Academic Intervention Services – Implementation and

BINGHAMTON CITY SCHOOL DISTRICT

Academic Intervention Services – Implementation and Evaluation for

2020-2021 School Year

Prepared for: BCSD Board of Education Prepared by: Tonia Thompson, Superintendent; Larry Dakei, Assistant Superintendent for Instruction and Budget; Jennifer Dove, Director for Humanities, PreK through 12; Brenda Lidestri, Director of MST, PreK – 12; Velvet Tanner, Director of Special Services; and, Tia Rodriquez, Director of Special Services

As of November 6, 2020

PROGRAM OVERVIEW

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District-wide Academic Intervention Implementation Plan

The Binghamton City School District Academic Intervention Services (AIS) plan was developed to meet the requirements of the Section 100.2(ee) revisions to the Commissioner’s Regulations requiring school districts to provide AIS services to students who score below the state designated performance levels and/or who need support to meet the Common Core State Standards. School districts are required to provide

instructionaland student support services to help students achieve the New York State learning standards. An Academic Intervention Service Plan is required for English Language Arts and Mathematics grades

K-12 and for Science and Social Studies grades 4-12. Services are to be provided for all students who are at risk

of not meeting the standards in those areas, or who have already demonstrated low performance on the state assessments. This district has included the RTI model into its AIS plan. ● Academic Intervention Services (AIS) is supplementalinstruction beyond the generalcurriculum to help

students at risk of not achieving New York State Learning Standards. These services are designed to

improve academic performance and may include guidance and counseling services, response to poor attendance, and study skills instruction.

● Response to Intervention (RTI) is a modelused to address a student’s individualneeds by providing

individualized interventions and measuring the student’s levelof performance over time to make

important educational decisions.

Eligibility and Exit Criteria for Academic Intervention Services Eligibility for AIS services will be determined through multiple measures including the state

assessments, other standardized norm-referenced tests, classroom recommendations, and local, developmentally appropriate measures. Similar measures must be used to determine that a student no longer needs services. This information will be reviewed and used to make decisions concerning student academic progress and further intervention strategies by the school level Response to Intervention Team (RtI team) which may include intervention specialists, general educators, special educators, principals, school counselors, speech teachers, OT/PT educators, reading teachers, and social workers. ● Included in this document are the procedures for identifying students in need of services, and students no

longer in need of services, as wellas the range of services available.Individuallevels of service willbe

determined based on student need. District Criteria and Procedures

The first and most important intervention is high quality classroom teaching. It is the responsibility

of each classroom teacher providing core instruction to intervene when a student is significantly struggling

to perform at grade level expectation. When students need additional help as evidenced by their academic and/or social-emotional performance, supplemental support is provided through Academic Intervention

Services. Eligibility for AIS Services will be determined by using multiple measures such as State assessment

results and/or district criteria and procedures. Throughout the year, a review and analysis of student data

will occur. The analysis will produce a sorted list of students for each subtest in grades K through 5 based on

entrance and exit criteria for AIS.These lists willbe shared with classroom teachers for feedback and

recommendations for AIS Services. Completed lists will be presented to the Response to Intervention Team

and/or Building Principal. Services will commence the fall of the next academic year.

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As students enroll from another Binghamton elementary school or a school outside of the district, the

student’s cumulative folder will be reviewed for AIS and or RTI. The results of the review will be shared with

the Response to Intervention Team. Teachers are asked to follow the guideline for making referrals to the RtI team (BCSD RtI Manual and Guidance Documents). Based on the entrance and exit criteria for AIS and or RTI, recommendations for services may be made through a request for support.

All students who participate in an AIS program will receive letters at the onset of services, progress reports quarterly, and a letter upon exiting an AIS and/or RTI program in accordance with Part 100.

ELEMENTARY ACADEMIC INTERVENTION

Criteria forDeterminingtheLevelsofIntervention: ● K-1: Students who score below benchmark goals and cut-points on Clay’s Observation Survey

● K-5: Students who score below benchmark goals and cut-points on Fountas & Pinnell Benchmark

Assessment. ● 3-8: Students who score below the designated performance levels on elementary and intermediate level

New York State assessments in ELA, math, and science. ● Students who are at risk of not meeting New York State standards as indicated through district adopted

procedures. ● Limited English Proficient/English Language Learners who do not achieve the annual performance

standards. ● K-5: Students who score below benchmark goals and cut-points on i-Ready math diagnostic. ● K-5: Observation, anecdotal records and report card grades. ● K-5: Attendance and discipline records. ● K-5: Other classroom assessments and recommendations by school staff.

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The implementation of RtI in the Binghamton City School District is guided by the following diagram:

Implementation of Interventions and Supports This section provides a general overview of the 3 Tiered system central to the RtI process in the

Binghamton City School District.

What aretheTiersofIntervention?

Tier 1 is broadly defined as Universal Instruction, Tier 2 as Targeted Intervention and Tier 3 as Intensive Intervention. Research in RtI indicates that typically, 80% to 90% of students will require

only Tier 1 instruction, with 10% to 15% in need targeted instruction and 1% to 5% in need of intensive instruction.

Tier1 – UniversalInstruction

Tier 1 instruction is the responsibility of the classroom teacher. The best intervention is quality first teaching

and consistent behavioral expectations throughout the school building. The table below outlines the major characteristics of Tier 1.

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Table1.Tier1Intervention Characteristics CharacteristicsofTier1 Intervention

Academic ● High Quality, First Teaching (Tier 1 Instruction). ● General Education curriculum presented to all students. ● Universal Screenings three times per year. ● Targeted and differentiated instructional strategies delivered to struggling

students. ● Interventions ensure mastery of content. ● On-going assessments measure academic progress and inform instruction.

Behavioral ● Common behavior expectations for all students (Building and Classroom PBIS) ● Interventions provide proactive and positive structures to support student

learning. ● Ongoing monitoring to measure behavioral progress.

TierII – Targeted Intervention

Tier II interventions typically involve supports that are more intense, targeting a specific learning gap

or behavior. Tier II interventions are in addition to Tier 1 Universal Instruction, and are provided by

both the general education teacher and specialist. Available and appropriate interventions are

generated by the school RtI team based on the standard district protocol.

Table2.TierII Intervention Characteristics CharacteristicsofTierII Instruction

Academic ● Targeted and research-based intervention that supplements high-quality first teaching.

● On-going progress monitoring occurs at a minimum every 10 days. ● Delivered by trained staff with fidelity. ● Students participate with success for typically 6 to 10 weeks.

Behavioral ● Focused on immediate response to a behavioral issue. ● Targeted intervention. ● Ongoing progress monitoring (i.e., referrals, suspension data). ● Students participate with success for typically 6 to 10 weeks.

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TierIII – Intensive Intervention

Tier III offers the most intense academic and behavioral supports and services. Each is aligned to the

specific need of the student. Students are progress monitored and reevaluated to determine whether the service is successful or if the student should be referred for more intensive services.

Table3.TierIII Intervention Characteristics CharacteristicsofTierIII Instruction

Academic ● Uses high-intensity support for a few students. ● Intensive intervention that is supplemental to high quality first teaching. ● Includes specially designed instruction provided by certified staff. ● On-going progress monitoring occurs at a minimum every 10 days. ● Delivered by trained staff with fidelity. ● Students participate with success for typically 6 to 10 weeks.

Behavioral ● Intensive intervention such as functional behavioral assessments plans that provide proactive and positive structures.

● On-going progress monitoring occurs at a minimum every 10 days. ● Delivered by trained staff with fidelity. ● Students participate with success for typically 6 to 10 weeks.

Students who fail to improve after being engaged in Tier III interventions may require additional supports, such as the application of different intervention strategies, the evaluation for Section 504

services or Special Education.

The District will provide multiple tiers of increasingly intensive levels of targeted intervention

and instruction for those students who do not make satisfactory progress in their levels of performance

and/or in their rate of learning to meet age or grade level standards. It is expected that use of the Tier Level of instruction will be specific to each student's needs and will be an ongoing process, with

students entering and exiting tiers of intervention according to the analysis of student performance

data and progress monitoring.

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Fountas and Pinnell Reading Levels Cut Points

Grade RTI Level BOY MOY EOY

Intensive A or Below

K Strategic B

Benchmark C/D/E

Intensive Below B Below D Below G

1 Strategic B D/E G/H

Benchmark C/D/E F/G/H I/J/K

Intensive Below G Below I Below K

2 Strategic G/H I/J K/l Benchmark I/J K/L M/N

Intensive Below K Below M Below O

3 Strategic K/L M/N O

Benchmark M/N O P/Q

Intensive Below O Below P Below R

4 Strategic O P/Q R

Benchmark P/Q R S

Intensive Below R Below S Below T

5 Strategic R S T

Benchmark S T U

BCSD Report Card Reading Ranges K-5 2018-2019 (Fountas and Pinnell)

Kindergarten 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

Exceeds Grade Level N/A C+ D+ E+

Meets Grade Level N/A A/B C D

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Approaches Expectations N/A Pre-A B C

Does not meet expectations yet N/A Below A Below B Below C

1st Grade 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

Exceeds Grade Level G+ I+ J+ K+

Meets Grade Level E/F G/H I J

Approaches Expectations D F H I

Does not meet expectations yet Below D Below F Below H Below I

2nd Grade 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

Exceeds Grade Level K+ L+ M+ N+

Meets Grade Level J K L M

Approaches Expectations H/I I/J J/K K/L

Does not meet expectations yet Below H Below I Below J Below K

3rd Grade 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

Exceeds Grade Level O+ P+ Q+ Q+

Meets Grade Level M/N N/O O/P P

Approaches Expectations L M N O

Does not meet expectations yet Below L Below M Below N Below N

4th Grade 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

Exceeds Grade Level R+ S+ T+ T+

Meets Grade Level P/Q Q/R R/S S

Approaches Expectations O P Q Q/R

Does not meet expectations yet Below O Below P Below Q Below Q

5th 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

Exceeds Grade Level U+ V+ W+ W+

Meets Grade Level S/T T/U U/V V

Approaches Expectations R S T U

Does not meet expectations yet Below R Below S Below T Below U

Academic InterventionPlan - Entrance/ExitCriteria

Schools: Binghamton City School District Elementary Schools Subject Area(s): English Language Arts (ELA) Grade(s): K- 5

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Uniformly applied procedure using multiple assessments for identifying eligible students including criteria:

Uniformly applied procedure using multiple assessments for determining a student no longer requires services including criteria:

Developmentally appropriate measures: ❖ (K) Pre-K recommendations based on checklist,

or: ❖ (Grades K - 5) Classroom teacher’s informal

curriculum assessments, or:

Developmentally appropriate measures: ❖ Grades K-5: Classroom teacher’s informal

curriculum assessment

Tests of demonstrated technical quality: ❖ (K) Brigance Score in the lower quartile, or: ❖ Identification as Intensive student based on

Fountas & Pinnell Benchmark Assessment (K-5) and, Observation Survey (K-1), Writing Pathways Assessments (K-5) for below benchmark goals and cut-points or,

❖ NYS ELA Grade 3 – 5 score below the median scale score between level 1 and level 2 (AIS Memo)

Tests of demonstrated technical quality: ❖ More than 50% on any district-wide assessment

(Pre-assessment, DDI Tasks, Post-assessment), or, ❖ Identification as Benchmark Student based on

Fountas & Pinnell Benchmark Assessment (K-5) and, Observation Survey (K-1), Writing Pathways Assessments (K-5) for below benchmark goals and cut-points NYS ELA Grade 3 – 5 score above the median scale score between level 1 and level 2 (AIS Memo)

Review of classroom performance, grades, records: ❖ Below expected performance level for 50% or

more (K and 1) and for 70% (2-5) of the items reviewed on classroom teacher’s Quarterly Report Cards, or:

❖ Poor attendance (< 85% attendance in any one marking period)

Review of classroom performance, grades, records: ❖ At or above expected performance level for 50% (K

and 1) and for 70% (grades 2-5) of the items reviewed on classroom teacher’s Quarterly Report Cards, or:

❖ Improved attendance (> or = 85% attendance in any one marking period)

Recommendations from teachers, other school staff, parents: ❖ A referral to the building RtI team

recommending placement in a program based on one or more of the above items plus teacher or parent request.

Recommendations from teachers, other school staff, parents: ❖ A referral to the building RtI team requesting

removal from a program based on one or more of the above items plus teacher or parent request.

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Academic Intervention Plan: ELA Binghamton City School District Elementary Schools

AIS Program Franklin Coolidge Jefferson MacArthur Mann Roosevelt Wilson AIS/Push-in K-5 K-5 K-5 K-5 K-5 K-5 K-5

Support 30-40 30-40 30-40 30-40 30-40 30 30

● Literacy minutes, 2-3 minutes, minutes, minutes, 2- minutes, minutes, 5 minutes, 5

Specialist times per week

2-3 t imes per week

4-5 t imes per week

3 t imes per week

2-3 t imes per week

t imes per week

t imes per week

● Consultant Teacher

● Teaching Assistant

Number of 3.5 3.5 2 2 2.5 3 3 Faculty Literacy Literacy Literacy Literacy Literacy Literacy Literacy

Teachers Teachers Teachers Teachers Teachers Teachers Teachers

1 Literacy 1 Literacy 1 Literacy 1 Literacy 1 Literacy 1 Literacy 1 Literacy Teaching Teaching Teaching Teaching Teaching Teaching Teaching Assistant Assistant Assistant Assistant Assistant Assistant Assistant

4.5 3 3 5.5 4 5 5 Consultant Consultant Consultant Consultant Consultant Consultant Consultant Teachers Teachers Teachers Teachers Teachers Teachers Teachers

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Schools: Binghamton City School District Elementary Schools Subject Area(s): Mathematics and Science

Grade(s): K- 5

Uniformlyappliedprocedure usingmultiple

assessmentsfor identifyingeligible students including criteria:


assessmentsfor determiningastudentnolonger requires services including criteria:

Developmentally-appropriate measures: ❖ K: Pre-K recommendations based on

checklist ❖ Grades K - 5: Classroom teacher’s informal

curriculum assessments

Developmentally-appropriate measures: ❖ Classroom teacher’s informal curriculum

assessments

Testsofdemonstrated technical quality: ❖ Grade K: Brigance Score in the lower quartile

❖ Grades K - 1:50%orlesson screener ❖ Grades K - 5: Score below benchmark goals

and cut-points on i-Ready math diagnostic ❖ Grades 4 - 5: NYS Grade 3 – 5 Math score

below the median scale score between level 1 and level 2

❖ Grade 5: NYS Science 4 Assessment Level 1

or 2

Testsofdemonstrated technical quality: ❖ Grades K - 1: Greater than 50% on screener ❖ Grades K - 5: Score above benchmark goals and

cut-points on i-Ready math diagnostic ❖ Grades 4 - 5: NYS Grade 3 - 5 Math score above

the median scale score between level 1 and

level2

Review of classroom performance, grades, records: ❖ Below expected performance levelfor 50%

or more (K and 1) and for 70% (2-5) of the

items reviewed on district report cards ❖ Poor attendance (< 85% attendance in any

one marking period)

Review of classroom performance, grades, records: ❖ At or above expected performance level for 50%

(K and 1) and for 70% (grades 2-5) of the items reviewed on district report cards

❖ Improved attendance (> or = 85% attendance in

any one marking period)

Recommendations from teachers, other school staff,parents: ❖ A referral to the building RtI Team

recommending placement in a program

based on one or more of the above items plus teacher or parent request.

Recommendations from teachers, other school staff,parents: ❖ A referral to the building RtI Team requesting

removal from a program based on one or more

of the above items plus teacher or parent request.

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Academic Intervention Plan: Mathematics and Science

Binghamton City School District Elementary Schools

AIS Program Franklin Coolidge Jefferson MacArth

ur Mann Roosevelt Wilson

AIS/Push-in K-5 K-5 K-5 K-5 K-5 K-5 K-5

Support 30-40 30-40 20-30 30-40 30-40 30 30 ● Math minutes, 2 – minutes, 2 minutes, minutes, minutes, minutes, minutes,

Interventionist 3 times per – 3 times 4 – 5 2 – 3 2 – 3 5 times 5 times ● Teaching week per week times per times per times per per week per week

Assistant week week week

Number of Faculty 1.5 Math Interventionist

1 Numeracy Teaching Assistant

1.5 Math Interventionist


1 Math Interventionist


1.5 Math Interventionis

t


.4 Math Interventionis

t






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SECONDARY ACADEMIC INTERVENTION Academic InterventionPlan - Entrance/ExitCriteria

Schools: Binghamton City School District Secondary Schools Subject Area(s): ELA/Reading Grade(s): 6-8 Uniformlyappliedprocedure usingmultiple




Developmentally appropriatemeasures: ❖ (Grades 6 - 8) Classroom teacher’s

curriculum-based assessments, and/or:

Developmentally appropriatemeasures: ❖ (Grades 6 - 8) Classroom teacher’s

curriculum-based assessments, and/or: Testsofdemonstrated technical quality: ❖ (Grades 6-8)Level 1or2on NYS ELA

Assessment, and/or: ❖ Below grade-level performance

indicated by: o HMH Reading Inventory and/or

Fountas & Pinnell Benchmark

Assessment and/or i-Ready

Testsofdemonstrated technical quality: ❖ (Grades 6- 8)Level 3or4on NYS ELA

Assessment, and/or: ❖ Improved grade-level performance

indicated by: o HMH Reading Inventory and/or

Fountas & Pinnell Benchmark

Assessment and/or i-Ready

Review of classroom performance, grades, records: ❖ Failing Grade in ELA/Reading, and/or: ❖ Review of overall performance in all

content areas, and/or: ❖ Poor attendance (< 85% attendance in

any one marking period) and/or: ❖ Final Exams < 65% and/or: ❖ Post Assessments

Review of classroom performance, grades, records: ❖ Passing Grade in ELA/Reading, and/or: ❖ Review of overall performance in all content

areas, and/or: ❖ Improved attendance (> or = 85%

attendance in any one marking period) ❖ Final Exams > or = 65% and/or: ❖ Post Assessments

Recommendations from teachers, other school staff,parents: ❖ A referral to the building School-Based

Intervention Team recommending

placement in a program based on one or more of the above items plus teacher or parent request.

Recommendations from teachers, other school staff,parents: ❖ A referral to the building School-Based

Intervention Team requesting removal from

a program based on one or more of the

above items plus teacher or parent request.

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Schools: Binghamton City School District Secondary Schools Subject Area(s): ELA/Reading Grade(s): 9-12 Uniformlyappliedprocedure usingmultiple




Developmentally appropriatemeasures: ❖ (Grades 9-12) Classroom teacher’s

curriculum-based assessments, or:

Developmentally appropriatemeasures: ❖ (Grades 9-12) Classroom teacher’s

curriculum-based assessments, or: Testsofdemonstrated technical quality: ❖ (Grade 8) Level 1 or 2 on the NYS ELA

Assessment, or: ❖ Common Assessment scores based on

the District Writing Rubric ❖ Below grade-level performance

indicated by: o HMH Reading Inventory Lexile

Level (Below grade level Lexile

999 or lower) and/or Fountas &

Pinnell Benchmark Assessment and/or Edmentum Accucess and/or Fast ForWord and/or RPI-Reading Process Indicator (vocabulary, auditory, visual, comprehension)

Testsofdemonstrated technical quality: ❖ (Grade 8) Level 3 or 4 on ELA Assessment,

or: ❖ Common Assessment scores based on the

District Writing Rubric ❖ Improved grade-level performance

indicated by: o HMH Reading Inventory Lexile Level

(Lexile 1000 or higher) and/or Fountas & Pinnell Benchmark

Assessment and/or Edmentum

Accucess and/or Fast ForWord

and/or RPI-Reading Process Indicator (vocabulary, auditory, visual, comprehension)

Review of classroom performance, grades, records: ❖ Failing Grade in ELA/Reading, or: ❖ Review of overall performance in all

content areas

Review of classroom performance, grades, records: ❖ Passing Grade in ELA/Reading, or: ❖ Review of overall performance in all content

areas Recommendations from teachers, other school staff,parents: ❖ A referral to the School Counselor

and/or building School-Based


placement in a program based on one or more of the above items plus teacher, parent, or student request.

Recommendations from teachers, other school staff,parents: ❖ A referral to the School Counselor

requesting removal from a program based

on one or more of the above items plus teacher, parent, or student request.

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Academic Intervention Plan: ELA/Reading Binghamton City School District Secondary Schools

AIS Program East Middle School West Middle School BHS 6th Grade ELA/Math

Everyday, 6 day cycle for 2 ten week sessions

Everyday, 6 day cycle for 2 ten week sessions

N/A

Academic Literacy Course**

N/A N/A 10th grade – every day, all year

AIS – Course Fountas & Pinnell Leveled Literacy Intervention

6th grade every day OR every other day, all year until

exited

7th and 8th grade, every other day, all year until exited

6th grade every day OR every other day, all year

until exited

7th and 8th grade, every other day, all year until

exited

N/A

Extended Day – Lunch Program

Liberty Partnership – once a month support w/small

group

N/A Promise Zone Binghamton University Tutorial

Liberty Partnership Extended Day – After School

N/A Homework Club *Credit Recovery Program in Literacy for 12th graders. 3 hours per night once a week for 11

weeks. Extended Day – Summer School

4 weeks/ 1.5 hour per day, 4 days per week

4 weeks/ 1.5 hour per day, 4 days per week

8 weeks/1.5 hrs. per day/ 5 days per week

Consultant Teacher – Push-in Support

Two assigned per grade level Two assigned per grade level

Assigned per subject area

Read 180 N/A N/A N/A Fast ForWord N/A N/A Everyday

One period per day, each day for identified students

Guidance Counseling/School Social Worker Services

6 – 8/1 hour to 2.5 hrs. per week

6 – 8/1 hour to 2.5 hrs. per week

Student scores will be presented to the School Counselors to

determine future AIS services. School Counselor services are

provided (i.e. counseling sessions) to assess student

college and career readiness in terms on AIS support &

intervention. The School Social Worker attends all CSE meetings to determine skill, need and

frequency of services a student needs (included but not limited to Special Education testing, parental involvement and

counseling for college and career readiness).

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*Credit Recovery Program- Designed to provide support for struggling seniors; 3 hours per class, each class offered once a week for 11 weeks.

**ILA / Academic Literacy- Regularly scheduled courses for students who are in need of literacy support. AIS at Binghamton High School is organized as tiered intervention and instruction platform, based on student reading level & RTI. Students engage in literacy activities using Reading Apprenticeship®, Fast ForWord, small group conferencing, and VTS strategies to support literacy instruction.

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Schools: Binghamton City School District Secondary Schools Score below benchmark goals and cut-points on i-Ready math diagnostic

Subject Area(s): Math, Science and Social Studies Grade(s): 6-8


assessmentsfor identifyingeligible students

including criteria:


assessmentsfor determiningastudentnolonger

requires services including criteria:

Developmentally appropriate measures:

❖ Classroom teacher’s curriculum-based

assessments

Developmentally appropriatemeasures:


assessments

Testsofdemonstrated technical quality:

❖ Score below benchmark goals and cut-points on i-Ready math diagnostic

❖ Level 1 or 2 on NYS Math 5 – 8 Assessment


❖ Score above benchmark goals and cut-points oni-Ready math diagnostic

❖ Level 3 or 4 on NYS Math 6 - 8Assessment

Review of classroom performance, grades,

records:

❖ Less than 65% on Report Card in

associated content course

❖ Poor attendance (< 85% attendance in


❖ Final Exam < 65%


records:

❖ Equal or greater than 65% on Report Cards

in associated content course

❖ Improved attendance (> or = 85%

attendance in any one marking period)

❖ Final Exam >= 65%

Recommendations from teachers, other school

staff,parents:

❖ A referral to the building School-Based


placement in a program based on one or

more of the above items plus teacher or

parent request.


staff,parents:





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Entrance/Exit Criteria


Schools: Binghamton City School District Secondary Schools Subject Area(s): Math, Science and Social Studies Grade(s): 9-12


assessmentsfor identifyingeligible students

including criteria:


assessmentsfor determiningastudentnolonger

requires services including criteria:

Developmentally-appropriate measures:


assessments

Developmentally-appropriate measures:


assessments


❖ Less than 65% on NYS Regents Exam


❖ 65% or greater on NYS Regents Exam


records:

❖ Less than 65% on Report Card in

associated content course

❖ Poor attendance (< 85% attendance in



records:

❖ Equal or greater than 65% on Report Card

in associated content course

❖ Improved attendance (> or = 85%

attendance in any one marking period)


staff,parents:



placement in a program based on one or

more of the above items plus teacher or

parent request.


staff,parents:





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Academic Intervention Plan: Math, Science and Social Studies Binghamton City School District Secondary Schools

AIS Program East Middle School West Middle School BHS AIS – Course Math AIS: Every other

day, all year Math AIS: Every other

day, all year Algebra 1 Lab

Algebra 1 Regents Review Intermediate Algebra

Applied Living Environment ExtendedDay – LunchProgram

Liberty Partnership Once a month with a

small group

N/A Promise Zone Binghamton University

Tutorial Liberty Partnership

ExtendedDay – AfterSchool

1 to 3 hours per week, after school

Homework Club Credit Recovery Program in Numeracy for 12th graders. 3 hours per night once a weekfor11weeks.

ExtendedDay – SaturdaySchool

N/A N/A Up to 3 hours per Saturday, 20 week program

ExtendedDay – Summer School

6 week programs 1 ½ hrs./day/4 days per

week

6 week programs 1 ½ hrs./day/4 days per

week

8 weeks/1.5 hrs. per day/ 5 days per week

Consultant Teacher – Push-in Support

Two assigned per grade level

Two assigned per grade level

Assigned per subject area

Guidance Counseling/School Social Worker Services

6 – 8: 1 hour to 2.5 hrs. per week

6 – 8: 1 hour to 2.5 hrs.per week

Student scores will be presented to the Guidance Counselors to determine

future AIS services. Guidance Counselor services are provided (i.e. counseling sessions) to assess student college and career readiness in terms of AIS support & intervention. The School

Social Worker attends all CSE meetings to determine skill,

need and frequency of services a student needs

(included but not limited to Special Education testing, parental involvement and counseling for college and

career readiness).

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How do we know the interventions are working? The performance levels of participating students are reviewed annually by classroom

teachers, school counselors, and each quarter by members of the RTI Team at each elementary school, and by the Student Support Teams at the secondary schools. Students are expected to move one to two levels, depending on their grade level, in the instructional level as a result of participation in an intervention over the course of a year. Each building site looks at trend data to measure the effectiveness of each intervention option and use student needs to assign intervention specialists to students. Specific student performance outcomes are located toward the end of this evaluation document.

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2020-2021ProfessionalDevelopment

FOSS Science Intended Audience: 4th Grade Teachers August 11 Workshop for 4th GradeTeachers Description: This one day workshop will prepare you

for effectively using the FOSS science curriculum. Participants will understand how FOSS meets the three dimensions of the New York State Science Learning Standards, what materials are included in the kits, and keys to effective pacing. This will be a hands-onsession and participants will have access to their teacher's manual. This is open to 4th grade classroom teachers ONLY. Health screening, masks and social distancing will berequired.

Slots: 40 Facilitator: Brenda Lidestri Pre-requisites: None

8:30am – 3:00pm (6.5hrs.)

ColumbusSchool: Community Room

GradesK-5 Intended Audience: Classroom Teachers Grades 3-5 August 18 Embedding Technology in ELA Description: Participants will learn how to integrate 8:00am - 3:00pm Instruction technology to support Read Alouds, Shared Reading,

Word Study, Reading & Writing Workshop. After reviewing live links to all curriculum resources needed for each component, time will be spent learning how to add audio and pictures to Google Slides.

Slots: 40 Facilitator: Jennifer Dove & JoAnn Hawley Pre-requisites: None

(1.5hour blocks)

Zoom

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Adapting the Intended Audience: Grades K – 2 Classroom and June27 Modules for Math Special Education Teachers Workshop K – 2

Description: The Engage NY/Eureka Math Modules were originally intended for extended full group instruction. At this workshop, you will learn and apply how to adapt Module lessons to meet a Math Workshop structure. Bring a copy of Module 1 with you.

Slots: 20persession Facilitator: Elementary Math Mentors Pre-requisites: None Note: If you have one, please bring your copy of Math Workshop: Five Steps to Implementing Guided Math, Learning Stations, Reflection, and More by Jennifer Lempp

8:30 – 3:00pm (5.5hrs.)

ColumbusSchool: Comm. Room

Or

August 14

8:30 – 3:00pm (5.5hrs.)

ColumbusSchool: Board Room

Adapting the Modules for Math Workshop 3 - 5

Intended Audience: Grades 3 - 5 Classroom and Special Education Teachers

Description: The EngageNY/Eureka Math Modules were originally intended for extended full group instruction. At this workshop, you will learn and apply how to adapt Module lessons to meet a Math Workshop structure. Bring a copy of Module 1 with you.

Slots: 20persession Facilitator: Elementary Math Mentors Pre-requisites: None Note: If you have one, please bring your copy of Math Workshop: Five Steps to Implementing Guided Math, Learning Stations, Reflection, and More by Jennifer Lempp

July8

8:30 – 3:00pm (5.5hrs.)

ColumbusSchool: Room 308

Or

August 13

8:30 – 3:00pm (5.5hrs.)

ColumbusSchool: Board Room

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Administering and Intended Audience: Grades 1 – 12 Teachers Who Teach August 5 Analyzing Online Math 9:00 – 11:00am Math Assessments in or eDoctrina Description: All required elementary End of Module 12:00 – 2:00pm

math assessments and Middle School math DDI tasks (2hr. sessions) will be administered on computers in the 2019 – 2020 Or school year to prepare students for state computer- August 27 based testing. Learn how to access tests in eDoctrina, 9:00 – 11:00am use the math tools, and analyze student results to or improve learning. 12:00 – 2:00pm

(2hr.sessions) Slots: 20persession Facilitator: Carla Gusefski and Jeannie Laubert MacArthur School Pre-requisites: None Computer Lab

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Program Costs

Many of our AIS-related services are funded through Title I costs. Below is the Title I

staffing and professional development costs breakdown for the 2020-2021 year as presented to

the Title I committee at our August 12, 2020 meeting.

Components – Human Resources $ 3,080,046

Salaries & Benefits for staff who provide services to students struggling with ELA and/or Math (36.6 FTE):

Teachers – Elementary Math Interventionists (2 FTE) Teachers – Elementary Reading Teachers (14.5 FTE) Elementary Collaborative Coaches (1 FTE) Middle School Literacy Teachers (4 FTE) Teaching Assistants to deliver Intervention Instruction (10 FTE) Teaching Assistants to support student behavior (3 FTE) Middle School Guidance (1.1 FTE)

Title I Administrative Personnel: Director for Curriculum and Instruction (1 FTE), Title I Administration (.5 FTE), Clerical Support (1 FTE)

Elementary Independent Reading Coordinators $17,500

Teacher Aide – Program Aide (1 FTE) $38,612

Components – Professional Development $115,305

Math Workshop (Summer 2021) $49,577

Leveled Literacy Intervention $43,943

Restorative Practices Training $3,042

$3,023,934

(74% of Title I funding)

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Culturally Responsive Teaching & Learning $18,743

PROGRAM OUTCOMES

The tools used to measure student performance throughout the year are directly aligned to New York State Next Generation Learning standards and the curriculum that has been selected for both core instruction and supplemental academic instruction.

English Language Arts – Reading

For elementary core and academic instruction for ELA, progress is measured using the Fountas and Pinnell Reading Inventory. At the middle school level, core teachers use Scholastic Reading Inventory and academic intervention use the Fountas and Pinnell Reading Inventory. At the High School level, progress in reading is measured based on the intervention being provided and includes one of the following tools: HMH Reading Inventory Lexile Level (Below grade level Lexile 999 or lower), Fountas & Pinnell Benchmark Assessment, Edmentum Accucess, Fast Forword and/or RPI-Reading Process Indicator (vocabulary, auditory, visual, comprehension). The following charts show the overall achievement and achievement trends from the past three years:

Kthrough5 % On or Above Grade-level

District 2017-2018 2018-2019 2019-2020

BOY MOY EOY BOY MOY EOY BOY MOY EOY*

All Students

40.1% 47.8% 46.1% 44.9% 50.7% 49.5% 45.0% 57.8%

SWD 6.7% 9.8% 8.0% 9.2% 11.2% 9.6% 7.5% 18.2%

Black 30.4% 39.6% 34.3% 34.6% 40.8% 41.2% 35.4% 49.8%

Hispanic 31.8% 41.5% 40.7% 39.3% 43.4% 42.9% 40.3% 54.7%

Multi-racial

47.2% 50.9% 52.1% 53.7% 59.1% 58.9% 53.6% 62.7%

White 45.8% 53.5% 53.2% 50% 55.9% 54.1% 49.9% 63.1%

* Due to COVID-related school closings, EOY was not administered in 2019-2020.

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Middle School ELA – 6through 8 % On or Above Grade-level

*% with an SRI performance level of students Proficient or Advanced.

District 2017-2018 2018-2019 2019-2020

BOY MOY EOY BOY MOY EOY BOY MOY* EOY*

All Students

19.2% 24.1% 26.2% 46.1% 49.0% 48.8% 29.0%

ED 11.4% 14.6% 19.5% 38.4% 42.1% 42.0% 20.4%

SWD 1.1% 1.2% 2.3% 10.9% 11.7% 11.9% 7.6%

Black 10.7% 15.4% 17.2% 35.6% 36.0% 39.3% 21.2%

Hispanic 11.8% 13.8% 16.0% 32.1% 36.4% 38.3% 16.0%

Multi-racial

13.9% 25.0% 25.0% 42.4% 51.7% 44.5% 35.0%

White 28.7% 32.3% 35.7% 57.8% 58.2% 59.1% 36.3%

*Due to COVID-related school closures, not enough assessments were administered to make a statistical comparison.

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High School ELA – ILA/Literacy and ELA Regents % Passing

District 2017-2018 2018-2019 2019-2020

ILA/ Literacy Course (taken 14-15)

ELA Regents – ILA

students only (taken 16-17)

ELA Regents


ELA Regents – ILA

students only

ELA Regents


ELA Regents – ILA

students only*

ELA Regents

*

All Students

83.3% 96.8% 67.2% 87.0% 89.2% 69.3%

ED 82.1% 100% 51.7% 85.1% 86.2% 59.6%

SWD 100% 100% 17.8% 50.0% N/A 33.7%

Black 72.7% 100% 46.4% 85.0% 92.9% 67.5%

Hispanic 100% 100% 63.5% 83.3% 75.0% 52.7%

Multi-racial

83.3% 100% 82.2% 80.0% 75.0% 76.7%

White 80.0% 90.9% 78% 90.5% 100% 77.0%

*Due to COVID-related school closures, Regents Exams were not administered.

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Mathematics

For elementary and middle school core and academic instruction for Mathematics, progress is measured using the i-Ready Diagnostic Assessments. At the High School level, achievement demonstrated on required grade level Regents examination for Mathematics (Algebra I – 9th

grade; Geometry – 10th grade and Algebra II/Tri – 11th grade) are used, along with any end of the year final and overall averages for courses that are provided across two years or double-period/lab of mathematics. Across the past three years, numeracy (AIS pathway) have been composed of Algebra given across two years (Algebra A and B) and Double period of Algebra (Algebra with a Lab). The following charts show the overall achievement and achievement trends from the past three years:

Elementary Math – All K through 5 % On or Above Grade-level

District 2017-2018 2018-2019 2019-2020

BOY MOY EOY BOY MOY EOY BOY MOY EOY*

All Students

9.8% 20.9% 38.1% 9.7% 22.3% 45.1% 7.5% 16.3%

ED 7.3% 17.1% 33.4% 7.2% 16.9% 37.9% 5.3% 15.3%

SWD 1.6% 3.3% 9.1% 0.8% 2.7% 11.6% 1.5% 3.6%

Black 3.3% 10.4% 26.1% 3.7% 11.2% 33.4% 3.0% 7.3%

Hispanic 4.1% 7.1% 25.4% 6.2% 15.9% 33.3% 5.4% 11.2%

Multi-racial

13.5% 22.2% 45.3% 12.6% 21.2% 49.6% 6.3% 17.3%

White 13.7% 30.7% 46.1% 13.2% 30.6% 53.9% 11.3% 23.8%

* Due to COVID-related school closings, EOY was not administered in 2019-2020 to enough students to draw statistical comparisons.

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Middle School Math – 6through 8 % On or Above Grade-level

District 2017-2018 2018-2019 2019-2020*

BOY MOY EOY BOY MOY EOY BOY MOY EOY

All Students

11.8% 14.7% 23.1% 12.2% 15.8% 19.7% 10.8% 16.6%

ED 8.2% 9.7% 17.0% 8.2% 11.2% 14.0% 7.6% 10.6%

SWD 1.1% 1.8% 2.3% 1.3% 2.2% 4.6% 1.0% 1.9%

Black 4.9% 4.2% 12.9% 5.2% 5.5% 10.5% 4.6% 9.6%

Hispanic 5.9% 10.3% 14.5% 6.4% 8.8% 11.2% 3.1% 5.0%

Multi-racial

11.2% 11.5% 20.4% 10.7% 16.2% 15.9% 13.2% 20.0%

White 17.9% 22.4% 32.5% 19% 25.6% 29% 16.2% 23.6%

* Due to COVID-related school closings, EOY was not administered in 2019-2020 to enough students to draw statistical comparisons.

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High School Math – Double Algebra and Algebra 1 Regents % Passing

District 2017-2018 2018-2019 2019-2020

Double Algebra

Algebra 1 Regents – Numeracy students only

Algebra 1

Regents

Double Algebra

Algebra 1 Regents – Numeracy students only

Algebra 1

Regents

Double Algebra

Algebra 1 Regents – Numeracy students only*

Algebra 1

Regents *

All Students

50.6% 29.9% 40.6% 42.5% 44.2% 48.9% 62.0%

ED 48.8% 28.0% 31.2% 41.7% 44.0% 33.7%

SWD 38.0% 22.2% 19.5% 41.7% 48.0% 19.3%

Black 45.3% 22.6% 37.4% 54.3% 42.3% 46.0%

Hispanic 45.5% 20.7% 29.6% 25.9% 41.4% 33.6%

Multi-racial

56.5% 42.9% 46.7% 27.2% 41.7% 44.2%

White 53.6% 37.3% 46.1% 41.2% 47.1% 53.9%

* Due to COVID-related school closures, Regents Exams were not administered in 2019-2020.

PROGRAM RECOMMENDATIONS

The 2020-2021 AIS Plan updates are presented as COVID-related adjustments have altered our traditional intervention structures. In Appendix A and B, facets of our Pandemic Response are

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presented. BCSD students returned to in-person instruction on November 2, 2020, marking the first time being physically in school for most students since March 2020.

Moreover, COVID causes state assessments - including Regents Exams - to be cancelled for the 2019-2020 school year. Much of our plan assessment revolves around these standardized, external tests. Moving forward, BCSD administrative and teacher teams will work to identify local assessment measures that provide consistency for program assessment. While we have utilized K-5 reading levels, SRI Writing data, and iReady math assessments, much historicalanalysis has revolved around Grades 3-8 ELA and Math tests and Regents Exams. Those exams should continue in the future; providing local measures to complement them, however, will be program focus in the future year.

PreK-5 Program Recommendations

Working within our RTI Edge program, measures to assess our Response to Intervention program will be identified. With that data analysis, we will identify consistent measures across the seven buildings that help assess efficacy around intervention types, duration, intensity, and focus area. For example, by reviewing LLI intervention data across seven buildings, we will be able to identify student reading level growth attributed to this Tier II intervention. Different factors such as group size, grade-level, duration, and other dynamics can help determine which interventions are most effective with which students. With that information, RTI Teams can make better recommendations for interventions when discussing student progress at meetings.

For the 2021-2022 plan update, these intervention analyses will be included.

Grades 6-12 Program Recommendations

At the secondary level, RTI teams are launching. The AIS/RTI model has always been different at the secondary level due to students changing classes, having multiple teachers, and instruction being more content-based rather than skill-based. At its heart, RTI should be focused on underlying skills that inform student success across classrooms.Shifting to this focus at the secondary level is a key consideration when implementing RTI in middle and high schools.

Secondary-levelteams have undergone RTITeam training since Spring 2020.Although COVID has hindered our ability to capitalize on this training, continuing to build capacity around RTI at the secondary level remains a programmatic focus.

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Appendix A: K-5 RTI Pandemic Response

Hybrid Instruction: Tier 2 Process Steps

Grades K through 2: Due to class sizes being smaller and students in person daily, classroom teachers may find opportunities to provide tier 2 intervention to their students.

1. Classroom teachers will collect data on their intervention progress and present that data at building level RtI meetings.

2. They will NOT be required to input the data points in RtI Edge. Classroom teachers are only responsible for completing building level referrals in RtI Edge (RtI Edge expectations remain the same as previous years).

3. If a student is referred for CSE testing,Jill Coleman will collect the Intervention data information from the classroom teacher and input in RtIEdge so the intervention data is included on the CSE referral(which is generated from RtI Edge).

4.

Grades 3 through 5: Because the classroom will consist of remote and in-person students 4 days a week, we will be using Wednesdays as an opportunity for classroom teachers to provide intervention to students through break out rooms.

1. These breakout sessions may occur with Tier 2 students while other students are engaged in asynchronous learning.




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Remote Instruction: Tier 2 Process Steps

Grades K through 2: Remote teachers may find opportunities to provide tier 2 intervention to their students through break out rooms. They can determine what intervention schedule works best for them.




Grades 3 through 5: Remote teachers may find opportunities to provide tier 2 intervention to their students through break out rooms. They can determine what intervention schedule works best for them.




___________________________________

There will also be 3 fully remote Reading Teachers throughout the District targeting our fully remote classrooms. One for Grade 3, one for Grade 4, and one for Grade 5. They will focus on finishing benchmark assessments first, and then begin providing intervention to fully remote students.

_________________________________________________

1. Reading teachers will collect data on their intervention progress and present that data at building level RtI meetings.

2. They will be required to input the data points and conferring notes in RtI Edge, along with Entrance letters and Progress Notes (RtI Edge expectations remain the same as previous years).

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Appendix B: BCSD Attendance Interventions

Attendance Concerns:

BCSD Attendance Interventions:

Tier 1: PBIS Initiatives / Attendance Committees Tier 2: Focused Interventions

1. Schoolzilla – has the student seen their 1. CICO for Attendance – Have we attempted for attendance rate (%) and compared it to last at least 8 weeks to determine if the year’s attendance rate? intervention has made an impact?

2. Attendance Flow Chart – Has the team 2. Attendance Self-Reflection and Goal Setting –

followed the protocol steps and accurately Have we tried the student completing their

documented in ST? own attendance data with self-reflecting and goal setting (RtI Share drive - interventions)?

3. Attendance Circles – Have they been identified for a Community Circle led by our RP Coordinator focusing on the barriers and needs for improved attendance? Students will be selected and invited, being excused from their scheduled course.

4. Family Advocates through DSS – Has a referral been completed for our Advocate to open a case and reach out to the family for attendance, environment, or safety concerns?

Attendance Criteria for RtI Attendance Concerns ONLY should be discussed at Grade Level RtI, while considering implementing the tier 2 Attendance Intervention(s) listed above.

If a student has Academic and/or Behavior concerns, in addition to Attendance Concerns they can be considered for building level RtI once interventions and student data has been discussed at grade level (minimum 8 to 12 weeks). Building Administrators will review the data collection (with Attendance, Academics and/or Behavior) and recommend the student moving to Building Level RtI.

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RtI Building Level Procedures for Attendance:

1. During the building level RtI meeting, document current Tier 1 and Tier 2 Attendance Interventions and data (in addition to Academic and/or Behavior interventions). Historical Attendance and Transiency (School Tool and Schoolzilla) should also be documented within the RtI Student Action Plan.

2. Meet Bi-monthly to discuss data and progress with goals. 3. If the data proves the attempted tier 2 intervention isn’t demonstrating progress with the

student’s attendance, consider adding an additional attendance intervention or replacing the current intervention.

If allAttendance Interventions have been attempted, documented and data collected and there stillisn’t progress, the RtI team will determine if the next step is to Hotline the family for Educational Neglect (Use the Student Action Plan as evidence to interventions attempted and exhausted).

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