There are two ways a student becomes eligible for AIS. One way is when a student does not meet the state benchmark at Level 3 or higher on a state assessment in one or more state assessed curriculum areas. In grades 3-8, students are given assessments in both English language arts (ELA) and math. In grade 4 and 8 students are also given a science assessment. Students in grades 10-12 take Regents examinations in English Language Arts (ELA), math, science and social studies. Each year state assessments will have four designated performance levels on each assessment:

NYS Level 4- Students performing at this level excel in standards for their grade. They demonstrate knowledge, skills, and practices embodied by the New York State P-12 Next Generation Learning Standards that are considered more than sufficient for the expectations at this grade.

NYS Level 3- Students performing at this level are proficient in standards for their grade. They demonstrate knowledge, skills, and practices embodied by the New York State P-12 Next Generation Learning Standards that are considered sufficient for the expectations at this grade.

NYS Level 2- Students performing at this level are partially proficient in standards for their grade. They demonstrate knowledge, skills, and practices embodied by the New York State P – 12 Next Generation Learning Standards that are considered partial but insufficient for the expectations at this grade. Students performing at Level 2 are considered on track to meet current New York high school graduation requirements but are not yet proficient on Learning Standards at this grade.

NYS Level 1- Students performing at this level are well below proficient in standards for their grade. They demonstrate limited knowledge, skills, and practices embodied by the New York State P-12 Next Generation Learning Standards that are considered insufficient for the expectations at this grade.

We identify students in grades K-3 by examining various sources of achievement information in English language arts and math. Students K-9 are also screened three times each year using the STAR Assessments in both reading and math. STAR assessments are short, computer adaptive test that adjusts to each answer your child provides. When compared with other assessments, STAR provides teachers with learning data about growth and achievement throughout the year. Comparing this assessment information to district benchmarks we determine whether a student may be at risk of not meeting state standards. Our district's AIS plan describes the sources of information we use in determining at-risk students. Students who lack readiness skills and are not meeting grade-level standards are usually given some level of AIS support.

These multiple measures include:

• screening information
• formative, summative and diagnostics assessment data (i.e. STAR, BAS)
• student work/ classroom progress reports
• behavior reports (ODR’s)
• Attendance
• teacher recommendation

On state assessments, all students who score at Levels 1 and mid-level 2 are given consideration to receive academic intervention services. During the 2018-19 school year, NYSED released guidance for Academic Intervention Services based on the new cut scores on the 2018 3-8 ELA and math assessments.

English Language Arts (ELA):

Grade 3 English language arts, a scale score of 592

Grade 4 English language arts, a scale score of 593

Grade 5 English language arts, a scale score of 601

Grade 6 English language arts, a scale score of 596

Grade 7 English language arts, a scale score of 599

Grade 8 English language arts, a scale score of 593

Math:

Grade 3 mathematics, a scale score of 593

Grade 4 mathematics, a scale score of 595

Grade 5 mathematics, a scale score of 598

Grade 6 mathematics, a scale score of 598

Grade 7 mathematics, a scale score of 599

Grade 8 mathematics, a scale score of 603

We then look at other multiple measures beyond the state assessment to determine eligibility and level of support. Specific criteria is listed below.

Criteria for Identifying Students in Need of AIS Support

NYS ELA, Math and Science Assessments Results

• Students scoring in the Level 1 range will receive automatic identification for some level support from specialists within and beyond the classroom level.

Other Multiple Measures for Identification:

• Students scoring in the Level 2 but below the level 2 cut scores determined by NYS Assessments OR for students not tested (ie. refusal or students K-3), achieving a score on TWO or more measures according to criterion stated below. Multiple measures include:
• STAR Reading or Math- June- NCE Below 26%
• ELA- Fountas and Pinnell Benchmark Assessment (BAS) Below Apprentice benchmark-
• ELA- High-Frequency Words (below CAS quarterly benchmarks)
• Kindergarten- ELA-Letter identification, print concepts (below CAS quarterly benchmarks)
• Grade 1 ELA- Observational Survey of Early Literacy Achievement (letter identification, word knowledge, print concepts, phonemic awareness, writing vocabulary, text reading level (initially target student with stanine- 1 and 2 for every task).
• Math (1-8)/ELA (6-8)- Interim/Final End of Year Assessments- Student below level 2
• Progress Report Grade - To be used in lieu of NYS assessments (refusal) or if more info is necessary Progress Report Grade- below 65% or below level 2
• Regents Examinations- grade below 65%

The service for a particular student usually varies in intensity based on the student's needs as measured by state assessments and other information on the student's performance. In a given curriculum area students below the mid-level 2 cut points in two or more measures are eligible for strategic intervention support while students below level 1 cut points on two or more measures will be given more intensive intervention services.

Students with the most intensive needs receive more scheduled services, for a longer duration, with individualized instruction. Students with less intensive needs (i.e. those in the mid-upper range of level 2) might only receive student support activities such as regular progress monitoring, and meetings with the classroom teacher to adjust instruction, if necessary.

While the needs of students are addressed during core instruction or lab days built into the schedule for extra practice, remediation, and support, at times it is necessary to provide other services both within and outside the school day.

Before or After School Small Group Instruction

In this setting, students meet with a teacher after school to work on specific skills that students are lacking. Some instruction may be given to the current class assignment if needed, although completion of homework is not the emphasis of this service.

Individual/ Small Group Instruction Outside of Classroom

Students may receive individual or small group instruction with a consultant, math or reading teacher in addition to the time spent in the classroom. While kept to a minimum, students might be pulled out of the classroom during a time that will least affect their overall participation in core instruction. This instruction may include research-based programs such as Reading Recovery, Level Literacy Intervention (LLI) or Read Well as well as other evidence-based strategies and practices.

Computer-Assisted Instruction

Students given computer-assisted instruction will utilize a variety of web-based programs (i.e. IXL math, Imagine Math, Castle Learning, Read 180) depending on the student’s particular area of need. Computer-assisted instruction will be utilized under the supervision of a classroom teacher, instructional specialist or program aide. It can be used in conjunction with other interventions.

High School Lab & Learning Center (LLC) and AIS Classes

The high school LLC combines a variety of academic support options for students. Services include lab classes to support core academic classes in ELA and Math, academic intervention services to prepare students for exam retakes, and tutoring services that allow students to visit the center any period of the school day for help with core academic classes. Students the have not passed required Regents exams will be assigned to a content-specific AIS class in preparation to retake the examination in January and/or June.

Co-Teaching

This service provides within class staffing that reduces the teacher-student ratio. For example, we typically use this arrangement to support students in the area of guided reading, writing, or math. Consultant teachers also work in the classroom, in conjunction with the classroom teacher, to offer assistance to children immediately when the need arises. Many times these additional teachers can check a student’s understanding of a new concept and explain the concept in another way if necessary so that the child completes the daily lesson with a full understanding.

Progress Monitoring

The achievement of all students not performing at proficient levels are closely checked and monitored by the classroom or other teachers working directly with the student. In the event the student’s progress drops, assessments fall below standard level, or the student indicates a need for additional assistance, the teacher may recommend additional services be added. Parents of these students receive information regarding student progress every 10 weeks beginning with the 1st quarter report in November.

• A student's intervention is based on a variety of pieces of information, including tests and student work that identify specific student needs.
• The AIS and classroom teachers know what each student needs to learn to meet the state's learning standards.
• Students grouped for specific interventions have similar educational needs.
• Students are evaluated on a regular basis to determine if the AIS should be changed or ended.
• The intervention includes multiple approaches to learning that strengthen a student's skills and strategies.
• Students learn organization and problem-solving strategies, including how to respond to questions requiring critical thinking skills.
• The student's AIS program uses a variety of materials and resources, including technology, to meet the various learning styles and instructional needs of students.
• Parents are provided with practical assistance to support their child's learning needs.
• Parents, teachers, principals, and other school personnel collaborate in meeting the needs of children.

At least once each term, parents will be given an opportunity to conference directly with the classroom teacher or other professional staff providing academic intervention services. Beginning at the 10-week period (or mid-trimester at the elementary level) parents will receive progress reports during the regular school year. These reports may be by mail, telephone, parent conference, e-mail, or be a part of the student’s regular report card. Additional AIS progress reports will be completed and made available at the 20, 30 and 40 week period during the school year. Middle and high school parents should also regularly monitor their child’s progress in their course work through Sweet Home’s Power School Parent Portal.

Parents may not refuse to have their children participate in AIS if it is offered within the regular school day. Parents should freely express their concerns about AIS. School staff should share evidence of the student's need for academic intervention services, and work with the parent(s) to assure the provision of appropriate academic intervention services. Placement in educational programs during the regular school day, however, remains the responsibility of the district and school.

Note: Parents will be asked to provide written permission if their child is invited to participate in AIS programs outside the school day.

Students that display significant progress while receiving AIS will be eligible to discontinue AIS. These students may either have the intensity of their AIS services reduced or terminated completely. Any potential changes in AIS services will be communicated with parents either through the principal, school counselor, interventionist, or classroom teacher.

AIS services may be terminated if one of the following criteria has been met:

• Student score at a proficient level (i.e. level 3) on appropriate standardized test determined that the student is meeting state standards
• Progress monitoring shows the student has met established district benchmarks and would not be in jeopardy of scoring below proficiency on the next NYS assessment in that subject area.