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Garden City Public Schools

Garden City, New York

Inspiring Minds

Empowering Achievement

Building Community

Academic Intervention Services

District Plan

September 2012-August 2014

Garden City Public Schools Academic Intervention Services

1

Committee Members

Dr. Teresa Prendergast, Assistant Superintendent for Curriculum and Instruction

Bernadette Arnone, English Language Arts Curriculum Coordinator

Audrey Bellovin, Principal - Hemlock School

Nanine Cuttitta, Principal - High School

Stuart Dods, Mathematics Curriculum Coordinator

Susan Lee, Assistant Principal - Middle School

Linda Norton, Principal - Stewart School

Dr. Peter Osroff, Principal - Middle School

Janet Gonzalez, Assistant Principal – Stratford School

Eileen Vota, Principal – Stratford School

Kimberley Liguori, Assistant Director of Pupil Personnel Services

Gina Christel, Director of Guidance

Robbin Hatzichristos, Special Education Teacher - Middle School

Kimberly Greenwald, Reading Teacher - Middle School

Jacqueline Guerra, Teacher - Stratford School

James Infranca, Special Education Teacher - High School

Susan Walsh, PTA Parent Representative

Margaret Romeo, SEPTA Parent Representative


2

TABLE OF CONTENTS

Mission Statement ………………………………………………………………………………. 3

Introduction …………………………………………………………………………..................... 3

Definition of Academic Intervention Services ………………………………………………. 3

Intensity of Services ………………………………………………………………………………. 4

Explanation of Eligibility and Exit Criteria ………………………………………………............. 5

Description of Services …………………………………………………………………… … 5

Parental Notification and Involvement ………………………………………………………. 6

Monitoring Student Progress ………………………………………………………………. 6

District Entrance and Exit Criteria for Academic Intervention Services

Grades K-1 ………..………………………………………………................................... 7

Grades 2-5 ………………………………………………………………………………. 8

Grades 6-8 ……………………………………………………………………………. . 10

Grades 9-12 …………………………………………………………………………… .. 11

Appendix

Definitions of Terms …………………………………………………….. 15

NYS Education Department Regulations ……………………………………………. 17

Sample Parent Letters …………………………………………………………….. 18


3

Mission Statement

The Garden City School District seeks to create an environment for learning which enables each

student the opportunity to grow as an individual as well as a group member while striving to

achieve the optimal level of academic, social, and personal success.

Students will thrive in a learning environment that is developmentally appropriate, individualized,

and challenging.

Our goal and responsibility is to help each student develop an enthusiasm for learning, a respect

for self and others, and the skills to become a creative independent thinker and problem solver.

Introduction

The Garden City School District’s Academic Intervention Services (AIS) plan was developed to

meet the requirements of the Section 100.2(ee) revisions to the Commissioner’s Regulations.

School districts are required to provide instructional and student support services to help students

achieve the New York State learning standards.

Definition Academic Intervention Services are defined as additional instructional services that supplement

regular classroom instruction and/or student support services designed to help students achieve the

New York State learning standards. Academic Intervention Services are direct services intended to

assist students who are identified as being at-risk of not achieving the New York State learning

standards in English Language Arts and mathematics in grades K-12 and in social studies and

science in grades 4-12. In addition, the services are provided to those students who are identified

as being at-risk of not gaining the skills and knowledge necessary to meet or exceed designated

performance levels on the New York State assessments. Each year the elementary and intermediate

state assessments will have four designated performance levels on each assessment.

Level 1 The student has not met academic standards, has serious academic problems,

and needs extra help.

Level 2 The student has not met the academic standards, has some academic

problems, and needs extra help.

Level 3 The student has met the academic standards.

Level 4 The student exceeds the standards and is moving toward high performance.

All students who score at Levels 1 and 2 must receive Academic Intervention Services. The

services for a particular student should vary in intensity based on the student’s needs as measured

by state assessments and other information about the student’s performance. In addition, the plan

must address barriers to student progress including attendance problems, discipline problems,

family-related problems, health-related issues, nutrition-related issues, and mobility/transfer related

issues.

Academic Intervention Services must be initiated no later than the beginning of the semester

following a determination that a student needs such services.


4

Intensity of Services

The intensity of services will be based on the level of student need as determined by multiple

measures and sources of evidence gathered by the school district.

Frequency of services will be based on the level of intensity of services and IST/SRT

recommendation.

High Intensity Needs:

ESL

Remedial Reading

Wilson Reading Program

Push-In Reading

Regents Review

Summer School

Support Services (guidance, school psychologist, social worker)

Moderate Intensity Needs:

ESL

Team Support

Integrated Support Class


Low Intensity Needs:

ESL

Progress Monitoring

Homework Help

Before School /After-School Academic Intervention Program


The following information is included in this Academic Intervention Services plan:

Criteria for entrance and exit eligibility

Description of services

Procedure for parent notification

Procedure for monitoring student progress.

As per New York State Education Department Regulations, the plan will be revised biannually.


5

Eligibility Criteria

Specific circumstances automatically qualify a student for Academic Intervention Services:

Students who score below the designated performance levels (level 1 or level 2) on

elementary, intermediate, and commencement-level New York State assessments in English

Language Arts, mathematics, social studies, and science

Students who are at-risk of not meeting New York State standards as indicated through

district-adopted procedures

Students in grades K-2 who lack reading readiness

Limited English Proficient (LEP)/English Language Learners (ELL) who do not achieve the

annual performance standards.

In addition, the District will use multiple measures to determine student eligibility for Academic

Intervention Services. These multiple sources may include but are not limited to:

Early reading assessments/literacy profiles such as Gates-MacGinitie Reading Test

Early assessment through literacy profile tools

Elementary math assessments such as Pearson Diagnostic Readiness Test and

KeyMath3 Diagnostic Assessment

AIMSweb

Acuity Informative Assessments

Performance on New York State assessments

Performance on teacher assessments

Performance on benchmark assessments

Classroom performance

Report card grades

Observation and anecdotal records

Recommendation by teacher, counselor, administrator, or other school staff

Special Education

Academic Intervention Services will be provided to students with disabilities on the same basis as

non-disabled students. Academic Intervention Services are provided in addition to special education

services. The same appropriate accommodations and supports outlined on the student’s

Individualized Education Program (IEP) must be provided when Academic Intervention Services

are delivered.

Exit Criteria

Academic Intervention Services may be discontinued when the student achieves proficiency on the

New York State assessments or when the student meets one or more of the requirements outlined in

this document.

Description of Services

The following services could include but are not limited to:

Extra period(s)/time during the regular school day

Within-class staff that reduces student-teacher ratio

Before and after-school sessions

Summer school

All Academic Intervention Services are provided by certified, highly-qualified teachers.


6

Parental Notification and Involvement Parents/guardians play a vital role in the academic success of their children. The District is

committed to establishing a strong partnership with parents to ensure academic success for all

students.

The parent/guardian will be notified, in writing, by the building principal that the student requires

Academic Intervention Services. This notice will be translated, where appropriate, into the native

language of parents. Other forms of communication may be necessary (e.g. for the visually

impaired).

This commencement notification will include:

The reason the student requires such services;

A summary of the services to be provided; and

The consequences of not achieving the expected performance levels.

When services are to be discontinued, the parent/guardian of the student will be notified, in writing,

by the building principal. This notice will:

Include the criteria used for terminating the service;

Indicate the performance levels obtained on district-level and/or state assessments.

Placement in educational programs during the regular school day is the responsibility of the District

and school. Parents may not refuse to have their child participate in Academic Intervention Services

if they are offered within the regular school day.

Monitoring Student Progress

At a minimum, the school will provide parents/guardians with the following:

Reports on the student’s progress at least once each quarter by mail, telephone,

telecommunications, or other means;

Opportunity to consult with the student’s regular classroom teacher(s), and other

professional staff providing Academic Intervention Services, at least once per semester

during the regular school year;

Information on ways to work with their child to improve achievement.


7

GRADES K-1

Grade Level Entrance Criteria Exit Criteria

K

DIAL Screening

o Content

o Language

o Motor

o Self Help

o Social Emotional

Scoring at the 25th

percentile or below in

any of above areas

Progress Monitoring

1

Guided Reading B or below

Early Learning Profile (ELP Data)

Rhyming below 10

Lower case letter identification below

24

Spelling below 10

High-frequency words below 50

Gates MacGinitie Reading Test – 48th

percentile or below

Teacher Recommendation

Guided Reading Level H or above


percentile or above



8

GRADES 2-5

ENGLISH LANGUAGE ARTS


2

Guided Reading G or below


percentile or below

Developmental Skills


Guided Reading Level N or above

Gates-MaGinite Reading Test – 49th

percentile or above


3

Gates-MacGinite Reading Test – 48th

percentile or below

Tier 1 or Tier 2 on the Acuity Informative

Assessments


Level 3 or 4 on New York State

English Language Arts Assessment


4

Level 1 or 2 on New York State English

Language Arts Assessment, grade 3


Assessments





5

Level 1 or 2 on New York State English

Language Arts Assessment, grade 4


Assessments






9

GRADES 2-5

MATH


2

Pearson Diagnostic Readiness Test – 59th

percentile or below

IST Recommendation/KeyMath3

Diagnostic Assessment – 50th

percentile or

below


Pearson Diagnostic Readiness Test –

60th

percentile or above

KeyMath3 Diagnostic Assessment –

51st percentile or above

3


Assessments



percentile or

below

Pearson Diagnostic Readiness Test – 59th

percentile or below


Level 3 or 4 on New York State Math

Assessment


4


Assessment, grade 3


Assessments



percentile or

below



Assessment


5


Assessment, grade 4


Assessments



percentile or

below



Assessment



10

GRADES 6-8


6 Level 1 or 2 on New York State

Assessment, grade 5


Assessments

Performance on Departmental Benchmark

Assessment- Score 75% or below

Quarterly Report Card Grade at or below

75

Team Support

IST/CST Recommendation



Assessment

Level 3 on in-class benchmark

assessments



Assessment, grade 6


Assessments




75

Team Support




Assessment


assessments



Assessment, grade 7


Assessments




75

Team Support




Assessment


assessments



11

GRADES 9-12

MATH

Services Entrance Criteria Exit Criteria

Progress Monitoring


Math Assessment, grade 8

Passing Regents Exam

Algebra Support Level 1 or 2 on New York State


Math 8 final average at or below 75

Student Review Team (SRT)

referral


Passing Algebra Regents Exam

Geometry Support

Algebra final average at or below

75


referral


Passing Geometry Regents Exam

Algebra 2/Trigonometry

Support

Geometry final average at or below

75



Passing Algebra 2/Trigonometry

Regents

Integrated Class Support Special Education students enrolled

in two or more co-taught classes

(per IEP)


referral



Academic Intervention

Program (AIP)

(After School Sessions)




referral




12

GRADES 9-12

ENGLISH


Progress Monitoring


English Language Arts

Assessment, grade 8


referral



Integrated Class Support Special Education students

enrolled in two or more co-taught

classes (per IEP)


referral




Program (AIP)




Assessment, grade 8


referral


Passing English Regents Exam

Reading



Assessment, grade 8

Gates MacGinite Reading Test –

40th

percentile or below


referral


Passing English Regents Exam

Gates MacGinite Reading Test –

41st percentile or above


13

GRADES 9-12

SOCIAL STUDIES


Progress Monitoring

Student Review Team (SRT) referral



Integrated Class Support Special Education students enrolled in

two or more co-taught classes (per

IEP)





Program (AIP)


Score below 65% on 9th

grade Global

History final exam.



Passing Global History and

US History Regents Exam


14

GRADES 9-12

SCIENCE


Progress Monitoring

Level 1 or 2 on New York Science

Assessment, grade 8




Integrated Class Support Special Education students enrolled in

two or more co-taught classes (per IEP)





15

Definitions of Terms

Academic Intervention Program – An after-school program designed to give additional support to

ninth grade students who are at-risk of not meeting the New York State standards. Students who

achieve a Level 1 or Level 2 on the eighth grade New York State English Language Arts and

Mathematics Assessments are invited to participate in the program.

Acuity Informative Assessments - Informative assessments for grades 3-8 in English Language Arts

and Mathematics, which are aligned to the Common Core Learning Standards.

AIMSweb - A benchmark and progress monitoring system based for grades K-4 on direct, frequent

and continuous student assessment. Data is collected via a web-based management and reporting

system to determine response to intervention.

Benchmark Assessment - A formative, departmental assessment used to gauge students’ readiness

for the state assessment.

Child Study Team (CST) - This team, led by the school psychologist, is comprised of an

administrator, a guidance counselor, a general education teacher, a reading teacher, and other

relevant support personnel. A student is recommended to the team if the strategies suggested by the

Instructional Support Team (IST) are not providing the level of support needed for the student to be

successful in the classroom. Classified students can also be recommended to the team to discuss

further modification to their academic program. The team may suggest further testing at this

meeting.

Early Literacy Profile (ELP) - An assessment for screening and diagnosis of reading and writing

skills of children in kindergarten. Children are assessed in their ability to recognize letters and

sounds, spell words, rhyme, and read high-frequency words.

Gates Mac-Ginitie Reading Test (GMRT) - The GMRT is administered to all children receiving

reading support in the spring of each academic year in grades K-12. The kindergarten test consists

of three sections: Initial Consonants and Consonant Clusters and Vowels, Final Consonants and

Consonant Clusters and Vowels and Basic Story Words. The grade one test consists of two sub

tests: Word Decoding and Comprehension. The grade two test consists of three subtests: Word

Decoding, Word Knowledge, and Comprehension. The grades three through five tests consist of

two subtests: Word Knowledge and Comprehension. The grades six through twelve tests consist of

two subtests: Vocabulary and Comprehension.

Instructional Support Team (IST) - The team is comprised of administrators, teachers, the school

psychologist, a guidance counselor, and relevant support personnel. A student is recommended to

the team by the teacher(s), if he or she is struggling academically. The primary function is to

identify remediation strategies and make instructional recommendations to be used in the classroom

setting.

Integrated Support Class- Integrated support is a general education support that is open to both

general education students and special education students enrolled in two or more co-taught classes

who are struggling in core content area subjects. The class is offered during the school day.


16

KeyMath3 Diagnostic Assessment - A diagnostic tool to assess students’ mathematical ability.

Students are screened in the following subtests: Number Sense and Operation, Measurement, and

Written Calculation.

Pearson Diagnostic Readiness Test - A diagnostic tool utilized in grades one through three to

identify children at risk for math difficulties. The math diagnostic assessment subtests utilized are

Number Sense and Operation, Measurement, and Problem Solving and Calculation.

Student Review Team (SRT) - Student Review Team (SRT) is a support module that includes high

school administration, school counselors, the nurse, social worker, and school psychologists. The

team meets weekly to discuss at-risk students who are referred by administration, teachers and

counselors due to a variety of difficulties. The primary goal is to construct proactive intervention

plans, which may include pre-referral strategies, behavioral recommendations, and/or referrals to

the Section 504 Committee or Committee on Special Education. The SRT also discusses concerns

faced by the student body to determine whether school-wide interventions are needed.


17

New York State Education Department Regulations Definition http://www.emsc.nysed.gov//part100/pages/1001.html#g

Academic Intervention Services means additional instruction which supplements the instruction

provided in the general curriculum and assists students in meeting the State learning standards as

defined in subdivision (t) of this section 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 pursuant to Part 154 of this Title or special education services and

programs as defined in Education Law, section 4401(1) and (2). Academic Intervention Services are

intended to assist 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.

Academic Intervention Services shall be made available to students with disabilities on the same

basis as non-disabled students, provided, however, that such services shall be provided to the extent

consistent with the individualized education program developed for such student pursuant to section

4402 of the Education Law.

Requirements for Students in Grades K-3

http://www.emsc.nysed.gov//part100/pages/1002.html

Schools shall provide Academic Intervention Services to students in kindergarten to grade three

when such students:

are determined, through a district-developed or district-adopted procedure that meets State

criteria and is applied uniformly at each grade level, to lack reading readiness based on an

appraisal of the student, including his/her knowledge of sounds and letters; or

are determined, through a district-developed or district-adopted procedure applied uniformly at

each grade level, to be at risk of not achieving the State designated performance level in English

language arts and/or mathematics. This district procedure may also include diagnostic screening

for vision, hearing and physical disabilities pursuant to article 19 of the Education Law, as well

as screening for possible limited English proficiency or possible disability pursuant to Part 117

(diagnostic screening of new entrants) of this Title.

http://www.emsc.nysed.gov/part100/pages/1001.html#g

http://www.emsc.nysed.gov/part100/pages/1002.html


18

INCLUSION IN AIS (GRADES K-1)

[Date]

Dear Parent or Guardian,

The Garden City School District has a plan for Academic Intervention Services in Reading for

students in Grade 1. These services are designed to help students achieve the New York State

learning standards. Services include two components: additional instruction that supplements

and/or enhances the regular classroom instruction, and student support services needed to address

barriers to improve academic performance.

Your child has been identified as a student who is at risk of not meeting the New York State

learning standards in English Language Arts. This determination is based on standardized test

scores, daily classroom performance and/or teacher recommendation.

Additional support services will be provided through the Developmental Skills Reading program,

which includes daily instruction during the school day for a period of 40 minutes each day.

We are confident that this service will better prepare your child to meet the New York State

learning standards.

Sincerely,

School Principal


19

INCLUSION IN AIS (GRADES 2-5)

[Date]


The New York State Department of Education has established rigorous standards in English

Language Arts, mathematics, social studies, and science, which must be met by all students. These

standards are assessed at various grade levels during a child’s elementary and secondary education.

Students who have not met or are at risk of not meeting these standards are required by the State to

receive Academic Intervention Services. The services provide students additional instructional

time or student support services needed to address barriers to improve performance. A student who

scores at level 1 and level 2 on a New York State Assessment must receive these services during the

school day.

Based on your child’s performance on [insert], Academic Intervention Services are required at this

time to better prepare your child to meet these standards. This determination is based on district

standardized scores, staff recommendations, and/or performance of a level 1 or level 2 on the New

York State Assessment.

Academic Intervention Services will be provided for your child through the remedial reading and/or

mathematics program, [duration of program].

Please be advised that your child must satisfactorily meet the established New York State

Standards. Failure to achieve these standards may jeopardize your child’s academic future. I am

confident these services will better prepare your child to meet the standards.

Sincerely,

School Principal


20

INCLUSION IN AIS (GRADES 6-12)

[Date]


The New York State Department of Education has established rigorous standards in English

Language Arts, mathematics, social studies, and science, which must be met by all students. These

standards are assessed at various grade levels during a child’s elementary and secondary education.

Students who have not met or are at risk of not meeting these standards are required by the State to

receive Academic Intervention Services. The services provide students additional instructional

time or student support services needed to address barriers to improve performance. A student who

scores at level 1 and level 2 on a New York State Assessment must receive these services during the

school day.

Based on your child’s performance on [insert], Academic Intervention Services are required at this

time to better prepare your child to meet these standards. This determination is based on district

standardized scores, staff recommendations, and/or performance of a level 1 or level 2 on the New

York State Assessment.

Academic Intervention Services will be provided for your child in [insert type of program and

duration of program].

Please be advised that your child must satisfactorily meet the established New York State

Standards. Failure to achieve these standards may jeopardize your child’s academic future. I am

confident these services will better prepare your child to meet the standards.

Sincerely,

School Principal


21

DISCONTINUE AIS (K-12)

[Date]


As you are aware, your child has been receiving Academic Intervention Services. Students who

have not met or are at risk of not meeting these standards are required by the State to receive

Academic Intervention Services. The services provide students additional instructional time or

student support services needed to address barriers to improve performance. A student who scores

at level 1 and level 2 on a New York State Assessment must receive these services during the school

day

I am pleased to inform you that your child will no longer be required to receive Academic

Intervention Services. This determination has been based on your child’s successful progress on

district standardized assessments, staff recommendations, and/or performance of a level 3 or level 4

on the New York State Assessment.

Please be assured your child’s progress will continue to be closely monitored to ensure his/her

continued success.

Sincerely,

School Principal

Documents

Academic Intervention Services - SharpSchoolp1cdn4static.sharpschool.com/UserFiles/Servers/Server_879883/File... · Academic Intervention Services 2 ... (level 1 or level 2) on elementary,