Academic Intervention Services (Revised October 2013)

Transcription

1 Town of Webb UFSD Academic Intervention Services (Revised October 2013) Old Forge, NY 13420

2 Town of Webb UFSD ACADEMIC INTERVENTION SERVICES PLAN Table of Contents PROCEDURE TO DETERMINE NEED: 1. AIS referral process plan 2. List of checkpoints and assessments ACADEMIC AND SUPPORT SERVICES TO BE PROVIDED: 1. AIS action plan for grades Letters of services notification 3. Letter indicating parental refusal of services CRITERIA FOR ENDING SERVICES: 1. List of ending criteria 2. Notification of ending services (grades K-5 letter & grades 6-12 letter) 3. State requirements for AIS

3 ACADEMIC INTERVENTION SERVICES PLAN ASSUMPTIONS Students are best served in the Least Restrictive Environment. All general and special education staff share the responsibility for all students. Educators are competent to provide services to all students. Educators need support to provide alternative teaching and behavior management strategies. All students benefit from well-designed learning plans. AIS REFERRAL PROCESS: Step I Regular education teacher observes a student s learning problems. Results of assessments of student s skills in core academic areas (both state and local as per RTI policy) Teacher observations Classroom performance Report card grades Step II Regular K-5 classroom teacher consults with RTI coordinator at the end of any student s Tier I RTI process. Regular 6-12 content area teacher consults with school counselor. Step III Child Study Team (CST) meets to determine whether Tier II interventions are necessary as per RTI policy. Step IV Classroom teacher/content area teacher, with AIS provider, communicates concerns with parent and student. As per RTI policy, classroom teacher documents evidence of differentiation or interventions used to address the student s area of need. Letter sent to parent indicating need of Tier II intervention and goals set by classroom teacher, RTI coordinator, and AIS provider. Student scheduled with AIS provider and progress monitoring set up for a determined area of need and a designated length of time (10 weeks).

4 Step V AIS provider and classroom teacher/content area teacher meet to communicate student s progress. During consultation, AIS provider and classroom/content area teacher assess intervention s success as per student s progress monitoring. AIS provider documents student s attendance and progress toward goal set with classroom teacher/content area teacher and RTI coordinator. AIS providers in grades K-5 will send reports home at the end of each intervention period. AIS provider in grades 6-12 will send quarterly reports home via report card. Step VI At the end of the intervention period, AIS provider meets with RTI coordinator to discuss student s progress to make a determination of student s further needs. If student achieves goals established for Tier II RTI, he/she may be removed from AIS. If student has made progress toward meeting the Tier II goal, but needs continued Tier II interventions and supports, the student continues AIS for another period of time as determined by the RTI coordinator and AIS provider. If student has not made sufficient progress toward meeting the Tier II goal, the CST meets for further evaluation of progress monitoring leading to Tier III intervention. Step VII Tier III interventionist meets with classroom/content area teacher to set up Tier III intervention, set goals, and determine a length of intervention. Letter sent to parent indicating the change in student s intervention and new goals set for Tier III. Tier III intervention should be administered in a small group and should meet daily for minutes, providing a specific intervention for the targeted goal area. Tier III intervention meets for ten weeks. Step VIII At the end of the intervention period, AIS provider meets with RTI coordinator to discuss student s progress and determine the student s further needs. If student achieves goals established by the Tier III provider, he/she may return to the classroom. If student has made progress toward meeting the Tier III goal, but needs continued Tier III interventions and support, the student remains in AIS for another period of time as determined by the RTI coordinator and the AIS provider. If student has not made sufficient progress toward meeting the Tier III goal, CST meets for further recommendations.

5 NYSED/AIS Checkpoints and Assessments Students scoring at or below the specified cut points for Grades 3-8 English Language Arts and mathematics must receive academic intervention instructional services. Students scoring at or above the specified cut points but below the 2013 level 3/proficient cut points will not be required to receive academic intervention instructional and/or student support services unless the school district deems it necessary through teacher and Child Study Team Recommendation. Grade 3 English language arts, a scale score of 299 Grade 4 English language arts, a scale score of 296 Grade 5 English language arts, a scale score of 297 Grade 6 English language arts, a scale score of 297 Grade 7 English language arts, a scale score of 301 Grade 8 English language arts, a scale score of 302 Grade 3 mathematics, a scale score of 293 Grade 4 mathematics, a scale score of 284 Grade 5 mathematics, a scale score of 289 Grade 6 mathematics, a scale score of 289 Grade 7 mathematics, a scale score of 290 Grade 8 mathematics, a scale score of 293 Students scoring at Level 3 or 4 on NYSED Assessments will not qualify for AIS services, unless classroom teacher/content area teacher recommends services. Students in grades K-5 scoring at risk on the DIBELS will receive AIS, as indicated by the RTI policy. Grades K-3 SED -Grade 3 ELA -Grade 3 Math Grades 4-6 SED -Grade 4 ELA Assessment -Grade 4 Math Assessment -Grade 4 ESPET -Grade 5 Social Studies Assessment -Grade 5 ELA Assessment -Grade 5 Math Assessment -Grade 6 ELA Assessment -Grade 6 Math Assessment Grades 7-8 SED -Grade 7 ELA Assessment -Grade 7 Math Assessment -Grade 8 Technology Assessment -Grade 8 Social Studies Assessment AIS -Pre-Kindergarten Screening -Local Alternative Assessments -DIBELS -Student Records/Report cards -Classroom Observations AIS -Local Alternative Assessments -Student Records/Report cards -Classroom Observations -Student Portfolio -DIBELS AIS -Student Records/Report card -Local Alternative Assessments -Classroom Observations

6 -Grade 8 Science Assessment -Grade 8 ELA Assessment -Grade 8 Math Assessment Grades 9-10 SED -Global Studies Regents -Math A Regents -Earth Science Regents -Living Environment Regents AIS -Student Portfolio -Student Records/Report cards -Local Alternative Assessments -Classroom Observations SED/AIS Checkpoints and Assessments (continued) Grades SED -English Comprehensive Regents -US History Regents -Chemistry Regents -Physics Regents -Math B Regents AIS -Student Portfolio -Student Records/Report card -Local Alternative Assessments -Classroom Observations

7 ACADEMIC INTERVENTION SERVICES ACTION PLAN Student: Date: Grade: School-based AIS and level of services: Reason for Eligibility or Assessment Results: Goals: Progress Assessments and/or Evaluations: Academic Area Frequency Provider

8 ACADEMIC INTERVENTION SERVICES TOWN OF WEBB UFSD Date Dear : Please allow me to use this opportunity to pass along some information regarding a program offered at our school. Federal and State laws require schools to provide Academic Intervention Services (AIS) for students whose skills need improvement, or who need assistance in achieving success in the New York State Standards. Through Federal, State, and local funds, a certified teacher has been assigned to work with those students who need supplemental reinforcement of reading and/or writing skills, as well as mathematical skills. Along with support from your child s teacher, this teacher will work on activities that will strive to improve your child s skills in the areas identified as needing improvement. Your child will receive minutes of academic assistance during each school week. That help may include individual assistance in a concentrated level of support through the AIS teachers, or your child may receive extra support in the classroom managed by the classroom teacher. Enclosed, please find a copy of the AIS action plan for your child. The action plan lists any concerns we have regarding you child s academic success and the action we plan to take to improve that success. If you have any questions about the intended program, please contact me at the school by calling EXT Thank you for your cooperation. Sincerely, John Swick K-12 Building Principal

9 Town of Webb Union Free School District Old Forge, New York Initial Parent Information Letter Dear Parent(s)/Guardian: Date: This year your child,, will be receiving additional services in the following subject(s): Students in grades K-6 are given fall, winter and spring benchmark assessments to determine specific academic needs in reading and math. The assessments compare students to one another in a standardized nature to help determine these needs. RTI (Response to Intervention) is a system, mandated at the state level, which is designed to target these specific needs and offer teachers tools to help your child reach the benchmarks. Currently your child is not seeing the progress/success we would expect for him/her. As a result, a specific goal (see below) has been written to address your child s specific needs. The help provided to your child will take place in small and/or large group settings and could be in and/or out of the classroom, using a variety of materials and strategies. His/her progress will continue to be monitored. Our goal is to provide your child with additional help so that he/she can be more successful in the classroom. I will keep you informed as to his/her progress during the RTI process. Please call me at school if you have any questions or would like additional information about the program. Thank you for your continued interest in your child s education. Sincerely, ext. Goal:

10 Town of Webb Union Free School District Old Forge, New York Parent Information Letter -2 Dear Parent(s)/Guardian: Date: Please be informed that we will begin providing more intensive help beginning. We want to make sure that all students have a sound educational program to meet grade level requirements. Initially, your child s teacher used different strategies and/or materials to see if this approach provided more success for. Your child will need additional help. Based on your child s progress he/she will be receiving the following additional interventions/services: Service(s) Length Teacher Area of Concern Start Date Please call me at school if you have any questions or would like additional information about the process. Thank you for your continued interest in your child s education. Sincerely, John Swick K-12 Building Principal

11 Dear Parent(s)/Guardian: Town of Webb Union Free School District Old Forge, New York Parent Information Letter -3 Date: Please be informed that we will be having a meeting to discuss beginning our most intensive services that can be provided in the general education setting, on. You may remember that we sent a letter home to describe the previous services that have been provided in the general education setting. We want to ensure that all students receive a sound educational program designed to meet the state standards. Initially, s teacher used different interventions and/or material and took data to see if this approach provided more success for your child. We provided more intensive services on. This lasted for 10 weeks. This additional help did not allow your child to succeed at the level or pace necessary to maintain and achieve success. In order to make sure that your child has the best opportunity for success, we will discuss providing our most intensive services which require at least four to five 30 minute sessions per day of additional focused instruction. Based on your child s progress he/she will be receiving the following services: Service(s) Length Teacher Area of Concern Start Date Please call me at school if you have any questions about the process. Thank you for your continued interest in your child s education. Sincerely, John Swick K-12 Building Principal

12 Town of Webb UFSD Parental Request for Refusing AIS Services As you know your child has qualified for AIS services. If you do not want this service provided at school, please complete this form. I do not want AIS services for my child at this time. Parent/Guardian Date

13 Academic Intervention Services Criteria for ending AIS services Town of Webb UFSD Children at each grade level have multiple assessments and checkpoints to be considered before a decision is made about ending AIS services. Children must meet the listed criteria in one or more of the following areas before termination of services: 1. New York State Assessments: Student must achieve level 3 or 4 2. Off grade-level testing: Student must show strong evidence of potential success on the next New York State Assessment. Student must score mastery on the DIBELS. 3. Local assessments and report cards: Student must receive passing grades on his/her local tests and report cards, having shown significant effort and growth in targeted areas. 4. Teacher recommendation: At primary and elementary levels, students may show significant progress through classroom assessments and class work, as determined by the classroom teacher and AIS provider. Students must meet the above criteria for each area of Academic Intervention Services. It is possible for a student to end services in one area, and maintain services in another area. Students who have been released from AIS programs due to parental request should be reevaluated at the end of the school year.

14 Academic Intervention Services Notification of ending services Town of Webb UFSD Date Dear : Your child,, has received support from the Town of Webb UFSD s Academic Intervention Services (AIS) program and has shown significant growth in the areas listed in the action plan. After reviewing all pertinent information, and considering the criteria for ending services, a decision has been made to end Academic Intervention Services for your child in the following listed areas: Criteria for discontinuation (one or more of the following): Assessment Results Additional Criteria considered: Classroom work: If finds that he/she needs extra academic help in the future, AIS services will again be available. If you have any questions, please call me at the school. Sincerely, John Swick K-12 Building Principal

15 Town of Webb UFSD Academic Intervention Services Date Dear Mr. and Mrs., Your child,, has received extra assistance in the area of reading since the beginning of the school year. He/She has worked hard to become a good reader, and we are pleased with his/her progress. Recent universal assessments have indicated that he/she is on or near grade level in reading skills. At this time, we would like to move out of the strategic intervention group and back into the on-level reading group. If needs further assistance in the future, we will consider returning him/her to the strategic intervention group. Be assured, that change will not occur without parent notification. You can be proud of s accomplishments. Thank you for your support of this program and its efforts. If you have any questions, or concerns, feel free to contact me at school by calling Sincerely, John Swick K-12 Building Principal Town of Webb UFSD

16 State Requirements for AIS 1. Action Plan with goal and letter home 2. Reports sent home quarterly (can be with report card) Make sure written notes correlate with goals from Action Plan. 3. Parent contact once a semester (can be , phone call or meeting) 4. Start AIS within semester (remember AIS is not a study hall- try to find each students needs and work in small groups or 1 on 1 accordingly.) District Requirement 5. Anecdotal records kept on AIS student (in case parent, new teacher, or CSE dept. wants to know progress, strategies tried, etc.)