Academic Intervention Service Plan

Pavilion Central School District
Academic Intervention Services Plan

Adopted by the Board of Education on August 29, 2016. 


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.


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 Page 3 of 7 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


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


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.