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  • Academic Intervention Services

    Mount Vernon City School District Plan September 2012 - August 2014

  • ACKNOWLEDGEMENTS

    The District gratefully acknowledges the contribution of the following members of the AIS committee

    to this document:

    Dr. Gayle White-Wallace, Administrator for ELA Literacy/Reading, PreK-6

    Dr. Satish Jagnandan, Administrator for Math & Science (K-12)

    Alexandra Jean, Reading Teacher (Elementary)

    Andrea Sewall, Reading Teacher (Secondary)

    Angela Nardone, Reading Teacher (Elementary)

    Anne Berkeley, Reading Teacher (Secondary)

    Anne Marie Clarke, Reading Teacher (Elementary)

    Arlene Caruso, Reading Teacher (Elementary)

    Barbara Schneer, Reading Teacher (Elementary)

    Carene Domato, Reading Teacher (Elementary)

    Chrissy Bucci, Reading Teacher (Secondary)

    Diane Albin, Reading Teacher (Elementary)

    Donna DeCecco, Reading Teacher (Elementary)

    Frank Gallo, Administrator for ELA Literacy/Reading, 7-12

    Jacqueline Green, Reading Teacher (Elementary)

    Jessica Maracallo, Reading Teacher (Secondary)

    Kristen Lavecchia, Reading Teacher (Secondary)

    Lea Danon, Reading Teacher (Elementary)

    Lisa Autieri, Reading Teacher (Elementary)

    Lisa Mason, Reading Teacher (Elementary)

    Mary Anne Reilly, Reading Teacher (Elementary)

    Marybeth Rhodes, Reading Teacher (Secondary)

    Molly Fitzpatrick, Reading Teacher (Secondary)

    Nanci DeMicco, Reading Teacher (Secondary)

    Sharon Vann, Reading Teacher (Elementary)

    Susan Santore, Reading Teacher (Elementary)

    Tamisha Hall, Reading Teacher (Elementary)

    Tina Harris, Reading Teacher (Elementary)

    Tinaca Johnson, Reading Teacher (Elementary)

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    The Mount Vernon City School Districts Academic Intervention Services (AIS) plan was developed to meet the requirements of Section 100.2(ee) of the Commissioners Regulations. The Mount Vernon City School District (MVCSD) is committed to providing instructional and student support services to help students achieve the New York State learning standards.

    Definitions

    Academic Intervention Services are defined as additional instructional services that supplements regular classroom instruction and/or student support services designed to help students achieve the New York State learning standards. In addition, 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. MVCSD addresses these needs in a variety of ways that include the following, and are provided by certified, highly-qualified teachers.

    After-School Programs

    Before and after-school sessions

    Before School /After-School Academic Intervention Program

    ESL classes

    Homework Help

    IEP Accommodations

    Integrated Support Class

    Progress Monitoring

    Push-In Reading

    Regents Review/SRI

    Remedial Reading

    Strategic Reading Program

    Summer school

    Support Services (guidance, school psychologist, social worker)

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

    Extra classroom staff that reduces student-teacher ratio

    Each year, the elementary and intermediate state assessments have four designated performance levels:

    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 thresholds are scheduled to receive Academic Intervention Services. The services for a particular student vary in intensity based on the

  • Academic Intervention Services

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    students needs as measured by state assessments and other information about the students performance. In addition, this plan addresses barriers to student progress including attendance problems, discipline problems, family-related problems, health-related issues, nutrition-related issues, and mobility/transfer related issues. Intensity and Frequency of Services The intensity and frequency 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. Measures for determining intensity and frequency of services include:

    Achieve 3000 Assessment

    Classroom performance

    District assessments

    Early assessment through literacy profile tools

    Elementary math assessments

    End of year assessments

    Limited English Proficient (LEP)/English Language Learners (ELL) who do not achieve the annual performance standards.

    Observation and anecdotal records

    Performance on benchmark assessments

    Performance on New York State assessments

    Performance on teacher assessments

    Read 180 Assessment

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

    Report card grades

    Students in grades K-2 who lack reading readiness

    The Charts below outline the following information 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.

    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 students Individualized Education Program (IEP) are provided when Academic Intervention Services are delivered.

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    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 that the student requires Academic Intervention Services, in writing, by the building principal. This notice will be translated, where appropriate, into the native language of parents. The notification includes:

    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 includes:

    The criteria used for terminating the service;

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

    Monitoring Student Progress The schools provide parents/guardians with the following:

    Reports on the students progress at least once each quarter by mail, telephone, telecommunications, or other means.

    Opportunity to consult with the students 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.

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    The Charts below outline the following information in this Academic Intervention Services plan:

    Criteria for entrance and exit eligibility

    Description of services

    Procedure for parent notification

    Procedure for monitoring student progress.

    GRADES K-1

    Grade Level Entrance Criteria Exit Criteria

    K

    Brigance Screening Fall Content Language Motor Self-help Social Emotional

    Scoring at the 25th percentile or below in any of above areas.

    Winter & Spring DRA assessments

    Progress Monitoring Winter DRA Scores Module Assessments Progress Monitoring Assessments Report Card Grades

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    1

    Guided Reading

    Early Learning Profile (ELP Data)

    Rhyming below 10

    Lower case letter identification below 24

    Spelling below 10

    High-frequency words below 50

    DRA Assessments in Fall, Winter, Spring

    Teacher Recommendation

    Guided Reading Level H or above

    Teacher Recommendation Progress Monitoring Winter DRA Scores Module Assessments Progress Monitoring Assessments Report Card Grades

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    GRADES 2-8 ENGLISH LANGUAGE ARTS

    Grade Level Entrance Criteria Exit Criteria

    2

    Guided Reading G or below DRA Assessments in Fall, Winter, Spring IST/CSE Report Card data Formative Assessments Developmental Skills Teacher Recommendation

    Guided Reading Level N or above Progress Monitoring Winter DRA Scores Module Assessments Progress Monitoring Assessments Report Card Grades Teacher Recommendation

    3

    i-Ready Diagnostic & Benchmarks IST/CSE Report Card data Formative Assessments Developmental Skills

    Teacher Recommendation

    Level 3 or 4 on New York State English Language Arts Assessment Progress Monitoring i-Ready Scores Module Assessments Progress Monitoring Assessments Report Card Grades Teacher Recommendation

    4