INDIAN RIVER CENTRAL SCHOOL DISTRICT Academic Intervention Services Plan VISION MISSION CORE VALUES PROTOCOLS

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1 INDIAN RIVER CENTRAL SCHOOL DISTRICT Academic Intervention Services Plan VISION The Indian River Central School District will foster individual potential and social-emotional well being through the effective use of our diverse educational resources. The District will strive to provide comprehensive educational programs and services in safe, quality facilities for all members of our school community. MISSION The Indian River Central School District will provide a quality education in a safe learning environment wherein all students will be provided the opportunity to reach their full potential. CORE VALUES We value a supportive environment that embraces honesty, respect and diversity while building on strengths and positive relationships. We value academics using varied strategies, striving toward attainable goals, and focusing on graduating students as life-long learners and productive members of the community. PROTOCOLS Members of the Indian River Central School Distridt community will act as role models who demonstrate respect, responsibility, citizenship, concern, integrity and effective communication.

2 BELIEFS The challenge of educating all students to their potential can only be met by maintaining a high quality, professional staff. It therefore becomes incumbent upon our district to provide purposeflil activities that foster self-renewal for staff members. We believe that the purpose of public schools is to prepare individuals for their future roles as productive and participating citizens in our democratic society. An effective staff development program plays an indispensable role in this by providing continued growth for all staff. RESULTS ORIENTED/DATA DRIVEN Curriculum and Instruction within the Indian River Central School District is results oriented and data driven. This emphasis on results is central to our continued improvement, which undeniably affects what children learn and who they become. All results provide us feedback that guides our planning. These results are measurable and student focused. Data is collected and analyzed regularly, and action plans developed in needed areas of improvement. The District will utilize a three-step process of data analysis in all levels of the organization. 1. Teachers, Administrators and various District Committees ask questions about the academic performance of students and the teaching content and pedagogy being used. 2. All stakeholders take ownership in data collection and analysis focusing on student achievement and results. 3. Data will be utilized to modify professional practices for teachers, principals, schools and the district.

3 INTRODUCTION Academic Intervention Services are defined as additional instruction and/or student support services which supplement the instruction provided in the general curriculum, and which assist students in meeting the State learning standards. Academic Intervention Services are intended to assist students who are at risk of not achieving the Math / ELA Common Core and NYS Learning Standards in social studies and/or science. In addition AIS supports those students who are at risk of not gaining the knowledge and skills needed to meet designated performance levels on State and local assessments. Academic Intervention Services shall be made available to students with disabilities on the same basis as non-disabled students, provided, however, that such services shall be provided to the extent consistent with the student s individualized education program. The Indian River Central School District, located in Jefferson County, has a very transient population. The District believes and ensures that all students are afforded appropriate and targeted opportunities for academic assistance and intervention, based on data analysis through multiple measures so that they may be successful in meeting Common Core and NYS Learning Standards. The following District description of Academic Intervention Services (AIS) includes criteria for eligibility, and two (2) components of AIS: >- Additional instruction that supplements the general curriculum (regular classroom instruction); and/or >- 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 and social studies and science in grades 4 12.

4 Identification Procedures The District has an ongoing system to identify student needs through building level RTI Committee meetings utilizing multiple measures. This system begins with the Kindergarten screening program, the purpose of which is to screen all new entrants for universal readiness skills. In addition, it includes a parent interview. Kindergarten screening is conducted by a multi-disciplinary team, consisting of the building principal, kindergarten teachers, reading specialists, speech and language therapists, occupational therapists, pupil personnel services and support staff (i.e. nurse), as appropriate. **pre~jndergarten students are assessed under the CAPC guidelines. The District will use the Roadmap to Fre-KRTI guidance documentfrom the National Centerfor Learning Disabilities should UFK programming change over the course of this plan. ** hrtps://www nell. or2 }t p conte;n/uploacis/2014/11/roadmaptoprekrn.pdf The identification process continues with the screening of all new entrants to school, at any grade/level, on an ongoing basis, to determine the need for academic intervention and support services as well as a review of prior AIS history and placement. All buildings have well established RTI (Response To Intervention) Team, comprised of building administrators, pupil personnel services staff reading and math specialists, general education teachers, special education teachers, and related service personnel. The teams will determine which AIS services best meet the needs of each student and be responsible for drafting an individual plan. All buildings utilize the three tier RTI system within their buildings. ** See attached tiered pyramid diagram in Appendix A.

5 ELIGIBILITY GUIDELINES Students in Kindergarten are to be progress monitored based upon outcomes of the universal screening for the first 20 weeks of Kindergarten. If ongoing data collection and assessments indicate a significant weakness in skills, this would warrant referral to RTI committee for early AIS support consideration. Related services (Speech, OT & PT) may begin if screenings indicate a need or the student is in process of an IEP declassification plan from CPSE (Committee on Pre-School Education). In grades where no state assessments are given (grades K-2), students will be eligible for AIS if they are determined to be at risk of not meeting the CCLS, based on criteria established by the District s local assessment measures. For the school year, the District shall identify students to receive AIS through a two-step process. Firstly, 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. Secondarily, upon identification of a student for consideration for AIS, the District shall then use a district-developed procedure, to be applied uniformly at each grade level, for determining which students shall receive AIS. After the district considers a student s scores on multiple measures of student performance, the district determines whether the student is required to receive AIS. Students in grades 4 9 will be eligible for AIS if they score below the designated performance level on the Elementary or Intermediate State assessments in ELA and mathematics. Students scoring at Level 1 or below Level 2 cut score will receive AIS services for the semester immediately following the exam. Provisions for multiple measure consideration is required if the student scores a level 2 and is above the NYS assessment cut score, per the September 2016 SED (State Education Department) guidance. Content area AIS for Science will occur through the ELA and Math AIS service provisions

6 based upon universal design of building academic vocabulary and problem solving strategies in a multi-disciplinary approach currently being applied through content in grades K-8. 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 ELA, mathematics, science, or social studies. Multiple measures for AIS include performance on the local post assessments, through teacher recommendation or student request. The District RTI procedure will always be used when a student is absent or Opt s Out for all or part of a State assessment, or when a student transfers from out-of-state or out of the country. The following criteria will be used in determining MS eligibility: First Level of Screening Performance below the District established standard on one of the following multiple measures: Grades K-3: >~ District Approved Components of the Observation Survey, (ELA) K- 1 >- Literacy Benchmarks Fall Semester Levels (Level A or below-pt grade, Level F or below-2~ grade, Level J or below~3rdl grade >- Curriculum based measurements in mathematics (ie. math mad minutes, grade level unit tests, etc.) > Other Assessments or Screenings (individualized testing such as the KTEA) Below 25% for ELA and Math on KTEA Brief Grades 4-8: >~ NYS ELA : Scored below the specified cut-points >~ NYS Math: Scored below the specified cut-points ~- Other Assessments or Screenings (individualized testing such as the KTEA) Below 25% for ELA and Math on KTEA Brief

7 Second Level of Screening A minimum of two of the following must confirm level 1 data unless the student does not meet NYS criteria for AIS: Running Records (primary level) Diagnostic assessments > Anecdotal records (behavioral indicators) >- Writing folders grades K- 12 ~- One stakeholder meeting >- Report card grades >- Classroom performance (class work, chapter and unit tests, participation, homework) > Local final examinations >- Other student records, reports, evaluations, including, but not limited to: discipline records, health-related issues, mobility issues, family issues, past NYS assessment results >- Attendance records >- Recommendations by classroom teacher, counseloi; administrator, parent, school staff, child/student study team ~- Literacy Benchmarks Fall Semester Levels: N and below grade 4, Q and below grade 5. >- i-ready scores grades 2-8.

8 Types of AIS Services To Be Provided The Indian River Central School District will provide Academic Intervention Services (AIS) in the areas of academic instruction and support services utilizing the RTI process grades K-12. All students are eligible for AIS, including those with disabilities and/or English Language Learners, if they fail to meet the designated State performance standards or district approved procedures. Additionally, English Language Learners (ELL s) who do not achieve the annual designated performance standards as stipulated in CR Part 154 are eligible for AIS, with careful monitoring of student services so as to not doubly supplant the student s programming. This general plan is intended to describe services for students in the District in grades K-12. Additionally, the District will review individual building needs each year by disaggregating data on its School Wide Improvement Plans: > Needs analysis of student performance information to determine root cause ~ The number of students receiving AIS at each grade level and within each standards area ~- The range of performance levels of eligible students as determined through State assessments and district approved procedures >~ Staffing needs, instructional approaches, and scheduling options needed to meet the range of intensity and services required by AIS > Ongoing oversight, monitoring and review by the Supervisor and Assistant Supervisor for PPS/Special Education and Federal Programs, and the Building Administration > Response to Intervention building (RTI) plans >- Review of building level strategic plans in all appropriate goal areas

9 Range of Academic Intervention Services The service will be determined based upon the individual needs of students and will involve: > Scheduling options, including additional class time (labs for skill and core area subjects) >~ Reading Recovery ~- Math Instruction >- LU- Leveled Literacy Instruction K-8 >- Individualized Instruction >- Small Group Instruction >- After school programs ~- Summer School Programs: - K-6 ELA and Math focus content area focus >- Speech Improvement >- Occupational and Physical Therapies >- 4-8 Fast Forward >- School Counseling

10 Range of Positive Behavioral Intervention Support Services (PBIS) Support services for students will be coordinated, based on individual student need and may include: ~- Character Education Programs > Linkages and referral to community agencies >- 6-8 Home Base Program ~- School supportive health services >- Anger Management and Bullying Programs under Dignity for All Students Act (D.A.S.A.) >- Supports and services to address mobility and transfer issues >~ Attendance tracking and intervention >- Pupil Persoimel Services consultation with instructional staff and parents >~ School counseling services (individual and/or small group counseling, crisis management/intervention, behavioral and classroom instruction) > School psychology services (individualized assessment, functional behavioral assessment and behavioral intervention planning, counseling services, crisis management/intervention) >- School social work services (individual and/or group counseling, crisis intervention/management, family intervention, individualized assessment and referral, and classroom instruction)

11 Intensity Intensity of services will be determined by the RTI Committee on an individual basis upon review of multiple measures: Refer to Appendix B: K-3 Readers >- Tier I: Minimum of 15 minutes 1/6 day cycle for core content >- Tier II: Minimum of 15 minutes 3/6 day cycle for core content Minimum of 30 minutes 1/6 day cycle for related services >- Tier III: Minimum of 20 minutes 6/6 day cycle for core content Minimum of 30 minutes 2/6 day cycle for related services Procedures for Parent Notification The Principal of each building will be responsible for parental notification, indicating a need for Academic Intervention Services (Attachment 2). This notification will be made in writing and will include a summary of the services being provided to the student, including when the service will be provided. The reason(s) for AIS will be reviewed, and the consequences of not achieving the standards will be stated. Parents will also be kept apprised of their child s progress through quarterly written reports, parent conferences or consultations each semester, and suggestions for working with the student at home. When AIS is discontinued, the parent will be notified in writing that the services will be ending, the criteria for ending services, the current performance level of the student and the assessment(s) that were used in determining the student s level of performance.

12 Student Progress Reports Quarterly progress reports will document the progress of students and will be utilized to determine when the student warrants discontinuation from AIS. (Attachment 1) All reports will be sent to parents at the end of each marking period. Rccordkeeping The following records will be kept in the student s cumulative folder: >. Performance on all State assessments >~ A record of the Academic Intervention Services kept in School Tools Management System until time of exit out of district > Copies of any and all parent notification and correspondence relative to the AIS programming ~- AIS Discontinuation letter >- Quarterly progress reports The following records will be kept in the student s RTJ/AIS folder: >~ RTI referral and recommended AIS interventions ~ Signature sheets from RTI committee ~- Work samples: Fall and Spring Criteria for Ending AIS Academic Intervention Services will end when: >~ The student has received 20 weeks of AIS per NYS guidelines Multiple measures of data determining the student has successfully attained the District s standards Completion of school year

13 Process and Timeline Academip Intervention Services will be initiated at anytime through the RTI Committee referral process on an ongoing basis. It will start no later than the beginning of the semester following a determination that a student needs such services. At the high school level, services will not be postponed until students are scheduled for a course for which AIS is needed. Monitoring/Evaluation/Biennial Review Primary responsibility for the monitoring of student progress in AIS lies with building administration and the RTI Committee. Additional guidance will be provided by Office of Pupil Personnel Services. The District AIS program and services will be evaluated by a District team, annually, utilizing pertinent student data to assess program effectiveness. The District Academic Intervention Services plan will be reviewed biannually. Therefore, the next scheduled review will take place during the school year, unless otherwise mandated by the State. Appendix Go to District- PPS- RTI Handbook Attachment 1 Section F Referral Process Documents Remainder Attachments Section M- Resources Updated 9/8/20 16

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