ACADEMIC INTERVENTION SERVICES DESCRIPTION: 2000-01

ACADEMIC INTERVENTION SERVICES DESCRIPTION: 2013-2014 (In lieu of Title I Portion of Consolidated Application Narrative Update)

District: Peru Central School

BEDS Code: 09110106

Grade Level/ Grade Level Group: 1-2 Standards Area: Math Schools With Variations? No /Yes (List schools in Section III and identify all variations from the district description of instructional and/or student support

services (Iia/Iib) that apply to a school or school.)

1a. Procedures to Determine AIS Instructional Need/AIS Discontinuance

Multiple Measure(s) Criteria To Determine AIS Need Criteria To Discontinue AIS

Developmental Measures:

MacMillan/McGraw-Hill Baseline

Assessments

Cumulative Assessments

Previous Grade Level Average/End-Of-

Year Assessments

10 or more points below grade cut score based on

grade level average as determined by local norms)

Consistently at or above the grade cut score

(based on grade level average as determined

by local norms) with recommendation from

AIS provider and/or classroom teacher.

Tests of Technical Quality:

Terra Nova

STAR

Below 40%

Below 40%

40% and above

40% and above

Sources of Evidence:

Classroom Performance:

Grade level MacMillan/McGraw-Hill

Chapter Assessments

Cumulative Assessments

Curriculum Based Measurements (CBM)

measuring identified area of weakness

10 or more points below grade cut score based on

grade level average as determined by local norms)


(based on grade level average as determined

by local norms) with recommendation from

AIS and/or classroom teacher.

Other Recommendations: administrators,

counselors and other staff via the AIS referral

process.

Based on individual need after review of the AIS

referral form.

Combination of other indicators as determined

by classroom teacher and/or the AIS provider.

Students Records:

Progress Reports and Report Card Grades

Transfer records

Level 1 or 2 on the Classroom Report Cards

Presently receiving services

Level 3 or 4 on Classroom Report Card


with recommendation from AIS and/or

classroom teacher.

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I b. Description of Level of Intensity Need - Based on Multiple Measures and Evidence/ Related Criteria:

High Intensity Need: Tier 3

Grade 1 – Baseline Test and/or 4 or more indicators per quarter and/or consecutive assessments

Grade 2 – Baseline Test and/or 4 or more indicators per quarter and/or consecutive assessments

STAR (below 24%) as one indicator.

Moderate Intensity Need: Tier 2

Grade 1 – Baseline Test and/or 2-3 indicators per quarter and/or consecutive assessments

Grade 2 – Baseline Test and/or 2-3 indicators per quarter and/or consecutive assessment

STAR (below 25-40%) as one indicator

Low Intensity: Tier 1**

Grade 1 – Baseline Test and/or 0-2 indicators

Grade 2 – Baseline Test and/or 0-2 indicators

STAR (below 41-50%) as one indicator.

**Classroom teachers, counselors, AIS providers and case managers will monitor Tier 1 students and forward concerns to S-BIT (School Based

Intervention Team) in regard to students not making progress.

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1c. Procedures to Determine AIS Student Support Need/AIS Discontinuance-Counseling Support



-Curriculum based assessments/measures

-Cumulative folder review

-Social/emotional/behavioral standardized

screening measure

-Counseling referral made by parent or school

staff member

-Below age appropriate expectations

-Impact on educational performance

-Below expectations on screening measure

-Recommendation from School Based

Intervention Team (S-BIT) with significant

delay/impairment compared to grade or age

level peers.

-Counselor’s recommendation

-S-BIT recommendation

-Improved academic performance

Diagnostic Screening: Visual/hearing/medical

exams

-Screening criteria not met

-S-BIT Recommendation

-Medical recommendations


Psychological Testing: Screening for Attention Deficit Hyperactivity

Disorder

-Results of screening measures

-Psychologist recommendation




Sources of Evidence

Reports:

-Discipline referrals/records

-Professional observation

-Counseling referral

-Progress reports

-Retention plans

-S-BIT Recommendation -S-BIT Recommendation


-Decrease in discipline referrals

Student Records:

Attendance Records: referrals for absences,

tardiness

As per PCS District attendance policy. Improved attendance patterns, decrease in

referrals as determined by administration and

school nurse.

Report Card Performance below grade level expectations Academic performance at or above grade

level expectations

Transfer Records with cumulative folder Data reviewed by counselors. Consultation with appropriate providers.

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I d. Description of Level of Intensity Need - Based on Multiple Measures and Evidence/ Related Criteria:

All intensity levels will include a review of health screening, counselor review of report cards, progress reports, attendance records, encouragement

of students to use ELA/Math Test Prep Labs, peer tutoring, and homework lab. *

Tier 3/High Intensity Need: Regular attendance calls by attendance clerk.

In school counseling and support services.

Referral to law enforcement, PINS and community agencies.

Referral to CSE for potential disabilities.

Referral to outside agencies for social and/or emotional support for students and families

Tier 2/Moderate Intensity Need: Regular attendance calls by attendance clerk.


Parent consultation regarding areas of concern

In school counseling and support services

Tier 1/Low Intensity: Regular attendance calls by the school nurse office.

Annual review of academic progress

Short-term counseling and/or support services

Contingent upon available funds *

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II a. Academic Intervention Services - Instructional Support

Description of Services Intensity Factors: Frequency/Duration/ Individualization

High

Intensity

Regular School Day: Push in and/or pull out intensive

instruction

Instruction: 3times a 6 day cycle / up to 30 minutes (Maximum of 5

students)

Moderate

Intensity

Regular School Day: Push in and/or pull out intensive

instruction

Instruction: 3 times a 6 day cycle /up to 30 minutes

(Maximum of 5 students with flexibility up to 8 students with mutual

agreement between administration and the AIS provider.)

Low

Intensity

Regular School Day: Progress Monitor

Progress monitored by classroom teacher

(Referrals to AIS staff and/or Instructional Support Team as

appropriate)

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II b. Academic Intervention Services - Student Support


High

Intensity

Regular School Day: Counseling with appropriate

school staff, social service worker, parent and/or teacher

consultation

Before/After School: Provided by outside agencies

(e.g., YMCA, etc.)*

Summer: Provided by outside agencies *

At least one time per 6 day cycle for 30 minutes

Individual or Group

Moderate

Intensity



consultation

Before/After School: N/A

Summer: N/A

At least once every other 6 day cycle for 30 minutes

Individual or Group

Low

Intensity



consultation


Summer: N/A

At least once per quarter, duration as needed

Individual or Group


Peru Central School

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BEDS Code: 09110106

Grade Level/ Grade Level Group:3-6 Standards Area: Math Schools With Variations? No /Yes (List schools in Section III and identify all variations from the district description of instructional and/or student support


1a. Procedures to Determine AIS Instructional Need/AIS Discontinuance


State Assessment:

New York State Grade 3 Math Assessment



Level 2 and below

Level 3 and above


(District Adopted Math samples)

3rd

Grade

End of Year Cumulative Assessments (Gr.2)

Pre-Assessment (September)

4th

Grade End of Year Interim Assessments/or Average (Gr. 3) 5

th Grade

End of Year Interim Assessments/or Average (Gr.4)

10 points or more below the cut score

(based on grade level average as

determined by local norms)

Consistently at or above grade cut score (based on

grade level average as determined by local norms) with

the recommendation of the classroom teacher and/or

AIS provider.


3rd

Grade: Terra Nova 12

AIMS WEB 4th

, 5th,

6th

Grade

Progress Monitor MCOMP & MCAP

STAR

Below 40 percentile

Below 40 %

Below 40 %

40 percentile and above



Sources of Evidence

Classroom Performance:

Curriculum-based measures (CBM) per individual-

based areas of weakness

3rd

, 4th

, 5th

& 6th

Grade

MacMillan/McGraw-Hill(3rd

, 4th

) Unit Tests/Chapter

Tests

5th

Grade Unit Tests/Cumulative Test

6th

Grade Unit Tests/Cumulative Test

Teacher Recommendations:

Based on math work samples: homework completion,

Below 40 percentile

Below 70 %

10 points or more below the cut score

(based on grade level average as

determined by local norms)

Below 70 %

Consistently at or above grade cut score (based on

grade level average as determined by local norms) with

the recommendation of classroom teacher and/or the

AIS provider.

70% or above

70% or above

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content quizzes and tests


counselors and other staff via the AIS referral process.

Based on individual need after review of

the AIS referral form.

Combination of other indicators as determined by the

classroom teacher and/or the AIS provider.

Reports/Grades: Passing Grades Below 65 % 70% and above.

Students Records: Progress Reports,

Report Card Grades, Rubrics

Below 70% or Level 1 or 2

70% and above or Level 3 or above


High Intensity Need: Tier 3

Grade 3 Terra Nova Math 12 (24% and below) with a minimum of three additional indicators as listed above

Grade 4, 5 NYS Math Assessment Level 1 or 2 with a minimum of three additional indicators as listed above

Grades 3-6 STAR (below 24%) as one indicator.

Moderate Intensity Need: Tier 2

Terra Nova Math 12 with a score (25% - 40%) with a minimum of two additional indicators as listed above..

NYS Math Gr. 3, Gr. 4 Level 2 or 1 with a minimum of two additional indicators as listed above.

Grades 3-6 STAR (25% - 40%) as one indicator.

Low Intensity: Tier 1**

Terra Nova Math 12 with a score (41% - 50%) with one additional indicator or less.

NYS Math Gr. 3, Gr. 4 Level 2 with one additional indicator or less.

Grades 3-6 STAR (41% - 50%)) as one indicator.

**Classroom teachers, counselors, AIS providers and case managers will monitor Tier 1 students and forward concerns to S-BIT (School Based

Intervention Team) in regard to students not making progress.

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I c. Procedures to Determine AIS Student Support Need/AIS Discontinuance-Counseling Support



-Curriculum based assessments/measures

-Cumulative folder review

-Social/emotional/behavioral standardized

screening measure

-Counseling referral made by parent or school

staff member

-Below age appropriate expectations

-Impact on educational performance

-Below expectations on screening measure

-Recommendation from School Based

Intervention Team (S-BIT) with significant


level peers.

-Counselor’s recommendation




exams

-Screening criteria not met

-S-BIT Recommendation

-Medical recommendations


Psychological Testing: Screening for Attention Deficit Hyperactivity

Disorder

-Results of screening measures





Sources of Evidence

Reports:

-Discipline referrals/records

-Professional observation

-Counseling referral

-Progress reports

-Retention plans

-S-BIT Recommendation -S-BIT Recommendation


-Decrease in discipline referrals

Student Records:

Attendance Records: referrals for absences,

tardiness

As per PCS District attendance policy. Improved attendance patterns, decrease in referrals as

determined by administration and school nurse.

Report Card Performance below grade level expectations Academic performance at or above grade level

expectations


Peru Central School

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All intensity levels will include a review of health screening, counselor review of report cards, progress reports, attendance records, encouragement

of students to use ELA/Math Test Prep Labs, peer tutoring, and homework lab. *

Tier 3/High Intensity Need: Regular attendance calls by attendance clerk.





Tier 2/Moderate Intensity Need: Regular attendance calls by attendance clerk.


Parent consultation regarding areas of concern


Tier 1/Low Intensity: Regular attendance calls by the school nurse office.

Annual review of academic progress

Short-term counseling and/or support services


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High

Intensity

Regular School Day: Pull-out small group

intensive instruction

Before/After School: Access to after school homework and

math lab.*

Summer: N/A

5-6 times in a 6 day cycle, 30-40 minutes per session, pull-out, mini group

up to 5 students as the schedule allows OR Small group pull-aside in

classroom.

As scheduled.*

Moderate

Intensity

Regular School Day: Small group pull-aside in classroom

and/or pull-out instruction and/or co teaching OR

Content Area Math Problem Solving


math lab.*

Summer: N/A

3-4 times in a 6 day cycle, 30-40 minutes per session, pull-out or pull-aside,

small group of up to 5 students. OR Flexibility provided up to 8 students

with the mutual agreement of administration and the AIS provider.

3-4 times in a 6 day cycle, 40 minutes per session, pull out, large group of

up to 15 students

As scheduled.*

Low

Intensity

Regular School Day:

Tier I - General Instruction

Tier Ia -Progress Monitor Observation List

Tier Ib Low Intensity/Progress Monitor

Content Area Math Problem Solving


math lab,*

Summer: N/A

Tier I, Ia- instruction as needed by classroom teacher

Tier Ib - small group by the classroom teacher, 20-30 minutes, 2-3 days per

cycle

3-4 times in a 6 day cycle, 40 minutes per session, pull out, large group of

up to 15 students

As scheduled.*


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High

Intensity



consultation

Before/After School: Provided by outside agencies

(e.g., YMCA, etc.)*

Summer: Provided by outside agencies *

At least one time per 6 day cycle for 30 minutes

Individual or Group

Moderate

Intensity



consultation


Summer: N/A

At least once every other 6 day cycle for 30 minutes

Individual or Group

Low

Intensity



consultation


Summer: N/A

At least once per quarter, duration as needed

Individual or Group


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BEDS Code: 09110106



Ia. Procedures to Determine AIS Instructional Need/AIS Discontinuance


State Assessment:

New York State Grades 6, 7 Math Assessment Level 1, 2 with other indicators to determine

intensity level.

New York State Grades 7, 8 Math

Assessment Level 3, 4


District adopted uniform pre & post

assessments designed to show student growth in

grades 7, 8

with district adopted uniform interim

assessments administered @ equal intervals in

between

Below 70 % average (raw scores)

Average raw scores consistently below 70%

70% and above with recommendation of

classroom teacher and/or AIS provider.

Average raw scores consistently 70% and

above with the recommendation of the

classroom teacher and/or the AIS providers.


STAR

below 40 %

40% or above

Sources of Evidence

Classroom Performance: Teacher

recommendation based on Math work samples. (homework, content quizzes & tests)

Average raw scores consistently below 70% Consistently 70% and above with

recommendation of the classroom teacher

and/or AIS provider.



process.

Based on individual need after review of the

AIS referral form.

Combination of other indicators as

determined by classroom teacher and/or the

AIS provider.

Reports/Grades: Passing Grades Below 65% 70% and above

Students Records: Progress Reports

Report Card Grades

Below 70%

70% and above

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High Intensity Need:

New York State Grades 6, 7, 8 Math Assessment Level 1 or 2 with a minimum of three additional indicators.

Grades 6, 7, 8 STAR (below 24%) as one indicator.

Moderate Intensity Need:

New York State Grades 6, 7, 8 Math Assessment Level 1 or 2 with a minimum of two additional indicators.

Grades 6, 7, 8 STAR (25% - 40%) as one indicator.

Low Intensity:

New York State Grades 6, 7, 8 Math Assessment Level 1 or 2 with one or no other indicators.

Grades 6, 7, 8 STAR (41% - 50%)) as one indicator.

Progress monitored by school counselors, classroom teachers, AIS providers, and case managers for special education students

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Ic. Procedures to Determine AIS Student Support Need/AIS Discontinuance


Developmental Measures: Classroom

Performance Assessment through progress

reports, report cards, professional observations

Data reviewed by School-Based Intervention

Team (S-BIT) for significant delay/impairment

compared to grade/age level peers

Counselor Recommendation


exams

Not meeting screening criteria Medical Recommendations

Psychological Testing: N/A

Sources of Evidence

Reports:

Discipline Referrals, ISS, OSS, professional

observations, PM School referrals

Evidence by counselors, administration and

community service/agency providers.

Recommendations by school staff and

community service/agency providers. .

Student Records:

Attendance Records: Monitor

attendance/tardiness, referrals for absences,

tardiness i.e. counselor, nurse, administration

following district attendance policy protocols.


referrals as determined by administration.


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All intensity levels will include a review of health screening and counselor review of report cards, progress reports, attendance, Homework Lab 6, 7, 8

and 10th

period extra help, teacher application of preventative teacher strategies from PRIM manual as

evidenced on AIS referral form.

High Intensity Need: Regular attendance calls by attendance clerk.



Referral to CSE for potential disabilities

Moderate Intensity Need: Regular attendance calls by attendance clerk.

Referral to school and community based programs, services and supports.


Low Intensity: Annual review of academic progress and career planning with student.

Short term counseling and/or support services.

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High

Intensity

Regular School Day: Pull out intensive instruction

centering on student learning needs and/or push in co

teaching with the focus on math reasoning, problem

solving and study skill; structured study hall.

Before/After School:

Access to 10th

period extra help

State Assessment Review Class*, Homework Lab

Summer: As available*

Minimum or 3 days per 6 day cycle/ 40 minutes/ small group size of up

to 5 students for pull out (as scheduling allows) OR small group size up

to 10 students for push in daily co-teaching model OR a combination

of the two models where scheduling allows.

T-Th/30 minutes

As scheduled*

As scheduled*

Moderate

Intensity

Regular School Day: Push in co-teaching and/or pull

out instruction with the focus on math reasoning,

problem solving and study skills; structured study hall.

Access to Math Computer Assisted Instruction


Access 10th

period extra help

Access to State Assessment Review class*, Homework

Lab*, “Boot” Camp*


Small group size up to 10 students daily/ 40 minutes in regular

classroom setting (as schedule allows). OR Three days out of 6 day

cycle/ 40 minutes/maximum group of 5 students in a pull out setting.

Flexibility provided up to 8 students with the mutual agreement of

administration and the AIS provider.

Daily for 10 weeks or three days out of a 6 day cycle for 20 weeks with

a small class size up to 15 students contingent on staffing and

curriculum planning.*

T-Th/30 minutes

As scheduled.*

As scheduled*

Low

Intensity

Regular School Day: Progress Monitoring by the

classroom teacher, counselors, case managers for special

education and AIS providers; structured study hall.

Access to Math Computer Assisted Instruction*


Access to 10th

period extra help

Access to State Assessment Review Classes*,Homework

Lab*, “Boot” Camp*


Progress Monitoring by the classroom teacher, counselors, case

managers for special education and AIS providers

Daily for 10 weeks or three days out of a 6 day cycle for 20 weeks with

a small class size up to 15 students contingent on staffing and

curriculum planning.*

T-Th/30 minutes

As scheduled*

As scheduled*


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High

Intensity

Regular School Day:

Counseling/advisement/interventions with appropriate

school staff: administration, classroom teachers, AIS

providers, counselors, nurses, school psychologists, etc.

Before/After School: Access to above.

Summer: Counseling and other support available

through outside agencies/private providers.

Minimum of twice a month, duration as needed or as determined by the

S-BIT.

As needed.

As needed

Moderate

Intensity

Regular School Day: Same as above.




Minimum of once a month, duration as needed or as determined by the

S-BIT.

As needed.

As needed.

Low

Intensity

Regular School Day: Same as above




Minimum of once per quarter, duration as needed.

As needed.

As needed.

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ACADEMIC INTERVENTION SERVICES DESCRIPTION: 2013-2014 (In lieu of Title I/PCEN Portion of Consolidated Application Narrative Update)


BEDS Code: 09110106



Ia. Procedures to Determine AIS Instructional Need/AIS Discontinuance


State Assessment:

New York State Grade 8 Math Assessment Level 1, 2 for grade 9, 10 placement with other

indicators for intensity level

Level 3,4 on district uniform parallel

assessments

Integrated Algebra Regents Below 65 % after completion of Algebra 9R

or Algebra IA and IB

Passing Regents score after completion of

Algebra 9R or Algebra IA or IB


District adopted uniform pre & post

assessments designed to show student growth in

grades 9, 10

with district adopted uniform interim

assessments administered @ equal intervals in

between

Below 70 % average (raw scores)

Average raw scores consistently below 70%

70% and above with recommendation of

classroom teacher and/or AIS provider.

Average raw scores consistently 70% and

above with the recommendation of the

classroom teacher and/or the AIS providers.


STAR Below 40%

40%

and above

Sources of Evidence:

Classroom Performance: Teacher

recommendation based on Math work samples. (homework, content quizzes & tests)

Average raw scores consistently below 70% Consistently 70% and above with

recommendation of the classroom teacher

and/or the AIS provider



process.

Based on individual need after review of the

AIS referral form.

Combination of other indicators as

determined by the classroom teacher and the

AIS provider.

Reports/Grades: Passing Grades Below 65% 70% and above

Students Records: Progress Reports/

Report Card Grades, Midterms and Finals

Below 70%

70% and above

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High Intensity Need:

New York State Grade 8 Math Assessment Level 1, 2 and/or STAR (below 24%) with a minimum of three additional indicators as listed

above OR Integrated Algebra Regents failure based on qualifying classes of Algebra 9R or Algebra IA and IB

Moderate Intensity Need:

New York State Grade 8 Math Assessment Level 1, 2 and/or STAR (24% to 40%) with a minimum of two additional indicators.

or

Integrated Algebra Regents failure based on qualifying classes of Algebra 9R or Algebra IA and IB

Low Intensity:

New York State Grade 8 Math Assessment Level 1, 2 with 1 or no indicators

STAR (40-50%) with 1 indicator or less.

STAR (below 40%) with no other indicators.

Grade 9- IA Integrated Algebra Regents failures move to Math IB.

Progress monitored by school counselors, classroom teachers, AIS providers, and case managers for special education students

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Ic. Procedures to Determine AIS Student Support Need/AIS Discontinuance-Counseling Support


Developmental Measures: Classroom

Performance Assessment through progress

reports, report cards, professional observations

Data reviewed by School-Based Intervention

Team (S-BIT) with significant


level peers.

Counselor Recommendation


exams

Not meeting screening criteria Medical Recommendations

Psychological Testing: N/A

Sources of Evidence

Reports:

Discipline Referrals, ISS, OSS, professional

observations, PM school referrals

Evidence by counselors, administration and

community agency/service providers.

Recommendations by school staff and

community agency/service providers.

Student Records:

Attendance Records: Monitor

attendance/tardiness, referrals for absences,

tardiness i.e. Counselor, nurse, administration

following district attendance policy protocols.


referrals as determined by administration


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All intensity levels will include a review of health screening, counselor review of report cards, progress reports, attendance and encouragement of

students to participate in Teacher/student Mentoring program, CFES and 10th

period extra help, Grade 9

Extended Day program, Academic Assistance Lab, eligibility for Fresh Start, teacher application of

preventative teacher strategies from PRIM manual as evidenced on AIS referral form.

High Intensity Need: Regular attendance calls by attendance clerk.




Moderate Intensity Need: Regular attendance calls by attendance clerk.

Referral to school/community programs, services and supports


Low Intensity: Annual review of academic progress and career planning with student.

Short term counseling and/or support services.

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High

Intensity

Regular School Day: Pull out intensive instruction centering

on student learning needs and/ or push in co teaching with a

focus on math reasoning, problem solving and study skills.

Before/After School: Access to 10th period extra help

Peer tutoring, Regents review classes, Regents Video Library,

Extended day programs: Academic Assistance Lab, Freshmen

Study Hour, Grade 9 Homework Lab, CFES*

Summer: Referral to regional summer school*

Minimum of 3 days in a 6 day cycle/40 minutes with a small group size up to 5

students (as schedule allows). OR small group size up to 10 students for push in

daily co teaching model in regular classroom setting. OR a combination of the

two models where scheduling allows

M-Th/30 minutes

Sessions as scheduled.*

Six week session*

Moderate

Intensity

Regular School Day: Push in co teaching with a focus on

math reasoning, problem solving and study skills. and/or pull

out intensive instruction centering on student learning needs

Before/After School: Access to 10th period extra help

Peer tutoring, Regents review classes, Regents Video Library,

Extended day programs: Academic Assistance Lab, Freshmen

Study Hour, Grade 9 Homework Lab, CFES*


Small group size up to 10 students daily/ 40 minutes in regular classroom

setting (as schedule allows). OR Three days out of 6 day cycle/ 40 minutes/

maximum group of 5 students in a pull out setting. Flexibility provided up to 8

students with the mutual agreement of administration and the AIS provider.

M-Th/30 minutes

Sessions as scheduled.*

Six week session*

Low

Intensity

Regular School Day: Progress Monitoring by the classroom

teacher, counselors, case managers for special education and

AIS providers

Study Skills Class with the focus on learning strategies across

curriculum areas for students falling in the low moderate to

low intensity range.


10th period extra help

Academic Assistance lab, Freshmen Study Hour*

Access to Regents review classes, Regents Video Library, peer

tutoring, CFES*


Progress monitoring by case managers for special education students, classroom

teachers, counselors and AIS providers for possible referrals.

Daily for 10 weeks or three days out of a 6 day cycle for 20 weeks with a small

class size up to 15 students contingent on staffing and curriculum planning.*

M-Th/30 minutes 10th period

Sessions as scheduled*

Six week session*


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High

Intensity

Regular School Day:

Counseling/advisement/interventions with appropriate

school staff: administration, classroom teachers, AIS

providers, counselors, nurses, school psychologists, etc.




Minimum of twice a month, duration as needed or as determined by the

S-BIT.

As needed.

As needed

Moderate

Intensity

Regular School Day: Same as above.



through outside agencies/providers.

Minimum of once a month, duration as needed or as determined by the

S-BIT.

As needed.

As needed.

Low

Intensity

Regular School Day: Same as above




Minimum of once per quarter, duration as needed.

As needed.

As needed.

Documents

ACADEMIC INTERVENTION SERVICES DESCRIPTION: 2000-01