Academic Intervention Services

Determination of Eligibility and

Exit Criteria

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Determination of Eligibility and Exit Criteriafor Academic Intervention Services

GRADE

ASSESSMENTS USED TO

DETERMINE AIS ELIGIBILITY

ENTRY CRITERIA

EXIT CRITERIA

KGeneral

Education

First Semester

Kindergarten screening vision hearing cognition motor language

Failing to meet standards

Meets District standards

Second Semester Report Card

20% or more 4’s in applicable areas

Meets District standards

KSWD

same as above

same as above same as above same as above

KLEP/ELL

same as above


LAS Test Criteria for screening for possible handicapping conditions:

Not Applicable – Kindergarten screening serves this purpose.SWD – Students with disabilitiesLEP – Limited English ProficientELL – English Language Learners

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GRADE ASSESSMENTS USED TO

DETERMINE AIS ELIGIBILITY

ENTRY CRITERIA EXIT CRITERIA

1

First Semester

Retention in grade Meeting criteria below

Kindergarten Report Card

20% or more 4’s in applicable areas

Meeting standards

Kindergarten Portfolio

Less than 80% of items checked

Meeting standards

Second Semester

Items from First Semester Grade 1 Portfolio

Not on target to meet standards by end of year

Meeting standards

Integrated Theme Test

Below minimum proficiency

Proficiency

First Semester Grade 1 Report Card

“U” in core subjects “S” in core subjects

2First Semester

Grade Placement Retention in grade Meeting criteria below

Previous Spring Stanford score

Level 1 or 2 “S” in core subjects on next report card

Grade 1 Report Card “U” in core subjects “S” in core subjects on next report card

Grade 1 Portfolio Less than 80% of items checked

Meeting grade level performance standards

Second Semester

Grade 2 Report Card “U” in core subjects “S” in core subjects on next report card

1-2SWD

same as above


1-2LEP/ELL

same as above


LAS Test Native Language Part 154

PAGE 28 OF 81



GRADE

ASSESSMENTS USED TO DETERMINE AIS ELIGIBILITY

ENTRY CRITERIA

EXIT CRITERIA

3through

6

First Semester

Previous Spring Stanford 9 or NYS ELA/Math Test/ESPET 4

Level 1 or 2 Below SQL (State Qualifying Level)

“C” or better in core subjects

Report Card “D” or “F” in core subjects


Portfolio from previous year

Fewer than 80% of items checked satisfactorily

Meeting grade level performance standards

Second Semester

Report card “D” or “F” in core subjects


3-6SWD

same as above


3-6LEP/ELL

same as above


PAGE 29 OF 81

ROCHESTER CITY SCHOOL DISTRICTPLAN FOR ACADEMIC INTERVENTION SERVICESAppendix B


Parent Notification

PAGE 30 OF 81

Elementary School NameAddress

Date: ___________________

Dear Parent/Guardian of _____________________________________,

Early intervention is the key to success. The decisions regarding your child’s future progress are most important. We depend on your involvement in helping us to do the best possible job in providing an education for your child.

Your child has not met or is at risk of not meeting the state learning standards. An Academic Intervention Service (AIS) plan has been developed to assist your child in meeting the state learning standards. These services include additional instruction and/or student support services necessary to improve your child's academic performance.

Your child is eligible to receive services based on multiple measures and sources listed below:

It is recommended that services are provided:

___During the day __Before School __After School ___Saturday School __Summer School

Please call to discuss the Academic Intervention Services plan that has been developed to meet your child's needs. Your input and cooperation is welcome and greatly appreciated.

Thank you for your cooperation.

Assessment Instrument

Check all that apply

NYS ELA Exam Level:NYS Math Exam Level:Terra Nova Level:AttendanceBehaviorStudy SkillsOther

____________________________ Teacher

Secondary School Name Address

Date: ___________________


Your child has not met or is at risk of not meeting the state learning standards. An Academic Intervention Service (AIS) plan has been developed to assist your child in meeting the state learning standards. These services include additional instruction and/or student support services necessary to improve your child's academic performance.

Early intervention is the key to success. The decisions regarding your child’s future progress are most important. We depend on your involvement in helping us to do the best possible job in providing an education for your child.

Your child is eligible to receive services based on the assessment scores listed below:

It is recommended that services are provided:

___During the day __Before School __After School __Saturday School __Summer School Please contact your child’s Academy Director/School counselor to discuss the Academic Intervention Services plan that has been developed to meet your child’s needs. Your input and cooperation is welcome and greatly appreciated.


Level

NYS ELA Exam NYS Math ExamDRAOther:

_____________________ _____________________ ________________________ Principal Academy Director School Counselor

School NameAddress

Date:___________________


Early intervention is the key to success. The decisions regarding your child’s future progress are most important. We appreciate your involvement in helping us to do the best possible job in providing an education for your child.

You were informed earlier in the year that your child was performing below state learning standards.Academic Intervention Services were provided to assist your child in meeting the state learning standards. These services included additional instruction and/or student support services necessary to improve your child's academic performance. Congratulations, your child is now meeting state standards!

Your child no longer requires AIS based on multiple measures and sources listed below:

Thank you for your support in helping us to provide the best possible education for your child.

_______________________ Teacher


Check all that apply

NYS ELA Exam Level:NYS Math Exam Level:Terra Nova Level:AttendanceBehaviorStudy SkillsOther

Appendix C

Academic InterventionServices

AISRecommendation

Academic Intervention ServicesRECOMMENDATION FORM

Teacher Name _______________________________ Marking Period __________________________

Student _____________________________________ School ________________________________

Recommendation by ________________________________________________ Date ______________

Subject/Areas of Concern __________________________________________ Grade _______________

Reasons for recommending Academic Intervention Services:

PERFORMANCE ON NYS ASSESSMENT: Subject __________________ Performance Level _______

DIAGNOSTIC STUDENT SUPPORT SERVICES

__ Vision__ Hearing__ Physical Disabilities__ Other possible disabilities__ Limited English Proficiency

Other

__ Student Cumulative records__ Attendance problems__ Family-related concerns__ Health-related concerns__ Nutrition-related issues__ Mobility

Other

SOURCES OF EVIDENCE__ Classroom Performance__ Report cards__ Interim reports__ Teachers documented input__ Counselors documented input__ Scores on standardized assessments (District, State, or commercially designed)

__ Documented Parent Conferences __ Students schedules__ Levels 1 or 2 on a NYS core subject area assessment (for entry)__ Levels 3 or 4 on a NYS core subject area assessment (or other demonstrated technical quality)

PERFORMANCE NEEDS________________

________________

Appendix D


Individual Student Plans

Eligibility Criteria

ELA Date PerfLevel

Scaled Score

DRA Level

Letter +Number

Intensity LevelLow Med High

Math Date Scaled Score

PerfLevel

Intensity Level

Low Med High

NYS NYS

StandardizedAssessment

Standardized Assessment

DRA Other:

Other: Other:Parent Contact Review Dates Extended Learning Opportunities

Support Services AIS Review Team

Exit Criteria NYS Assessments + Multiple measures Score / Level Date Student Meets NYS State StandardGrades 3-6 NYS ELA Y NGrades 3-6 NYS Math Y NGrades 1- 2 Terra Nova ELA Y N

Date Date Date Date DateOffered

Y/NAttended

Y/N

Conference Summer ProgramTelephone Extended Day

Letter Saturday School:

E-Mail Other:

Health ConcernsAttendance Concerns Behavioral ConcernsOther

Date Outcome

Rochester City School District Elementary School No. _______20_ _-20_ _ AIS Student Learning Plan

ID # ____________________ Student Name___________________________________ Grade_________

DOB ___________________ Room # _________ Teacher_______________________________________

Parent Name________________________________________ Date Prepared________________

Strengths________________________________________________________________________________________________________________________________________________________________________________________________

Grades 1-2 Terra Nova Math Y NK: Y NOther Y N

Student:_____________________________ School Year:______________________ School:________ Teacher:_________________________ Grade:_________

Targeted Subject Area: ELA

Areas of Concern (No more than 2)

Phonemic Awareness

Phonics Fluency / Sight Words

Vocabulary Comprehension Other: _________________________

______________________________ Writing Genres

Writing Mechanics

Speaking Listening Other:_________________________

_____________________________

Goal Date Intervention Progress Monitor

Date

Response to Intervention(document evidence)

Updated 2008Student:______________________________ School Year:_________________________School:________ Teacher:____________________________Grade:_________

Targeted Subject Area: Math

Areas of Concern (No more than 2) Number Sense

and OperationsAlgebra Geometry Measurement Statistics and

Probability Other:____________________

Problem Solving

Reasoning and Proof Connections

Communication Representation Other:_____________________

Goal Date Intervention Progress Monitor

Date

Response to Intervention(document evidence)

Strength Based Descriptors

Linguistic Intelligence (Strength with Words) Is a good reader Enjoys word games Is a good storyteller / joke teller Has a good vocabulary Enjoys listening to stories and/or poems Likes to write stories and/or poems Communicates with others in a highly verbal way Appreciates rhymes, puns, and/or nonsense words Has a good memory for words, stories, details

Logical-Mathematical Intelligence(Strength with numbers)

Asks a lot of questions about how things work Has a good sense of cause and effect Finds math games interesting Can see and repeat patterns easily Enjoys working puzzles and brain teasers Understands computer programming Is a logical thinker Can estimate things involving numbers with relative ease Can work math concepts in head

Visual-Spatial Intelligence(Strength with pictures)

Reports clear, visual images Cam envision objects from more that one perspective Likes to draw and/or create art projects Has a good eye for detail and color Is good a t spatial games like chess and Tetris Like movies, slides, or other visual presentations Can move between 2-dimensional and 3-dimensional

representations with ease Can read and/or create maps

Bodily-Kinesthetic Intelligence(Strength with the body)

Is very coordinated Exceptionally mobile, twitches, fidgets, taps when seated

for long Enjoys working with clay, finder-paint, or other tactile

media Can mimic others’ gesture, posture, and movements Must touch anything new or interesting Loves to take things apart and put them back together Uses dramatic body movements for self-expression

Enjoys running, hopping, climbing, wrestling, similar activities

Exhibits fine motor control (crafts, painting, etc.)

Interpersonal Communications Intelligence(Strength with People)

Establishes meaningful peer relationships

Seems to be a natural leader Empathizes with others Likes to play with others Shows good teamwork skills Others seek this student’s company Has two or more close friends Frequently acts as a mediator and/or peacemaker Enjoys teaching others

Intra-personal Awareness Intelligence(Strength with self)

Displays a strong sense of will Enjoys playing or working alone Has high self-esteem Has a good sense of self-direction Does not mind being different from others Has a realistic view of strengths and/or weaknesses Is able to deal effectively with successes and failures Has an interest or talent not readily shred with others

Musical Intelligence(Strength with Music)

Remembers melodies of songs Taps rhythmically as he/she works or plays Sensitive to environmental noise Plays an instrument or sings Has a good singing voice Responds favorably when music is played Sings songs that he/she has learned Unconsciously hums much of the time

Naturalistic Intelligence (Strength with Nature)

Likes to identify and classify things Cares for pets or animals Understands repeating patterns in nature and the universe Seems more” in tune with nature” than peers” Prefers the outdoors Understands and appreciates the environment Loves to collect things from nature.

AIS Secondary Student Plan Student Name: _____________________________________ DOB: ______________ID#: _____________________________________________ Grade: ______________

Counselor/Academy Director: ________________________ Date: ______________Parent Name: ______________________________________ Home Phone: __________

Parent Contact – See Attached Documentation

Eligibility Criteria

Assessment Instrument Grade Level Score Intensity LevelNYS Assessment ELA H M LNYS Assessment Math H M LNYS Assessment Social Studies H M LNYS Assessment Science H M LDRAELL/LEP

Extended Learning Opportunities

Content Area Extended Day Other - SESELAMathSocial StudiesScience

AIS Support During the School Day

Exit Criteria

Measurement Grade Level / Score DateNYS Assessment ELANYS Assessment MathNYS Assessment S.S.NYS Assessment ScienceNYS Regents GlobalNYS Regents Living Env.

Double BlockLiteracy LabMath LabCo-teachingAIS LabOther

Academic Intervention Services Performance Needs Year_____________ Marking Period

Date Initiated

Performance Needs Across Content Areas

1 2 3 4 5 6

READINGR1. Demonstrate motivation to readR2. Use a variety of word recognition strategies to read unfamiliar words quickly and accuratelyR3. Read grade-appropriate texts with appropriate expression, phrasing, and pacingR4. Develop vocabulary through extensive reading of a variety of texts across subjects and genresR5. Identify and connect main ideas and themes of texts, using knowledge of text structures, organization, and purposes for reading.R6. Use a variety of comprehension strategies (e.g., predicting, questioning, summarizing, visualizing, making connections, monitor and self-correct) to support understanding and response to readingR7. Identify and analyze points of view presented in written textsR8. Use text structure and literary device to aid comprehension and responseR9. Extend understanding of texts by relating content to personal experiences, other tests, and/or world eventsR10. Compare and contrast information from a variety of sourcesR11. Condense, combine or categorize new information from one or more sourcesR12. Draw conclusions and make inferences on the basis of explicit and implied information

WRITINGW1. Engage in writing voluntarily for a variety of purposes, topics, and audiencesW2. Use a variety of strategies to plan and organize ideas for writingW3. Write for a variety of purposes, with attention given to using the form of writing that best supports its purpose.W4. Engage in a variety of writing activities, both student and teacher initiated, to respond to the reading of literary and informational textsW5. Write with voice to address varied purposes, topics, and audiences across the curriculumW6. Compose arguments to support points of view with relevant details from single and multiple textsW7. Revise writing to improve organization, clarity and coherenceW8. Edit writing to adhere to the conventions of written English

Academic Intervention Services Performance Needs Year__________ Marking Period

Date Initiated

Performance Needs Across Content Areas

1 2 3 4 5 6

MATHEMATICSM1. Apply and adapt a variety of appropriate strategies to solve problems.M2. Select and use various types of reasoning and methods of proof.M3. Use the language of mathematics to express mathematical ideas preciselyM4. Recognize and use connections among mathematical ideasM5. Create and use representations to organize, record, and communicate mathematical ideasM6. Understand numbers, multiple ways of representing numbers, relationships among numbers, and number systemsM7. Understand meanings of operations and procedures, and how they relate to one anotherM8. Recognize, represent and perform algebraic procedures accuratelyM9. Analyze, identify and justify geometric shapes, properties and relationshipsM10. Determine what can be measured and develop strategies for estimating measurementsM11. Collect, organize , display and analyze dataM12. Understand and apply concepts of probability

SOCIAL STUDIESSS1. Read, analyze and interpret charts, maps, graphs and documentsSS2. Demonstrate success with document based questionsSS3. Demonstrate and understand themes such as conflict, change and scarcity.SS4. Demonstrate the understanding of geography(people, places, and environments)SS5. Demonstrate the understanding of the basic values of American democracySS6. Demonstrate the understanding of roles, rights, and responsibilities of citizenship.SS7. Develop independent research skills.SS8. Express persuasive position with supporting facts in writingSS9. Sequencing major events on a timeline

SCIENCESC1.Apply the scientific method and inquiry to solve problemsSC2. Access, generate, process, and transfer information using appropriate technologiesSC3. Apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.SC4. Use deductive and inductive reasoning to reach conclusionsSC5. Following laboratory/activity procedures

SC6. Expressing scientific thought in writing

AIS Needs and Intervention Strategies by Content Area

ELANeed/ Goal

Date initiated

Intervention/Strategy Response to Intervention

MATHNeed/ Goal

Date initiated

Intervention/Strategy Response to Intervention

SOCIAL STUDIESNeed/ Goal Date

initiatedIntervention/Strategy Response to Intervention

SCIENCENeed/ Goal Date

initiatedIntervention/Strategy Response to Intervention

Page 48 of 89

Appendix E


Progress Report

Page 49 of 89

ACADEMIC INTERVENTION SERVICES ELEMENTARY PROGRESS REPORT

First Quarter

ELA MATHGoal:

Summary of Progress:

Goal:


Second Quarter

ELA MATHGoal:


Goal:


Third Quarter

ELA MATHGoal:


Goal:


Fourth Quarter

ELA MATHGoal:


Goal:


Page 50 of 89

School Name

ACADEMIC INTERVENTION SERVICES SECONDARY PROGRESS REPORT

Student Name:_______________________________ ID_______________ Grade Level________________

Counselor:_________________________ Academy Director:____________________________________

Page 51 of 89

Progress Report #3 Date:____________

AIS Goal:


Teacher Signature:


AIS Goal:


Teacher Signature:


AIS Goal:


Teacher Signature:


AIS Goal:


Teacher Signature:

Appendix F


Record Keeping

Page 52 of 89

AIS Elementary Summary ReportYear End Data 20_ _-20_ _

School:

Section 1: Additional Instruction

Grade Level

1. Total # of Students

Eligible for AIS

2. ELA 3. Math

K

1

2

3

4

5

6

Total

Section 2: Student Support Services

Grade Level

1. Total # Students Eligible for AIS

2. Psychological

Services

3. Social Worker

Services4. Health,

Eye, Dental 5. Other

K

1

2

3

4

5

Page 53 of 89

6

TOTAL

AIS Secondary Summary ReportYear End Data 20_ _-20_ _

School:

Section 1: Additional Instruction

Grade Level

2. Total # of Students

Eligible for AIS

2. ELA 3. Math 4. Social Studies

5. Science

7

8

9

10

11

12

Total

Section 2: Student Support Services

Grade Level

1. Total # Students Eligible for AIS

2. Psychological

Services

3. Social Worker

Services4. Health,

Eye, Dental 5. Other

7

8

9

10

11

12

TOTAL

Page 54 of 89

Appendix G


Description of AIS Models

for Instructional Support

Page 56 of 89

Description of AIS Models for Instructional Support

The Rochester City School District offers Extended Learning Opportunities to provide academic support in all schools for students in grades K-12, including before, during and after school programs. The RCSD provides appropriate instructional materials and professional development to certified teachers who wok with students in the programs. Each school provides additional instruction to meet the needs as described in their AIS plan. Following is a description of the types of programs offered.

During the Day Support

Classroom teachers and AIS Specialists are expected to provide strength-based interventions for their students. The interventions are differentiated and an extension of the current classroom performance indicators in the form of additional practices, acceleration, re-teaching, reviewing or study groups. During the day, the Academic Intervention Services providers may provide additional instructional support through:

Acceleration blocks Flexible grouping Differentiated instruction Cooperative learning Reciprocal teaching Structured re-teaching Independent reading and/or independent writing Focusing on essential skills Team and/or co-teaching

When classroom teachers recognize the need for additional support to meet their students’ needs, they are expected to seek out the AIS Specialist with whom they can collaborate. If a there is a need for a more formal review of student progress, a classroom teacher may seek the support of the AIS Review Team. Members may include: ELA, AIS or Math Specialist, Social workers, Speech/Language Teachers, and tutors. The role of this team is to create, monitor the student response to intervention and when appropriate initiate other referrals.

Extended Day ProgramsThe primary delivery of after school AIS is through the district’s Extended Day Program. The program is designed to provide AIS to identified students in their area(s) of need by a certified teacher in accordance with the guidelines of additional instruction. The program materials are developed to be consistent during the day. Students are actively engaged in learning activities intended to meet their academic needs through one on one or small group instruction. The Extended Day Program DOES NOT include the completion of homework not does it employ student tutors or paraprofessionals to deliver instruction as this does not conform to the guidelines for AIS.

Saturday SchoolExtended Learning Opportunities are available to students via Saturday School Programs that are intended to meet AIS requirements. Additional instruction is provided by certified teachers to identified students in their area(s) of need. Commitment and scheduling difficulties must be taken into consideration when attempting to provide AIS students with moderate to high intensity needs. Saturday School programs that provide AIS should be an additional component to a student’s AIS plan and should not be the only scheduled time to receive AIS.

Page 57 of 89

Middle School AIS Summer ProgramsThe Middle School AIS Summer Programs for students in grades 6 go 7 and 7 go 8. Instruction is provided to identified and eligible students in the areas of reading and math. This program may serve as an extension to a student’s AIS plan. The focus of the program is to provide accelerated instruction to students who are working below grade level in reading and math in preparation for the upcoming school year.

Elementary AIS Summer ProgramsThe Elementary AIS Summer Program focuses on providing instruction in literacy and numeracy to identified and eligible students in grades K-6. The emphasis is on accelerated instruction for the next grade. This program may serve as an extension to a student’s AIS plan.

Individual Site Summer ProgramsStudents may receive AIS at Summer Program at individual sites providing that the guidelines are met according to the specified criteria.

Page 58 of 89

Appendix H


Supplemental Information

Page 59 of 89

Alignment of Roles and Responsibilities for Academic Intervention Services

New York State Education Department

Forward core curricula to Rochester City School District Provide policies and guidelines in developing Academic Intervention

Services programs Forward information and provide inservices on NYS assessments and

timelinesRochester City School District Central Office

Develop the plan for Academic Intervention Services Distribute curriculum materials to local schools Oversee the administration and implementation of school-based Academic

Intervention Services programs Allocate appropriate resources and provide professional development for

prevention, intervention and acceleration for AIS programs by the Departments of Content Area Accelerated Learning Initiatives and Title I

Administrators Establish and monitor the AIS program at each site Provide administrative support in the implementation of the AIS program Review the AIS program for areas of need and improvement

Individual School Incorporate AIS program into the School Improvement Plan Implement AIS program based on site design Conduct analysis of the data from AIS based on implementation and

design Provide programs for AIS to enhance student achievement of NYS

Learning StandardsTeachers Employ a standards-focus approach in lessons

Participate in staff development on Academic Intervention Services, NYS standards and assessments and effective instructional practices to enhance student learning

Focus or adjust instructional practices to increase student achievement of the State learning standards

Parents/Persons in Parental Relationships

Encourage student to work to their highest level always Become familiar with NYS learning standards and assessments Participate in student’s homework and educational process Emphasize the value of reading, studying and education Develop and maintain an on-going communication with teachers on the

student’s academic progressStudents Read on a daily basis

Work to one’s fullest potential Become familiar with high levels of performance in each subject Take responsibility for one’s own educational development Seek assistance and support to enhance one’s academic achievement

Community Provide resources, support and services to enhance students’ educational achievement

Establish partnerships through involvement to strengthen school programs Develop an understanding of NYS learning standards to provide

educational continuity for students

Page 60 of 89

Intervention Benchmarks

LEVEL FOCUS PROFICIENCY LEVELPre-Kindergarten Learner Readiness

School Community PreparationReadiness to be a successful learner upon entering the formal learning community

K - 3 Reading readinessMathematics readinessKindergarten Diagnostic Screening

Meeting grade level standards

4 NYS Assessments in:ELAMathematicsSciences

Levels 3 or 4 Levels 3 or 4 Levels 3 or 4

5 NYS Assessments in Social Studies Levels 3 or 4

8 NYS Assessments in:ELAMathematicsScienceSocial Studies

Levels 3 or 4 Levels 3 or 4 Levels 3 or 4 Levels 3 or 4

9-12 NYS RegentsLiving Environment/Physical SettingsGlobal StudiesUS History & GovernmentELA 11Mathematics A

65 or above 65 or above 65 or above 65 or above 65 or above

Page 61 of 89

Academic Intervention ServicesBenchmarks for Intensity Levels

Intensity Level Criteria AIS Plan

HighA score at proficiency level 1 on State Assessment(s) or District measure in the core content areas, or a score on a Regents exam of 54 or below.

Minimum 30 minutes per day for five days per week in the area of need not to exceed a maximum of 60 minutes per day.

ModerateA score at proficiency level 2 on State Assessment(s) or District measure in the core content areas, or a score on a Regents exam of 55-59.

Minimum of 30 minutes per day three days per week in the area of need not to exceed a maximum of 60 minutes per day.

LowA score at a high proficiency level 2 (within 20 points) on State Assessment(s) or District measure in the core content areas, or a score on a Regents exam of 60-64.

Minimum of 30 minutes per day for twice a week in the area of need not to exceed a maximum of 60 minutes per day.

Page 62 of 89

ACADEMIC INTERVENTION SERVICESMODELS OF STAFF DISTRIBUTION

BASED ON INTENSITY OF SERVICESSCHOOL / SITE

Intensity of Services Staff Positions

High Intensity

Moderate Intensity

Low Intensity

Reading Teacher

Instructional Support Resource Teacher

Regents Prep

RegentsAcademy

Classroom Teacher

Other

Note: Distribution of staff will be contingent on the following: Description of intensity level should contain the frequency and the duration of AIS. The intensity level of academic intervention services should be

based on the student’s performance level in addition to multiple measures and sources of evidence.Ÿ Students should be classified as high intensity if they are assessed on the State’s proficiency level scale as a one.Ÿ Students should be classified as moderate intensity if they are assessed on the State’s proficiency level as a low two.Ÿ Students would be classified as low intensity if they are assessed on the State’s proficiency level scale as a high two.Ÿ Students classified as high intensity should receive at least .5 hours of AIS per area of need per day, five times a week. The maximum amount of

AIS should not exceed 60 minutes within a given day.Ÿ Students classified as moderate intensity should receive at least .5 hours of AIS per area of need three times a week. The maximum should not

exceed 60 minutes with a given day.Ÿ Students classified as low intensity should receive at least .5 hours of AIS per area of need twice a week. The maximum should not exceed 60

minutes within a given day Intensity will follow a designated format as designed at the building level. The individual AIS plan may include instructional support:

Ÿ during the school dayŸ before and after schoolŸ Saturday schoolŸ summer programsŸ student support services

PAGE 63 OF 24

Models

for

Scheduling

AIS

Page 64 of 89

Suggestions for Implementing AIS

During the Day Additional Instruction

CO-TEACHING APPROACHWith in class co-teaching approach the classroom teacher plus one or more other certified teachers provide AIS instruction for eligible students in the regular classroom within the same time period they are receiving the general curriculum. The lessons are co-planned and co taught. Each teacher contributes equitably to the lesson and evaluations of students’ progress. The classroom teacher will provide instruction in the general curriculum. The co-teacher is providing AIS supplemental instruction through additional teacher contact time otherwise not available with only the classroom teacher. This supplemental instruction may be with individual students or small groups, i. e., additional teacher may be scheduled on a daily basis, rotating schedule, on specific days, etc.

EXTENDED PERIOD APPROACHWith the extended period approach the instructional period for a standard area is extended a certain number of minutes over what all other classes receive for that standard area. For example a 40 minute period may be extended to 55 or 60 minutes so that eligible students may receive an additional 15-20 minutes of instruction from the classroom teacher. This time is best scheduled around the beginning or end of the day or around lunch periods.

SAMPLE SCHEDULE

(40) Period 1 (20) AIS Extension 1

(40) Period 2 (40) Period 1

(20) AIS Extension 3 (40) Period 2




Page 65 of 89

ADJUSTED BLOCK APPROACHIn the block schedule approach the block of time is broken down into instruction for the general instruction and AIS supplemental instruction. For example a 90-minute block will have 60-70 minutes for all students in the general curriculum and 20-30 minutes of supplemental instruction for identified students. This supplemental instruction could be provided at the beginning or the tail end of the block. Non-identified students may be given a differentiated assignment. (This may be done for all on selected blocks)

AIS 1 (20-30 min.)

Block 1 (60-70 min.)AIS 2

Block 2AIS 3

Block 3

ADDITIONAL CLASS OR PERIODWith the additional class or period approach identified students are scheduled for an additional class or period of instruction in one of the standards area. The students receive AIS instructional support outside of the regular class at a different time by the appropriate certified teacher. Instruction should be jointly planned by the classroom and the AIS teacher to coordinate the content and approached to address the student needs. This may be scheduled on a rotating basis.

FD MODEL DESIGED BY VICKI RAMOS

ClassELA (1 hour)

SSR & RA (30 minutes)Lunch (30 minutes)

Reading by Groups (30 minutes)Math (1 hour)

SCI (A & C Days)SS (B & D Days) (45 minutes)

EXPEXP

Page 66 of 89

THE LEARNING LAB APPROACHWith the learning lab approach an additional period or class is scheduled for students with needs in one or more standards area. Two or more teachers could be in the lab at the same time or on alternate days. Scheduling is done to accommodate student needs and intensity levels. The teacher(s) may engage small groups, individualized instruction, whole class or combination on different days. The lab may also focus on different subjects, groups, or intensive levels on different ways.

LEARNING LAB SCHEDULE #1

MON TUE WED THUR FRI

Per. 1 Math ELA Soc. Sci. Rdg. 2 Rdg. Math ELA Soc. Sci 3 Sci. Rdg. Math. ELA Soc. 4 Soc. Sci. Rdg. Math ELA 5 ELA Soc. Sci. Rdg. Math

LEARNING LAB SCHEDULE #2

MON TUE WED THUR FRI

Per. 1 Math ELA Soc. Sci. Rdg. 2 Math. ELA Soc. Sci. Rdg. 3 Math ELA Soc. Sci. Rdg 4 Math. ELA Soc. Sci. Rdg. 5 Math ELA Soc. Sci. Rdg.

COMPUTER ASSISTED INSTRUCTION APPROACHWith the computer assisted instruction approach the student receives AIS through the guidance of a certified teacher with the assistance of technology. Computer Assisted Instruction may involve the use of tutorials, test preparation, structured review, reading comprehension and writing practice, etc. The activities are designed to the student’s area(s) of need. This approach may be best suited for low intensity students or as part of schedule for other students.

ACCELERATED BLOCK APPROACHWith the accelerated block approach a 15 – 20 minute cap of time is scheduled at the beginning of class to provide necessary skills to students before the instruction of the general curriculum. The skill based accelerated instruction is an essential to learning the lesson. Identified students will receive skills based AIS whereas the other students receive pertinent material but at a differentiated level.

Page 67 of 89

ACCELERATED BLOCKS

Equivalent Block Unequivalent Block

Accel. AIS 1

Block 1Block 1

Accel. AIS 2 AIS

Block 2 Block 2

Accel. AIS 3Block 3

Block 3

Accel. AIS 4Block 4

Block 4

DOUBLE LITERACY/NUMERACY BLOCKS APPROACHWith the Double Literacy/Numeracy Blocks approach an extra class period or block is designated for identified students. Students are scheduled for double the time in the area of need. The teacher(s) provide instruction for the general curriculum and also provides AIS in the area of need for that lesson to identified students within the double blocks. Both blocks focus on the same lesson and are scheduled back-to-back.(check districts schedule for elementary/secondary core areas instructional time)

PROGRESS MONITORINGProgress monitoring for low intensity students should be on-going, individualized and subject specific. Looking at student performance, classroom test, projects and attendance will provide continuous information on the student’s progress toward achieving the standards. Test preparation embedded in instruction provides another avenue to provide additional instruction with low intensity students.

Page 68 of 89

Extended Day Additional Instruction

BEFORE AND AFTER SCHOOL PROGRAMSThe Before and After School Programs may be scheduled to provide AIS if the guidelines of additional instruction by a certified teacher to identified students in the area(s) of need is followed. The instruction must be consistent with the regular instructional program not just drill and practice or irrelevant worksheets. One on one, small groups or even whole class instruction may be used in this approach. To provide a seating place for students to complete homework or to use student tutors DOES NOT meet the guidelines for AIS.

SATURDAY SCHOOLSaturday school programs may be schedule to meet AIS requirements if the guidelines of additional instruction are provided by certified or qualified teachers to identified students in the area(s) of need. Commitment and scheduling difficulties must be taken into consideration when attempting to provide AIS to students with moderate and high intensity needs in Saturday School programs. Identified students may be scheduled for an hour or more in instruction in the area of need. Saturday School programs that provide AIS should be an additional component to a student’s AIS plan and should not be the only scheduled time to receive AIS.

SUMMER PROGRAMS

Grades 6 go 7 Summer Program

The 6 go 7 Summer School Program provides instruction to identified and eligible students in the areas of reading and math. This summer program may be an extension of the student’s AIS plan. The focus of the program is to provide students who are working below level in reading and math with accelerated instruction in preparation for middle school. This is a four-week program and early registration is strongly recommended.

Pre-K – 5 Extended Learning Summer ProgramEarly Kindergarten-grade 5 Extended Learning Summer Program focuses on providing literacy and mathematics skills to identified and eligible students in grades Pre K-5 Elementary schools. The emphasis is on accelerated instruction in preparation for the next grade. This may be an extension of the student’s AIS plan with a summer component. This is a four-week summer program and early registration is required.

INDIVIDUAL SITE SUMMER PROGRAMSWith Summer Programs at individual sites students may receive AIS if the guidelines are met under the specified criteria for providing AIS. Identified students must receive additional instruction or student support services in their areas of need. These services must be provided by certified personnel and may follow the intensity levels as prescribed by the AIS team. These summer programs should be an extension of those services provided to eligible students during the academic year and not credit bearing courses. These summer programs that provide AIS should be included in the student’s AIS plan.

SUMMER SCHOOL CO-TEACHINGThe K-5 Extended learning Summer Program uses a co-teaching. Two certified teachers work in every classroom. Students benefit from the small group, hands-on, differentiated support.

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Implementation

and

Monitoring

Checklist

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AIS Checklist

Academic Intervention Services (AIS) is mandated as part of the NYS standards based system. The purpose is to focus on improving student achievement and results. AIS is intended for students who scored at levels 1 or 2 on a New York State Assessment or determined to be at-risk of not scoring at level 3 or 4 (demonstrating achievement of NYS standards).

AIS were designed to provide additional instruction and student support services to students' who may lack extra family support. It focuses on academic achievement and should be used as a support to help students meet NYS standards.

AIS involve finding the means to actively implement / employ solutions rather than documenting time spent. Services must be ongoing and consistent and showing improvement in student performance for documentation to be meaningful.

Continual evaluation of a building’s AIS program is necessary for progress, refinement and improved student performance. Failure to comply with this mandate and documentation of services may expose the school (building) to legal ramifications.

All schools must have an AIS program for their students. According to the state mandate, the individual site program must follow the districts AIS plan. The District’s AIS department will review each schools AIS plan annually. It is important to note, however, the New York State Education Department may also request individual schools to submit their plans for review (CR 100.2.ee (4)(iv)).

AIS strongly support quality teaching first, congruent interventions, and direct services to students to enhance achievement.

AIS program evaluation will look for the direct relationship between attendance of eligible students in AIS programs and improvement in these student performances on NYS assessments. This criteria should be considered when reviewing the school’s AIS program.

All eligible students must receive AIS.

This checklist provides a self monitoring review of the buildings AIS program. It outlines the major components of the program and the elements that the State and District believe constitute an established and effective program.

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The School’s AIS Review Team(s)

The principal will head the AIS Review Team(s) at each building. The review team(s) may consist of combinations of the following staff that may include but is not limited to:

__Principal __Secretary/ Clerical__Assistant/ Vice Principal __Counselors__General Ed Teachers __Parent liaisons__Special Ed Teachers __Psychologist__Instructional Resource Support Teachers __Social workers__Special Ed Cadres __Resource teachers__Coordinators of instruction __ Other___________

The review team(s)____ Implements and improves the schools’ AIS Program____ Looks at the school’s student population to determine eligibility for AIS, indicating which type

of support (Additional Instruction and/or Student Support Services) and the corresponding intensity levels.

____ Groups students based on similar needs and develops AIS plans for those groups____ Communicates with parents, teachers, and students regarding the criteria for entry and exit, in

addition to ongoing progress____ Conducts regular focused AIS meetings to improve student achievement and to increase the

effectiveness of the existing program (see SED Review Process)____ Supervises the collection, documentation and reporting of student data to the parents, school,

District, and State.____ Develops a list of providers for AIS and matches student needs with the strength of the

appropriate provider(s)____ Aligns student schedules with the availability of providers in order to maximize the services

offered

The principal may consider appointing AIS review team membership as Administrative Assignments if it is within the contractual guideline.

The school may choose to have an AIS review team for each cluster/subject area to (avoid unfairly burdening just a few) maximize services to students.

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School Documentation for AIS

The fluidity of students’ eligibility to meet the entry or exit criteria should be considered as part of the school implementation of services and communication with parents.

School documentation for AIS should: __ Be consistent and ongoing__ Show the number of students receiving AIS and their intensity level in each core subject __ Contain copies of the students’ active AIS plans__ Indicate providers and the types of AIS__ Include samples of communication with parents __ Include communication of AIS within school__ Include teacher recommendations for AIS__ Include students’ progress reports__ Include records of school progress with AIS__ Be understandable and useful to receiving schools

Data should be both qualitative and quantitative and include: __ Total attendance of all students receiving AIS

__ The number of students eligible for AIS each semester__ The number of students meeting the exit criteria for AIS each semester__ The number of student receiving AIS and their grade levels__ Date AIS began for eligible students in different subject areas__ Duration of AIS for groups of students with similar needs__ The number of students at the different Intensity levels__ The number of students receiving AIS in each subject area.__ Types of services provided and by whom__ Scores on NY State and other standardized test__ Description of multiple measures and sources of evidence for both entry and exit criteria__ Number and the type of communication with parents__ Progress and improvement of students receiving AIS

The principal may want to consider giving teachers an interim Administrative assignment to complete and submit students’ progress reports.

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Communication

Communication is essential in ensuring that everyone understand their level of responsibility to make AIS successful. There should be communication within the building amongst the classroom teachers, AIS providers, students, and staff members that contribute to the students’ success. Communication with parents must be in their native language where necessary and should include:____ An honest and direct letter informing the parents of their child’s needs and possible

interventions in addition to an explanation of entry and exit criteria____ The student’s plan must be complete and indicate the essentials for successful intervention.____ The parent should also be informed as to suggested contributions that they could make to

support their child’s academic success.

Communication to parents must include__ Criteria for beginning services__ Criteria for ending services__ Intensity of services (duration and frequency of services) (how many days hours/day and number of weeks)__ Progress reports__ Provider of services__ Attendance in AIS sessions__ Conferences that discuss the students AIS plans and progress reports

Request that the parents sign off on__ Reviewing the report card__ Checking the progress report__ Communication with the AIS teacher__ Communicating with the classroom teacher__ Communicating with an AIS review team member

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Additional Instruction

Additional instruction means instruction that is above and beyond what students who do not receive AIS get in their regular scheduled time. AIS provide additional instruction and do not replace the regular instruction.

__ Focused on addressing specific needs and deficiencies of students__ Focused on student achievement of the standards__ Focused on issues of vertical and horizontal curriculum alignment and integration__ Focused on academic skill building__ Problem solving including multi-step problems and questions__ Reading grade level materials__ Becoming independent thinkers__ Differentiated learning / multiple learning modalities__ Brain based learning strategies for teaching__ Teacher-structured focused study groups. __ Concept mapping and advance organizers__ Test preparation

Providers of AIS__ Classroom /subject area teachers__ Special education teachers__ Reading teachers__ Instructional Support Resource Teachers (ISRTs)__ Certified tutors under the guidance of AIS teachers__ Math/ Writing/ Reading resource teachers__ Speech and language teachers__ Social workers__ Appropriately certified PPS staff__ Paraprofessionals may provide services under the direct supervision of a certified teacher

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Scheduling

AIS must be a conscious priority to address students who need help in achieving the standards (not just an after thought based on student scores.) AIS should be proactively built into the regular day to intervene in students’ lack of progress in meeting state standards.

Creating an effective AIS program involves working with the master schedule. Schedules must have AIS built into the time frame of the regular day. Schools must have an AIS component that is executed (during the school day.)

Effective scheduling means using available time for better results. This involves teacher planning, instructional collaboration and cross grade alignment to make AIS work effectively. Certain electives may be reduced but not eliminated to provide AIS to students who have a high intensity need for services.

Parental refusal does not preclude students from receiving AIS. The school must provide AIS to the student during the regular school day

Are all students who are eligible for AIS receiving services?

During the day__in an acceleration period__in a skills learning laboratory__in a computer laboratory__in a co-teaching classroom__in an extended period approach__in an adjusted block approach__in an in-class small group approach__in an additional class/ period approach__push in/ pull aside/ pull out

Before school__small group tutoring__one on one tutoring__large group approach __computer assisted instruction

After school__small group tutoring__one on one tutoring__large group approach

__computer assisted instruction

Saturday school__small group tutoring__one on one tutoring__large group approach__computer assisted instruction

Summer school __Co-teaching class__Additional/ Accelerated period__Accelerated program

__Attendance improvement__Wellness Center Services__Resource Room

__Guidance__Anger Management/Mediation

__Study skills

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Entry and Exit Criteria Eligibility For AIS

Entry and exit criteria are determined by a student’s performance which either places him/her at risk of not meeting the State learning standards or which indicates he/she is likely to meet the State learning standards.

The purpose of using Multiple Measures and Sources of Evidence is to identify the specific needs of students which, in turn, determine the intensity level of services. Parents may also request AIS for their child at specific intensity level and duration.

To meet the exit criteria a student must demonstrate through Multiple Measures and Sources of Evidence that they are no longer at risk of not meeting the State standards. Multiple Measures and Sources of Evidence must be valid and consistent through the District. A report card grade of “A” in one school should be AN equivalent “A” in another school.

Multiple Measures and Sources of Evidence may include:__ Classroom performance__ Report cards__ Interim reports__ Teachers documented input__ Counselors documented input__ Past performance in subject areas__ Scores on standardized assessments (District, State or commercially designed)__ Documented parent conferences__ Students schedules__ Levels 1 or 2 on a NYS core subject area assessment (for entry)__ Levels 3 or 4 on a NYS core subject area assessment (or other demonstrated technical quality)

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SAMPLE PARENT NOTIFICATION LETTER

Date ______________________

Dear Parent,

It has been determined by the school’s AIS review team that your child ______________ may benefit

from Academic Intervention Services. These services include additional instruction and/or student

support services necessary to improve your child’s academic performance.

Your child has been identified through

___ Performance on NYS assessment ___ Multiple measures and Sources of evidence in

__ELA __Mathematics __Social Studies __Science

__Reading __Attendance __Behavior __Study Skills

Recommended Academic Intervention Services:

__During the Day ___ times per week __Before and After School ____ times per week

__Before School ___ times per week __ Saturday School

__After School ___ times per week __ Summer School

Early intervention is the key to success. The decisions regarding your child’s future progress are most

important. We depend upon your involvement in helping us to do the best possible job in providing an

education for your child. We have been working on an intervention plan for your child and your input

and cooperation is welcome and greatly appreciated.

Please contact your child’s teacher, ______________________________, at __________ to discuss

the academic intervention plan that has been developed to meet your child’s needs.

Thank you for your cooperation.

______________________________Principal

______________________________Teacher

Copy to: Student’s Cumulative Record

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DRAFT

Academic Intervention ServicesRecommendation Form

Student______________________________________ School_________________

Recommendation by___________________________________ Date____________

Subject(s)__________________________________________ Grade____________

Reasons for recommending Academic Intervention Services Diagnostic Assessment Vision Hearing Physical Disabilities Other Possible Disabilities Limited English Proficiency Early Reading Assessments Literacy profiles Reading readiness Subject area performance (content, skills, knowledge) Performance Level on Stanford 9 Achievement Test __________ Classroom performance in _______________ Mid-year performance in________________ Report card grades Score on NYS assessment in ELA _______________ Mathematics_________ Social Studies________ Science_____________ Student records Attendance problems Discipline problems Family-related problems Health-related issues Nutrition- related issues Mobility issues

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Recommended Academic Intervention ServicesAdditional instruction in the content area ELA_______________ Mathematics_________ Social Studies________ Science_____________

Additional instruction in reading Specific Skill development Classroom Accommodations Specific classroom grouping

Student Support Services School guidance and Counseling Attendance improvement Discipline issues Health related issues Family related issues Nutrition related issues Mobility related issues

Suggested Intensity Level High Moderate Low Number of minutes per session_________________________ Number of sessions per week__________________________

Parental contact prior to recommendation By phone_________________ By mail__________________ By conference_____________

Additional comments:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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School

Self-Evaluation

of

AIS

Program

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Rating AIS Quality: What Should You Look For?

1. Congruency:

A. The AIS program (Additional Instruction and Student Support Services) is congruent with and focused on the New York State performance indicators and those important intellectual skills that help students achieve NYS standards.

Yes Somewhat No

B. The student’s AIS plan is congruent with current classroom instruction. The AIS and classroom teacher communicate around the specific NYS performance indicators being taught in each setting, and track the student’s progress on those indicators.

Yes Somewhat No

2. Planning:

A. The building AIS Review Team(s) reviews the AIS program regularly (at least every semester). Based upon results, changes will be made where needed to improve efficiency to focus on students needs and improving student achievement.

Yes Somewhat No

All components of the AIS program are focused on student learning and achievement of NYS standards.

Yes Somewhat No

B. Intervention plans for students are based upon diagnostic analyses of several pieces of each individual student’s work (multiple measures) that are used as evidence to identify specific student needs.

Yes Somewhat No

C. If a student is also classified as needing special education, there is regular (daily, weekly) collaborative planning to ensure all of the student's needs are met in the most effective way, and to determine which venue is most appropriate for each intervention.

Yes Somewhat No

Special Education and ELL students are provided with the same AIS program focusing on individual student’s needs based on the IEP or Part 154 to improve student learning and achievement of NYS standards.

Yes Somewhat No

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D. Students with similar needs or learning styles are placed in short-term groups for specific interventions based on interests, learning styles and/or identified needs.

Yes Somewhat No

E. The school has a variety of AIS instructional options from extra, in-class support through co-teaching, to time beyond the classroom (one to multiple times per week) depending on the students’ needs.

Yes Somewhat No

F. Students are evaluated for eligibility to receive AIS on a regular basis – at least every marking period.

Yes Somewhat No

G. Students are evaluated for meeting the exit criteria for receiving AIS on a regular basis at least every marking period.

Yes Somewhat No

3. Instructional Strategies:

A. Direct instruction and modeling of skills and strategies focused on improving deficient skills occurs often during AIS.

Yes Somewhat No

B. Multiple approaches to learning that teach via different learning styles are used to teach/ strengthen skills and strategies.

Yes Somewhat No

C. Materials and multiple modalities are used in AIS to focus on the targeted skill or learning.

Yes Somewhat No

D. Students are engaged in practice following direct instruction/modeling to focus on demonstrating levels of competence in the skills/learning.

Yes Somewhat No

E. AIS instruction use manipulatives and organizers to build concepts and skills relevant to the areas of deficiency.

Yes Somewhat No

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F. Explicit teaching of metacognitive strategies is an integral aspect of AIS.

Yes Somewhat No

G. AIS teachers ensure that students are taught how to “unpack” and respond accurately to higher order questions by modeling the process of developing responses.

Yes Somewhat No

H. Problem solving and intellectual strategies are explicitly modeled and taught.

Yes Somewhat No

I. The focus is on what the student is learning, as opposed to what the teacher is teaching.

Yes Somewhat No

J. Instruction is based on an analysis of individual student needs or groups of students with similar needs.

Yes Somewhat No

K. The teacher models and scaffolds learning experiences.

Yes Somewhat No

4. Learning Environment:

A. The building administration supports the AIS program by implementing flexible scheduling that meet the needs of individual students.

Yes Somewhat No

B. The school has flexible scheduling strategies such as semestering, looping, and multi-age classes to support differences in student learning, and to make in-class AIS possible.

Yes Somewhat No

C. Both core classes and AIS are scheduled during uninterrupted time periods so students have uninterrupted time on task.

Yes Somewhat No

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D. The school analyzes both State assessment results and other evidence of student needs to determine student programs.

Yes Somewhat No

E. The school ensures that students meet all 28 New York State learning standards, in addition to providing AIS. (Note: It is not permissible to run AIS during music, art, physical education and other special classes; regulations mandate that all students attend required classes.)

Yes Somewhat No

F. The school works actively with parents, teaching them how to support their youngsters' learning.

Yes Somewhat No

5. Materials:

A. The AIS program has a wide variety of high-interest standards focused resources to meet various learning styles.

Yes Somewhat No

B. The program uses technology where appropriate.

Yes Somewhat No

6. Support Services/Barriers to Learning:

A. The school’s teachers, administrators and support staff, and all take a role in supporting all at risk students’ academic, social, and emotional growth.

Yes Somewhat No

B. There is a strong , and learning relationships established between students and the school staff.

Yes Somewhat No

C. Students have an active role in planning and evaluating their own programs and interventions.

Yes Somewhat No

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D. The district and school have set, logical expectations for behavior and focus on developing self-discipline and responsibility rather than focusing on punishment.

Yes Somewhat No

7. Parent and Community Involvement:

A. Parents are provided with practical, on-going assistance in learning to support their child’s academic, social and emotional development.

Yes Somewhat No

B. The district and school have a practical outreach program/system that successfully encourages parents to participate in school activities who traditionally might be uncomfortable in school settings.

Yes Somewhat No

C. There is collaborative, active engagement of a wide range of people (teachers, parents, counselors, and community) all focused on meeting the needs of children

Yes Somewhat No

8. Evaluation:

A. The AIS and classroom teachers know and provide focused instruction to address what each student needs to learn to meet State learning standards.

Yes Somewhat No

B. Teachers maintain evidence of student work that helps them determine students’ progress and plan the next steps.

Yes Somewhat No

C. Periodic local evaluations parallel State standards and performance indicators, using similar types of test questions which are scored based on State rubrics.

Yes Somewhat No

D. The program includes regularly scheduled review of student progress and re-evaluation of next steps in the plan for each student.

Yes Somewhat No

The District’s AIS Department will assist in the evaluation of the school’s AIS program. This Department will also assist in the revision of any area(s) in the school’s AIS Program not adequately addressed.

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SAMPLE OF FLOWCHART OF AIS PROCESS

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Student Profile Grades/Scores Attendance Behaviorist Issues Health Issues

Recommendation for AIS Teacher Parent Review Team

Notification of Eligibility Parents/Guardian Teachers Counselors Student

Student AIS Plan Developed

Entry Criteria Exit Criteria

Need identified Schedule modified Intensity Level Instruction plan Support Services plan

Documentation Ongoing parent

communication Student attendance Progress to standards

achievement

Student Receives AIS Additional instruction Support Services

Student Meets Exit criteria Changes intensity level

AIS 3 year plan€¦ · Web viewROCHESTER CITY SCHOOL DISTRICT District Plan for ACADEMIC....

Documents

Transcript of AIS 3 year plan€¦ · Web viewROCHESTER CITY SCHOOL DISTRICT District Plan for ACADEMIC....