ROCHESTER CITY SCHOOL DISTRICT
Plan forACADEMICINTERVENTIONSERVICES
ROCHESTERCITYSCHOOL DISTRICT
District Plan for
ACADEMIC
INTERVENTION
SERVICES
RochesterCitySchool District: 2616 000 10000
Department of Extended Learning and Intervention
revised July2008
Academic Intervention Services Program
Committee
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
ROCHESTER CITY SCHOOL DISTRICT
Plan forACADEMICINTERVENTIONSERVICES
Committee Members to Academic Intervention Services
Three Year Plan for the Rochester City School District
name / representingChan, Michael / Co-chairperson
Hammond, Woodrow / Co-chairperson
Artson-Crichlow, Zelda / School #9
Brockler, Patti / Reading, CO-3
Brown, Ann / CO-3
Brown, Genevieve / Jefferson Middle School
Burns, Heather / James Madison School of Excellence
Cardilli, Dr. Sally / School #28
Constantine, Carol / Title I Parent Center
Cosmas, Karen / School #17
Crooker, Nicole / Charlotte Middle School
Cruz-Dunn, Norma / CO-2
Gadson, Buddy / School #29
Gandy, Elizabeth / CO-3
Godsen, Debbie / School #2
Greenspan, Marcy / CO-3
Harris, Narseary / James Madison School of Excellence
Harrison, Dr. Gayle / Clinton Ave. Learning Center
Humphrey, Willie / School #44
Jenkins-Cox, Marie / Edison Tech
Kaser, Charles / School of the Arts
Kaufmann, Susan / School #14
Kilmer, Lloyd / CO-3
Lamendola Barbara / Reading, CO-3
Lazio, Deborah / School #7
Mack, Jocelyn / School #5
Mahar, Bernice / School #43
Malvaso-Zingaro, Jean / CO-3
McClary, Lilly / James Madison School of Excellence
McFarland, Annette / School #22
Morris, Karen / School #6
Nash-Bayley, Donna / Monroe Middle School
Nesbitt, Laura / School #22
Ogden, Freida / School #6, Edison, School #54
Passamonte, Kara / School #2
Phillips, Babette / Franklin High School
Ritchie, Sue / School #42
Rodriquez, Desiree / East High School
Roy, Marilyn / Jefferson Middle School
Scura, Jane / School #8
Sims, Corinthia / Mathematics, CO-3
Smith, Chuck / Nathaniel Rochester Community School – Elementary/Middle
Strickland, Holly / CO-3
Terry, Nevaughn / School #4
Thomas, 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 DISTRICT
Plan forACADEMICINTERVENTIONSERVICES
ACADEMIC 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
B.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)
INTRODUCTION
In compliance with the Commissioner’s Regulations Part 100, all New YorkState 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.
Definition 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 problemsDiscipline problems
Family-related issuesHealth-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).
Goal
The RochesterCitySchool District has the expectancy that 90% or better of its students will achieve the New YorkState 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 RochesterCitySchool 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 RochesterCitySchool 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.
Elementary 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
The RochesterCitySchool 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.
Academic 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.
Academic Intervention Services for Transfer Students
In compliance with the Commissioner’s Regulations Part 117, transfer students entering New YorkState for the first time, or re-entering New YorkState 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.
Administrators’ Responsibilities in Providing Academic Intervention Services
Administrators will establish, lead and monitor the Academic Intervention Services program at their site.