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Academic Intervention Services (AIS)

Academic Intervention Services (AIS) is a broad term. AIS refers to additional instruction and/or student support services that help students achieve state learning standards. AIS may include enhanced classroom instruction, additional instruction, and/or the provision of student support services.

 

Consistent with state regulations, the City School District of Albany considers multiple measures in determining whether or not students should receive AIS, including student performance on the grade 3-8 state ELA and math exams.

 

Due to the new levels of rigor in the Common Core-aligned English-language arts and math exams, the percentage of students achieving “proficiency” (Level 3 or Level 4 on the state's four-step scoring rubric) has dropped across the state. In response, New York State Education Department Deputy Commissioner Ken Slentz released a memo to all superintendents and principals regarding a change in the requirements for AIS during the 2013-14 school year. Specifically, the NYS Board of Regents amended regulations that define the criteria for AIS, providing districts with flexibility in meeting the needs of students.

 

All school districts are required to provide AIS to students whose scores on the ELA and math exams fell below specified levels, which are in the range of high Level 2 (on the state’s scale of 1-4). In addition, districts are required to develop a uniform process by which we will determine whether or not we will offer AIS to students who scored above the level for required services, but below Level 3 (“proficiency”). Finally, we are required either to inform parents of the process in writing, or to publish the process on our website.

 

Members of the AIS and RtI (Response to Intervention) teams have developed the following process for making decisions about the provision of AIS to students who are not already receiving those services, and who scored above the level of required service but below proficiency:

  • Principals will review building data, identify students who fall into this category, and provide teachers with the names of affected students.

  • ELA and math teachers will review multiple sources of data on student performance. These sources include Fountas & Pinnell, NWEA, AIMSweb, attendance, discipline information, scores on classroom assessments, and interim grades.

  • Student needs will be addressed first through enhanced classroom instruction (“Tier One” intervention).

  • Teachers and administrators will be supported in effectively advancing the learning of students through the following district initiatives:

    • implementation of Common Core-aligned local ELA curricula;

    • implementation of NYSED Common Core ELA and math modules;

    • comprehensive coaching support K-12;

    • professional development for coaches to enhance their effectiveness;

    • professional learning through the implementation of literacy and math studio classrooms;

    • continuation of data team training and implementation of data cycles;

    • alignment of school improvement goals with district initiatives.   

  • In cases where a student’s performance indicates a need for additional support, we will provide services on an as-needed basis. Options include (but are not limited to) scheduling the student into a period of additional instruction, providing extended learning opportunities through the use of computer applications, and working with student and family support personnel to address concerns such as poor attendance or effort.

  • Student progress will be monitored on an ongoing basis, and students will be referred to building RtI teams if their learning does not progress.

 

 

 

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