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Garden City Public Schools
Garden City, New York
Inspiring Minds
Empowering Achievement
Building Community
Academic Intervention Services
District Plan
September 2012-August 2014
Garden City Public Schools Academic Intervention Services
1
Committee Members
Dr. Teresa Prendergast, Assistant Superintendent for Curriculum and Instruction
Bernadette Arnone, English Language Arts Curriculum Coordinator
Audrey Bellovin, Principal - Hemlock School
Nanine Cuttitta, Principal - High School
Stuart Dods, Mathematics Curriculum Coordinator
Susan Lee, Assistant Principal - Middle School
Linda Norton, Principal - Stewart School
Dr. Peter Osroff, Principal - Middle School
Janet Gonzalez, Assistant Principal – Stratford School
Eileen Vota, Principal – Stratford School
Kimberley Liguori, Assistant Director of Pupil Personnel Services
Gina Christel, Director of Guidance
Robbin Hatzichristos, Special Education Teacher - Middle School
Kimberly Greenwald, Reading Teacher - Middle School
Jacqueline Guerra, Teacher - Stratford School
James Infranca, Special Education Teacher - High School
Susan Walsh, PTA Parent Representative
Margaret Romeo, SEPTA Parent Representative
Garden City Public Schools Academic Intervention Services
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TABLE OF CONTENTS
Mission Statement ………………………………………………………………………………. 3
Introduction …………………………………………………………………………..................... 3
Definition of Academic Intervention Services ………………………………………………. 3
Intensity of Services ………………………………………………………………………………. 4
Explanation of Eligibility and Exit Criteria ………………………………………………............. 5
Description of Services …………………………………………………………………… … 5
Parental Notification and Involvement ………………………………………………………. 6
Monitoring Student Progress ………………………………………………………………. 6
District Entrance and Exit Criteria for Academic Intervention Services
Grades K-1 ………..………………………………………………................................... 7
Grades 2-5 ………………………………………………………………………………. 8
Grades 6-8 ……………………………………………………………………………. . 10
Grades 9-12 …………………………………………………………………………… .. 11
Appendix
Definitions of Terms …………………………………………………….. 15
NYS Education Department Regulations ……………………………………………. 17
Sample Parent Letters …………………………………………………………….. 18
Garden City Public Schools Academic Intervention Services
3
Mission Statement
The Garden City School District seeks to create an environment for learning which enables each
student the opportunity to grow as an individual as well as a group member while striving to
achieve the optimal level of academic, social, and personal success.
Students will thrive in a learning environment that is developmentally appropriate, individualized,
and challenging.
Our goal and responsibility is to help each student develop an enthusiasm for learning, a respect
for self and others, and the skills to become a creative independent thinker and problem solver.
Introduction
The Garden City School District’s Academic Intervention Services (AIS) plan was developed to
meet the requirements of the Section 100.2(ee) revisions to the Commissioner’s Regulations.
School districts are required to provide instructional and student support services to help students
achieve the New York State learning standards.
Definition Academic Intervention Services are defined as additional instructional services that supplement
regular classroom instruction and/or student support services designed to help students achieve the
New York State learning standards. Academic Intervention Services are direct services intended to
assist students who are identified as being at-risk of not achieving the New York State learning
standards in English Language Arts and mathematics in grades K-12 and in social studies and
science in grades 4-12. In addition, the services are provided to those students who are identified
as being at-risk of not gaining the skills and knowledge necessary to meet or exceed designated
performance levels on the New York State assessments. Each year the elementary and intermediate
state assessments will have four designated performance levels on each assessment.
Level 1 The student has not met academic standards, has serious academic problems,
and needs extra help.
Level 2 The student has not met the academic standards, has some academic
problems, and needs extra help.
Level 3 The student has met the academic standards.
Level 4 The student exceeds the standards and is moving toward high performance.
All students who score at Levels 1 and 2 must receive Academic Intervention Services. The
services for a particular student should vary in intensity based on the student’s needs as measured
by state assessments and other information about the student’s performance. In addition, the plan
must address barriers to student progress including attendance problems, discipline problems,
family-related problems, health-related issues, nutrition-related issues, and mobility/transfer related
issues.
Academic Intervention Services must be initiated no later than the beginning of the semester
following a determination that a student needs such services.
Garden City Public Schools Academic Intervention Services
4
Intensity of Services
The intensity of services will be based on the level of student need as determined by multiple
measures and sources of evidence gathered by the school district.
Frequency of services will be based on the level of intensity of services and IST/SRT
recommendation.
High Intensity Needs:
ESL
Remedial Reading
Wilson Reading Program
Push-In Reading
Regents Review
Summer School
Support Services (guidance, school psychologist, social worker)
Moderate Intensity Needs:
ESL
Team Support
Integrated Support Class
Support Services (guidance, school psychologist, social worker)
Low Intensity Needs:
ESL
Progress Monitoring
Homework Help
Before School /After-School Academic Intervention Program
Support Services (guidance, school psychologist, social worker)
The following information is included in this Academic Intervention Services plan:
Criteria for entrance and exit eligibility
Description of services
Procedure for parent notification
Procedure for monitoring student progress.
As per New York State Education Department Regulations, the plan will be revised biannually.
Garden City Public Schools Academic Intervention Services
5
Eligibility Criteria
Specific circumstances automatically qualify a student for Academic Intervention Services:
Students who score below the designated performance levels (level 1 or level 2) on
elementary, intermediate, and commencement-level New York State assessments in English
Language Arts, mathematics, social studies, and science
Students who are at-risk of not meeting New York State standards as indicated through
district-adopted procedures
Students in grades K-2 who lack reading readiness
Limited English Proficient (LEP)/English Language Learners (ELL) who do not achieve the
annual performance standards.
In addition, the District will use multiple measures to determine student eligibility for Academic
Intervention Services. These multiple sources may include but are not limited to:
Early reading assessments/literacy profiles such as Gates-MacGinitie Reading Test
Early assessment through literacy profile tools
Elementary math assessments such as Pearson Diagnostic Readiness Test and
KeyMath3 Diagnostic Assessment
AIMSweb
Acuity Informative Assessments
Performance on New York State assessments
Performance on teacher assessments
Performance on benchmark assessments
Classroom performance
Report card grades
Observation and anecdotal records
Recommendation by teacher, counselor, administrator, or other school staff
Special Education
Academic Intervention Services will be provided to students with disabilities on the same basis as
non-disabled students. Academic Intervention Services are provided in addition to special education
services. The same appropriate accommodations and supports outlined on the student’s
Individualized Education Program (IEP) must be provided when Academic Intervention Services
are delivered.
Exit Criteria
Academic Intervention Services may be discontinued when the student achieves proficiency on the
New York State assessments or when the student meets one or more of the requirements outlined in
this document.
Description of Services
The following services could include but are not limited to:
Extra period(s)/time during the regular school day
Within-class staff that reduces student-teacher ratio
Before and after-school sessions
Summer school
All Academic Intervention Services are provided by certified, highly-qualified teachers.
Garden City Public Schools Academic Intervention Services
6
Parental Notification and Involvement Parents/guardians play a vital role in the academic success of their children. The District is
committed to establishing a strong partnership with parents to ensure academic success for all
students.
The parent/guardian will be notified, in writing, by the building principal that the student requires
Academic Intervention Services. This notice will be translated, where appropriate, into the native
language of parents. Other forms of communication may be necessary (e.g. for the visually
impaired).
This commencement notification will include:
The reason the student requires such services;
A summary of the services to be provided; and
The consequences of not achieving the expected performance levels.
When services are to be discontinued, the parent/guardian of the student will be notified, in writing,
by the building principal. This notice will:
Include the criteria used for terminating the service;
Indicate the performance levels obtained on district-level and/or state assessments.
Placement in educational programs during the regular school day is the responsibility of the District
and school. Parents may not refuse to have their child participate in Academic Intervention Services
if they are offered within the regular school day.
Monitoring Student Progress
At a minimum, the school will provide parents/guardians with the following:
Reports on the student’s progress at least once each quarter by mail, telephone,
telecommunications, or other means;
Opportunity to consult with the student’s regular classroom teacher(s), and other
professional staff providing Academic Intervention Services, at least once per semester
during the regular school year;
Information on ways to work with their child to improve achievement.
Garden City Public Schools Academic Intervention Services
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GRADES K-1
Grade Level Entrance Criteria Exit Criteria
K
DIAL Screening
o Content
o Language
o Motor
o Self Help
o Social Emotional
Scoring at the 25th
percentile or below in
any of above areas
Progress Monitoring
1
Guided Reading B or below
Early Learning Profile (ELP Data)
Rhyming below 10
Lower case letter identification below
24
Spelling below 10
High-frequency words below 50
Gates MacGinitie Reading Test – 48th
percentile or below
Teacher Recommendation
Guided Reading Level H or above
Gates MacGinitie Reading Test – 49th
percentile or above
Teacher Recommendation
Garden City Public Schools Academic Intervention Services
8
GRADES 2-5
ENGLISH LANGUAGE ARTS
Grade Level Entrance Criteria Exit Criteria
2
Guided Reading G or below
Gates MacGinitie Reading Test – 48th
percentile or below
Developmental Skills
Teacher Recommendation
Guided Reading Level N or above
Gates-MaGinite Reading Test – 49th
percentile or above
Teacher Recommendation
3
Gates-MacGinite Reading Test – 48th
percentile or below
Tier 1 or Tier 2 on the Acuity Informative
Assessments
Teacher Recommendation
Level 3 or 4 on New York State
English Language Arts Assessment
Teacher Recommendation
4
Level 1 or 2 on New York State English
Language Arts Assessment, grade 3
Tier 1 or Tier 2 on the Acuity Informative
Assessments
Teacher Recommendation
Level 3 or 4 on New York State
English Language Arts Assessment
Teacher Recommendation
5
Level 1 or 2 on New York State English
Language Arts Assessment, grade 4
Tier 1 or Tier 2 on the Acuity Informative
Assessments
Teacher Recommendation
Level 3 or 4 on New York State
English Language Arts Assessment
Teacher Recommendation
Garden City Public Schools Academic Intervention Services
9
GRADES 2-5
MATH
Grade Level Entrance Criteria Exit Criteria
2
Pearson Diagnostic Readiness Test – 59th
percentile or below
IST Recommendation/KeyMath3
Diagnostic Assessment – 50th
percentile or
below
Teacher Recommendation
Pearson Diagnostic Readiness Test –
60th
percentile or above
KeyMath3 Diagnostic Assessment –
51st percentile or above
3
Tier 1 or Tier 2 on the Acuity Informative
Assessments
IST Recommendation/KeyMath3
Diagnostic Assessment – 50th
percentile or
below
Pearson Diagnostic Readiness Test – 59th
percentile or below
Teacher Recommendation
Level 3 or 4 on New York State Math
Assessment
Teacher Recommendation
4
Level 1 or 2 on New York State Math
Assessment, grade 3
Tier 1 or Tier 2 on the Acuity Informative
Assessments
IST Recommendation/KeyMath3
Diagnostic Assessment – 50th
percentile or
below
Teacher Recommendation
Level 3 or 4 on New York State Math
Assessment
Teacher Recommendation
5
Level 1 or 2 on New York State Math
Assessment, grade 4
Tier 1 or Tier 2 on the Acuity Informative
Assessments
IST Recommendation/KeyMath3
Diagnostic Assessment – 50th
percentile or
below
Teacher Recommendation
Level 3 or 4 on New York State Math
Assessment
Teacher Recommendation
Garden City Public Schools Academic Intervention Services
10
GRADES 6-8
Grade Level Entrance Criteria Exit Criteria
6 Level 1 or 2 on New York State
Assessment, grade 5
Tier 1 or Tier 2 on the Acuity Informative
Assessments
Performance on Departmental Benchmark
Assessment- Score 75% or below
Quarterly Report Card Grade at or below
75
Team Support
IST/CST Recommendation
Teacher Recommendation
Level 3 or 4 on New York State
Assessment
Level 3 on in-class benchmark
assessments
Teacher Recommendation
7 Level 1 or 2 on New York State
Assessment, grade 6
Tier 1 or Tier 2 on the Acuity Informative
Assessments
Performance on Departmental Benchmark
Assessment- Score 75% or below
Quarterly Report Card Grade at or below
75
Team Support
IST/CST Recommendation
Teacher Recommendation
Level 3 or 4 on New York State
Assessment
Level 3 on in-class benchmark
assessments
Teacher Recommendation
8 Level 1 or 2 on New York State
Assessment, grade 7
Tier 1 or Tier 2 on the Acuity Informative
Assessments
Performance on Departmental Benchmark
Assessment- Score 75% or below
Quarterly Report Card Grade at or below
75
Team Support
IST/CST Recommendation
Teacher Recommendation
Level 3 or 4 on New York State
Assessment
Level 3 on in-class benchmark
assessments
Teacher Recommendation
Garden City Public Schools Academic Intervention Services
11
GRADES 9-12
MATH
Services Entrance Criteria Exit Criteria
Progress Monitoring
Level 1 or 2 on New York State
Math Assessment, grade 8
Passing Regents Exam
Algebra Support Level 1 or 2 on New York State
Math Assessment, grade 8
Math 8 final average at or below 75
Student Review Team (SRT)
referral
Teacher Recommendation
Passing Algebra Regents Exam
Geometry Support
Algebra final average at or below
75
Student Review Team (SRT)
referral
Teacher Recommendation
Passing Geometry Regents Exam
Algebra 2/Trigonometry
Support
Geometry final average at or below
75
Student Review Team (SRT)
Teacher Recommendation
Passing Algebra 2/Trigonometry
Regents
Integrated Class Support Special Education students enrolled
in two or more co-taught classes
(per IEP)
Student Review Team (SRT)
referral
Teacher Recommendation
Passing Regents Exam
Academic Intervention
Program (AIP)
(After School Sessions)
Level 1 or 2 on New York State
Math Assessment, grade 8
Student Review Team (SRT)
referral
Teacher Recommendation
Passing Regents Exam
Garden City Public Schools Academic Intervention Services
12
GRADES 9-12
ENGLISH
Services Entrance Criteria Exit Criteria
Progress Monitoring
Level 1 or 2 on New York State
English Language Arts
Assessment, grade 8
Student Review Team (SRT)
referral
Teacher Recommendation
Passing Regents Exam
Integrated Class Support Special Education students
enrolled in two or more co-taught
classes (per IEP)
Student Review Team (SRT)
referral
Teacher Recommendation
Passing Regents Exam
Academic Intervention
Program (AIP)
(After School Sessions)
Level 1 or 2 on New York State
English Language Arts
Assessment, grade 8
Student Review Team (SRT)
referral
Teacher Recommendation
Passing English Regents Exam
Reading
Level 1 or 2 on New York State
English Language Arts
Assessment, grade 8
Gates MacGinite Reading Test –
40th
percentile or below
Student Review Team (SRT)
referral
Teacher Recommendation
Passing English Regents Exam
Gates MacGinite Reading Test –
41st percentile or above
Garden City Public Schools Academic Intervention Services
13
GRADES 9-12
SOCIAL STUDIES
Services Entrance Criteria Exit Criteria
Progress Monitoring
Student Review Team (SRT) referral
Teacher Recommendation
Passing Regents Exam
Integrated Class Support Special Education students enrolled in
two or more co-taught classes (per
IEP)
Student Review Team (SRT) referral
Teacher Recommendation
Passing Regents Exam
Academic Intervention
Program (AIP)
(After School Sessions)
Score below 65% on 9th
grade Global
History final exam.
Student Review Team (SRT) referral
Teacher Recommendation
Passing Global History and
US History Regents Exam
Garden City Public Schools Academic Intervention Services
14
GRADES 9-12
SCIENCE
Services Entrance Criteria Exit Criteria
Progress Monitoring
Level 1 or 2 on New York Science
Assessment, grade 8
Student Review Team (SRT) referral
Teacher Recommendation
Passing Regents Exam
Integrated Class Support Special Education students enrolled in
two or more co-taught classes (per IEP)
Student Review Team (SRT) referral
Teacher Recommendation
Passing Regents Exam
Garden City Public Schools Academic Intervention Services
15
Definitions of Terms
Academic Intervention Program – An after-school program designed to give additional support to
ninth grade students who are at-risk of not meeting the New York State standards. Students who
achieve a Level 1 or Level 2 on the eighth grade New York State English Language Arts and
Mathematics Assessments are invited to participate in the program.
Acuity Informative Assessments - Informative assessments for grades 3-8 in English Language Arts
and Mathematics, which are aligned to the Common Core Learning Standards.
AIMSweb - A benchmark and progress monitoring system based for grades K-4 on direct, frequent
and continuous student assessment. Data is collected via a web-based management and reporting
system to determine response to intervention.
Benchmark Assessment - A formative, departmental assessment used to gauge students’ readiness
for the state assessment.
Child Study Team (CST) - This team, led by the school psychologist, is comprised of an
administrator, a guidance counselor, a general education teacher, a reading teacher, and other
relevant support personnel. A student is recommended to the team if the strategies suggested by the
Instructional Support Team (IST) are not providing the level of support needed for the student to be
successful in the classroom. Classified students can also be recommended to the team to discuss
further modification to their academic program. The team may suggest further testing at this
meeting.
Early Literacy Profile (ELP) - An assessment for screening and diagnosis of reading and writing
skills of children in kindergarten. Children are assessed in their ability to recognize letters and
sounds, spell words, rhyme, and read high-frequency words.
Gates Mac-Ginitie Reading Test (GMRT) - The GMRT is administered to all children receiving
reading support in the spring of each academic year in grades K-12. The kindergarten test consists
of three sections: Initial Consonants and Consonant Clusters and Vowels, Final Consonants and
Consonant Clusters and Vowels and Basic Story Words. The grade one test consists of two sub
tests: Word Decoding and Comprehension. The grade two test consists of three subtests: Word
Decoding, Word Knowledge, and Comprehension. The grades three through five tests consist of
two subtests: Word Knowledge and Comprehension. The grades six through twelve tests consist of
two subtests: Vocabulary and Comprehension.
Instructional Support Team (IST) - The team is comprised of administrators, teachers, the school
psychologist, a guidance counselor, and relevant support personnel. A student is recommended to
the team by the teacher(s), if he or she is struggling academically. The primary function is to
identify remediation strategies and make instructional recommendations to be used in the classroom
setting.
Integrated Support Class- Integrated support is a general education support that is open to both
general education students and special education students enrolled in two or more co-taught classes
who are struggling in core content area subjects. The class is offered during the school day.
Garden City Public Schools Academic Intervention Services
16
KeyMath3 Diagnostic Assessment - A diagnostic tool to assess students’ mathematical ability.
Students are screened in the following subtests: Number Sense and Operation, Measurement, and
Written Calculation.
Pearson Diagnostic Readiness Test - A diagnostic tool utilized in grades one through three to
identify children at risk for math difficulties. The math diagnostic assessment subtests utilized are
Number Sense and Operation, Measurement, and Problem Solving and Calculation.
Student Review Team (SRT) - Student Review Team (SRT) is a support module that includes high
school administration, school counselors, the nurse, social worker, and school psychologists. The
team meets weekly to discuss at-risk students who are referred by administration, teachers and
counselors due to a variety of difficulties. The primary goal is to construct proactive intervention
plans, which may include pre-referral strategies, behavioral recommendations, and/or referrals to
the Section 504 Committee or Committee on Special Education. The SRT also discusses concerns
faced by the student body to determine whether school-wide interventions are needed.
Garden City Public Schools Academic Intervention Services
17
New York State Education Department Regulations Definition http://www.emsc.nysed.gov//part100/pages/1001.html#g
Academic Intervention Services means additional instruction which supplements the instruction
provided in the general curriculum and assists students in meeting the State learning standards as
defined in subdivision (t) of this section and/or student support services which may include
guidance, counseling, attendance, and study skills which are needed to support improved academic
performance; provided that such services shall not include services provided to students with
limited English proficiency pursuant to Part 154 of this Title or special education services and
programs as defined in Education Law, section 4401(1) and (2). 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.
Academic Intervention Services shall be made available to students with disabilities on the same
basis as non-disabled students, provided, however, that such services shall be provided to the extent
consistent with the individualized education program developed for such student pursuant to section
4402 of the Education Law.
Requirements for Students in Grades K-3
http://www.emsc.nysed.gov//part100/pages/1002.html
Schools shall provide Academic Intervention Services to students in kindergarten to grade three
when such students:
are determined, through a district-developed or district-adopted procedure that meets State
criteria and is applied uniformly at each grade level, to lack reading readiness based on an
appraisal of the student, including his/her knowledge of sounds and letters; or
are determined, through a district-developed or district-adopted procedure applied uniformly at
each grade level, to be at risk of not achieving the State designated performance level in English
language arts and/or mathematics. This district procedure may also include diagnostic screening
for vision, hearing and physical disabilities pursuant to article 19 of the Education Law, as well
as screening for possible limited English proficiency or possible disability pursuant to Part 117
(diagnostic screening of new entrants) of this Title.
Garden City Public Schools Academic Intervention Services
18
INCLUSION IN AIS (GRADES K-1)
[Date]
Dear Parent or Guardian,
The Garden City School District has a plan for Academic Intervention Services in Reading for
students in Grade 1. These services are designed to help students achieve the New York State
learning standards. Services include two components: additional instruction that supplements
and/or enhances the regular classroom instruction, and student support services needed to address
barriers to improve academic performance.
Your child has been identified as a student who is at risk of not meeting the New York State
learning standards in English Language Arts. This determination is based on standardized test
scores, daily classroom performance and/or teacher recommendation.
Additional support services will be provided through the Developmental Skills Reading program,
which includes daily instruction during the school day for a period of 40 minutes each day.
We are confident that this service will better prepare your child to meet the New York State
learning standards.
Sincerely,
School Principal
Garden City Public Schools Academic Intervention Services
19
INCLUSION IN AIS (GRADES 2-5)
[Date]
Dear Parent or Guardian,
The New York State Department of Education has established rigorous standards in English
Language Arts, mathematics, social studies, and science, which must be met by all students. These
standards are assessed at various grade levels during a child’s elementary and secondary education.
Students who have not met or are at risk of not meeting these standards are required by the State to
receive Academic Intervention Services. The services provide students additional instructional
time or student support services needed to address barriers to improve performance. A student who
scores at level 1 and level 2 on a New York State Assessment must receive these services during the
school day.
Based on your child’s performance on [insert], Academic Intervention Services are required at this
time to better prepare your child to meet these standards. This determination is based on district
standardized scores, staff recommendations, and/or performance of a level 1 or level 2 on the New
York State Assessment.
Academic Intervention Services will be provided for your child through the remedial reading and/or
mathematics program, [duration of program].
Please be advised that your child must satisfactorily meet the established New York State
Standards. Failure to achieve these standards may jeopardize your child’s academic future. I am
confident these services will better prepare your child to meet the standards.
Sincerely,
School Principal
Garden City Public Schools Academic Intervention Services
20
INCLUSION IN AIS (GRADES 6-12)
[Date]
Dear Parent or Guardian,
The New York State Department of Education has established rigorous standards in English
Language Arts, mathematics, social studies, and science, which must be met by all students. These
standards are assessed at various grade levels during a child’s elementary and secondary education.
Students who have not met or are at risk of not meeting these standards are required by the State to
receive Academic Intervention Services. The services provide students additional instructional
time or student support services needed to address barriers to improve performance. A student who
scores at level 1 and level 2 on a New York State Assessment must receive these services during the
school day.
Based on your child’s performance on [insert], Academic Intervention Services are required at this
time to better prepare your child to meet these standards. This determination is based on district
standardized scores, staff recommendations, and/or performance of a level 1 or level 2 on the New
York State Assessment.
Academic Intervention Services will be provided for your child in [insert type of program and
duration of program].
Please be advised that your child must satisfactorily meet the established New York State
Standards. Failure to achieve these standards may jeopardize your child’s academic future. I am
confident these services will better prepare your child to meet the standards.
Sincerely,
School Principal
Garden City Public Schools Academic Intervention Services
21
DISCONTINUE AIS (K-12)
[Date]
Dear Parent or Guardian,
As you are aware, your child has been receiving Academic Intervention Services. Students who
have not met or are at risk of not meeting these standards are required by the State to receive
Academic Intervention Services. The services provide students additional instructional time or
student support services needed to address barriers to improve performance. A student who scores
at level 1 and level 2 on a New York State Assessment must receive these services during the school
day
I am pleased to inform you that your child will no longer be required to receive Academic
Intervention Services. This determination has been based on your child’s successful progress on
district standardized assessments, staff recommendations, and/or performance of a level 3 or level 4
on the New York State Assessment.
Please be assured your child’s progress will continue to be closely monitored to ensure his/her
continued success.
Sincerely,
School Principal
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