Pavilion Central School District
Academic Intervention Services Plan
2016-2018
Adopted by the Board of Education on August 29, 2016.
INTRODUCTION
Academic Intervention Services means additional instruction and/or student support
services that supplement the instruction provided in the general curriculum and assist
students in meeting the New York State learning standards. 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 shall be provided to the
extent consistent with the student’s individualized education program.
The Pavilion Central School District, located in Genesee County, has a student
enrollment of 734 students (10/7/15). The District believes that all students should be
afforded appropriate and targeted opportunities for academic assistance and
intervention based on root cause analysis of multiple measures so that they may be
successful in meeting the New York State learning standards. The following District
description of Academic Intervention Services (AIS) includes criteria for eligibility and
two components of AIS:
1. Additional instruction that supplements the general curriculum (regular
classroom instruction); and/or
2.Student support services needed to address barriers to improved academic
performance.
Services will be provided to students in English language arts and mathematics in
grades K-12, science in grades 5-12, and social studies in grades 9-12.
INSTRUCTIONAL SUPPORT TO SUPPLEMENT CURRICULUM
1. Eligibility for Academic Intervention Services for Instructional Support
Eligibility for AIS may be determined by State assessment results and/or District
procedures.
A. State Assessments
For the 2016-17 school year, districts shall identify students to receive AIS through a
two-step process. First, all students performing below the median scale score between
a level 2/partially proficient and a Level 3/proficient on a grade 3-8 English language
arts (ELA) or mathematics state assessment shall be considered for AIS. Upon
identification of a student for consideration for AIS, districts shall then use a districtdeveloped
procedure, to be applied uniformly at each grade level, for determining
which students shall receive AIS. After a district considers a student’s scores on
Pavilion Central School District
Academic Intervention Services Plan
2016-2018
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multiple levels of student performance, the district determines whether the student is
required to receive AIS.
Students in grades 9-12 will be eligible for AIS if they score below the approved
passing grade on any Regents exam required for graduation in English language arts,
mathematics, science, or social studies.
The level of intensity is established as follows:
1. High Intensity Need: A level 1 score on a 3-8 State assessment or a grade
below 55 on a Regents exam.
2. Moderate Intensity Need: All students who score below the median scale score
between level 2 and level 3 on a 3-8 State assessment, or a grade of 55-64 on
a Regents exam, along with other areas of academic concern.
3. Low Intensity Need: All students who score below the median scale score
between level 2 and level 3 on a 3-8 State assessment, or a grade of 55-64 on
a Regents exam, with other areas in acceptable ranges.
B. District Procedures
In grades K – 3, students will be eligible for AIS if they are determined to be at risk of
not meeting State standards in English language arts and/or mathematics, according
to criteria established by the District. The District procedures will also be used when a
student is absent for all or part of a State assessment, or when a student transfers
from another school district. For grades 4-12, the District procedures will supplement
State assessment data when determining student eligibility for AIS.
The following criteria will be used in determining eligibility:
Performance below the District established standard on one of the following:
1. AIMSweb standardized assessments, i-Ready standardized assessments
2. Individualized testing such as Wechsler Individual Achievement Test – Third
Edition (WIAT-III) or Woodcock Johnson Tests of Achievement – Fourth Edition
(WJ IV ACH); or
Performance below the District established standard on two of the following:
3. Portfolio assessment
New York State English as a Second Language Achievement Test (NYSESLAT)
& New York State Identification Test for English Language Learners
(NYSITELL)
4. Benchmark and lesson-embedded assessments for reading and math in grades
K-6 based on teacher designed and selected assessments
5. Anecdotal records (behavioral indicators)
6. Writing samples
7. Report card or progress report grades
8. Classroom performance (class work, chapter and unit tests, participation, and
homework)
9. Other student records, reports, and evaluations including, but not limited to,
discipline records, health-related issues, mobility issues, and family concerns
10. Attendance records
Recommendations by classroom teacher, counselor, administrator, parent, and
school staff
* Level of intensity of service based on District procedures will be determined on an
individual basis.
2. Range of Academic Intervention Services for Instructional Support
1. Scheduling options including additional class periods
2. Computer-assisted instruction
3. Co-teaching or team teaching to supplement instruction
4. Individualized instruction
Small group instruction
5. After-school or summer programs as available
6. Progress monitoring
7. Team meetings
8. Parent conferences
9. Academic advisement
10. Guided study halls or academic support classes
11. Response to Intervention(RTI) meetings
STUDENT SUPPORT SERVICES
1. Eligibility for Academic Intervention Services for Student Support
District Procedures
A student is eligible to receive student support services when academic failure can be
attributed to any of the following barriers:
1. Attendance problems (10 or more unexcused absences)
2. Discipline problems (5 or more days out of class due to discipline)
3. Family-related issues
4. Nutrition-related issues
5. Mobility/transfer issues
2. Range of Academic Intervention Services for Student Support
1. Instructional Support Team collaboration and intervention
2. Counseling or behavioral interventions provided by school psychologist, guidance
counselors or school social workers
3. Focused look at nutrition as an issue in student achievement
4. Peer mediation
5. Inter-agency cooperation
6. Home visits by support staff
7. Parent teacher conferences
8. ESL program
9. Parenting classes
10. Child care for parents for school functions
11. Transition support for post-secondary planning help as provided by School-to-Work
Coordinator and guidance counselors
12. Individualized Behavior Intervention Plans
13. Response to Intervention (RTI) plans
Note: All suggestions are school driven and based on individual needs
ACADEMIC INTERVENTION SERVICES IMPLEMENTATION PROCEDURES
1. Qualifications of Staff
Academic intervention instructional support and student support services are provided
by highly qualified and appropriately certified staff per current NCLB requirements.
2. Process and Timeline
Academic Intervention Services may start at any time, but must begin no later than the
beginning of the semester following a determination that a student needs such
services. At the high school level, services cannot be postponed until students are
scheduled for a course in which Academic Intervention Services are needed.
3. Procedures for Parent Notification
The building principal provides written parental notification when a student is deemed
eligible for Academic Intervention Services. This notification is provided in English and
translated, when appropriate, into the native language of the parent. The notification
includes a summary of the services being provided, the reason for the provision of
services and the consequences of not achieving the standards, as well as the time and
frequency of the services. Parents are kept apprised of their child’s progress through
quarterly written reports and parent conferences. Written parental notification is also
provided when services are discontinued.
4. Student Progress Reports
Student progress reports are used document progress toward meeting State and
District learning standards and to communicate such progress with parents. Progress
reports are also used to assist with determining when services are to be discontinued.
Quarterly progress reports are provided to parents describing the nature and intensity
of service provided, specific student progress that is demonstrated and the reasons for
continuing or discontinuing the service.
5. Criteria for Discontinuing AIS
Academic Intervention Services are discontinued when the student has successfully
attained the State and/or District standards according to the criteria for beginning
services.