Academic Intervention Services Plan

Liberty Central School District will provide Academic Intervention Services (AIS) that are intended to support students who are at risk of not meeting New York State learning standards in English language arts grades 3-12, mathematics grades 3-12, science grades 9-12, and social studies grades 9-12. Academic Intervention Services shall be made available to students with disabilities on the same basis as nondisabled students, provided, however, that such services shall be furnished to the extent consistent with the student’s individualized education program.

The following district description of Academic Intervention Services (AIS) includes criteria for eligibility and three components of AIS:

  • Additional instruction that supplements the general curriculum (regular classroom instruction)
  • Additional instruction through co-teaching and/or direct consultant teacher by teaming a regular teacher with another highly qualified service provider in a regular class.
  • Student support services needed to address barriers to improved academic performance such as speech improvement service, specialized reading instruction, occupational therapy, ENL support.

Services will be provided to students in ELA and mathematics in grades 3-12, and social studies and science in grades 9-12.

The New York State Education Department defines additional instruction as the provision of extra time for focused instruction and/or increased student-teacher instructional contact time. The regulations also indicate that services may vary in intensity depending on the student’s needs, but must be designed to respond to the student’s needs as indicated through state assessment results and /or the district-adopted procedure that is consistent throughout the district at each grade level.

Eligibility for Academic Intervention Services

Eligibility for AIS will be determined by state assessment results and district procedures.

District Procedures

It is the district’s goal that all interventions be timely and begin as soon as possible after documented difficulties in student performance. The district procedure will always be used when a student is absent for all or part of a State assessment, or when a student transfers from out-of-state or out of the country. The principals, building inquiry team, RTI team, designated teachers and guidance counselors will have input in selecting students for AIS based on a number of district adopted identification criteria.

Eligibility Using State Assessments for Grades

Students in grades 3-8 will be eligible for AIS if they score below the designated performance level on the New York State assessments in ELA or mathematics. Students scoring at Level 1 and Level 2 should receive AIS services unless further review indicates adequate progress. Students who received a high Level 2 score will be examined individually to see what support is needed. For some, monitoring their progress to ensure growth is an acceptable option for AIS. Eligibility for AIS services is dependent on performance on the identified district/state criteria. Therefore, students qualifying for AIS will exhibit varying levels of performance which would require a corresponding match in service allocation. In other words, not every student needs the full complement of services. Therefore our program options can vary in intensity: low, moderate, high.

Students in grades 9-12 will receive AIS if they score below the approved passing grade on any Regents exam required for graduation in ELA, mathematics, science, or social studies.

Eligibility for Students in Grades K-3 with No State Assessments

Performance in ELA below the district-established standard on three or more of the following:

  • Fountas & Pinnell Text Level Benchmark Assessment
  • ELA assessments from the NYS Listen & Learn Domains
  • Amplify Skills Strand Assessment or ELA Phonics Screener
  • NWEA Reading Assessment Classroom performance as documented by the classroom teacher through grade-level formative and summative assessment of the NYS Common Core ELA Standards, Skills, and Concepts

Performance in mathematics below the district-established standard in the following areas:

  • NYS Common Core Math Module Assessments
  • NWEA Mathematics Assessment
  • Classroom performance as documented by the classroom teacher through grade-level formative and summative assessment of the NYS Common Core Math Standards, Skills and Concepts

Response to Intervention

  • RtI is being used as a district-wide prevention model which incorporates AIS as a pre-referral intervention. It is defined as a three-tier model of school supports that uses research-based academic and/or behavioral interventions. At all stages of the process, RtI should focus on discovering how to make the student more successful rather than focusing on the student’s lack of success.

Tier 1: Screening and Group Interventions

  • At this tier, solid core curriculum and research-based instructional methods are provided to all students. Screening tools and/or results on state or district-wide assessment are given to all students and students who are “at-risk” are identified. The screening tools could also include weekly progress monitoring and classroom assessments. Identified students receive supplemental instruction (or interventions) typically delivered in small groups during the students’ regular school day in the regular classroom. The length of time for this step can vary. During this time, student progress is closely monitored using a validated system such as reading level or math skills. At the close of this period, students showing significant progress are generally returned to the regular classroom program.

Tier 2: Targeted Interventions

  • Students not making adequate progress in the regular classroom in Tier 1 are provided with more intensive services and interventions. These services are provided in addition to instruction in the general curriculum. These interventions are provided in small group settings. In the early grades (K-3) interventions are usually in the areas of reading and math. A longer period of time may be required for this tier, but it should not generally exceed a grading period. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3.

Tier 3: Intensive Interventions and Comprehensive Evaluation

  • Students receive individualized, intensive interventions that target the student’s skill deficits. Students who do not respond to Tier 3 interventions are then considered for referral to the Committee of Special Education following a team meeting with Student Services Administration. The data collected during Tiers, 1, 2, and 3 are included and are used to make the eligibility decision.

The Importance of Progress Monitoring

  • Progress monitoring is a scientifically based practice used to assess students’ academic performance and evaluate the effectiveness of the instruction they are receiving. It can be implemented with individual students or an entire class.
  • Progress monitoring is a fundamental and necessary component of RtI. The information gathered through monitoring is used throughout the RtI process to make important instructional decisions about the student.
  • To implement progress monitoring, the student’s current levels of performance are determined and goals are identified for learning that will take place over time. The students’ academic performance is measured on a regular basis (weekly, bi-weekly, or monthly). Progress toward meeting the student’s goals is measured by comparing expected and actual rates of learning. Based on these measurements, teaching is adjusted as needed.

Types of Services That May Be Provided

The Liberty Central School District will provide AIS in the areas of academic instruction and support services. The intensity of the service will be determined based upon individual need.

All students are eligible for AIS, including those with disabilities and/or limited English proficiency, if they fail to meet the designated state performance standards or district approved criteria. Additionally, limited English proficient students who do not achieve the annual designated performance standards as stipulated in CR Part 154 are eligible for AIS. This general plan is intended to describe services for students in the district in grades 3-12. Additionally, the district will review individual building needs each year by disaggregating data on:

  • Analysis of student performance on state assessments
  • The number of students receiving AIS at each grade level and within each standards area
  • The range of performance levels of eligible students as determined through state assessments and district approved procedures
  • Staffing needs, instructional approaches, and scheduling options needed to meet the range of intensity and services required by AIS
  • Ongoing monitoring and review by building administrators

Possible Range of Academic Intervention

Academic Intervention Services means additional instruction which supplements the instruction provided in the general curriculum and assists students in meeting the state learning standards. The services abide by the definitions found in Section 100.1 at the NYSED website. The intensity of service to each student will be determined based on individual need. Possible AIS service options include:

  • Scheduling options including extra class time or extended time.
  • Co-teaching increased teacher/student ratio.
  • Push-in programs where teachers and other highly qualified service providers will provide instruction to identified students while working within their classroom. When possible, common planning time will enable the classroom teacher and the service provided to coordinate schedules and maximize instructional time.
  • Pull-out small group supplemental Instruction
    • provided during study halls
    • provided during ELA seatwork time
  • Small group instruction: teacher directed on an as-needed basis based on the entrance criteria. The duration and time commitment is to be determined.
  • Monitoring of progress by classroom teacher.
  • Technology as an instructional tool (instruction is delivered utilizing technology as an instructional tool to enable the delivery of instruction/curricula to a diverse student population.)
  • English Language Learner Program: (ELL) Support is provided to all ENL students who need additional academic support to meet the standards.
  • Remediation/enrichment cycle/flex-time: classroom teachers provide short-term grouping to allow for remediation for those who need it and enrichment for those who have mastered skill.
  • Use of technology/computers
  • Extended-day instruction after school
  • Structured study Halls/after-school tutoring program
  • After school homework help/Boys and Girls Club Power hour
  • Summer programs

Possible Range of Support Services

Coordination of services, based on individual need, could include seeking remedies or providing assistance in the following areas:

  • Attendance Problems
  • Behavioral Issues
  • Family-Related Issues
  • Mobility / Transfer Issues
  • Parent Training Workshop

Summer of Building Services

k-4

Academic Intervention

  • Small group supplemental
  • Team teaching
  • Computer assisted instruction
  • Extended day

Support Services

  • Attendance
  • Discipline
  • Mobility
  • Family
  • Health

5-9

ACADEMIC INTERVENTION

  • Small group supplemental
  • Team teaching
  • Computer assisted instruction
  • Extended day

SUPPORT SERVICES

  • Attendance
  • Discipline
  • Mobility
  • Family
  • Health

9-12

ACADEMIC INTERVENTION

  • Small group supplemental
  • Alternative ed. placement
  • Computer assisted instruction
  • Additional instruction within the day

SUPPORT SERVICES

  • Attendance
  • Discipline
  • Mobility
  • Family
  • Health

Student Progress Reports

Student progress reports will document progress of students and determine when the student warrants being discontinued from AIS. Reports will be sent to parents describing the nature and intensity of service provided, how the service was provided and by whom, and the reasons for the continuation or discontinuation of the AIS, including State assessment data and the measures of evidence used in the district procedure.

Procedures for Parent Notification

The building principal will be responsible for parental notification indicating a need for AIS. This notification will be made in writing and will include a summary of the services being provided to the student including when the services will be provided. The reasons for AIS will be reviewed, and the consequences of not achieving the standards will be stated. Parents will also be kept apprised of their child’s progress through the written reports, parent conferences, and possible suggestions for working with the students at home. When AIS is discontinued, the parent will be notified in writing that the services will be ending, the criteria for ending services, the current performance level of the student, and assessments that were used in determining the student’s level of performance.

Criteria for Ending AID Standard Forms

AIS will end when the student has successfully attained the district-standards according to the state and/or district criteria for beginning services. Students receiving AIS will be tested mid-year and at the end of the school year to see if they have obtained the skills needed to be terminated. The building principal in conjunction with the classroom and AIS teachers will make this determination.

Process and Timeline

AIS may start at any time, but must begin no later than the beginning of the semester following a determination that a student needs such services.