December 2004

In 1999 the Regents adopted new Part 100 regulations calling for districts to provide additional assistance to students who are struggling to reach the new achievement standards. These regulations for Academic Intervention Services became effective on September 3, 1999.

According to the regulations districts were required to have a description of an AIS plan that went into affect on September 1, 2000.

Beginning July 2, 2002, and every two years thereafter, each district must review and revise its AIS description based on student performance results.

This Information Bulletin contains the following information:

• Questions and Answers Regarding AIS
• Checklists for Local Leaders
• Selected Listing of Programs Related to AIS and Staff Development
• Selected Responses from NYSUT's April 2001 Phone Survey
• Copy of Commissioner's Regulations Regarding AIS
• Rating AIS Quality: What Should You Look For?

How is AIS triggered for students in grades K – 4?

• A district-adopted appraisal of student reading readiness;
• District-developed procedures to determine if a student will probably not achieve Level 3 on the State 4th grade test in ELA and Math.

How is AIS triggered for students in grades 5 through 8?

• Students who score at Level 1 or 2 on the State 4th grade tests;
• Students who are identified by the district as those who will probably score at least at Level 1 or 2 on a State 8th grade test.

How is AIS triggered for students in grades 9 – 12?

• Students who score at a Level 1 or 2 on a State 8th grade test;
• Students who are identified as in danger of failing one of the five required Regents exams.

What tests will trigger AIS?

Elementary

• Grade 4 Math and ELA – Score a 1 or 2;
• Grade 4 ESPET (Science) – Score of 30 or less on the objective portion
• Grade 5 Social Studies – Fail to meet the performance standard

Intermediate

• Grade 8 Math and ELA – Score a 1 or 2;
• Grade 8 Science and Social Studies – Fail to meet performance standard

High School

• Regents exams: ELA, Math A, any of the 4 science disciplines, Global History and U.S. History. Fail to meet the performance standard of 55 or 65.

The regulations call for AIS to be provided to identified students, no later than the beginning of the semester following a determination that a student needs such service.

When will AIS be provided?

• First use the time available in the regular school day.
• AIS may be provided at other-than-regular school hours.

The district “description” of how AIS services are to be provided is to include:

• The kinds of AIS being provided (instructional services, support services).
• The district tests used to determine the need for AIS.
• Whether the services are to be provided during the regular school day or extended school day or year. Criteria for ending AIS (when student “passes” a state or district test).

What is required and what is voluntary?

• Districts have the authority and responsibility to place students in AIS programs during the regular school day.
• Attendance in summer school programs and AIS offered outside the regular school day is voluntary

What can't districts do?

• Districts cannot diminish instructional time to a degree that may prevent a student from achieving the state learning standards in any area required for graduation or meeting local standards for promotion.

Who will provide AIS?

• Qualified staff who are appropriately certified pursuant to Part 80. Staff certified pursuant to Part 80 include teachers and teaching assistants.

Parental Involvement

• The principal is to notify parents when their child has been identified as in need of AIS.
• The teacher providing the AIS is to:
  - consult with parents once per semester;
  - report progress once a quarter by mail, phone, telecommunications or other means.

AIS Issues Related to Terms and Conditions of Employment

Since July 2002, districts will have had to review their Academic Intervention Services program. The following checklist can be used to review language if your local and your district have negotiated an AIS program implementation. If your local has not negotiated with your district regarding AIS, use this guide to begin that process. All locals should contact their superintendents to be placed on the AIS revision committee.

Checklist Advice to Local Leaders

The following checklist frames issues and questions about positions locals need to develop regarding a district's AIS program. The checklist is based on the following premises:

• Teaching is unit work.
• AIS is teaching.
• Therefore, AIS is unit work.

Bargaining unit work is:

• Not limited to the current day/year;
• Not limited to the current staff;
• Defined by the nature of the work performed.

1. Use the checklist to consult with your NYSUT Labor Relations Specialist regarding the impact of these regulation changes on your terms and conditions of employment.

2. Take the position that all Academic Intervention Services (AIS) are unit work.

3. Take the position that to the extent that AIS impacts terms and conditions of employment, AIS must be negotiated.

4. Take the position that since AIS is unit work, the local must be involved in developing the district's “description.”

Regulations call upon the district to develop an AIS description, which is in fact the district's AIS plan. The description/plan was to be developed by July 1, 2000 and was to be in place September 1, 2000. The description is to include the kinds of AIS to be provided, district tests to be used to determine if AIS is to be provided, when AIS is to be provided, e.g., regular work day, extended work day or year, and criteria for ending AIS.

5. Develop a local policy on who should provide AIS.

Acceptable/Qualified Providers: (regulations require providers to be certified personnel and the source of funding — Title I, PCEN — may also require providers to be certified):

• Student's teacher;
• Teachers certified in the appropriate subject area;
• AIS/remedial education teachers;
• Special education certified teachers hired to provide AIS to disabled students;
• Teaching assistants under the supervision of a certified teacher.

Unacceptable/Unqualified Providers:

• Other-than-bargaining-unit teachers;
• Special education (self-contained class, resource room, consultant) teachers, except as AIS providers to disabled students;
• Teacher aides;
• Student-teachers in college teacher preparation programs;
• College students who are in teacher preparation programs and are participating in programs to gain classroom experience;
• College, high school or other students;
• Private contractors;
• Community-based organizations (CBOs);
• Faith-based organizations (religious institutions);
• Volunteers.

6. Take the position that AIS should only be provided by personnel certified to teach the subject area or provide the support service being addressed by the intervention and that such personnel should be placed in or retained in the appropriate tenure area.

7. Take the position that the certified personnel who are providing AIS should be provided appropriate staff development regarding such instruction and that the union should be involved in the process by which such staff development is selected and provided.

This Information Bulletin contains a selected list of instructional programs that can be used by a district as part of the district's Academic Intervention Services (AIS) plan. These programs have a staff development component.

1. Locals need to develop positions on the use of State and local assessments. Some of the issues the local union should consider include:

• the State and local assessments that will be used to identify students for AIS;
• whether State assessments and/or local assessments should be used as promotional gates;
• when these local assessments will be administered, including early elementary school assessments/screening devices to program early intervention;
• the development of local assessments in grades that don't have State assessments: including the subject areas to be assessed and the implications for AIS;
• district development of a grade-by-grade curriculum;
• who will determine which students are eligible for eighth grade acceleration and for what subjects and on what basis;
• the use of alternative exams in place of the Regents exams;
• Determination of who will provide test accommodations to students with disabilities, when and where they will be provided and the impact on the provider's other responsibilities.

2. Locals need to come to an understanding of and develop appropriate positions on the impact on instruction of the provision of AIS. Some of the issues the local union should consider include:

• The 7th and 8th grade subject area instruction that can be diminished to accommodate AIS (see page 17 of this bulletin);
• Development of contract language which addresses district responsibility for teachers acquiring a second certification when their subject area offerings are reduced as a result of a district's initiatives focusing on student success on core subject area Regents exams;
• The adoption of school-wide, research-based programs by low-performing schools;
• The impact of assessment administration on instruction time and teacher accountability for student performance;
• The courses of study that students should be allowed to take to fulfill their graduation requirements after passing a required Regents exam;
• The way transfer student issues should be handled.

3. Locals need to develop positions on the district obligation to provide necessary facilities and resources. Some of the issues the local union should consider include:

• The adequacy of district's science and other learning labs and related facilities;
• The adequacy of the resources that classroom teachers are provided such as textbooks, calculators etc.;
• The appropriateness and adequacy of the staff development being provided by the district.

Supplemental Information
NYSUT Research and Educational Services

FACT SHEET 10: READING/LITERACY INITIATIVES

STATUTORY SUMMARY —

The federal programs authorized in ESEA and amended in No Child Left Behind include specific sections which create programs for states to raise student achievement in reading. The federal programs include the Reading Excellence Act (REA) (2001), Reading First (2002) and Early Reading First (2002). In New York State the REA program has been renamed Reading For Results.

The goal of all the reading initiatives is that every student will read by the end of Grade 3. Key elements include:

• Focus on K-3 teachers and students
• Professional development using scientifically based reading research
• Use of reading core instructional programs, assessments and materials that are based on scientifically based reading research
• Building based literacy coordination with building literacy coach
• Emphasis on five components of reading including; phonemic awareness, phonics, fluency, background knowledge and vocabulary and comprehension
• Focus on assessments including screening, diagnosis, progress monitoring, outcomes

Reading for Results (Reading Excellence Act) 2002-2004 (Pre NCLB)

Districts were eligible to apply for two programs within Reading for Results, based on poverty and student achievement data.

• Currently 250 buildings in 58 districts each receive approximately $270,000 in Local Reading Improvement subgrants to support professional development for teachers of literacy in grades K-3. Those buildings participating must have a full time reading coordinator and all K-3 teachers must participate in the online professional development program NY Reading Academy. (State allocation for two years $67 million)
• The same districts were eligible to apply for Tutorial Assistance Subgrants. Currently 33 districts are receiving funds to conduct tutorial assistance to low performing students before or after school, on weekends or during the summer.(State allocation for two years $11 million)

Reading First 2004-2006 (may be extended to 2009) (NCLB)

• Year one NYS funding $68,450,886, Year two: NYS funding $75,616,187
• Eligibility determined first by student scores on grade 4 ELA, and then poverty indicators
• 118 districts and 13 charter schools eligible to apply (NYC is considered one district)
• Deadline for submission of application to SED is January 9, 2004
• Some, but not all Reading for Results schools are eligible to apply for a Reading First Grant. See www.nysed.gov/readingfirst to see list of eligible districts.
• The Reading First grant uses the online NYS Reading Academy created for the Reading for Results program as the professional development vehicle.
• Grants range in size from $450,000 to $1.35 million per year, per building, based on number of students K-3 in identified building
• Reading First grant is highly prescriptive regarding required professional development, student assessments and materials to be used.
• Teachers' collective bargaining agent is required to be part of design teams and to sign application indicating inclusion in the application
• Reading First funds will create a New York State Reading Resource Center (NYSRRC) which will disseminate current research-based findings on effective reading instructional practices
• Technical assistance will be provided by the seven Regional School Support Centers (RSSC)

Early Reading First (grants funded directly from USDOE to districts) (NCLB)

• Focus on students age 3-5
• Public and private providers
• Professional development and instructional strategies
• NY allocation of $75 million for 2002
• Two New York State schools currently receiving funding.

— FREQUENTLY ASKED QUESTIONS ABOUT READING/LITERACY INITIATIVES—

1. Question: How is the Reading First grant consistent with the Reading for Results grant?

Answer: Both Reading for Results and Reading First:

• focus on student literacy achievement in grades K-3.
• have a strong professional development component including NYS On-line Reading Academy.
• require a full-time building literacy coach (Tier 2)
• have building reading coach (Tier 2) supported by reading expert (Tier 1)
• require union involvement in planning design and application.
• should be part of district Professional Development plan PDP
• instruction strategies and materials selected must be based on scientifically based research

2. Question: How is Reading First different from Reading for Results?

Answer: Reading First involves substantially more money and more accountability.

• Reading First Grants are awarded to districts not buildings and are significantly larger in size.
• All Special Education teachers K-12 must participate in the activities of the grant to some degree.
• The New York State Reading Resource Center is a new entity. RFP for applicants will be issued in December 2003.
• Student assessments at four levels are required in Reading First. Assessments to be used are specified.
• A core reading curriculum must be selected using criteria in the grant.

3. Question: What is the meaning of the term “scientifically based reading research” as found in NCLB?

Answer: “Scientifically based reading research” is research that applies rigorous, systematic and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties. This includes research that:

• employs systematic, empirical methods that draw on observation or experiment;
• involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;
• relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations; and
• has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective and scientific review.

NYSUT's Education and Learning Trust

The NYSUT Education and Learning Trust offers a number of courses in the middle level education area. For additional information on these and other courses, call 1-800-528-6208 or fax 518-213-6456.

DEGREE COURSES

Master of Science in Literacy

Additional General Pedagogical Core Courses Needed:

• Literacy Instruction, Birth-Grade 6
• Basic Reading Instruction
• Diagnosis and Remediation of Reading Disabilities
• Literacy Instruction, Grades 5 – 12

Specific Pedagogical Core Courses Needed:

• Literacy in Bilingual/Multicultural Classrooms
• Applied Linguistics for Teachers of Literacy
• Survey of Research in Reading and Literacy
• Curriculum Evaluation PreK – 12 Literacy Program
• Clinical Practicum in Diagnosing and Treating Reading Disabilities, PreK – 12

COURSE DESCRIPTIONS

Guided Reading – Designed to help teachers in all grades and subject areas teach reading skills and strategies using content texts.

Beginning Reading – Learn a variety of decoding activities in phonemic awareness, alphabetic principles, letter-sound correspondence, phonics and word recognition. Identify and incorporate instructional strategies and assessments that improve student reading abilities.

Creating a Balanced Reading and Writing Program – Provides specific strategies to improve reading and writing instruction. A balanced approach using whole-part-whole instruction, phonics and phonemic awareness, and integration of the language arts.

Enhancing English Language Learning in Elementary Classrooms – Prepares elementary teachers to use strategies to develop social and academic skills for their limited English proficient students and supports their success in school.

Key Concepts and Best Practices in English Language Arts – Presents content-rich lessons as units of study in English Language Arts with imbedded instructional strategies that align with the four purposes and competencies for each ELA standard.

Reading Comprehension – Focuses on the scientific research and exemplary practices that help children acquire strong reading comprehension skills. Participants examine, discuss, and evaluate a range of strategies from highly explicit to implicit teaching comprehension skills. Practice with instructional strategies and analysis of student work is embedded in each unit.

Reading and Writing Across the Content Area (Grades 4 – 12) – Research-based best practices related to reading and writing and content area strategies that integrate reading and writing and utilize technology.

Starting Over: Overcoming Reading Difficulties – This research-based course is designed to help students who have not learned to read, spell, or write at a competency level. The elements of the course include diagnosing student reading proficiency, sounds for decoding and spelling, vocabulary, writing, grammar and syntax, handwriting and comprehension.

Classroom 2061: Integrating Science with Math and Language Arts (k – 12) – Review the national, state and local standards for math, science and language arts and to acquire knowledge and experience in instructional activities and design assessments that demonstrate students' ability to solve problems.

Assessing Student Learning: What You Need to Know – Participants will understand how to connect content, standards, evaluation and assessment in their classrooms.

Increasing Student Achievement Across the Content Areas – Participants will discover cognitive organizers to help students learn patterns for thinking, learn guidelines for structuring any lesson to incorporate and emphasize thinking and understand a practical, three-level process for moving any lesson from basic recall of facts to higher-order reasoning and investigation.

Key Concepts and Best Practices in Math (Grades K – 8) – Participants will be able to effectively use inquiry, problem-solving and mathematical reasoning to teach mathematics. The course is designed to help teachers for grades k – 8 set goals and select mathematical tasks to help students achieve mathematical power and understanding.

Proactive Strategies for All Students – Participants will examine research-based strategies for revitalizing all students with a focus on at-risk and low-performing students. Strategies include what teaches can do in the classroom, educators can do in schools, and community members can do to support school personnel.

Definition

CR100.1 (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 nondisabled 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.

Identification of Students in Need of AIS

CR100.2 (ee) Academic Intervention Services

(1) Requirements for providing academic intervention services in kindergarten to grade three. Schools shall provide academic intervention services to students in kindergarten to grade three when such students:

(i) 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

(ii) 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 of this Title.

(2) Requirements for providing academic intervention services in grade four to grade eight. Schools shall provide academic intervention services when students:

(i) score below the State designated performance level on one or more of the State elementary assessments in English language arts, mathematics, social studies or science;

(ii) are limited English proficient (LEP) and are determined, through a district-developed or district-adopted procedure uniformly applied to LEP students, to be at risk of not achieving State learning standards in English language arts, mathematics, social studies, and/or science, through English or the student's native language. 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 disability pursuant to Part 117 of this Title; or

(iii) are determined, through a district-developed or district-adopted procedure uniformly applied, to be at risk of not achieving State standards in English language arts, mathematics, social studies and/or science. 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 of this Title.

(3) Requirements for providing academic intervention services in grade nine to grade twelve. Schools shall provide academic intervention services when students:

(i) score below the State designated performance level on one or more of the State intermediate assessments in English language arts, mathematics, social studies or science, or score below the State designated performance level on any one of the State examinations required for graduation; or

(ii) are limited English proficient (LEP) and are determined, through a district-developed or district-adopted procedure uniformly applied to LEP students, to be at risk of not achieving State learning standards in English language arts, mathematics, social studies and/or science, through English or the student's native language. 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 disability pursuant to Part 117 of this Title; or

(iii) who are determined, through a district-developed or district-adopted procedure uniformly applied, to be at risk of not achieving State standards in English language arts, mathematics, social studies and/or science. 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 of this Title.

District's Description of AIS Program

CR100.2 (ee) (4) Description of academic intervention services.

(i) By July 1, 2000, a school district shall develop a description of academic intervention instructional and/or student support services to be provided in schools to students in need of such services pursuant to paragraphs (2), (3) and (4) of subdivision (ee) of this section. The description shall include any variations in services in schools within the district, and shall specifically describe:

(a) the district-wide procedure(s) used to determine the need for academic intervention services;

(b) academic intervention instructional and/or student support services to be provided pursuant to paragraph (5) of subdivision (ee) of this section;

(c) whether instructional services and/or student support services are offered during the regular school day or during an extended school day or year; and

(d) the criteria for ending services, including, if appropriate, performance levels that students must obtain on district-selected assessments.

(ii) The description of academic intervention services shall be approved by each local board of education by July 1, 2000. In the New York City School District , the New York City Board of Education may designate that the plans be approved by the Chancellor or his designee or by community school boards for those schools under their jurisdiction. Beginning July 1, 2002 and every two years thereafter, each school district shall review and revise its description of academic intervention services based on student performance results.

(iii) In lieu of a separate description of academic intervention services, the district may incorporate the description of academic intervention services into a comprehensive district education plan. In this instance, the preparation date for the description of academic intervention services shall conform to the date of the preparation of the comprehensive district education plan.

(iv) Based on performance criteria established by the Commissioner, certain school districts may be required to submit their description of academic intervention services for specific schools to the Department for review and approval.

When AIS Can Be Provided

CR100.2 (ee) (5) Provision of academic intervention services.

(i) School districts may use time available for academic intervention instructional and/or student support services during the regular school day.

(ii) School districts may provide students with extended academic time beyond the regular school day and school year.

(iii) In public schools, academic intervention instructional and/or student support services shall be provided by qualified staff who are appropriately certified pursuant to Part 80 of this Title.

(iv) Beginning September 1, 2000, academic intervention instructional and/or student support services shall commence no later than the beginning of the semester following a determination that a student needs such services. Services shall continue until a student's performance:

(a) meets or exceeds the State designated performance level on the next State assessment; or

(b) is shown to be likely to meet or exceed the State designated performance level on the next State assessment through achievement on the district-selected assessments of the levels specified in the district description of academic intervention services pursuant to paragraph (4) of subdivision (ee) of this section.

Parental Notification and Involvement

CR100.2 (ee) (6) Parental notification and involvement.

(i) Notification of commencement of services. The parent or person in parental relation to a student who has been determined to need academic intervention services shall be notified in writing by the principal. Such notice shall be provided in English and translated, when appropriate, into the native language or mode of communication of the parent. The notice shall include a summary of the academic intervention services to be provided to the student, the reason the student needs such services and the consequences of not achieving expected performance levels.

(ii) Notification of the ending of academic intervention services. Parents or persons in parental relation shall be notified in writing when academic intervention services are no longer needed. Such notice shall be provided in English and translated, when appropriate, into the native language or mode of communication of the parent.

(iii) Ongoing communication with parents or persons in parental relation. Parents or persons in parental relation to students receiving academic intervention services shall be provided with:

(a) an 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;

(b) reports on the student's progress at least once each quarter during the regular school year by mail, telephone, telecommunications or other means, in a language or mode of communication understood by the parents or person in parental relation; and

(c) information on ways to work with their child to improve achievement; monitor their child's progress; and work with educators to improve their child's achievement.

7th and 8th Grade Units of Study Requirements that May Be Reduced But Not Eliminated.

(Under certain conditions any or all 7th and 8th grade units of study requirements may be reduced but not eliminated. See below.)

CR100.4 (b) (4) The conditions under which units of study requirements may be reduced but not eliminated.

(b)(4) Students who have been determined to need academic intervention services as set forth in section 100.2 (ee)(2)(i) of this Part may have the unit of study requirements for one or more of their subjects reduced, provided that:

(i) academic intervention services shall be coordinated with and supplement instruction in the general curriculum;

(ii) requirements for subjects set forth in paragraph (1) of this subdivision and for languages other than English instruction set forth in section 100.2d of this Part may be reduced but not eliminated. Academic intervention services shall be provided in a manner that does not diminish instructional time to a degree that may prevent a student from achieving the State learning standards in any area required for graduation or from meeting local standards for promotion. A principal shall consider a student's abilities, skills, and interests in determining the subjects for which the unit of study requirements may be reduced;

(iii) a student's parent or guardian shall be notified in writing, by the principal, of a school's intention to implement the provisions of this paragraph; and

(iv) the reduction of unit of study requirements shall remain in effect only to the extent that the provisions of subparagraph (I)of this paragraph are being met.

CR 100.4 (b) (1) Units of study in grades seven and eight.

(b)(1) Except as otherwise provided herein, all students shall be provided instruction designed to enable them to achieve, by the end of grade eight, State intermediate learning standards through

(i) English language arts, two units of study;

(ii) Social studies, two units of study;

(iii) Science, two units of study;

(iv) Mathematics, two units of study;

(v) Technology education, one unit of study;

(vi) Home and career skills, three quarters of a unit of study;

(vii) Physical education, as required by section 135.4 (c)(2)(ii) of this Title;

(viii) Health education, one half unit of study, as required by section 135.3 (c) of this Title;

(ix) The arts, including one half unit of study in the visual arts, and one half unit of study in music;

(x) Library and information skills, the equivalent of one period per week in grades seven and eight;

(xi) Languages other than English pursuant to section 100.2(d) of this Part; and

(xii) Career development and occupational studies

In order for all students to meet New York State Learning Standards, curriculum and instruction must be carefully planned, and teachers need both content and pedagogical knowledge. They also need time to plan together to meet students needs. In successful schools Academic Intervention Services are linked to effective first teaching and teachers employ a variety of effective instructional strategies to meet students' different learning styles. Also, providing “just in time” help from teachers, and support that is closely linked to what is being taught in each classroom is most effective.

All districts must have revised and have their AIS description re-approved by their local Board of Education by July 1, 2002. The State Education Department, School Improvement Team, as a part of the Regional School Community Services, is responsible for supporting Academic Intervention. To the extent possible, S.I.T. regional liaisons are available to assist in evaluating and revising AIS descriptions. This document is provided as an optional tool for evaluating and revising AIS description. In addition, if you have a program or approach to academic intervention that you believe is working well, and have evidence to support your progress, please feel free to share it with your regional liaison.

New York State Education Department, S.I.T. Regional Liaisons - Phone: 518-474-5923 Fax: 518-474-1405

East Long Island

– Fran Wilson (fwilson@nysed.mail.gov)
– Maxine Morgenbesser (mmorganb@nysed.mail.gov)
– Major Capers (mcapers@nysed.mail.gov)

Hudson Valley

– Steve Hill (shill@nysed.mail.gov)

Mid State

– Jeanne Post (jpost@nysed.mail.gov)
– Linval Foster (lfoster@nysed.mail.gov)

Mid West

– Mike Washousky (mwashous@nysed.mail.gov)
– Pat Chmielewski (pchmiele@nysed.mail.gov)

Western

– Joseph Constantino (jconstan@nysed.mail.gov)
Phone: 716-882-4333/Fax: 716-882-6376

New York City

– Sandra Norfleet (snorflee@nysed.mail.gov)
Phone: 718-722-2636/Fax: 718-722-4721

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NYSUT's Division of Research and Educational Services serves as the research arm of NYSUT, providing information and assistance to Field Services, to other NYSUT divisions, and to local leaders. In addition, the Division provides a variety of information and workshops to local leaders and to local member organizations.

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