District AIS Plan
District AIS Plan
District Mission Statement
Broadalbin-Perth Central School provides a stimulating and safe environment of success for lifelong learning. Students of all ages will develop intellectually, emotionally, socially and physically through the cooperative efforts of school and community all STRIVING FOR EXCELLENCE.
GOAL of Academic Intervention Services
The goal of Academic Intervention Service is to help students develop the skills needed to demonstrate the confidence and knowledge necessary to meet the challenges of a demanding academic curriculum. We will provide an academic intervention program to enable students to realize their highest potential.
Definition of Academic Intervention Services:
According to the Commissioner’s Regulations part 100.1 (g) A.I.S. is defined as follows:
Academic intervention services (AIS) are services designed to help students achieve the learning standards in English Language Arts and Mathematics in grades K-12. These services include two components:
- Additional instruction that supplements the general curriculum (general classroom instruction); and/or
- Student support services needed to address barriers to improve academic performance.
All students are eligible for AIS, including those individuals with limited English proficiency. The intensity of such services may vary, but must be designed to respond to individual needs of each student as indicated through the following multiple measures, including but not limited to:
- New York State Assessment results
- Diagnostic testing
- Local Benchmark Assessments
- Local Assessments
AIS Eligibility and Services
The standards established by New York State are benchmarks that all students must achieve in order to graduate from high school with college and career aspirations. Standardized assessments, developed within the State Education Department, are administered from third grade through the end of eighth grade in order to assess the academic progress of every student. Once in high school, students are administered NYS regents exams and progress is measured according to their achievement on these exams.
In grades K-2, student progress is measured based on achievement on local benchmark assessments. Academic Intervention Services are offered in ELA and Math at The Learning Community.
Districts shall identify students for AIS in Grades 3-8 in ELA and Mathematics through a two-step process:
First, all students performing at or below a median cut point score between a Level 2/partially proficient and a Level 3/proficient, as determined by the Commissioner, shall be considered for AIS.
Upon identification of a student for consideration for AIS, Districts shall then use a districtdeveloped procedure, to be applied uniformly at each grade level, for determining which students shall receive AIS after the district considers a student’s scores on multiple measures of student performance, which may include but not be limited to the following measures, as determined by the district:
- New York State Assessment Results
- Diagnostic Testing
- Local Benchmark Assessments
- Local Assessments
At any time, teachers and parents my request screening for AIS services and eligibility will be determined based on multiple measures of the student’s performance.
Grades 9– 12:
Academic Intervention Services are offered in ELA, Math, Science and Social Studies at the High School. Students in ninth grade enter into AIS scoring at or below 8th Grade median and ELA 9 standards-based assessments. Students in high school, after the ninth grade, become eligible for AIS if they are not successful on a NYS Regents exam. They may also receive services if they request the extra help or based on performance on standards-based assessments.
AIS Teaching Models:
In order for any remedial teaching model to be considered an Academic Intervention Service, the model must provide additional instructional time and/or support services beyond the instruction that would pertain to students not receiving AIS.
- Progress Monitoring – monitoring of a student’s performance by school staff including such activities as regular progress checks, meetings to review individualized learning profile, further assessments and meetings with the classroom teacher to adjust instruction; no direct remedial instruction provided
- Push-In– where one or more additional staff are scheduled (daily, or a few times per week depending on the intensity of the service needs) to teach the class with the general education teacher so additional help is given to AIS students; reduction of student/ teacher ratio
- PO – pull-out; one to several additional periods
- M+ – several minutes added to a period for specific help
- BS, AS – before, after school sessions (Sunrise Services)
- SS – Summer school, scheduled summer review classes
- High School Learning Center – Monitoring of a student’s performance by school staff including regular progress checks and remedial instruction.
In order to address individual student need, the intensity of service can be varied by the number of scheduled sessions, the duration of a session and/or individualized vs. small group instruction.
Caution will be exercised in scheduling extra periods so students are not taken out of regular instruction.
Academic Intervention Services include the following two components:
- additional instruction that supplements general classroom instruction, and/or
- student support services needed to address barriers to improve academic performance.
Additional instruction means:
The provision of extra time (the intensity of such services may vary) for focused instruction and/or increased student–teacher instructional contact time designed to help students achieve the learning standards in the standard area requiring AIS.
Teaching assistants may be utilized but can only provide support for certified teachers who are the primary providers of AIS; teaching assistants cannot be assigned as the primary provider of AIS but can provide services in the nature of review, extension or project work following primary, initial instruction by the certified teacher.
Student support services means: Interventions that address barriers to student progress or academic achievement in State Learning Standards requiring AIS may include, as needed, school guidance and counseling services and/ or coordination and additional supports. In order for additional instruction and/or student support services to count as Academic Intervention Services:
- student needs are to be addressed by a trained staff member
- specific interventions are to be provided beyond general instruction in the course
- student progress is to be assessed regularly
- records are to be kept of the services provided
- certified teachers/ professional staff/ teaching assistants are to be appropriately assigned.
AIS Release Process:
After the district considers a student’s scores on multiple measures of student performance, the district determines whether the student exits AIS.
Kindergarten – Grade 2:
Students may exit AIS if they exhibit significant improvements in classroom performance by demonstrating grade level abilities, show steady progress on multiple measures and progress monitoring tools and meet locally developed benchmark standards. School staff throughout the school year will monitor student academic performance.
Grades 3 – 5:
Students may exit AIS by successfully scoring at a Level 3 or Level 4 on NYS Assessments, meeting locally developed benchmark standards, and by teacher recommendation based on significant academic improvement. Students scoring on a Level 1 must continue to receive extra help, while students scoring on Level 2 may continue to be eligible. School staff throughout the school year will monitor student academic performance.
Grades 6 – 8:
Exiting criteria for students in the Middle School includes scoring at a Level 3 or Level 4 on NYS Assessments, meeting locally developed benchmark standards, and by teacher recommendation based on significant academic improvement. Students scoring on a Level 1 must continue to receive extra help, while students scoring on Level 2 may continue to be eligible. School staff throughout the school year will monitor student academic performance.
Grades 9 – 12:
Students in Ninth Grade may exit AIS by consistently performing proficient standards based classroom assessments. Students in Grades 10-12 exit AIS by passing a previously failed NYS Regents.
When a student has been identified to receive AIS, districts/ schools must provide parents with information.
- Written notification of commencement by the building principal is to include:
- a summary of services to be provided,
- the reason for services,
- qualifications of the service provider, and
- the supports needed to progress toward achievement of expected performance levels.
- Written notification of discontinuation of services by the building principal is to include:
- criteria for ending a service, and
- the performance levels obtained on district-selected assessments, if appropriate.
- Ongoing communication is to include:
- the opportunities to consult with the student’s general education teacher and other professional staff providing AIS and/ or other support services.
- progress monitoring reports via mail, telephone, telecommunications or included in the student’s report card, and
- information on supports for parents to become involved in working with their children, monitoring student progress and working with educators to improve student achievement.
Parents have the right to advocate for their child to receive AIS and request changes in the program services. However, the district retains the responsibility for appropriate placement and provision of services.