A.I.S.


     Academic intervention services means additional instruction which supplements the instruction provided in the general curriculum and assists students in meeting the State learning standards which may include guidance, counseling, attendance, and study skills which are needed to support improved academic performance. 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.
  Eligibility
Students may be eligible for AIS if they meet one or more of the following criteria:
  a.) Those who score below the designated performance levels on elementary level State assessments in English Language Arts, mathematics, social studies, and Science.
  b.) Failure to reach 50th percentile on standardized tests (Terra Nova, CTBS).
  c.) C average or below on report card for more than one marking period.
  d.) Program tests and classroom portfolios indicate insufficient progress. 
  e.) For those ELL students in English as a Second Language Program, the identification/assessment procedures for AIS must be conducted in English. 
A teacher referral to the Instructional Support Team may be made if any of these criteria are met and an AIS plan may be developed for the student. 
  Re-testing requirements
All students receiving AIS services will be re-tested at the end of the year using individually administered achievement tests as well as the district standardized achievement tests. These results will be compared to classroom work and individual goals to determine if the student requires continued services, or if increased services are needed.
  What academic services will be provided?
Students who qualify for AIS will be provided services for focused instruction in Writing, Reading, Math, Social Studies and Science. Student services will be based on the level of their needs as determined through multiple measures and sources of evidence. Students with the most intense needs will receive more scheduled services, for a longer duration, and with more individualization. Students with the least intensive needs might only receive progress monitoring as a student support service.  Computer assisted instruction and tutoring may also be included in the mix of approaches to deliver AIS. 
Academic instructional services in more than one standards area may be combined where appropriate. For example, lack of reading/literacy may be preventing progress in social studies. In such cases, reading/literacy with a content focus could be the primary focus for AIS, with secondary support in the social studies content/skills.
Staff will be available for increased student teacher contact time to a maximum of the following as individually needed: 
K: Teacher Aide
1-2 Reading and Math 5x40 per area
3 Reading, Math and Writing 5x40 per area
4 Reading, Writing, Math, Social Studies, and Science 5x40 per area
5 Reading, Writing, Math, Social Studies, and Science 5x40 per area
6 Reading, Writing, Math, Social Studies, and Science 5x40 per area 
What Support Services will be provided? 
  a. Counseling: This service wil1 be provided to students who have emotional and behavioral issues that interfere with their ability to reach academic standards.
  b. Study Skills: Specific instruction in memory skills, test taking strategies and organizational skills may be provided to students receiving AIS services where appropriate.
  c. Parent Training: Information on the new standards and ways in which parents can help their children reach these standards will be offered on an individual and group basis through the school year.          
  Records of Progress:
Information regarding the type of services provided, the frequency and intensity of services and student progress throughout the length of service will be recorded and kept in the student file. 

  Written Notice to Parents
Parents will receive notification that their child is eligible for Academic Intervention Services prior to the start of services. This letter will describe the student's current level of performance, which assessments were used to determine performance level, and the criteria for ending services.

 Quarterly Reports to Parents
Parents will be informed of student progress in each report card and during twice yearly parent conferences with classroom teachers.