ACADEMIC INTERVENTION SERVICES DESCRIPTION: 2000-01
Transcript of ACADEMIC INTERVENTION SERVICES DESCRIPTION: 2000-01
ACADEMIC INTERVENTION SERVICES DESCRIPTION: 2013-2014 (In lieu of Title I Portion of Consolidated Application Narrative Update)
District: Peru Central School
BEDS Code: 09110106
Grade Level/ Grade Level Group: 1-2 Standards Area: Math Schools With Variations? No /Yes (List schools in Section III and identify all variations from the district description of instructional and/or student support
services (Iia/Iib) that apply to a school or school.)
1a. Procedures to Determine AIS Instructional Need/AIS Discontinuance
Multiple Measure(s) Criteria To Determine AIS Need Criteria To Discontinue AIS
Developmental Measures:
MacMillan/McGraw-Hill Baseline
Assessments
Cumulative Assessments
Previous Grade Level Average/End-Of-
Year Assessments
10 or more points below grade cut score based on
grade level average as determined by local norms)
Consistently at or above the grade cut score
(based on grade level average as determined
by local norms) with recommendation from
AIS provider and/or classroom teacher.
Tests of Technical Quality:
Terra Nova
STAR
Below 40%
Below 40%
40% and above
40% and above
Sources of Evidence:
Classroom Performance:
Grade level MacMillan/McGraw-Hill
Chapter Assessments
Cumulative Assessments
Curriculum Based Measurements (CBM)
measuring identified area of weakness
10 or more points below grade cut score based on
grade level average as determined by local norms)
Consistently at or above the grade cut score
(based on grade level average as determined
by local norms) with recommendation from
AIS and/or classroom teacher.
Other Recommendations: administrators,
counselors and other staff via the AIS referral
process.
Based on individual need after review of the AIS
referral form.
Combination of other indicators as determined
by classroom teacher and/or the AIS provider.
Students Records:
Progress Reports and Report Card Grades
Transfer records
Level 1 or 2 on the Classroom Report Cards
Presently receiving services
Level 3 or 4 on Classroom Report Card
Consistently at or above the grade cut score
with recommendation from AIS and/or
classroom teacher.
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I b. Description of Level of Intensity Need - Based on Multiple Measures and Evidence/ Related Criteria:
High Intensity Need: Tier 3
Grade 1 – Baseline Test and/or 4 or more indicators per quarter and/or consecutive assessments
Grade 2 – Baseline Test and/or 4 or more indicators per quarter and/or consecutive assessments
STAR (below 24%) as one indicator.
Moderate Intensity Need: Tier 2
Grade 1 – Baseline Test and/or 2-3 indicators per quarter and/or consecutive assessments
Grade 2 – Baseline Test and/or 2-3 indicators per quarter and/or consecutive assessment
STAR (below 25-40%) as one indicator
Low Intensity: Tier 1**
Grade 1 – Baseline Test and/or 0-2 indicators
Grade 2 – Baseline Test and/or 0-2 indicators
STAR (below 41-50%) as one indicator.
**Classroom teachers, counselors, AIS providers and case managers will monitor Tier 1 students and forward concerns to S-BIT (School Based
Intervention Team) in regard to students not making progress.
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1c. Procedures to Determine AIS Student Support Need/AIS Discontinuance-Counseling Support
Multiple Measure(s) Criteria To Determine AIS Need Criteria To Discontinue AIS
Developmental Measures:
-Curriculum based assessments/measures
-Cumulative folder review
-Social/emotional/behavioral standardized
screening measure
-Counseling referral made by parent or school
staff member
-Below age appropriate expectations
-Impact on educational performance
-Below expectations on screening measure
-Recommendation from School Based
Intervention Team (S-BIT) with significant
delay/impairment compared to grade or age
level peers.
-Counselor’s recommendation
-S-BIT recommendation
-Improved academic performance
Diagnostic Screening: Visual/hearing/medical
exams
-Screening criteria not met
-S-BIT Recommendation
-Medical recommendations
-S-BIT recommendation
Psychological Testing: Screening for Attention Deficit Hyperactivity
Disorder
-Results of screening measures
-Psychologist recommendation
-S-BIT recommendation
-Psychologist recommendation
-S-BIT recommendation
Sources of Evidence
Reports:
-Discipline referrals/records
-Professional observation
-Counseling referral
-Progress reports
-Retention plans
-S-BIT Recommendation -S-BIT Recommendation
-Improved academic performance
-Decrease in discipline referrals
Student Records:
Attendance Records: referrals for absences,
tardiness
As per PCS District attendance policy. Improved attendance patterns, decrease in
referrals as determined by administration and
school nurse.
Report Card Performance below grade level expectations Academic performance at or above grade
level expectations
Transfer Records with cumulative folder Data reviewed by counselors. Consultation with appropriate providers.
Peru Central School
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I d. Description of Level of Intensity Need - Based on Multiple Measures and Evidence/ Related Criteria:
All intensity levels will include a review of health screening, counselor review of report cards, progress reports, attendance records, encouragement
of students to use ELA/Math Test Prep Labs, peer tutoring, and homework lab. *
Tier 3/High Intensity Need: Regular attendance calls by attendance clerk.
In school counseling and support services.
Referral to law enforcement, PINS and community agencies.
Referral to CSE for potential disabilities.
Referral to outside agencies for social and/or emotional support for students and families
Tier 2/Moderate Intensity Need: Regular attendance calls by attendance clerk.
Referral to outside agencies for social and/or emotional support for students and families
Parent consultation regarding areas of concern
In school counseling and support services
Tier 1/Low Intensity: Regular attendance calls by the school nurse office.
Annual review of academic progress
Short-term counseling and/or support services
Contingent upon available funds *
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II a. Academic Intervention Services - Instructional Support
Description of Services Intensity Factors: Frequency/Duration/ Individualization
High
Intensity
Regular School Day: Push in and/or pull out intensive
instruction
Instruction: 3times a 6 day cycle / up to 30 minutes (Maximum of 5
students)
Moderate
Intensity
Regular School Day: Push in and/or pull out intensive
instruction
Instruction: 3 times a 6 day cycle /up to 30 minutes
(Maximum of 5 students with flexibility up to 8 students with mutual
agreement between administration and the AIS provider.)
Low
Intensity
Regular School Day: Progress Monitor
Progress monitored by classroom teacher
(Referrals to AIS staff and/or Instructional Support Team as
appropriate)
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II b. Academic Intervention Services - Student Support
Description of Services Intensity Factors: Frequency/Duration/ Individualization
High
Intensity
Regular School Day: Counseling with appropriate
school staff, social service worker, parent and/or teacher
consultation
Before/After School: Provided by outside agencies
(e.g., YMCA, etc.)*
Summer: Provided by outside agencies *
At least one time per 6 day cycle for 30 minutes
Individual or Group
Moderate
Intensity
Regular School Day: Counseling with appropriate
school staff, social service worker, parent and/or teacher
consultation
Before/After School: N/A
Summer: N/A
At least once every other 6 day cycle for 30 minutes
Individual or Group
Low
Intensity
Regular School Day: Counseling with appropriate
school staff, social service worker, parent and/or teacher
consultation
Before/After School: N/A
Summer: N/A
At least once per quarter, duration as needed
Individual or Group
Contingent upon available funds *
Peru Central School
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ACADEMIC INTERVENTION SERVICES DESCRIPTION: 2013-2014 (In lieu of Title I Portion of Consolidated Application Narrative Update)
District: Peru Central School
BEDS Code: 09110106
Grade Level/ Grade Level Group:3-6 Standards Area: Math Schools With Variations? No /Yes (List schools in Section III and identify all variations from the district description of instructional and/or student support
services (Iia/Iib) that apply to a school or school.)
1a. Procedures to Determine AIS Instructional Need/AIS Discontinuance
Multiple Measure(s) Criteria To Determine AIS Need Criteria To Discontinue AIS
State Assessment:
New York State Grade 3 Math Assessment
New York State Grade 4 Math Assessment
New York State Grade 5 Math Assessment
Level 2 and below
Level 3 and above
Developmental Measures:
(District Adopted Math samples)
3rd
Grade
End of Year Cumulative Assessments (Gr.2)
Pre-Assessment (September)
4th
Grade End of Year Interim Assessments/or Average (Gr. 3) 5
th Grade
End of Year Interim Assessments/or Average (Gr.4)
10 points or more below the cut score
(based on grade level average as
determined by local norms)
Consistently at or above grade cut score (based on
grade level average as determined by local norms) with
the recommendation of the classroom teacher and/or
AIS provider.
Tests of Technical Quality:
3rd
Grade: Terra Nova 12
AIMS WEB 4th
, 5th,
6th
Grade
Progress Monitor MCOMP & MCAP
STAR
Below 40 percentile
Below 40 %
Below 40 %
40 percentile and above
40 percentile and above
40 percentile and above
Sources of Evidence
Classroom Performance:
Curriculum-based measures (CBM) per individual-
based areas of weakness
3rd
, 4th
, 5th
& 6th
Grade
MacMillan/McGraw-Hill(3rd
, 4th
) Unit Tests/Chapter
Tests
5th
Grade Unit Tests/Cumulative Test
6th
Grade Unit Tests/Cumulative Test
Teacher Recommendations:
Based on math work samples: homework completion,
Below 40 percentile
Below 70 %
10 points or more below the cut score
(based on grade level average as
determined by local norms)
Below 70 %
Consistently at or above grade cut score (based on
grade level average as determined by local norms) with
the recommendation of classroom teacher and/or the
AIS provider.
70% or above
70% or above
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content quizzes and tests
Other Recommendations: administrators,
counselors and other staff via the AIS referral process.
Based on individual need after review of
the AIS referral form.
Combination of other indicators as determined by the
classroom teacher and/or the AIS provider.
Reports/Grades: Passing Grades Below 65 % 70% and above.
Students Records: Progress Reports,
Report Card Grades, Rubrics
Below 70% or Level 1 or 2
70% and above or Level 3 or above
I b. Description of Level of Intensity Need - Based on Multiple Measures and Evidence/ Related Criteria:
High Intensity Need: Tier 3
Grade 3 Terra Nova Math 12 (24% and below) with a minimum of three additional indicators as listed above
Grade 4, 5 NYS Math Assessment Level 1 or 2 with a minimum of three additional indicators as listed above
Grades 3-6 STAR (below 24%) as one indicator.
Moderate Intensity Need: Tier 2
Terra Nova Math 12 with a score (25% - 40%) with a minimum of two additional indicators as listed above..
NYS Math Gr. 3, Gr. 4 Level 2 or 1 with a minimum of two additional indicators as listed above.
Grades 3-6 STAR (25% - 40%) as one indicator.
Low Intensity: Tier 1**
Terra Nova Math 12 with a score (41% - 50%) with one additional indicator or less.
NYS Math Gr. 3, Gr. 4 Level 2 with one additional indicator or less.
Grades 3-6 STAR (41% - 50%)) as one indicator.
**Classroom teachers, counselors, AIS providers and case managers will monitor Tier 1 students and forward concerns to S-BIT (School Based
Intervention Team) in regard to students not making progress.
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I c. Procedures to Determine AIS Student Support Need/AIS Discontinuance-Counseling Support
Multiple Measure(s) Criteria To Determine AIS Need Criteria To Discontinue AIS
Developmental Measures:
-Curriculum based assessments/measures
-Cumulative folder review
-Social/emotional/behavioral standardized
screening measure
-Counseling referral made by parent or school
staff member
-Below age appropriate expectations
-Impact on educational performance
-Below expectations on screening measure
-Recommendation from School Based
Intervention Team (S-BIT) with significant
delay/impairment compared to grade or age
level peers.
-Counselor’s recommendation
-S-BIT recommendation
-Improved academic performance
Diagnostic Screening: Visual/hearing/medical
exams
-Screening criteria not met
-S-BIT Recommendation
-Medical recommendations
-S-BIT recommendation
Psychological Testing: Screening for Attention Deficit Hyperactivity
Disorder
-Results of screening measures
-Psychologist recommendation
-S-BIT recommendation
-Psychologist recommendation
-S-BIT recommendation
Sources of Evidence
Reports:
-Discipline referrals/records
-Professional observation
-Counseling referral
-Progress reports
-Retention plans
-S-BIT Recommendation -S-BIT Recommendation
-Improved academic performance
-Decrease in discipline referrals
Student Records:
Attendance Records: referrals for absences,
tardiness
As per PCS District attendance policy. Improved attendance patterns, decrease in referrals as
determined by administration and school nurse.
Report Card Performance below grade level expectations Academic performance at or above grade level
expectations
Transfer Records with cumulative folder Data reviewed by counselors. Consultation with appropriate providers.
Peru Central School
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I d. Description of Level of Intensity Need - Based on Multiple Measures and Evidence/ Related Criteria:
All intensity levels will include a review of health screening, counselor review of report cards, progress reports, attendance records, encouragement
of students to use ELA/Math Test Prep Labs, peer tutoring, and homework lab. *
Tier 3/High Intensity Need: Regular attendance calls by attendance clerk.
In school counseling and support services.
Referral to law enforcement, PINS and community agencies.
Referral to CSE for potential disabilities.
Referral to outside agencies for social and/or emotional support for students and families
Tier 2/Moderate Intensity Need: Regular attendance calls by attendance clerk.
Referral to outside agencies for social and/or emotional support for students and families
Parent consultation regarding areas of concern
In school counseling and support services
Tier 1/Low Intensity: Regular attendance calls by the school nurse office.
Annual review of academic progress
Short-term counseling and/or support services
Contingent upon available funds *
Peru Central School
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II a. Academic Intervention Services - Instructional Support
Description of Services Intensity Factors: Frequency/Duration/ Individualization
High
Intensity
Regular School Day: Pull-out small group
intensive instruction
Before/After School: Access to after school homework and
math lab.*
Summer: N/A
5-6 times in a 6 day cycle, 30-40 minutes per session, pull-out, mini group
up to 5 students as the schedule allows OR Small group pull-aside in
classroom.
As scheduled.*
Moderate
Intensity
Regular School Day: Small group pull-aside in classroom
and/or pull-out instruction and/or co teaching OR
Content Area Math Problem Solving
Before/After School: Access to after school homework and
math lab.*
Summer: N/A
3-4 times in a 6 day cycle, 30-40 minutes per session, pull-out or pull-aside,
small group of up to 5 students. OR Flexibility provided up to 8 students
with the mutual agreement of administration and the AIS provider.
3-4 times in a 6 day cycle, 40 minutes per session, pull out, large group of
up to 15 students
As scheduled.*
Low
Intensity
Regular School Day:
Tier I - General Instruction
Tier Ia -Progress Monitor Observation List
Tier Ib Low Intensity/Progress Monitor
Content Area Math Problem Solving
Before/After School: Access to after school homework and
math lab,*
Summer: N/A
Tier I, Ia- instruction as needed by classroom teacher
Tier Ib - small group by the classroom teacher, 20-30 minutes, 2-3 days per
cycle
3-4 times in a 6 day cycle, 40 minutes per session, pull out, large group of
up to 15 students
As scheduled.*
Contingent upon available funds *
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II b. Academic Intervention Services - Student Support
Description of Services Intensity Factors: Frequency/Duration/ Individualization
High
Intensity
Regular School Day: Counseling with appropriate
school staff, social service worker, parent and/or teacher
consultation
Before/After School: Provided by outside agencies
(e.g., YMCA, etc.)*
Summer: Provided by outside agencies *
At least one time per 6 day cycle for 30 minutes
Individual or Group
Moderate
Intensity
Regular School Day: Counseling with appropriate
school staff, social service worker, parent and/or teacher
consultation
Before/After School: N/A
Summer: N/A
At least once every other 6 day cycle for 30 minutes
Individual or Group
Low
Intensity
Regular School Day: Counseling with appropriate
school staff, social service worker, parent and/or teacher
consultation
Before/After School: N/A
Summer: N/A
At least once per quarter, duration as needed
Individual or Group
Contingent upon available funds *
Peru Central School
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ACADEMIC INTERVENTION SERVICES DESCRIPTION: 2013-2014 (In lieu of Title I Portion of Consolidated Application Narrative Update)
District: Peru Central School
BEDS Code: 09110106
Grade Level/ Grade Level Group:7-8 Standards Area: Math Schools With Variations? No /Yes (List schools in Section III and identify all variations from the district description of instructional and/or student support
services (Iia/Iib) that apply to a school or school.)
Ia. Procedures to Determine AIS Instructional Need/AIS Discontinuance
Multiple Measure(s) Criteria To Determine AIS Need Criteria To Discontinue AIS
State Assessment:
New York State Grades 6, 7 Math Assessment Level 1, 2 with other indicators to determine
intensity level.
New York State Grades 7, 8 Math
Assessment Level 3, 4
Developmental Measures:
District adopted uniform pre & post
assessments designed to show student growth in
grades 7, 8
with district adopted uniform interim
assessments administered @ equal intervals in
between
Below 70 % average (raw scores)
Average raw scores consistently below 70%
70% and above with recommendation of
classroom teacher and/or AIS provider.
Average raw scores consistently 70% and
above with the recommendation of the
classroom teacher and/or the AIS providers.
Tests of Technical Quality:
STAR
below 40 %
40% or above
Sources of Evidence
Classroom Performance: Teacher
recommendation based on Math work samples. (homework, content quizzes & tests)
Average raw scores consistently below 70% Consistently 70% and above with
recommendation of the classroom teacher
and/or AIS provider.
Other Recommendations: administrators,
counselors and other staff via the AIS referral
process.
Based on individual need after review of the
AIS referral form.
Combination of other indicators as
determined by classroom teacher and/or the
AIS provider.
Reports/Grades: Passing Grades Below 65% 70% and above
Students Records: Progress Reports
Report Card Grades
Below 70%
70% and above
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I b. Description of Level of Intensity Need - Based on Multiple Measures and Evidence/ Related Criteria:
High Intensity Need:
New York State Grades 6, 7, 8 Math Assessment Level 1 or 2 with a minimum of three additional indicators.
Grades 6, 7, 8 STAR (below 24%) as one indicator.
Moderate Intensity Need:
New York State Grades 6, 7, 8 Math Assessment Level 1 or 2 with a minimum of two additional indicators.
Grades 6, 7, 8 STAR (25% - 40%) as one indicator.
Low Intensity:
New York State Grades 6, 7, 8 Math Assessment Level 1 or 2 with one or no other indicators.
Grades 6, 7, 8 STAR (41% - 50%)) as one indicator.
Progress monitored by school counselors, classroom teachers, AIS providers, and case managers for special education students
Peru Central School
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Ic. Procedures to Determine AIS Student Support Need/AIS Discontinuance
Multiple Measure(s) Criteria To Determine AIS Need Criteria To Discontinue AIS
Developmental Measures: Classroom
Performance Assessment through progress
reports, report cards, professional observations
Data reviewed by School-Based Intervention
Team (S-BIT) for significant delay/impairment
compared to grade/age level peers
Counselor Recommendation
Diagnostic Screening: Visual/hearing/medical
exams
Not meeting screening criteria Medical Recommendations
Psychological Testing: N/A
Sources of Evidence
Reports:
Discipline Referrals, ISS, OSS, professional
observations, PM School referrals
Evidence by counselors, administration and
community service/agency providers.
Recommendations by school staff and
community service/agency providers. .
Student Records:
Attendance Records: Monitor
attendance/tardiness, referrals for absences,
tardiness i.e. counselor, nurse, administration
following district attendance policy protocols.
As per PCS District attendance policy. Improved attendance patterns, decrease in
referrals as determined by administration.
Transfer Records with cumulative folder Data reviewed by counselors. Consultation with appropriate providers.
Peru Central School
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I d. Description of Level of Intensity Need - Based on Multiple Measures and Evidence/ Related Criteria:
All intensity levels will include a review of health screening and counselor review of report cards, progress reports, attendance, Homework Lab 6, 7, 8
and 10th
period extra help, teacher application of preventative teacher strategies from PRIM manual as
evidenced on AIS referral form.
High Intensity Need: Regular attendance calls by attendance clerk.
In school counseling and support services.
Referral to law enforcement, PINS and community agencies.
Referral to CSE for potential disabilities
Moderate Intensity Need: Regular attendance calls by attendance clerk.
Referral to school and community based programs, services and supports.
In school counseling and support services
Low Intensity: Annual review of academic progress and career planning with student.
Short term counseling and/or support services.
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II a. Academic Intervention Services - Instructional Support
Description of Services Intensity Factors: Frequency/Duration/ Individualization
High
Intensity
Regular School Day: Pull out intensive instruction
centering on student learning needs and/or push in co
teaching with the focus on math reasoning, problem
solving and study skill; structured study hall.
Before/After School:
Access to 10th
period extra help
State Assessment Review Class*, Homework Lab
Summer: As available*
Minimum or 3 days per 6 day cycle/ 40 minutes/ small group size of up
to 5 students for pull out (as scheduling allows) OR small group size up
to 10 students for push in daily co-teaching model OR a combination
of the two models where scheduling allows.
T-Th/30 minutes
As scheduled*
As scheduled*
Moderate
Intensity
Regular School Day: Push in co-teaching and/or pull
out instruction with the focus on math reasoning,
problem solving and study skills; structured study hall.
Access to Math Computer Assisted Instruction
Before/After School:
Access 10th
period extra help
Access to State Assessment Review class*, Homework
Lab*, “Boot” Camp*
Summer: As available*
Small group size up to 10 students daily/ 40 minutes in regular
classroom setting (as schedule allows). OR Three days out of 6 day
cycle/ 40 minutes/maximum group of 5 students in a pull out setting.
Flexibility provided up to 8 students with the mutual agreement of
administration and the AIS provider.
Daily for 10 weeks or three days out of a 6 day cycle for 20 weeks with
a small class size up to 15 students contingent on staffing and
curriculum planning.*
T-Th/30 minutes
As scheduled.*
As scheduled*
Low
Intensity
Regular School Day: Progress Monitoring by the
classroom teacher, counselors, case managers for special
education and AIS providers; structured study hall.
Access to Math Computer Assisted Instruction*
Before/After School:
Access to 10th
period extra help
Access to State Assessment Review Classes*,Homework
Lab*, “Boot” Camp*
Summer: As available*
Progress Monitoring by the classroom teacher, counselors, case
managers for special education and AIS providers
Daily for 10 weeks or three days out of a 6 day cycle for 20 weeks with
a small class size up to 15 students contingent on staffing and
curriculum planning.*
T-Th/30 minutes
As scheduled*
As scheduled*
Contingent upon available funds *
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II b. Academic Intervention Services - Student Support
Description of Services Intensity Factors: Frequency/Duration/ Individualization
High
Intensity
Regular School Day:
Counseling/advisement/interventions with appropriate
school staff: administration, classroom teachers, AIS
providers, counselors, nurses, school psychologists, etc.
Before/After School: Access to above.
Summer: Counseling and other support available
through outside agencies/private providers.
Minimum of twice a month, duration as needed or as determined by the
S-BIT.
As needed.
As needed
Moderate
Intensity
Regular School Day: Same as above.
Before/After School: Access to above.
Summer: Counseling and other support available
through outside agencies/private providers.
Minimum of once a month, duration as needed or as determined by the
S-BIT.
As needed.
As needed.
Low
Intensity
Regular School Day: Same as above
Before/After School: Access to above.
Summer: Counseling and other support available
through outside agencies/private providers.
Minimum of once per quarter, duration as needed.
As needed.
As needed.
Peru Central School
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ACADEMIC INTERVENTION SERVICES DESCRIPTION: 2013-2014 (In lieu of Title I/PCEN Portion of Consolidated Application Narrative Update)
District: Peru Central School
BEDS Code: 09110106
Grade Level/ Grade Level Group:9-12 Standards Area: Math Schools With Variations? No /Yes (List schools in Section III and identify all variations from the district description of instructional and/or student support
services (Iia/Iib) that apply to a school or school.)
Ia. Procedures to Determine AIS Instructional Need/AIS Discontinuance
Multiple Measure(s) Criteria To Determine AIS Need Criteria To Discontinue AIS
State Assessment:
New York State Grade 8 Math Assessment Level 1, 2 for grade 9, 10 placement with other
indicators for intensity level
Level 3,4 on district uniform parallel
assessments
Integrated Algebra Regents Below 65 % after completion of Algebra 9R
or Algebra IA and IB
Passing Regents score after completion of
Algebra 9R or Algebra IA or IB
Developmental Measures:
District adopted uniform pre & post
assessments designed to show student growth in
grades 9, 10
with district adopted uniform interim
assessments administered @ equal intervals in
between
Below 70 % average (raw scores)
Average raw scores consistently below 70%
70% and above with recommendation of
classroom teacher and/or AIS provider.
Average raw scores consistently 70% and
above with the recommendation of the
classroom teacher and/or the AIS providers.
Tests of Technical Quality:
STAR Below 40%
40%
and above
Sources of Evidence:
Classroom Performance: Teacher
recommendation based on Math work samples. (homework, content quizzes & tests)
Average raw scores consistently below 70% Consistently 70% and above with
recommendation of the classroom teacher
and/or the AIS provider
Other Recommendations: administrators,
counselors and other staff via the AIS referral
process.
Based on individual need after review of the
AIS referral form.
Combination of other indicators as
determined by the classroom teacher and the
AIS provider.
Reports/Grades: Passing Grades Below 65% 70% and above
Students Records: Progress Reports/
Report Card Grades, Midterms and Finals
Below 70%
70% and above
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I b. Description of Level of Intensity Need - Based on Multiple Measures and Evidence/ Related Criteria:
High Intensity Need:
New York State Grade 8 Math Assessment Level 1, 2 and/or STAR (below 24%) with a minimum of three additional indicators as listed
above OR Integrated Algebra Regents failure based on qualifying classes of Algebra 9R or Algebra IA and IB
Moderate Intensity Need:
New York State Grade 8 Math Assessment Level 1, 2 and/or STAR (24% to 40%) with a minimum of two additional indicators.
or
Integrated Algebra Regents failure based on qualifying classes of Algebra 9R or Algebra IA and IB
Low Intensity:
New York State Grade 8 Math Assessment Level 1, 2 with 1 or no indicators
STAR (40-50%) with 1 indicator or less.
STAR (below 40%) with no other indicators.
Grade 9- IA Integrated Algebra Regents failures move to Math IB.
Progress monitored by school counselors, classroom teachers, AIS providers, and case managers for special education students
Peru Central School
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Ic. Procedures to Determine AIS Student Support Need/AIS Discontinuance-Counseling Support
Multiple Measure(s) Criteria To Determine AIS Need Criteria To Discontinue AIS
Developmental Measures: Classroom
Performance Assessment through progress
reports, report cards, professional observations
Data reviewed by School-Based Intervention
Team (S-BIT) with significant
delay/impairment compared to grade or age
level peers.
Counselor Recommendation
Diagnostic Screening: Visual/hearing/medical
exams
Not meeting screening criteria Medical Recommendations
Psychological Testing: N/A
Sources of Evidence
Reports:
Discipline Referrals, ISS, OSS, professional
observations, PM school referrals
Evidence by counselors, administration and
community agency/service providers.
Recommendations by school staff and
community agency/service providers.
Student Records:
Attendance Records: Monitor
attendance/tardiness, referrals for absences,
tardiness i.e. Counselor, nurse, administration
following district attendance policy protocols.
As per PCS District attendance policy. Improved attendance patterns, decrease in
referrals as determined by administration
Transfer Records with cumulative folder Data reviewed by counselors. Consultation with appropriate providers.
Peru Central School
04/17/2014
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I d. Description of Level of Intensity Need - Based on Multiple Measures and Evidence/ Related Criteria:
All intensity levels will include a review of health screening, counselor review of report cards, progress reports, attendance and encouragement of
students to participate in Teacher/student Mentoring program, CFES and 10th
period extra help, Grade 9
Extended Day program, Academic Assistance Lab, eligibility for Fresh Start, teacher application of
preventative teacher strategies from PRIM manual as evidenced on AIS referral form.
High Intensity Need: Regular attendance calls by attendance clerk.
In school counseling and support services.
Referral to law enforcement, PINS and community agencies.
Referral to CSE for potential disabilities.
Moderate Intensity Need: Regular attendance calls by attendance clerk.
Referral to school/community programs, services and supports
In school counseling and support services
Low Intensity: Annual review of academic progress and career planning with student.
Short term counseling and/or support services.
Peru Central School
04/17/2014
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II a. Academic Intervention Services - Instructional Support
Description of Services Intensity Factors: Frequency/Duration/ Individualization
High
Intensity
Regular School Day: Pull out intensive instruction centering
on student learning needs and/ or push in co teaching with a
focus on math reasoning, problem solving and study skills.
Before/After School: Access to 10th period extra help
Peer tutoring, Regents review classes, Regents Video Library,
Extended day programs: Academic Assistance Lab, Freshmen
Study Hour, Grade 9 Homework Lab, CFES*
Summer: Referral to regional summer school*
Minimum of 3 days in a 6 day cycle/40 minutes with a small group size up to 5
students (as schedule allows). OR small group size up to 10 students for push in
daily co teaching model in regular classroom setting. OR a combination of the
two models where scheduling allows
M-Th/30 minutes
Sessions as scheduled.*
Six week session*
Moderate
Intensity
Regular School Day: Push in co teaching with a focus on
math reasoning, problem solving and study skills. and/or pull
out intensive instruction centering on student learning needs
Before/After School: Access to 10th period extra help
Peer tutoring, Regents review classes, Regents Video Library,
Extended day programs: Academic Assistance Lab, Freshmen
Study Hour, Grade 9 Homework Lab, CFES*
Summer: Referral to regional summer school*
Small group size up to 10 students daily/ 40 minutes in regular classroom
setting (as schedule allows). OR Three days out of 6 day cycle/ 40 minutes/
maximum group of 5 students in a pull out setting. Flexibility provided up to 8
students with the mutual agreement of administration and the AIS provider.
M-Th/30 minutes
Sessions as scheduled.*
Six week session*
Low
Intensity
Regular School Day: Progress Monitoring by the classroom
teacher, counselors, case managers for special education and
AIS providers
Study Skills Class with the focus on learning strategies across
curriculum areas for students falling in the low moderate to
low intensity range.
Before/After School:
10th period extra help
Academic Assistance lab, Freshmen Study Hour*
Access to Regents review classes, Regents Video Library, peer
tutoring, CFES*
Summer: Referral to regional summer school*
Progress monitoring by case managers for special education students, classroom
teachers, counselors and AIS providers for possible referrals.
Daily for 10 weeks or three days out of a 6 day cycle for 20 weeks with a small
class size up to 15 students contingent on staffing and curriculum planning.*
M-Th/30 minutes 10th period
Sessions as scheduled*
Six week session*
Contingent upon available funds *
Peru Central School
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II b. Academic Intervention Services - Student Support
Description of Services Intensity Factors: Frequency/Duration/ Individualization
High
Intensity
Regular School Day:
Counseling/advisement/interventions with appropriate
school staff: administration, classroom teachers, AIS
providers, counselors, nurses, school psychologists, etc.
Before/After School: Access to above.
Summer: Counseling and other support available
through outside agencies/private providers.
Minimum of twice a month, duration as needed or as determined by the
S-BIT.
As needed.
As needed
Moderate
Intensity
Regular School Day: Same as above.
Before/After School: Access to above.
Summer: Counseling and other support available
through outside agencies/providers.
Minimum of once a month, duration as needed or as determined by the
S-BIT.
As needed.
As needed.
Low
Intensity
Regular School Day: Same as above
Before/After School: Access to above.
Summer: Counseling and other support available
through outside agencies/private providers.
Minimum of once per quarter, duration as needed.
As needed.
As needed.