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  • Port Jefferson Union Free School District

    Response to Intervention (RtI) and Academic Intervention Services (AIS)

    PLAN

    2016 - 2017

    Approved by the Board of Education on August 16, 2016

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    TABLE of CONTENTS

    A. Introduction…………………………………………………… 2

    B. District Revision Team……………… ………………………. 3

    C. Description of Response to Intervention (RtI)………………. 4

    D. Description of Academic Intervention Services……………… 5

    E. Roles of the Coordinator and Providers ………………...…… 7

    F. General Criteria for Eligibility ……….………………….…… 8

    G. Provisions of the AIS Plan and Glossary…………...………… 9

    H. Glossary ………………………………………………………. 11

    I. Summary of Services ……………....………………………… 12

    Appendix ……………………………………………………… 23

     Sample Parent Letters

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    Port Jefferson Union Free School District RtI and AIS Plan

    A. Introduction The Port Jefferson Union Free School District, located in Suffolk County, has an enrollment of over 1200 students in

    grades PreK-12. The mission of the district is to provide a personalized, rigorous education that develops responsible,

    independent, adaptable, life-long learners, through the acquisition of effective thinking and communication skills, an

    appreciation of the arts, the proficient use of technology, and a healthy life style, in an educational community that

    promotes integrity and mutual respect. The district is committed to the success of all students and seeks to find ways to

    support them in achieving their goals.

    The Port Jefferson School District provides a Response to Intervention (RtI) program and an Academic Intervention

    Services (AIS) program to assess and monitor student progress and performance, and provides additional instruction to

    students at risk of not meeting grade level standards.

     Our RtI and AIS programs are designed to help at-risk students to achieve grade level performance. Our goal is for 100% of our students to perform at or above grade level.

     We use research based, nationally normed programs to assess and monitor student performance levels in K-9 (and for AIS students in grades 10-12).

     We use multiple measures to identify students in need of academic intervention (K-12) and/or behavioral intervention (K-5).

     RtI and AIS instruction targets skill development, based on student assessments, and our RtI/AIS teachers collaborate with the classroom or general education teacher to align intervention instruction with classroom

    instruction.

     As part of the STAR initiative, all RtI/AIS teachers (grades 2-12) and school principals have been trained in administering assessments, understanding reports, and using resources.

    The RtI and AIS plan addresses all barriers to student academic progress, both in the instructional, as well as non-

    instructional areas. Thus, the plan also includes services in areas such as guidance, counseling, attendance, and study

    skills that are needed to support improved academic performance and serve to reduce the barriers to academic progress.

    Such services do not include services provided to students with limited English proficiency or special education

    programs. AIS may be offered in addition to those programs based on individual student needs.

    The Port Jefferson School district is committed to providing a range of service options to meet the students’ needs for

    additional support. This plan provides information on how the district determines what services are needed, and

    describes when and how to best provide the services.

    Placement during the regular school day remains the responsibility of the school, and the district has an obligation to

    ensure that students who require Response to Intervention and Academic Intervention Services receive school-based

    services. It is compulsory for students who score below state proficiency levels and district-designated levels in grades

    without a state assessment to participate in AIS. AIS services for content area subjects can range from progress

    monitoring of students performance to targeted instruction within the classroom, to small group instruction outside of

    the general education classroom, with a range of frequency.

    The Port Jefferson School District is committed to working with parents to assure the provision of appropriate academic

    intervention services. If a parent objects to his/her child’s placement in AIS, the school administrator shall assure that

    the parent is provided with an opportunity to express their concerns, review evidence of the need for RtI or AIS services,

    and determine whether continued placement in small group instruction is required based on the established criteria.

    When a parent declines direct services, progress monitoring of the student will be conducted using: Grades K-1,

    AIMSweb; Grades 2-9, STAR; and Grades 6-12, course grades in Power School. Progress monitoring may be monthly

    or bi-weekly. Student performance data is analyzed during the year to review placement decisions. The overview and

    eligibility charts contained in this plan define the timeline for universal screening and placement evaluation for each

    grade level.

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    B. District Revision Team

    2015-2016 Participation

    DISTRICT LEVEL ADMINISTRATIVE MEMBERS

    Kenneth Bossert, Ed.D., Superintendent of Schools

    Maureen Hull, Executive Director of Curriculum & Instruction, Chair

    Jodi Cahill, Director of Special Education

    ELEMENTARY

    Thomas Meehan, Principal

    Richard Dixon, Math AIS Teacher

    Lynne Pellegrino, Reading AIS Teacher

    Kate Zvokel, 1st Grade Teacher

    SECONDARY

    Christine Austen, HS Principal

    Robert Neidig, MS Principal

    Kayleen Everitt, AIS and MS English Teacher

    Meg Lavin, AIS and HS English Teacher

    Kristine Porretta, Reading AIS Teacher

    PARENT

    Karen Sullivan, Parent

    CHILD STUDY TEAM/INSTRUCTIONALSUPPORT TEAM CHAIRS

    Kevin Bernier, HS Assistant Principal

    Claudia Smith, ES and MS Assistant Principal

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    C. Description of Response to Intervention (RtI)

    RtI is a process used to determine if a student in is responding to classroom instruction and progressing as expected. In

    an RtI process, a student in grades K-4, who is struggling in English Language Arts, receives additional instructional

    support provided by matching instruction to a student’s individual needs through a multi-tier instructional model. Each

    level, also known as a tier, provides instruction with increased intensity such as smaller groups or instructional time

    focused on specific areas.

    RtI focuses on the early prevention of academic difficulty, particularly in the areas of reading and math by:

     ensuring appropriate instruction for all students;

     monitoring students’ progress; and

     providing additional levels of instructional assistance (intervention) for students who require support. http://www.p12.nysed.gov/specialed/RTI/parent.htm

    Diagram provided by Mrs. Cahill, Director of Special Education

    http://www.p12.nysed.gov/specialed/RTI/parent.htm

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    D. Description of Academic Intervention Services (AIS)

    Commissioners Regulations 100.2 (ee), state that all students identified below the level of proficiency are required to

    receive academic intervention services (AIS).

    Part 100, section 100.1(g) of the Commissioner’s Regulations provides a definition of AIS:

    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 nondisabled students, provided, however, that such services