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Academic Intervention Services Mount Vernon City School District Plan September 2012 - August 2014
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 District’s Academic Intervention Services (AIS) plan was developed to meet the requirements of Section 100.2(ee) of the Commissioner’s 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
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student’s needs as measured by state assessments and other information about the student’s 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 student’s 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 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.
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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
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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
Level 1 or 2 on New York State English Language Arts Assessment, grade 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
5
Level 1 or 2 on New York State English Language Arts Assessment, grade 4 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
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6
Level 1 or 2 on New York State English Language Arts Assessment, grade 5 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
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Level 1 or 2 on New York State English Language Arts Assessment, grade 6 i-Ready Diagnostic & Benchmarks Achieve 3000 Diagnostic (A.B. Davis MS only) IST/CSE Report Card data Formative Assessments Teacher Recommendation
Level 3 or 4 on New York State English Language Arts Assessment Progress Monitoring i-Ready/Achieve 3000 Scores Module Assessments Progress Monitoring Assessments Report Card Grades Teacher Recommendation
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Level 1 or 2 on New York State English Language Arts Assessment, grade 6 i-Ready Diagnostic & Benchmarks Achieve 3000 Diagnostic (A.B. Davis MS only) IST/CSE Report Card data Formative Assessments Teacher Recommendation
Level 3 or 4 on New York State English Language Arts Assessment Progress Monitoring i-Ready/Achieve 3000 Scores Module Assessments Progress Monitoring Assessments Report Card Grades Teacher Recommendation
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GRADES 2-6 MATH
Grade Level Entrance Criteria Exit Criteria
2
Pearson Diagnostic Readiness Test – 59th percentile or below
IST Recommendation/KeyMath3 Diagnostic Assessment – 50th percentile or below
Teacher Recommendation
Pearson Diagnostic Readiness Test – 60th percentile or above
KeyMath3 Diagnostic Assessment – 51st percentile or above
3
Pearson Diagnostic Readiness Test – 59th percentile or below
District Math Fall Inventory Benchmark Assessment- Score 68% or below
IST Recommendation/KeyMath3 Diagnostic Assessment – 50th percentile or below
Teacher Recommendation
Level 3 or 4 on New York State Math Assessment
Teacher Recommendation
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District Math Fall Inventory Benchmark Assessment- Score 68% or below
Level 1 or 2 on New York State Math Assessment, grade 3
IST Recommendation/KeyMath3 Diagnostic Assessment – 50th percentile or below
Teacher Recommendation
Level 3 or 4 on New York State Math Assessment
Teacher Recommendation
5
District Math Fall Inventory Benchmark Assessment – Score 68% or below
Level 1 or 2 on New York State Math Assessment, grade 4
IST Recommendation/KeyMath3 Diagnostic Assessment – 50th percentile or below
Teacher Recommendation
Level 3 or 4 on New York State Math Assessment
Teacher Recommendation
6 Level 1 or 2 on New York State Assessment, grade 5
Performance on Departmental Benchmark Assessment- Score 75% or below
Quarterly Report Card Grade at or below 75
Team Support
IST/CST Recommendation
Teacher Recommendation
Level 3 or 4 on New York State Assessment
Level 3 on in-class benchmark assessments
Teacher Recommendation
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GRADES 7-8
MATH
Grade Level Entrance Criteria Exit Criteria
7 Level 1 or 2 on New York State Assessment, grade 6
Performance on Departmental Benchmark Assessment- Score 75% or below
Quarterly Report Card Grade at or below 75
Team Support
IST/CST Recommendation
Teacher Recommendation
Level 3 or 4 on New York State Assessment
Level 3 on in-class benchmark assessments
Teacher Recommendation
8 Level 1 or 2 on New York State Assessment, grade 7
Performance on Departmental Benchmark Assessment- Score 75% or below
Quarterly Report Card Grade at or below 75
Team Support
IST/CST Recommendation
Teacher Recommendation
Level 3 or 4 on New York State Assessment
Level 3 on in-class benchmark assessments
Teacher Recommendation
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GRADES 9-12 MATH
Services Entrance Criteria Exit Criteria Progress Monitoring Level 1 or 2 on New York State
Math Assessment, grade 8 Passing Regents Exam
Integrated Algebra Support
Level 1 or 2 on New York State Math Assessment, grade 8
Math 8 final average at or below 75
Student Review Team (SRT) referral
Teacher Recommendation
Passing Integrated Algebra Regents Exam
Integrated Geometry Support
Integrated Algebra final average at or below 75
Student Review Team (SRT) referral
Teacher Recommendation
Passing Integrated Geometry Regents Exam
Integrated Class Support Special Education students enrolled in two or more co-taught classes (per IEP)
Student Review Team (SRT) referral
Teacher Recommendation
Passing Regents Exam
Academic Intervention Program (AIP) (After School Sessions)
Level 1 or 2 on New York State Math Assessment, grade 8
Student Review Team (SRT) referral
Teacher Recommendation
Passing Integrated Geometry Regents Exam
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GRADES 9-12 ENGLISH
Services Entrance Criteria Exit Criteria 8 Level 1 or 2 on New York State
English Language Arts Assessment, grade 6 i-Ready Diagnostic & Benchmarks Achieve 3000 Diagnostic (A.B. Davis MS only) IST/CSE Report Card data Formative Assessments Teacher Recommendation
Level 3 or 4 on New York State English Language Arts Assessment Teacher Recommendation
Progress Monitoring Level 1 or 2 on New York State ELA 8 Assessment Student Review Team (SRT) referral Teacher Recommendation i-Ready Assessments MVHS Grade 9 only: Read 180 Assessment
Read 180 Results (MVHS 9 only) i-Ready Assessment Results Module Assessments Progress Monitoring Assessments Report Card Grades Teacher Recommendation Passing Regents Exam
Integrated Class Support Special Education students enrolled in two or more co-taught classes (per IEP)
Student Review Team (SRT) referral
Teacher Recommendation
Read 180 Results (MVHS 9 only) i-Ready Assessment Results Module Assessments Progress Monitoring Assessments Report Card Grades Teacher Recommendation Passing Regents Exam
Academic Intervention Program (AIP) (After School Sessions)
Level 1 or 2 on New York State ELA 8 Assessment for 9
th graders.
Failure of ELA Regents Student Review Team (SRT) referral
Teacher Recommendation
Read 180 Results (MVHS 9 only) i-Ready Assessment Results Module Assessments Progress Monitoring Assessments Report Card Grades Teacher Recommendation Passing Regents Exam
Strategic Reading Level 1 or 2 on New York State English Language Arts Assessment, grade 8
Student Review Team (SRT) referral
Teacher Recommendation
Read 180 Results (MVHS 9 only) i-Ready Assessment Results Module Assessments Progress Monitoring Assessments Report Card Grades Teacher Recommendation
Passing Regents Exam
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GRADES 9-12 SOCIAL STUDIES
Services Entrance Criteria Exit Criteria Progress Monitoring Level 1 or 2 on New York State Social
Studies Assessment, grade 8
Student Review Team (SRT) referral
Teacher Recommendation
Passing Regents Exam
Integrated Class Support Special Education students enrolled in two or more co-taught classes (per IEP)
Student Review Team (SRT) referral
Teacher Recommendation
Passing Regents Exam
Academic Intervention Program (AIP) (After School Sessions)
Level 1 or 2 on New York State Social Studies Assessment, grade 8
Score below 65% on 9th grade Global History final exam.
Student Review Team (SRT) referral
Teacher Recommendation
Passing Global History and Geography Regents Exam
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GRADES 9-12 SCIENCE
Services Entrance Criteria Exit Criteria
Progress Monitoring Level 1 or 2 on New York Science Assessment, grade 8
Student Review Team (SRT) referral
Teacher Recommendation
Passing Regents Exam
Integrated Class Support Special Education students enrolled in two or more co-taught classes (per IEP)
Student Review Team (SRT) referral
Teacher Recommendation
Passing Regents Exam
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