Academic Intervention & Support Services

  • Introduction

    Brighton Central School District provides academic support services to its students in a variety of ways.  Services are provided based upon individual student need.  Academic Intervention Services (AIS) will be provided within the Response to Intervention (RtI) Framework. Response to Intervention is a process where children at risk of not meeting state standards are offered intense, individualized academic intervention. Student progress is monitored to see if response to this intervention yields adequate academic growth.  Services are provided using a three tier system, each one defined by the level of support and the intensity of that support.

     

    • Tier I- Interventions provided in the classroom by the classroom teacher

    • Tier II -Services delivered by teacher, tutor, academic support instructor, OT, and/or PT.  Support may include Academic Intervention Services (AIS) (see description below).

    • Tier III- Further service needed as a result of additional analysis of results of progress monitoring by  PST/RtI team.


    Academic Intervention Services

    Academic Intervention Services (AIS) 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. 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 services will be provided to students in English/Language Arts and mathematics in grades K-12 and social studies and science in grades 6-12.  Support services will be provided to address barriers to increase academic performance related to attendance, behavior, family difficulties, health issues, lack of study skills, and transition or mobility issues.


    District/Building Services

    The following groups/services are available to support students and assist them in meeting with success.

    Council Rock

    French Road

    Function

    Response to Intervention Team (RtI)

     

    Pre-referral, brainstorm intervention

    Pupil Services Team (PST)

     

    Review student performance to determine need for services.

     

    Response to Intervention team (RTI)

    Pre-referral & brainstorm for intervention strategies, referrals to AIS. Referrals for outside services, support services, & psycho-educational testing.

    Twelve Corners MS

    Brighton HS

    Pupil Services Team (PST)

    Pupil Services Team (PST)

    RtI Team(s)

    RtI Teams

    Review student’s performance to determine need for AIS services.

     

     

     

    Student Identification
     
     

     

     

     

     

    K

    Scores in the intervention range on two or more benchmarks as listed below:

    September

    F&P: n/a

    DIBELS 12 or less

    FSF Intensive: 0-4

    ELP: 27

    Uppercase Letter Rec: <11/26

    Lowercase Letter Rec: <8/26

    Letter Sound Rec: n/a

    Sight Words: n/a

    CRPS Phonological Awareness Assessment (Sub-test 1&2):

    7/15

    February/March

    F&P: <a

    DIBELS 84 or less

    FSF Intensive: 0-19

    PSF Intensive: 0-9

    NWF CLS Intensive: 0-7

    ELP: 91

    Uppercase Letter Rec: 22/26

    Lowercase Letter Rec: 18/26

    Letter Sound Rec: 16/26

    Sight Words: 15/32

    CRPS Phonological Awareness Assessment (Sub-test 1-5):

    20/30

    Common Writing Assessment: Narrative (February)

    Rubric Scoring: 0-1

    May/June

    F&P: A

    DIBELS 88 or less

    PSF Intensive: 0-24

    NWF CLS Intensive: 0-14

    ELP: 122

    Uppercase Letter Rec: 24/26

    Lowercase Letter Rec: 21/26

    Letter Sound Rec: 18/26

    Sight Words: <25/32

    CRPS Phonological Awareness Assessment (Sub-test 1-7):

    35/40

     

     

    1

    Scores in the intervention range on two or more benchmarks as listed below:

    September

    F&P: A

    DIBELS 96 or less

    PSF Intensive: <25

    NWF CLS  Intensive: <18

    NWF WWR Intensive: n/a

    ELP: 122

    Uppercase Letter Rec: 24/26

    Lowercase Letter Rec: 21/26

    Letter Sound Rec: 18/26

    Sight Words: <25/32

    CRPS Phonological Awareness Assessment (Sub-test 1-7):

    35/40

    February/March

    F&P: E

    DIBELS 99 or less

    NWF CLS  Intensive <32

    NWF WWR Intensive <3

    DORF Intensive <16

    DORF Accuracy Core: <68%

    DSA: Letter Name Score 1-10

    Sight words: <35/50

    Common Writing Assessment: Informational (February)

    Rubric Scoring: 0-1

    May/June

    F&P: H

    DIBELS 110 or less

    NWF CLS Intensive: <47

    NWF WWR Intensive: <6

    DORF Intensive: <32

    DORF Accuracy Core: <82%

    Retell: n/a

    DSA Letter Name Score: <17

    Sight words: <70/100

     

    2

    Scores in the intervention range on two or more benchmarks as listed below:

    F&P: H

    DIBELS 108 or less

    NWF CLS Intensive: <35

    NWF WWR Intensive: <6

    DORF Core Intensive: <37

    DORF Accuracy: <81%

    Retell Core: <8

    Retell Quality: n/a

     

    DSA Letter Name Score: <17

    Sight words: F&P 100 high frequency word list: <80/100

    F&P:  J

    DIBELS 144 or less

    DORF Intensive: <55

    DORF Accuracy: <91%

    Retell Core: <13

    Retell Quality: n/a

    DSA

    Letter Name Stage Score: <25

    Sight words: F&P 100 high frequency word list: <98/100

    Common Writing Assessment:

    Persuasive (February)

    Rubric Scoring: 1

    F&P:  K

    DIBELS 179 or less

    DORF Intensive: <65

    DORF Accuracy: <93%

    Retell Core: <18

    Retell Quality: n/a

    DSA

    Within Word Stage Score: <6
     

     

    Initial Measure

    Secondary ELA Measure

    3

    Spring (2nd grade) MAP score 30th%ile or lower

     

    DIBELS Oral Reading Fluency

    <70wpm

    4

    NYS ELA and Math Scores

     (received a score of 1 or 2 with a state determined cut score)

    NWEA MAP 30%ile or lower

    and/or

    Writing Benchmark Score of 14/28 or lower

    5

    NYS ELA and Math Scores

     (received a score of 1 or 2 with a state determined cut score)

    NWEA MAP 30%ile or lower

    and/or

    Writing Benchmark Score of 14/28 or lower

    6

    NYS ELA and Math Scores

     (received a score of 1 or 2 with a state determined cut score)

    NWEA MAP 50%ile or lower

    and/or

    Writing Benchmark Score of 14/28 or lower

    7

    NYS ELA and Math Scores

     (received a score of 1 or 2 with a state determined cut score)

    NWEA MAP 50%ile or lower

    and/or

    Writing Benchmark Score of 14/28 or lower

    8

    NYS ELA and Math Scores

     (received a score of 1 or 2 with a state determined cut score)

    NWEA MAP 50%ile or lower

    and/or

    Writing Benchmark Score of 14/28 or lower

    9

    NYS ELA and Math Scores

     (received a score of 1 or 2 with a state determined cut score)

    NWEA MAP 50%ile or lower

    and/or

    Writing Benchmark Score of 14/28 or lower
     
     
    Student Progress Monitoring 
     

    Progress Monitoring Tools

    Students who receive Academic Intervention Services will regularly have their progress monitored to align instructional support with students’ academic strengths and needs.

    Kindergarten – 5th grade

    6th grade – 11th grade  

    NWEA MAP Assessment for ELA and Math

    Fountas and Pinnell Benchmark Assessment

    District Writing Benchmark Assessment

    DIBELS for Oral Reading Fluency

    Phonics Screening Tool

    Early Literacy Profile (Kindergarten -2nd grade)

    Developmental Spelling Assessment (DSA)

    Classroom Assessments

    NWEA MAP Assessment for ELA and Math

    NWEA Skills Navigator Assessment for ELA and Math  (6th – 8th grade)

    Fountas and Pinnell Benchmark Assessment (6th grade)

    District Writing Benchmark Assessment

    Classroom Assessments
     

     

    Student Academic Intervention Exit Criteria 

    Exit Criteria

    All schools regularly review student progress to monitor instruction and at times exit students from Academic Services support. Teachers, administrators and support staff will discuss the progress of students who meet grade level benchmarks based on multiple measures of assessment as indicated in the student identification chart.

    Kindergarten – 5th grade

    6th grade – 11th grade  

    Score of 3 on NYS ELA or Math Test (4th-5th)

    NWEA MAP Assessment for ELA and Math (50%ile or higher)

    Fountas & Pinnell Benchmark Assessment (meets grade level expectation)

    District Writing Benchmark Assessment (meets grade level expectation)

    DIBELS for Oral Reading Fluency (meets grade level expectation)

    Phonics Screening Tool

    Early Literacy Profile (Kindergarten -2nd grade)

    Developmental Spelling Assessment (DSA)

    Classroom Assessments (meets grade level expectation)

    Score of 3 on NYS ELA or Math Test (6th-9th)

    NWEA MAP Assessment for ELA and Math (50%ile or higher)

    NWEA Skills Navigator Assessment for ELA and Math  (6th – 8th grade)

    Fountas & Pinnell Benchmark Assessment (6thmeets grade level expectation)

    District Writing Benchmark Assessment (meets grade level expectation)

    Classroom Assessments (meets grade level expectation)

    Report Card (meets grade level expectation)

    Indirect AIS Support

    Students in grades 3-8 who scored a level 2 with a scaled score above the cut score on NYS Math or ELA or who meet MAP criteria listed above will receive indirect Academic Services Intervention Support. Classroom teachers will monitor student progress through district based measures of progress including but not limited to: NWEA MAP for reading and math, DIBELS, Fountas and Pinnell Reading Benchmark, Writing Benchmark, course work and class assessments.

    Additionally, students may be recommended for Academic Intervention Services based on the following criteria: MAP scores, Fountas and Pinnell Benchmark Assessment, District Writing Benchmark, DIBELS Oral Reading Fluency, report card grades or other classroom assessments as determined by teams at each school. 

     
    Range of Services

    Each building across the district offers a range of services, depending upon the age and need of the individual student.  Click on the links below for a complete description of the services provided at each building or to contact the building representative for more information. 

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