Academic Intervention Services Plan

Lancaster CSD Mission Statement

The Lancaster Central School District's purpose is to provide our students with a comprehensive educational program that will allow them to develop fully the necessary academic and social skills to become responsible and productive members of a democratic society

Lancaster CSD Belief Statements 

We believe...

• all children can learn.

• students learn best when they are engaged with the content, skills, and their peers.

• in creating a culture, climate, and community in which all students feel welcome, supported, and valued.

• teaching and learning should be meaningful, engaging, and rigorous.

• how to learn is as important as what is learned.

We will...

• never give up on students.

• help all students find their pathway whether it be college or career focused.

• foster meaningful collaboration between all members of the school community.

• challenge our students, teachers, administration, and staff to reach their full potential with

• the necessary support to be successful.

• foster an environment where students are self-aware and able to manage their emotions and behaviors.

Academic Intervention Services

Academic intervention services are intended to assist students who are at risk of not achieving proficiency in the NYS Next Generation Learning Standards in English Language Arts and/ or Mathematics, and the NYS Learning Standards in 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.

The elementary and intermediate NYS Assessments have four designated proficiency categories:

NYS Level 4

Students performing at this level excel in standards for their grade. They demonstrate knowledge, skills and practice embodied by the Learning Standards that are considered more than sufficient for the expectations at this grade.

NYS Level 3

Students performing at this level are proficient in standards for their grade. They demonstrate knowledge, skills and practice embodied by the NYS Learning Standards that are considered sufficient for the expectations at this grade.

NYS Level 2

Students performing at this level are partially proficient in standards for their grade. They demonstrate knowledge, skills and practice embodied by the NYS Learning Standards that are considered partial but insufficient for the expectations at this grade. Students performing at Level 2 are considered on track to meet current New York high school graduation requirements but are not yet proficient in Learning Standards at this grade.

NYS Level 1

Students performing at this level are below proficient in standards for their grade. They may demonstrate limited knowledge, skills and practice embodied by the NYS Learning Standards that are considered insufficient for the expectations at this grade.

All students performing at or below a cut score established through a standard setting process shall be considered for AIS. The standards setting process shall be conducted by a panel of educators led by the Department that would meet to recommend the level of performance for the grades 3-8 ELA and Mathematics assessments for which a student could be considered for AIS.

The following are the scale score ranges as determined by NYSED for the 2024 NYS Tests:

The District will identify students for AIS through a two-step process:

1. The District will use a district-developed procedure to be applied uniformly at each grade level to determine which students will receive AIS. A student’s data on multiple measures of student performance, which may include, but is not limited to, the following measures as determined by the District:

• Universal Screening for Math and ELA Reading Assessments
  • FastBridge Assessments (Grades K-6)
  • STAR Assessment (ELA only)  (Grades 7-8)
• Diagnostic Testing - as needed to better determine student skill needs 
  • Core Phonics Assessment 

    • Core Vocabulary Assessment

    • Fountas and Pinnell Running Records 

    • TEMA (Grades k-1)

    • Slosson (Grades 2-3)

• Common formative assessments (CFAs) that provide information about student skills

• Classroom work samples

• NYS English as a Second Language Achievement Test (NYSESLAT)

• Benchmark and lesson-embedded assessments for reading and math in Grades K-6 based on teacher-designed and selected assessments.

• Unit and lesson assessments 

• Results of psychoeducational evaluations based on a variety of assessments and inventories

2. Students who score at Levels 1 and 2 on NYS assessments in Math and ELA shall be considered for academic intervention services (AIS). Additionally, students who score at or below a median cut point score between a Level 2/partially proficient and a Level 3/proficient may be identified for services. The District maintains the option to decide that a student who scores above the cut score for eligibility for AIS may receive the service.

The services for a particular student will vary in intensity based on the student's needs as enumerated by the utilization of multiple measures coupled with MTSS (Multi-tiered Systems of Support) discussions/ evaluations to inform the interventions a student will receive. The following graphic outlines the continuum of MTSS levels of interventions (i.e., Tiers):

 

In addition to academics, the planned interventions may consider and address barriers to student progress including attendance problems, discipline problems, health and nutrition-related issues, family challenges, social-emotional, and other factors that would impede academic progress.

The Lancaster CSD has had an established history of K-12 MTSS teams including Response to Intervention (RTI) teams and Student Support Team (SST). In the District, MTSS teams are now established, consisting of teachers (general, interventionists, and special education), mental health support personnel (school psychologist, social workers, school counselors), school nurse (if needed) and building administrators. These teams meet regularly to consider students to be placed in AIS services, as well as other placements within the school community. The following process is uniformly followed throughout the District:

Step 1: Identification of student weakness/challenge by teacher, counselor, or administrator through multiple measures of data.

Step 2: Targeted Tier 1 intervention in the classroom. The teacher(s) track the effectiveness of the interventions and charts student progress.

Step 3: If the student does not show improvement with Tier 1 interventions, the teacher/counselor/ administrator completes an MTSS referral (Request for Assistance Form).

Step 4: The MTSS Team meets to review requests and associated data (e.g., FastBridge scores, formative and summative assessment results, reading levels, classwork samples). Tier 1 Interventions and possible strategies are discussed, recommended and documented. At all levels, parents are consulted about the MTSS referral and appropriate school personnel (e.g., classroom teacher) are invited to the meeting. At the middle and high (grades 7-12) school levels, students may be invited to participate in the meeting, if deemed appropriate.

Step 5: Research-based Tier 2 or Tier 3 interventions are conducted for a determined period of time (e.g., 6 weeks) and student progress is monitored by the MTSS Team. Note: This can be adjusted based on individual student progress and need.

Step 6: Progress monitoring data for each student is shared with the MTSS team, following the conclusion of the intervention period.

Step 7: Interventions that are helping the student improve are continued. Changes in interventions are made when appropriate. A referral for special education evaluation may  be made to the Committee on Special Education if multiple interventions at the Tier 3-level do not result in improved academic progress specific to the determined area of need.

Academic intervention services (AIS) will be initiated as soon as possible following a determination that a student needs such services. Student progress will be regularly assessed to determine their continued need for services. When students leave their classroom for AIS, they may miss instruction delivered in their absence. The Lancaster CSD believes that it is to the student's advantage to remain in their classroom, when appropriate, participating in full class instruction, and applying differentiation as appropriate to their individual needs.  

Academic intervention services will be made available to students with disabilities on the same basis as non-disabled students; services are provided in addition to special education services when possible.

Parental Notification and Involvement 

Parents/guardians play a vital role in the academic success of their children. The Lancaster CSD is committed to establishing a strong partnership with parents to ensure academic success for all students.

The regulations require that the parent or guardian of each such student shall be notified, in writing, by the building principal, of the academic intervention services to be provided to the student, the reason(s) the student needs such services, and the consequences of not achieving expected performance levels.

When academic intervention services are to be discontinued, the parent or guardian of the student will be notified in writing that such services are no longer needed.

It is the responsibility of the District to place students in AIS and to monitor their progress in the program. It is expected that students placed in services will participate in those services.

The school will provide parents or guardians with the following:

• Reports on the student's progress at least once each quarter by mail, telephone, email, or other means.

• Opportunity to consult with the student's regular classroom teacher(s) and other professional staff providing academic intervention services.

• Information on ways to work with their child to improve achievement.