AIS/RTI Intervention Plan K-12

Academic Intervention Services (AIS)

Academic Intervention Services (AIS) means additional instruction which supplements the instruction provided in the general curriculum and assists students in meeting the NYS Learning Standards. Academic Intervention Services are intended to assist students who are at risk of not achieving the NYS 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 English Language Learners and students with disabilities. In the case of AIS being provided to students with disabilities, services will be provided on the same basis as those provided to non-disabled students, as long as those services are consistent with the student’s individualized education program.

Academic Intervention Services includes two components:

• Additional instruction that supplements the general curriculum
• Student support services needed to address barriers to improved academic performance.

Academic 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. Support services will be provided to address barriers to increased academic performance related to attendance, behavior, family difficulties, health issues, lack of study skills, and transition or mobility issues.

Response to Intervention

Effective July 1, 2012, all school districts in NYS must have an RTI program in place as part of its evaluation process to determine if a student in grades K-4 is a student with a learning disability in the area of reading. The decision as to whether a student has a learning disability must be based on extensive and accurate information that leads to the determination that the student’s learning difficulties are not the result of the instructional program or approach. RTI is an effective and instructionally relevant process to inform these decisions. NYS Regulations define RTI as a school district’s process to determine if a student responds to scientific, research-based instruction, which minimally must include:

• Appropriate instruction delivered to all students in the general education class by qualified personnel.
• Screenings administered to all students for the purpose of identifying those students who are not making academic progress at expected rates.
• Instruction matched to student need with increasingly intensive levels of targeted intervention and instruction for students who do not make satisfactory progress in their levels of performance and/or in their rate of learning.
• Repeated assessments of student achievement which should include curriculum-based measures.
• Written notification to the parents regarding the nature and scope of interventions.

AIS/RTI Process

Procedures to Determine AIS Instructional Needs

Eligibility for AIS: Identification for AIS and intensity of service is based on multiple measures for each grade and subject area: Grades K-12 ELA and math, Grades 4-12 includes social studies and science. Students are identified for AIS at levels Tier 1-3:

Exiting AIS: Based on multiple measures

It is determined that a student is achieving the standards if they have:

• Achieved proficiency on the content area NYS assessment and/or
• Achieved the benchmark criteria on two or more of the multiple measures

AIS/ RTI Criteria

Subject and Grade: K-12

Multiple Measures and Benchmark Criteria

Measure: Student Attendance

Benchmark Criteria: High rate of absenteeism may be related to academic difficulty

Measure: Data Team and/or Administrator
Recommendation and/or Weekly Attendance
Meetings
Panorama

Benchmark Criteria: Comments from teachers are considered in overall evaluation

ELA UPK-6

Multiple Measures and Benchmark Criteria

Measure: Speed DIAL/DIAL 4
UPK

Benchmark Criteria: September assessment

Measure: iReady Literacy Tasks Screener

Benchmark Criteria: iReady benchmarks

Measure: iReady Reading Grades K-6

Benchmark Criteria: Benchmarked 3 times a year. Progress monitoring conducted
for students not achieving the benchmarks (2x a year in Kindergarten)

Measure: NYS ELA Assessment: Grades 3-6

Benchmark Criteria: NYS AIS cut score – at or below a median cut point score between
a Level 2/partially proficient and a Level 3/proficient

Measure: Phonics Assessments:
Quick Phonics Screener
Quick Spelling Screener

Benchmark Criteria: 80% or less

Measure: Heggerty

Benchmark Criteria: Benchmarked 2 to 3 times a year. Progress monitoring conducted for students not achieving the benchmarks.

ELA 7-12

Multiple Measures and Benchmark Criteria

Measure: IXL Reading Grades 7-8

Benchmark Criteria: Benchmarked at least 3 times a year. Progress monitoring conducted for students not achieving the benchmarks.

Measure: NYS ELA Assessment: Grades 7-8

Benchmark Criteria: NYS AIS cut score – at or below a median cut point score between a Level 2/partially proficient and a Level 3/proficient

Measure: Panorama/Progress Monitoring 9-12

Benchmark Criteria: Reviewed 2 to 3 times a year. Progress monitoring conducted for students not achieving the benchmarks.

Measure: End of Year Classroom Average 9-12

Benchmark Criteria: 65%

Measure: English Regents Grade 11

Benchmark Criteria: 75%

Math UPK6

Multiple Measures and Benchmark Criteria

Measure: NYS Math Assessment:
Grades 3-6

Benchmark Criteria: NYS AIS cut score – at or below a median cut point score between a Level 2/partially proficient and a Level 3/proficient

Measure: iReady Math Grades K-6

Benchmark Criteria: Benchmarked at least 3 times a year. Progress monitoring conducted for students not achieving the benchmarks. See attachment for benchmark chart.

Measure: Reveal MATH Program
with Fluency and Standards Based
Diagnostic Assessments K-6

Benchmark Criteria: On or above grade level expectations.
Benchmarked based on student needs and used for progress monitoring.

Measure: Reveal-Number Worlds K-6

Benchmark Criteria: On or above grade level expectations. Benchmarked based on student needs and used for progress monitoring.

Measure: Math Running Records (optional)

Benchmark Criteria: Benchmarked based on student need and used for progress
monitoring

Math 7-12

Multiple Measures and Benchmark Criteria

Measure: NYS Math Assessment: Grades 7-8

Benchmark Criteria: NYS AIS cut score – at or below a median cut point score between a Level 2/partially proficient and a Level 3/proficient

Measure: End of Module Assessments Grades 7-8

Benchmark Criteria: Level 3 or 4

Measure: IXL Math Grades 7-8

Benchmark Criteria: Benchmarked 2 to 3 times a year. Progress monitoring conducted for students not achieving the benchmarks. See attachment for benchmark chart.

Measure: Algebra I, Algebra II, and Geometry Regents

Benchmark Criteria: Level 4-5

Social Studies 3-12

Multiple Measures and Benchmark Criteria

Measure: NYS ELA Assessment Grades 4-8

Benchmark Criteria: Students who score at levels 1 or 2 on the assessment at Grades 4-8 will be identified to determine whether their performance on the assessment is attributed to difficulty in areas of Social Studies content or reading and writing

Measure: Quarterly Social Studies grades

Benchmark Criteria: 65%

Measure: Global Studies Regents

Benchmark Criteria: 65%

Measure: United States History and Government Regents

Benchmark Criteria: 65%

Science 3-12

Multiple Measures and Benchmark Criteria

Measure: NYS Science Assessment at Grades 5 and 8

Benchmark Criteria: Level 3 or 4

Measure: NYS ELA Assessment and NYS Math Assessment

Benchmark Criteria: Students who score at levels 1 or 2 on the assessment in Grades 4 -8 will be identified to determine whether their performance on the Science assessment is attributed to difficulty in the areas of reading, writing and math.

Measure: Physical Settings in Earth Science and Living Environment Regents, Chemistry and Physics

Benchmark Criteria: 65%

Measure: NYS Science Investigations Grades 3-5 and 6-8

Benchmark Criteria: Follow scoring rubric using a 4-point scale

Multi-Tiered System of Supports

Key Components

• Evidence-based curriculum and instruction provided at the universal level.
• Universal screening of all students.
• Evidence-based, instructional interventions at the targeted and intensive levels shall be provided to each student who needs them.
• Progress monitoring for learners below expectations.
• Data-based decision-making throughout the system.

Tier 1 – Universal Core Instruction (Differentiated) for All Students

Core Curriculum & Programming

• Heggerty / UFLI
• Guided Reading Groups
• Small group instruction (Differentiated)
• Writing Units of Study
• TCI (Social Studies & Science)
• i-Ready Reading & Math (K–6th)
• IXL (7th–8th)
• Reveal Math
• Reflex/Frax
• Flex Time/SSR Support
• Khan Academy

SEL Curriculum & General Supports

• Second Step Curriculum
• Positivity Project
• Whole Class SEL Lessons
• Access to Crisis Counseling
• Access to Health & Well-Being Classes
• Access to therapy dogs
• Calming Rooms
• Panorama Surveys/Playbook Lessons
• Classroom Behavior Plans
• General Social Worker Services
• Restorative Practices
• Attendance Incentive Programs

Tier 2 – Targeted Interventions (10–25%)

Academic Supports

• Small Group Math AIS Services
• Small Group Reading AIS Services
• Progress Monitoring
• Push-in Supports

Behavioral & SEL Supports

• TCIS
• ICMPs
• Small group or individual counseling supports
• Progress Monitoring
• Behavior Intervention Plan
• Check-ins/Check-outs
• Panorama Intervention Plans
• Targeted Social Worker Services
• Restorative Practices

Tier 3 – Intensive Interventions (3–5%)

• IEP
• 504
• Related Services
• FBA/BIP (Functional Behavioral Assessment / Behavior Intervention Plan)
• Regular Individualized Instruction
• Outside Agency Referrals

Tiers are influenced by increases or decreases in academic achievement and also behavioral health and attendance.

AIS/RTI K-12 Program Description

Tier 1 – Monitoring

Intensity of Service

• Core Instruction for all students

Grouping

• Differentiated small group instruction

Staffing

• Classroom teacher supported by AIS teacher, teaching assistant and special education teacher as schedules allow

Program/Instructional Support

• Differentiated instructional strategies used in the regular classroom are: preferential seating, reduce number of items expected to be worked on by student (homework and classwork), read directions, simplify concepts, extend timeframes, use Effective Teaching Strategies
• Classroom teachers will identify similar skill needs and use flexible grouping for instruction based on student need

Tier 2 – Moderate Risk

Intensity of Service

• In addition to core instruction: Minimum 3 times a cycle for 30 minutes
• Grades K-6: additional support provided in Math AIS and Reading AIS
• Grades 7-12: Additional support provided through small class size, extended time, push in services or pulled out for services

Grouping

• Grades K-6: Small groups of 5 students or less
• Grades 7-12: Small groups 3-12 students

Staffing

• AIS teacher, classroom teacher, special education teacher and teaching assistant

Program/Instructional Support

• Tier 1 support
• Small group with similar needs instruction and collaboration with classroom teachers
• Extended courses with small class size and/or additional teacher

Tier 3 – High Risk

Intensity of Service

• Targeted support provided in addition to Tier 1 at least service 3 times a week
• Grades 7-12: pull out in addition to Tier 2

Grouping

• Grades K-6: Individual or small group 1-2 students
• Grades 7-12: Groups of 3-11 students (labs)

Staffing

• AIS teacher, special education teacher

Program/Instructional Support

• Tier 1 support
• Tier 2 support as schedule allows
• Individual or small group instruction for high-needs students as schedule allows
• Other support may include: special education support

Student Support Services

Student Support Team (Elementary) / Child Study Team (MS/HS)

• Meets at least monthly to brainstorm/plan effective teaching strategies and programs for students.

School Counselor/Social Worker

• Works with individuals or small groups as determined by the Student Support Team/ Child Study Team as requested by parent, teacher, student, or DTAT (District Threat Assessment Team) to support students in the areas of academic, career, social emotional learning.
• Classroom visits K-6/SEL focus
• Coordinates services with classroom teachers, staff, and stakeholders, who have contact with that student (i.e., special education, Title I and special areas)
• Behavior Interventions/ICMP (Individual Crisis Management Plan) Team Member
• Attendance interventions (individual and group)
• Liaison with community organizations

Migrant Education

• Migrant Tutors

SLPC

Individualized in-school counseling

MIT – Mobile Integration Team

SPOA – Single Point of Access

Respite House

Additional support Services

Guidance Services
After School Program Grades K-6
Boys and Girls Club – Grades K-12
Builders Club Grades 7-8
Peer Tutors Grades 7-12
K-Kids Grades K-6
Liberty Partnership Program
Little Something Extra Program Grades K-12 (Pantry)
McKinney-Vento Title I Mentors
School Based Social Services
Children’s Advocacy Group
PTO
Renewal House
Second Step
Smart Scholars – Partnership with SUNY Canton
Snack Pack Program Grades UPK – 6
New Visions Education Program
Student Council Grades 3-12
Social Workers K-12
Panorama (Student Support Plans)
Teacher Mentoring
YAP – Youth Advocacy Program
Reviewed by OFA-5/27/25; JFK-06/23/25; Madill-06/23/25
Positivity Project
Big Devils Little Devils Events
United Helpers/Care Coordinators
Life Plan Care Coordination of New York
THRIVE (Transitional Living)
TCIS- Therapeutic Crisis Intervention for Schools
NYSARC
Probation (PINS)
DTST (District Trauma Sensitive Team)
DTAT (District Threat Assessment Team)
DSS
CPS
ELL Support
Seaway Valley Prevention Council
Citizen Advocates
SRO
Harvest of the Month (Elementary Schools)
Student Support Recovery (7-8)
Alliance (9-12)
ICU Data Base (Email/text for missing assignments sent to parents 7-8)
Academic Lifeguard (7-8)
Summer School- Credit Recovery (7-8)
Summer School- Regents Class-in-person review (9-12)
Camp Blue Devils (UPK-6 Summer Program)
Extended School Year Program

Parent and Family Engagement Requirements

Notification of AIS/RTI Services

• District notification letter to include:
  • dates when service will start
  • reasons why student needs AIS:
    • subject area(s) identified
    • results of multiple measures
    • summary of services to be provided
    • student support services to be provided
    • frequency and intensity of service
    • expectations of students in relation to grade level performance
    • consequences of not achieving expected performance levels
• Additional notification required for RTI grades K-6 reading and math
  • strategies for increasing the student’s rate of learning; and
  • the parents’ right to request an evaluation for special education programs and/or services.

Notification of End of AIS/RTI Services

• District notification letter to include:
  • when services are to be discontinued
  • overview of student’s progress
    • performance level student has attained to qualify for ending AIS (results of multiple measures)
    • assessments used in determining students’ levels of performance

Ongoing Communication

• Fall/Spring teacher conferences/Open House
• Trimester reports
• Phone calls/emails
• Student Attendance Information
• District/School/Title I newsletters
• District and school websites
• Parent conferences or other informal consultations each semester
• Suggestions for working with students at home
• Google Classroom
• Ogdensburg City School Facebook page
• Parent Square
• Home visits
• Madill & JFK Newspaper

RTI Process Flowchart

Screening/Benchmark Assessments – All students K-6
Tier 1

• Instruction in Core Program for all students.
• Differentiated instruction provided to meet needs of all students.
• Students identified as being borderline or at low risk continue in Tier 1 and will be monitored.
• Classroom interventions are provided and documented for students at low risk as well as continued progress monitoring.

Grade Level Data Teams

• Reviews universal screening, benchmark and other assessment data to determine which students are at risk.
• Determines the intervention protocol as well as:
  • Tier I, II and III documentation needed and recorded
  • Parent notification sent
  • Progress monitoring scheduled
  • Small groups identified
• Ongoing monitoring of assessment data every 6–8 weeks to review Tier placement, grouping and interventions

Grade Level Data Teams and/or SST meets to determine:

• Students at risk → Tier 2:
  • Small group interventions provided in addition to Tier 1
  • Progress monitoring
  • If meeting goals → continue
  • If insufficient or no progress → continue below
• Students at most risk → Tier 3:
  • Small group or individual interventions provided in addition to Tier 1
  • Progress monitoring more frequent
  • If meeting goals → continue
  • If insufficient or no progress → continue below

SST (Problem Solving Team)

• Reviews Tier 3 students’ progress and interventions provided
• If insufficient or no progress → continue below

CSE

• Considers referral for special education identification

View a visual display of the RTI Process Flowchart.

Grades K-6 RTI Problem Solving Process – Responsibilities

Classroom Teachers

• Core instruction
• Benchmark and progress monitoring assessments
• Tier 1 interventions (small group, differentiated, during the uninterrupted block)
• Documentation of Tier 1 interventions

Grade Level Teams

• Grade level teams include:
  • Classroom teachers
  • Intervention providers
  • Others
• Analyze data to inform instruction using:
  • Core assessments
  • Diagnostic assessments
• Determine Tier 1 and Tier 2 groupings, discuss need for Tier 3 interventions
• Provides documentation of decisions made re: instructional changes

Intervention Providers

• Tier 2 interventions in addition to Core (Tier 1) instruction
• Progress monitoring and diagnostic assessments
• Documentation of Tier 2 interventions

AND

• Tier 3 interventions in addition to Tier 1
• Progress monitoring and diagnostic assessments
• Documentation of Tier 3 interventions

Student Support Team

• Multi-disciplinary team includes:
  • Classroom teachers
  • Special education teacher
  • Psychologist
  • Principal
  • Intervention providers
  • Speech and Language
  • Social Worker
  • Counselor
• Students reviewed when no significant progress has been made at Tier 2 and/or Tier 3
• Reviews documentation of Tier 1, 2 and 3 interventions
• Uses problem solving model to recommend further instructional changes or interventions to be tried, along with ways to document the effectiveness of the changes
• Makes referral to CSE when necessary

CSE Team

• Multi-disciplinary team
• Analyzes data
• Reviews documentation of Tier 1, 2, 3 interventions
• Decides what additional CSE services to provide to enable the child to be successful

Reviewed by OFA-5/27/25; JFK-06/23/25; Madill-06/23/25