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ALLLEARNERSWILL MEET

HIGHERSTANDARDS

�Higher standards for all: Students, adult learners, schools, and colleges

�Link learning standards, curriculum, instruction and assessments

�Plan ahead. Build partnerships and connections

�Strengthen teaching

�Create safe and sound schools that promote learning

�Give extra help to all who need it

�Use time for better results

�Allocate dollars to improve results �Recruit and keep superior educational leaders

�Report results: School report cards, higher education outcomes assessment, workforce preparation, program performance targets

�Accept responsibility for results and work to improve them

MAJOR ELEMENTS OF EDUCATIONAL REFORM IN NEW YORK STATE

Academic Intervention Services CURRICULUM ALIGNED WITH STANDARDS

SUCCESS FOR ALLSTUDENTS

ACADEMIC

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SAFE AND

DRUG-FREE

SCHOOLS

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• Quality First Teaching

• Multiple Measures

• Intensity of Services

• Links to Title I/PCEN and Other SED Programs

• Congruent Interventions

• Direct Services to Students

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Grades K-12English Language Arts Mathematics

Grades 4-12Social Studies Science

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AdditionalInstruction

StudentSupportServices

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ADDITIONAL INSTRUCTION• Extra time for focused instruction• Staffing to increase student- teacher contact time

STUDENT SUPPORT SERVICES• Guidance• Counseling• Study skills• Attendance improvement

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Special Education Services

Bilingual Education/ ESL Services

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Who must receive AIS?

State Assessments

District Procedures

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Students ( Grades 4 - 8 ) Eligible if:

Scoring below Designated Performance Level on Elementary or Intermediate State assessments in ELA - mathematics – science – social studies

Students ( Grades 9 - 12 ) Eligible if:

Scoring below the approved passing grade on any Regents exam required for graduation in ELA - mathematics - science - social studies

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The district procedure should also be used todetermine eligibility in ANY grade ifstudents:• Are absent for a State assessment• Are new entrants

In grades where NO State assessments given,students eligible if:• They are determined - through multiple measures - to be at risk of not meeting

State standards

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Classroom-based Measures

(Profiles, Diagnostic Assessments, Etc.)

Tests of Demonstrated Technical Quality

(Must meet reliability and validity standards)

Review Of:

Student Performance, Records, and Reports

Recommendations from:

School Staff and Parents

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Classroom-based Measures:• Diagnostic Assessments• Early Reading/Literacy

Assessments• Subject Skill, Concept,

Knowledge Assessments• Assessment Portfolios

Recommendations from:•Teachers/Counselors•Administrators•Other School Staff•Parents

Review Of:• Classroom Performance

(participation, class work, homework)

• Report Card Grades• Student Performances/

Demonstrations• Student Records

Tests of Demonstrated Technical Quality• Standardized, Norm-Referenced

Tests (Above Grade 3)• Standardized, Criterion Referenced

Tests• Other Valid, Reliable Assessments 11-B

Determine Performance That:•Places student at risk of not

meeting State learning standards-

need AIS•Indicates student likely to meet

State learning standards - no

longer need AIS12

• Must Assess Early Literacy/Reading Readiness

• Must Assess Mathematics

… Using the District Procedure

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• Essential Elements of Reading

• Early Literacy Profile/Other Early Literacy Assessments

• ELA Resource Guide/Core Curriculum

• Final Report, NYS Reading Symposium, 2/98

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• All students retained in either Grade 4 or Grade 8 (Re-test on the current year’s State Assessments)

• All Grade 5 students who scored at Level 1 on the Elementary level ELA and/or Mathematics State Assessments in Grade 4

Who must be re-tested?

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- After A Semester or More of AIS- On Test of Demonstrated Technical Quality ( Add writing component if test does not

include one; use State rubrics)

• Must be implemented by September 1, 2000

• All public school districts must develop AIS Description• Must be approved by Board of Education by July 1, 2000

• Must be reviewed and revised every two years

• In general, not required to submit to SED for approval• May be incorporated in Comprehensive District Education Plan (CDEP)

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• District Level Procedures to Determine Need for AIS • What Academic Services will be provided• What Support Services will be provided• When Services will be offered (regular day, extended day, summer school)• Criteria for entry/exit• Variations in services among schools/grade levels

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…In Developing The District Description? - Process -

• Who to involve (both school and district level)

• Work plan and timeline

• Roles and procedures

• Review of data, including current practices

• Procedures for oversight and monitoring of

programs

• Resources18

…In Developing The District Description? - Product -

Clear, easy to follow procedures Standard forms for parent notification,

referral and record-keeping Professional development links Plan for evaluating student progress Plan for Program Evaluation Longitudinal data analysis

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•Grade Levels:•What Behaviors will be Identified:•Assessment Measures: •Criteria for Beginning AIS:•Types of AIS Provided:

•Academic Instruction•Support Services

•Records of Progress Kept:•What services provided•Frequency/Intensity•Progress

•Procedures for Parent Notification•Criteria for Ending AIS•Standard Forms

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At the District Level

• Curriculum aligned to New York State learning standards• Local diagnostic measures parallel New York State Assessment blueprints• Teachers know and use State scoring strategies, including

• rubrics• exemplars

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• Compare other tests with New York State learning standards and assessments

Do they measure the same concepts?

•Compare key ideas/ performance indicators across different tests

Are they the same?

• Compare the percent of each test devoted to each key idea/performance indicator

Are the percentages similar?22

• Notification in writing (translated when appropriate) of beginning services

• Summary of services to be provided• When services will be provided • What services will be provided

• Reason(s) for AIS• Consequences of not achieving standards

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• Notification in writing (translated when appropriate) of ending services

• Criteria for ending services• Current performance levels of student• Assessments used in determining student’s level

of performance

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• Quarterly reports of student progress (may include in report cards)

• Parent conferences or other consultation each semester

• Suggestions for working with student at home

May ALSO INCLUDE- • Parent resources• Regular school/home work folders• Other parent-school activities 25

• Students must start AIS no later than the semester following determination of need (even if not scheduled for course in that standards area)

• AIS continues until student meets - or is likely to meet - State learning standards

• AIS delivered by “qualified, appropriately certified staff”

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Teachers and professional staff delivering AIS must be certified in the area of assignment.

Teaching assistants must be certified and work under the supervision of a certified teacher and perform only duties specified in CR 80.33(b).

Teacher aides may only be assigned to assist teachers in non-teaching duties.

- CR Part 80 -

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… Needs Determine Intensity of ServiceScheduling Options• Regular Day (Extra Periods - Co-Teaching)

• Extended Day (Before and/or After School )

• Summer School

Duration (Days Per Week - Time Per Session)

Degree of Individualization (Large Group to Small Group to One-on-One)

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Moderately Intensive

Include More• Scheduling Options• Days/Week• Time/Session• Individualization (Small

Group/One-on-One)• Student Support Services

• In-Class Models (Co-Teaching)

• Study Skills• CAI• Distance Learning• Progress Monitoring

Less Intensive

Most Intensive

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… To be AIS, additional instruction and student support services must meet these

criteria:• Student needs assessed by trained staff member •Specific interventions provided beyond general instruction

• Student progress regularly checked

• Records kept of services provided

•Certified teachers, professional staff and teaching assistants appropriately assigned

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All Levels• Double literacy blocks?• Computer assisted

instruction?• Distance learning?• Tutoring (One-on-One)?

...YES, If All General AIS Criteria Met

High School Level• “Stretch” courses?• Course repetition?

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How Title I and AIS Are the Same

Both :

•Use Same Student Eligibility Criteria

•Provide Services Included in the District Description

•Must Use Certified Staff

•Supplement General Curriculum

•Can be Included in CDEPs 32

How Title I and AIS May Differ

•ELA and Math = Title I Priorities

•All federal requirements must be met for Title I

•Examples: - Poverty criteria for $$ allocations to districts/schools - Submission to SED of application and supplement - Building plans for schoolwide schools - Parent Involvement Policy & Compacts - Program reporting

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• Provided in Addition to LEP/ELL Services

• Must be Coordinated with any specific LEP/ELL needs

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•Available to all students on the same basis as for students without disabilities• Provided in addition to Special Education Services

• Provided consistent with student’s IEP

• Not indicated on IEP35