Academic Intervention Services (AIS) is
a broad term. AIS refers to
additional instruction and/or student support services that help
students achieve state learning standards.
AIS may include enhanced classroom instruction, additional
instruction, and/or the provision of student support services.
Consistent with state regulations, the
City School District of Albany considers multiple measures in
determining whether or not students should receive AIS, including
student performance on the grade 3-8 state ELA and math exams.
Due to the new levels of rigor in the
Common Core-aligned English-language arts and math exams, the
percentage of students achieving “proficiency” (Level 3 or Level 4 on
the state's four-step scoring rubric) has dropped across the state.
In response, New York State Education Department Deputy
Commissioner Ken Slentz released a memo to all superintendents and
principals regarding a change in the requirements for AIS during the
2013-14 school year. Specifically, the NYS Board of Regents amended regulations that define
the criteria for AIS, providing districts with flexibility in meeting
the needs of students.
All school districts are required to
provide AIS to students whose scores on the ELA and math exams fell
below specified levels, which are in the range of high Level 2 (on the
state’s scale of 1-4). In
addition, districts are required to develop a uniform process by which
we will determine whether or not we will offer AIS to students who
scored above the level for required services, but below Level 3
(“proficiency”). Finally, we
are required either to inform parents of the process in writing, or to
publish the process on our website.
Members of the AIS and RtI (Response to
Intervention) teams have developed the following process for making
decisions about the provision of AIS to students who are not already
receiving those services, and who scored above the level of required
service but below proficiency:
Principals will review building
data, identify students who fall into this category, and provide
teachers with the names of affected students.
ELA and math teachers will review
multiple sources of data on student performance.
These sources include Fountas & Pinnell, NWEA, AIMSweb,
attendance, discipline information, scores on classroom assessments,
and interim grades.
Student needs will be addressed
first through enhanced classroom instruction (“Tier One”
Teachers and administrators will be supported in effectively
advancing the learning of students through the following district
implementation of Common Core-aligned local ELA curricula;
implementation of NYSED Common Core ELA and math modules;
comprehensive coaching support K-12;
professional development for coaches to enhance their
professional learning through the implementation of literacy and
math studio classrooms;
continuation of data team training and implementation of data
alignment of school improvement goals with district initiatives.
cases where a student’s performance indicates a need for additional
support, we will provide services on an as-needed basis. Options include (but are not limited to) scheduling the
student into a period of additional instruction, providing extended
learning opportunities through the use of computer applications, and
working with student and family support personnel to address
concerns such as poor attendance or effort.
will be monitored on an ongoing basis, and students will be referred
to building RtI teams if their learning does not progress.