• AIS Program

    Academic Intervention Services (AIS) under Title I are designed to provide additional educational support to struggling students. These services are a key component of the Elementary and Secondary Education Act (ESEA), particularly under Title I, which allocates federal funding to schools with high percentages of students from low-income families.

    Academic Intervention Services' primary aim is to ensure that students, especially those at risk of academic failure, meet state educational standards. AIS focuses on providing targeted, supplemental instruction in areas where students need support, typically in subjects like reading, mathematics, and language arts.

    Key Elements of Academic Intervention Services under Title I:

    1. Eligibility:

    Students who are identified as at risk of academic failure based on assessments such as state tests, teacher observations, or other diagnostic tools may qualify for AIS. This includes students who are performing below grade level or who have been struggling to meet the state's academic benchmarks.

    2. Supplemental Support:

    AIS is intended to supplement, not replace, regular classroom instruction. The services are delivered in addition to the core curriculum, offering more individualized attention and targeted learning experiences. This may involve small group sessions, one-on-one tutoring, or modified instructional strategies.

    3. Delivery of Services:

    Academic interventions can take various forms, depending on the needs of the students. Common approaches include:

       - Small group instruction.

       - One-on-one tutoring or mentoring.

       - Use of instructional technology and online learning tools.

      - Modification of classroom instruction or assignments to meet individual needs.

    4. Program Design and Duration:

    AIS programs are typically designed to address specific learning gaps over a specified period. The intensity and duration of services vary based on the student’s needs and the severity of their academic challenges. In some cases, services may be provided daily, while others may receive interventions less frequently.

    5. Monitoring and Evaluation:

    Regular progress monitoring is conducted to assess the effectiveness of Academic Intervention Services. Teachers and intervention specialists track students' academic progress through formative assessments and compare their achievements against state standards. The intervention plan may be adjusted as needed to ensure the student’s progress.

    6. Parental Involvement:

    Title I requires that parents be informed of their child's participation in Academic Intervention Services. Schools must ensure parents know the interventions and can participate in decision-making regarding their child's academic progress. Schools may offer regular reports or meetings to inform parents about their child’s academic growth and areas needing attention.

    Assessments used for consideration of AIS services:

    • Assessments
    • i-Ready Diagnostic three times a year (Fall, Winter, and Spring) Grades 1-9, K twice a year
    • DIBELS Reading Diagnostic K-5
    • Acadience Math Diagnostic K-5
    • New York State Assessment Grades 3-8
    • Regents Exams 9-12

    Title I Reading Meeting

    https://docs.google.com/presentation/d/1A7p9W6Wolc2x75JbWnLy1Kmy4S8TTAUW98VXDGOojqk/edit#slide=id.p