Academic Intervention

Academic Intervention Services (AIS)

Academic Intervention Services (AIS) provide support at the school level for students performing below grade-level expectations. Each team consists of educational professionals who determine academic intervention needs of the students in the school, establish targeted means of assessing students, determine methods for dealing with academic issues, and – most important – monitor on an ongoing basis whether these methods are resulting in increased student learning and achievement.

Personnel: The Principal hired a qualified experienced supervisor to support and assist in the coordination of the Academic Intervention Program. The Academic Specialist meets with the AIS Team on a weekly basis to discuss student progress on a case by case basis in order to determine the best method or strategy to increase student performance. At these weekly meetings, members discuss performance observations, data results and measures taken to support the students. Members articulate problems and share strategies as the Academic Specialist facilitates discussion and provides further insight into the issue. Follow-up with Guidance or other school personnel is also facilitated by the Academic Specialist. The Academic Specialist also observes AIS students in the groups as well as in the classroom setting to further understand the learning concerns needed to be addressed. The Role and Responsibilities of the AIS Specialist include:

n Reports to Principal on AIS Updates/ Complies with School’s AIS Goals

n Provide a framework for the organization of information

n Facilitate data analysis

n Supervise implementation

n Schedule weekly meetings

n Train and Support members

n Provide link to other school personnel

Teachers: Highly qualified teachers are recruited to be part of the AIS Team. Reading Licensed Title 1 teachers provide Literacy support to targeted students. Experienced teachers with training in literacy development, Math, Social Studies, Science and Bilingual Education are also recruited to support identified students. Given the needs of the students, a Bilingual Special Education teacher was also recruited to provide for the specific needs of our special education students. Based on our school’s rigorous requirements, our AIS Team had received training in a myriad of research based programs such as Wilson, Reading Rescue, Orton-Gillingham to name just a few. All AIS teachers have over 10 years teaching experience and have demonstrated high level pedagogical skills.

Student Selection: Eligibility for AIS services are determined by

n State or District –wide tests and or weekly monitoring of progress. Held over and Level 1 students are a priority as well as students with IEP’s and ELLs

n Reading Rescue assessments for first grade ( Lowest Quartile)

n School – wide formative assessments- DRA

n Child Study Team recommendations

n Supervisor/Teacher referrals

Tier 1 students who continue to demonstrate poor academic progress despite classroom interventions receive Tier 2 support via the AIS program.

Parent Notification: Students identified in need of services must have parental consent to participate in the program. A letter is sent to the home notifying parents of the child’s eligibility status and the area that needs to be addressed.

Program Services: Students are assigned to AIS personnel by grade level and needs. Services are provided in small groups in a pull-out or push-in model. A maximum of 50 minutes per day 5 days a week or a minimum of 50 minutes per day three times a week is the schedule of services. First grade students in the lowest quartile receive 30 minutes daily of one- to-one tutoring support. An after-school extended day program addresses the needs of at-risk and level 1 students in grades 3-5. Students with IEP’s and ELLs are grouped for maximum support. Research- based materials are used to support student learning. Record of targeted assistance form stipulates support and attendance of students on a daily basis.

Progress Monitoring: On-going assessments are used to assess student progress. This includes, running records, fluency rates, writing, math assessments and other content informal tests. The DRA provides information on the reading levels and skills attained. This is given in October, January, March and June. Weekly meetings provide opportunities for the members to discuss student progress and to share best practices. Information regarding student progress is provided to parents.

Teacher Collaboration: AIS personnel work in continuous communication with the classroom teachers. They are assigned to participate in planning sessions with the teachers they service. In addition, the AIS teachers frequently discuss individual student’s progress, concerns and attendance matters with their classroom teachers. Every effort is made to provide on- going communication and information on all AIS students.

Parent Involvement: Parents play a major role in the AIS program. All efforts are made to keep parents informed and active in their child’s education. This is possible through the following measures:

Parent notification
Parent Orientation Meetings
Parent Contracts
Parent Progress Reports
Individual Parent Teacher Conferences
Schoolwide Parent Teacher Conferences

Collaboration with other school personnel: School counselors, pupil personnel secretary and outside agencies provide for the emotional support many of the AIS students need to succeed. The AIS Specialist assists in outreaching to these groups.

Materials / Resources: Research-based materials and programs are used to support skill and concept development. A variety of materials are used to meet the myriad of needs.

- Wilson

- Reader’s Theater

- Fundations

- Focus on Fluency- Technology program

- REWARDS

- Great Leaps

- Reading Rescue

- Step up to Writing

- Multisensory Comprehension Strategies

- Language Proficiency Intervention Program- Science Content

- Exploration in Math

- Everyday Math

- Historical and Biographical Chapter Books

English as a Second Language (ESL): English as a Second Language (ESL) support is given by a licensed ESL teacher in grades K-5 to targeted ELLs through a push-in push-out model. Students receive instruction in accordance to City and State mandates based on proficiency levels. In addition 3 CTT classes in K, 4^th and 5^th receive an ESL instructional program through the services of an in class ESL teacher. A team teaching model in 2^nd grade provides ELL students with the expertise of an ESL teacher and an experienced Common Branch Teacher. This will ensure differentiated support for ELLs in Tier 1 and 2 in all content areas.

Reading Rescue: Reading Rescue is a one to one reading intervention program for targeted at risk students in grade 1. Reading Rescue is provided during the regular school day by Reading Rescue trained teachers and paraprofessionals. It is a literacy intervention which emphasizes instruction on the five pillars of reading – phonics, fluency, comprehension, vocabulary and phonemic awareness. There is a writing and word manipulation component to the program which provides for multi sensory instruction. Students progress rapidly through intervention reading levels from week to week. Additionally, a home family component requires the child to read a book and complete a sentence activity with an adult for homework. The adult signs a daily reading at home log. After participating students show reading improvement by benchmarks, they are graduated from the program.

Supplemental Educational Services (SES) Supplemental Educational Services (SES) is a federally funded program, under the No Child Left Behind Act (NCLB), that provides academic tutoring in reading, English language arts, and mathematics, free of charge to eligible students in eligible schools. The SES program provides children who are struggling in school with extra academic help and individual instruction. The tutoring occurs outside the regular school day – before or after school, or on weekends. Tutoring is offered at home and in school.

Parents are provided with an application at the beginning of the school year. Parents should consult the SES Parent Guide/Directory which is updated annually. There are school fairs for parents and SES providers to meet to determine which program is most appropriate for their child. For more information about SES programs, please contact our parent coordinator, Ms. Carmen Natera at (212) 928- 4364.

P.S. 8 has the following SES programs in school.

The Children’s Aid Society

The Children’s Aid Society provides educational support for students in grade 3-5 in English Language Arts and Mathematics. The program meets two afternoons a week after their regular school day. The students receive applications through their classroom teachers for this service.

Brienza’s Academic Advantage Program

Brienza’s Academic Advantage Program provides educational support for students in grade K-5 in English Language Arts and Mathematics. This program meets Saturdays mornings from 9:00-12:00.

Comprehensive Educational Outreach- BiNet Tutoring Program

The BiNet Tutoring Program provides educational support for students in grade K-5 in English Language Arts and Mathematics with emphasis on special education students. This program meets Saturdays mornings from 9:00-12:00.

New York City Learning Academy (NYCLA)

The New York City Learning Academy (NYCLA) SES program offers free small- group tutoring after school and on Saturdays for grades K-5. The teachers are current New York City Department of Education certified teachers with hiring preference given to teachers from your child’s school.

M008 About Us Overview Photo Album Policies & Regulations Schedules Statistics & Budget Maps & Directions News & Information Events Links News and Announcements Academics & Activities Athletics & Fitness Parents Parent Support Students Student Support Educational Support Admissions and Graduation Requirements Faculty Food Services Health Supplemental Educational Services Transportation Operations Custodial School Search School Name, Number, or Address Advanced Search	Academic Intervention Academic Intervention Services (AIS) Academic Intervention Services (AIS) provide support at the school level for students performing below grade-level expectations. Each team consists of educational professionals who determine academic intervention needs of the students in the school, establish targeted means of assessing students, determine methods for dealing with academic issues, and – most important – monitor on an ongoing basis whether these methods are resulting in increased student learning and achievement. Personnel: The Principal hired a qualified experienced supervisor to support and assist in the coordination of the Academic Intervention Program. The Academic Specialist meets with the AIS Team on a weekly basis to discuss student progress on a case by case basis in order to determine the best method or strategy to increase student performance. At these weekly meetings, members discuss performance observations, data results and measures taken to support the students. Members articulate problems and share strategies as the Academic Specialist facilitates discussion and provides further insight into the issue. Follow-up with Guidance or other school personnel is also facilitated by the Academic Specialist. The Academic Specialist also observes AIS students in the groups as well as in the classroom setting to further understand the learning concerns needed to be addressed. The Role and Responsibilities of the AIS Specialist include: n Reports to Principal on AIS Updates/ Complies with School’s AIS Goals n Provide a framework for the organization of information n Facilitate data analysis n Supervise implementation n Schedule weekly meetings n Train and Support members n Provide link to other school personnel Teachers: Highly qualified teachers are recruited to be part of the AIS Team. Reading Licensed Title 1 teachers provide Literacy support to targeted students. Experienced teachers with training in literacy development, Math, Social Studies, Science and Bilingual Education are also recruited to support identified students. Given the needs of the students, a Bilingual Special Education teacher was also recruited to provide for the specific needs of our special education students. Based on our school’s rigorous requirements, our AIS Team had received training in a myriad of research based programs such as Wilson, Reading Rescue, Orton-Gillingham to name just a few. All AIS teachers have over 10 years teaching experience and have demonstrated high level pedagogical skills. Student Selection: Eligibility for AIS services are determined by n State or District –wide tests and or weekly monitoring of progress. Held over and Level 1 students are a priority as well as students with IEP’s and ELLs n Reading Rescue assessments for first grade ( Lowest Quartile) n School – wide formative assessments- DRA n Child Study Team recommendations n Supervisor/Teacher referrals Tier 1 students who continue to demonstrate poor academic progress despite classroom interventions receive Tier 2 support via the AIS program. Parent Notification: Students identified in need of services must have parental consent to participate in the program. A letter is sent to the home notifying parents of the child’s eligibility status and the area that needs to be addressed. Program Services: Students are assigned to AIS personnel by grade level and needs. Services are provided in small groups in a pull-out or push-in model. A maximum of 50 minutes per day 5 days a week or a minimum of 50 minutes per day three times a week is the schedule of services. First grade students in the lowest quartile receive 30 minutes daily of one- to-one tutoring support. An after-school extended day program addresses the needs of at-risk and level 1 students in grades 3-5. Students with IEP’s and ELLs are grouped for maximum support. Research- based materials are used to support student learning. Record of targeted assistance form stipulates support and attendance of students on a daily basis. Progress Monitoring: On-going assessments are used to assess student progress. This includes, running records, fluency rates, writing, math assessments and other content informal tests. The DRA provides information on the reading levels and skills attained. This is given in October, January, March and June. Weekly meetings provide opportunities for the members to discuss student progress and to share best practices. Information regarding student progress is provided to parents. Teacher Collaboration: AIS personnel work in continuous communication with the classroom teachers. They are assigned to participate in planning sessions with the teachers they service. In addition, the AIS teachers frequently discuss individual student’s progress, concerns and attendance matters with their classroom teachers. Every effort is made to provide on- going communication and information on all AIS students. Parent Involvement: Parents play a major role in the AIS program. All efforts are made to keep parents informed and active in their child’s education. This is possible through the following measures: Parent notification Parent Orientation Meetings Parent Contracts Parent Progress Reports Individual Parent Teacher Conferences Schoolwide Parent Teacher Conferences Collaboration with other school personnel: School counselors, pupil personnel secretary and outside agencies provide for the emotional support many of the AIS students need to succeed. The AIS Specialist assists in outreaching to these groups. Materials / Resources: Research-based materials and programs are used to support skill and concept development. A variety of materials are used to meet the myriad of needs. - Wilson - Reader’s Theater - Fundations - Focus on Fluency- Technology program - REWARDS - Great Leaps - Reading Rescue - Step up to Writing - Multisensory Comprehension Strategies - Language Proficiency Intervention Program- Science Content - Exploration in Math - Everyday Math - Historical and Biographical Chapter Books English as a Second Language (ESL): English as a Second Language (ESL) support is given by a licensed ESL teacher in grades K-5 to targeted ELLs through a push-in push-out model. Students receive instruction in accordance to City and State mandates based on proficiency levels. In addition 3 CTT classes in K, 4^th and 5^th receive an ESL instructional program through the services of an in class ESL teacher. A team teaching model in 2^nd grade provides ELL students with the expertise of an ESL teacher and an experienced Common Branch Teacher. This will ensure differentiated support for ELLs in Tier 1 and 2 in all content areas. Reading Rescue: Reading Rescue is a one to one reading intervention program for targeted at risk students in grade 1. Reading Rescue is provided during the regular school day by Reading Rescue trained teachers and paraprofessionals. It is a literacy intervention which emphasizes instruction on the five pillars of reading – phonics, fluency, comprehension, vocabulary and phonemic awareness. There is a writing and word manipulation component to the program which provides for multi sensory instruction. Students progress rapidly through intervention reading levels from week to week. Additionally, a home family component requires the child to read a book and complete a sentence activity with an adult for homework. The adult signs a daily reading at home log. After participating students show reading improvement by benchmarks, they are graduated from the program. Supplemental Educational Services (SES) Supplemental Educational Services (SES) is a federally funded program, under the No Child Left Behind Act (NCLB), that provides academic tutoring in reading, English language arts, and mathematics, free of charge to eligible students in eligible schools. The SES program provides children who are struggling in school with extra academic help and individual instruction. The tutoring occurs outside the regular school day – before or after school, or on weekends. Tutoring is offered at home and in school. Parents are provided with an application at the beginning of the school year. Parents should consult the SES Parent Guide/Directory which is updated annually. There are school fairs for parents and SES providers to meet to determine which program is most appropriate for their child. For more information about SES programs, please contact our parent coordinator, Ms. Carmen Natera at (212) 928- 4364. P.S. 8 has the following SES programs in school. The Children’s Aid Society The Children’s Aid Society provides educational support for students in grade 3-5 in English Language Arts and Mathematics. The program meets two afternoons a week after their regular school day. The students receive applications through their classroom teachers for this service. Brienza’s Academic Advantage Program Brienza’s Academic Advantage Program provides educational support for students in grade K-5 in English Language Arts and Mathematics. This program meets Saturdays mornings from 9:00-12:00. Comprehensive Educational Outreach- BiNet Tutoring Program The BiNet Tutoring Program provides educational support for students in grade K-5 in English Language Arts and Mathematics with emphasis on special education students. This program meets Saturdays mornings from 9:00-12:00. New York City Learning Academy (NYCLA) The New York City Learning Academy (NYCLA) SES program offers free small- group tutoring after school and on Saturdays for grades K-5. The teachers are current New York City Department of Education certified teachers with hiring preference given to teachers from your child’s school.

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Academic Intervention