Student Support

2024-26 Academic Intervention Services (AIS)

Academic Intervention Services (AIS) means additional instruction which supplements the instruction provided in the general curriculum and assists students in meeting the NY State Learning Standards. Academic Intervention Services are intended to assist students who are at risk of not achieving the NY 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. Academic Intervention Services shall be made available to English Language Learners and students with disabilities. In the case of AIS being providedto students with disabilities, services will be provided on the same basis as those provided to non-disabled students, as long as those services are consistent with the student’s individualized education program.

Academic Intervention Services includes two components:

Additional instruction that supplements the general curriculum
Student support services needed to address barriers to improved academic performance

Academic services will be provided to students in English language arts and mathematics in grades K-12 and social studies and science in grades 4-12. Support services will be provided to address barriers to increased academic performance related to attendance, behavior, family difficulties, health issues, lack of study skills, and transition or mobility issues.

Response to Intervention

Effective July 1, 2012, all school districts in NYS must have an RTI program in place as part of its evaluation process to determine if a student in grades K-5 is a student with a learning disability in the area of reading. The decision as to whether a student has a learning disability must be based on extensive and accurate information that leads to the determination that the student’s learning difficulties are not the result of the instructional program or approach. RTI is an effective and instructionally relevant process to inform these decisions. NYS Regulations define RTI as a school district’s process to determine if a student responds to scientific, research-based instruction, which minimally must include:

Appropriate instruction delivered to all students in the general education class by qualified personnel.
Screenings administered to all students for the purpose of identifying those students who are not making academic progress at expected rates.
Instruction matched to student need with increasingly intensive levels of targeted intervention and instruction for students who do not make satisfactory progress in their levels of performance and/or in their rate of learning.
Repeated assessments of student achievement which should include curriculum-based measures.
Written notification to the parents regarding the nature and scope of interventions.
At the end of the year the teachers identify students for AIS based on a number of criteria because the student is at risk of failing to meet the State learning standards.
During the summer the principals with the guidance counselor and reading teachers decide who will receive AIS by reviewing students’ results on the identified multiple measures and teacher, Grade Level Team and Instructional Support Team (IST) recommendations. The AIS Eligibility Lists are reviewed at the beginning of the school year.
Principals can assign students to AIS or discontinue service at any time it is needed as advised by the GradeLevel Team or IST.
The principals will oversee the implementation of the parent notification requirements.
The RTI process is used in K-5 Reading to identify students that need to be referred to CSE. The process and responsibilities are outlined in the attachments.

AIS Instructional Needs

Eligibility for AIS: Identification for AIS and intensity of service is based on multiple measures for each grade and subject area: Grades K-12 ELA and math, Grades 4-12 social studies and science. Students are identified for AIS at the Tier I – III level if they:

Tier 1: Monitoring

Lack skills needed to maintain/monitor his/her own academic achievement (e.g., organizational skills, listening skills, test-taking skills, etc.)
Grades K-8: performing at or below a median cut point score between a Level 2/partially proficient and a Level 3/proficient on the NYS Assessments and/or do not meet one of the benchmark criteria
Grades 9-12: score below proficiency on the NYS Regents and/or do not meet one of the benchmark criteria

Tier 2 – Moderate Risk

Are inconsistent in demonstrating expectations of grade level. Consistently lack some specific skills that are required for satisfactory performance.
Grades K-8: score a low Level 2 below specified scale score on NYS Assessments and/or do not meet two of the benchmark criteria
Grade 9-12: score below proficiency on the NYS Regents and/or do not meet two of the benchmark criteria

Tier 3 – High Risk

Are potentially at-risk of not achieving the New York State Learning Standards and/or meeting graduation requirements.
Grades K-8: score Level 1 on NYS Assessments and/or do not meet at least two of the benchmark criteria. The measure used, as well as degree of discrepancy is taken into account.
Grades 9-12: score below proficiency on the NYS Regents and/or do not meet at least two of the benchmark criteria. The measure used, as well as degree of discrepancy is taken into account

Exiting AIS: Based on multiple measures

It is determined that a student is achieving the standards if they have:
▪ Achieved proficiency on the content area NYS assessment and/or
▪ Achieved the benchmark criteria on two or more of the multiple measures outlined above

AIS/RTI Criteria

Subject andGrade	Multiple Measures	Benchmark Criteria
All subjects K-12	Student Attendance	High rate of absenteeism may be related to academicdifficulty.
All subjects K-12	TeacherRecommendation	Comments from teachers are considered in overallevaluation.
ELA K-6	Classroom Average	Grades K-6: Level 3 or 4
	NYS ELA Assessment:Grades 3-6	Level 3 or 4
	LETRS	Benchmarked three times a year. Progress monitoringconducted for students not achieving the benchmarks. See attachment for benchmarks per assessment and grade level.
	Dibels	Benchmarked three times a year. Progress monitoringconducted for students not achieving the benchmarks. See attachment for benchmarks per assessment and grade level.
	i-Ready ELA Grades K-6	Benchmarked three times a year. Progress monitoringconducted for students not achieving the benchmarks.
	Open Court K-5	Benchmarking
ELA 7-12	Classroom Average	65%
	Final Exam	65%
	NYS ELA Assessment:Grades 7-8	Level 3 or 4
	i-Ready ELA Grades 7-8	Benchmarked three times a year. Progress monitoringconducted for students not achieving the benchmarks.
	English Language ArtsRegents at Grade 11	65%
	Open Court Extension 6-8	Benchmarking
Math K- 6	Classroom Average	Grades K-6: Level 3 or 4
	NYS Math Assessment:Grades 3-6	Scoring level 3 or 4
	i-Ready Math GradesK-6	Benchmarked at least three times a year. Progress monitoringconducted for students not achieving the benchmarks.
	Eureka Math Squared	Benchmarked at least three times a year. Progress monitoringconducted for students not achieving the benchmarks.
Math 7-12	Classroom Average	65%
Math 7-12	NYS Math Assessment:Grades 7-8	Level 3 or 4

Math 7-12	i-Ready Math Grades 7-8	Benchmarked at least three times a year. Progress monitoringconducted for students not achieving the benchmarks.
Math 7-12	Algebra and GeometryRegents	65%
Social Studies 4-12	Classroom Average	Grades 4-6: Level 3 or 4Grades 7-12: 65%
	Final Exam: Grades 7-9	65%
	NYS ELA Assessment Grades 4-8	Students who score at levels 1 or 2 on the assessment at Grade 4-8 will be identified to determine whether their performance on the assessment is attributed to difficulty inareas of Social Studies content or reading and writing.
	Global History andGeography Regents	65%
	United States Historyand Government	65%
Science 3-12	NYS Science Assessment at Grades 5and 8	Level 3 or 4
	Science Investigations	Follow the NYS 1-4 point scale rubric.
	NYS Math and ELA Assessment	Students who scored at Level 1 or 2 on the assessment in Grades 4 – 8 will be identified to determine whether their performance on the Science assessment is attributed to difficulty in the areas of reading, writing or math.
	Final Exam: Grade 7-8	65%
	Earth and Space Science, Life Science: Biology, Physical Settings in Chemistry and Physics	65%

Multi-Tiered Systems of Support Framework Alignment of Student Supports

AIS/RTI Intervention Program Description

	Tier 1 – Monitoring	Tier 2 – Moderate Risk	Tier 3 – High Risk
Intensity of service	Core Instruction for all	In addition to core instruction: Minimum 3 times a cycle for 30 minutes	Support provided daily for a minimum of 30 minutes addition to Tier 1
Grouping	Differentiated small group instruction	Small group 4-6 students	Individual or small group 1-3 students
Staffing	Classroom teacher supported by AIS teacher, teaching assistant and special education teacher as schedules allow	AIS teacher, classroom teacher and teaching assistant	AIS teacher, special education teacher, classroom teacher
Program/Instructional Support	Differentiated instructional strategies used in the regular classroom are: preferential seating, reduce number of items expected to be worked on by student (homework and classwork), read directions, simplify concepts, extend timeframes, use Effective Teaching Strategies Classroom teachers will identify similar skill needs and use flexible grouping for instruction based on student need	Tier I support Small group with similar needs instruction and collaboration with classroom teachers (workshop model)	Tier I and Tier II support as schedule allows Individual or small group instruction for high-needs students as schedule allows Other support may include: special education support

Student Support Services

MTSS Team

BOCES intern program – on availability, students from the Education and Human Services Program

K-2
3 times per week

Parent Volunteers

Student Volunteers/High School

Counseling Services- as deemed appropriate for the needs of individual students

School counselors
School psychologist
Group and Individual Counseling
Prevention Counselor

Responsive Classroom program grades K-6 Jeff-Lewis BOCES – Safety Program

SEL Programming

Bike & ATV & Halloween Safety – Lewis County Sheriff’s Dept.

Occupational Therapy – as deemed appropriate for the needs of individual students Speech Improvement– as deemed appropriate for the needs of individual students Physical Therapy – as deemed appropriate for the needs of individual students Grades K-12: Guidance Services – Academic and Social Support

Driver’s Education Safety Program Musical (MS/HS)

Art Club SRA

National Honor Society National Junior Honor Society YAC (YouthAdvisory Council) Back Pack Program

Year Book Club Impetus

Varsity Club Maker’s Space Band

Chorus E-Sports

Parent Involvement Requirements

Notification of AIS/RTI Services

District notification letter to include:
- dates when service will start
- reasons why student needs AIS.
  - subject area(s) identified
  - results of multiple measures
  - summary of services to be provided
  - student support services to be provided
  - frequency and intensity of service
  - expectations of students in relation to grade level performance
  - consequences of not achieving expected performance levels

Additional notification required for RTI reading grades K-6
- strategies for increasing the student’s rate of learning; and
- the parents’ right to request an evaluation for special education programs and/or services

Notification of End of AIS/RTI Services

District notification letter to include:
- when services are to be discontinued
- overview of student’s progress
  - performance level student has attained to qualify for ending AIS (results of multiplemeasures)
  - assessments used in determining students’ levels of performance

Ongoing Communication

Fall/Spring teacher conferences
- Quarterly reports
- Phone calls
- District and Title I newsletters
- District website
- SchoolTool parent portal
- Emails to parents
- Parent conferences or other informal consultations each semester
- Suggestions for working with students at home
- Parent Square

RTI Process

Tier 1

Instruction in Core Program for all students.

Differentiated instruction provided to meet needs of all students.

Students identified as being borderline or at low risk continue in Tier 1 and will be monitored. Classroom interventions are provided and documented for students at low risk as well as continued progress monitoring.

Screening/Benchmark Assessments – All Students K-6

Grade Level Data Teams

Reviews universal screening, benchmark and other assessment data to determine which students are at risk.

Determines the intervention protocol as well as:

Tier I, II and Ill documentation needed and recorded

Parent notification sent

Progress monitoring scheduled

Small groups identified

Ongoing monitoring of assessment data every 6-8 weeks to review Tier placement, grouping and interventions

Grade Level Data Teams and/or SST meets to determine:

Students at risk and/or Insufficient or no progress

Classroom Teachers

Core instruction
Benchmark and progress monitoring assessments
Tier 1 interventions (small group, differentiated, during the core block)
Documentation of Tier 1 intervention

Grade Level Teams

Grade level teams: Classroom teachers Intervention providers Others
Analyze data to inform instruction:
Core assessments Diagnostic assessments
Determine Tier 1 and Tier 2 groupings, discuss need for Tier 3 intervention
Provides documentation of decisions made re: instructional changes

Intervention Providers

Tier 2 interventions (at least 30 minutes 3x/cycle) in addition to core instruction
Progress monitoring and diagnostic assessments
Documentation of Tier 2 interventions

AND

Tier 3 interventions (at least 30 minutes 3x/cycle in addition to Tier 1)
Progress monitoring and diagnostic assessments
Documentation of Tier 3 interventions

MTSS Team

Multi-disciplinary teams:
- Classroom teachers
- Special education teacher
- Psychologist
- Principal
- Intervention providers
- Others
Students reviewed when no significant progress has been made at Tier 2 and/or Tier 3
Reviews documentation of Tier 1, 2 and 3 interventions
Uses problem solving model to recommend further instructional changes or interventions to be tried, along with ways to document the effectiveness of the changes
Makes referral to CSE when necessary

CSE Team

Multi- disciplinary team
Analyzes data
Reviews documentation of Tier 1, 2,3 interventions
Decides what additional CSE services to provide to enable the child to be successful