AIS: Parent’s Guide to Academic Intervention Services

Academic intervention services (AIS) represent a crucial component of a student’s educational journey, especially when academic progress is a concern. Parents navigating the complexities of the No Child Left Behind Act (NCLB), which emphasizes accountability and support for struggling learners, may find themselves seeking additional resources. Individualized Education Programs (IEPs) are often developed for students who require academic intervention services to address specific learning disabilities or challenges. Schools and districts offer academic intervention services, designed to provide targeted support and strategies, like Response to Intervention (RTI), to help students achieve academic success.

Understanding Academic Intervention Services (AIS)

Academic Intervention Services (AIS) play a pivotal role in the educational landscape, providing targeted support to students who are struggling to meet academic standards. AIS is more than just extra help; it is a systematic and strategic approach to addressing individual student needs, with the ultimate goal of fostering academic success.

Defining Academic Intervention Services

AIS is designed to supplement core instruction and provide students with the additional support they need to achieve grade-level proficiency. It’s a proactive measure, aimed at addressing learning gaps before they widen and hinder a student’s overall academic progress.

Purpose and Goals of AIS

The core purpose of AIS is to provide targeted support to students who are not meeting academic benchmarks. This support is tailored to address specific skill deficits and learning needs.

The goals of AIS include:

• Improving academic performance in specific subjects.
• Increasing student engagement and motivation.
• Preventing academic failure and promoting grade-level advancement.
• Fostering self-advocacy skills in students.

Distinguishing AIS from Special Education Services and 504 Plans

It is crucial to distinguish AIS from special education services and 504 plans, as these programs serve different purposes and have distinct eligibility criteria. AIS is not a substitute for special education, but rather a supplementary support system for students who may be struggling but do not meet the criteria for special education services.

• AIS: Provides targeted academic support to students who are not meeting grade-level standards but do not have a diagnosed disability requiring specialized instruction. Eligibility is typically determined by performance on standardized tests, classroom assessments, and teacher observations.

• Special Education Services: Provides specialized instruction and related services to students with diagnosed disabilities that significantly impact their ability to learn. Eligibility requires a formal evaluation process and the development of an Individualized Education Program (IEP).

• 504 Plans: Provides accommodations and modifications to students with disabilities that substantially limit one or more major life activities. Eligibility requires documentation of a disability and its impact on the student’s ability to participate in school activities.

The key distinction lies in the nature and intensity of support provided, as well as the legal mandates associated with each program. AIS is generally less intensive and does not carry the same legal requirements as special education or 504 plans.

The Importance of Early Intervention

Early intervention through AIS can have a profound impact on a student’s academic trajectory and overall well-being. Addressing learning gaps early on can prevent students from falling further behind and developing negative attitudes toward learning.

Impact on Student Achievement and Well-being

Early AIS interventions can lead to significant improvements in student achievement, particularly in areas such as reading and mathematics. By providing targeted support, AIS helps students develop the foundational skills they need to succeed in more advanced coursework.

Moreover, early intervention can have a positive impact on a student’s emotional well-being. Students who receive timely support are more likely to feel confident in their abilities and engaged in their learning.

Long-Term Benefits of Addressing Academic Needs Promptly

The long-term benefits of addressing academic needs promptly through AIS extend beyond improved grades and test scores. Early intervention can help students develop a growth mindset, a belief that their abilities can be developed through dedication and hard work.

This mindset can empower students to take ownership of their learning and persevere through challenges. Furthermore, early intervention can prevent the development of academic deficits that can have long-lasting consequences, such as:

• Increased risk of dropping out of school.
• Limited post-secondary opportunities.
• Reduced earning potential.

By providing timely and effective support, AIS can help students build a strong foundation for future success, both academically and personally.

Understanding the Response to Intervention (RTI) Framework

Building on the foundational principles of AIS, understanding the Response to Intervention (RTI) framework is crucial for educators and parents alike. RTI provides a structured, multi-tiered approach to identify and support students who are struggling academically or behaviorally. It is a proactive system designed to ensure that all students receive the support they need to succeed.

Overview of Response to Intervention (RTI)

The Response to Intervention (RTI) framework is more than just an intervention strategy; it’s a comprehensive approach to education that focuses on prevention, early identification, and data-driven decision-making. It emphasizes providing high-quality instruction and interventions matched to student needs and monitoring progress frequently to make informed instructional decisions.

A Multi-Tiered System of Support

RTI is structured as a multi-tiered system of support, often visualized as a pyramid. Each tier represents a different level of support, with the intensity increasing as students move up the tiers. This tiered approach ensures that students receive the appropriate level of intervention based on their individual needs.

The beauty of the system lies in its fluidity, students can move between tiers based on their response to the interventions. The goal is to provide the right support at the right time.

Focus on Prevention and Early Identification

A core principle of RTI is its emphasis on prevention and early identification. Rather than waiting for students to fall significantly behind, RTI seeks to identify struggling learners early and provide them with targeted interventions to prevent academic difficulties from escalating.

This proactive approach not only benefits students academically but also supports their social-emotional well-being by addressing challenges before they become overwhelming. Furthermore, it’s a dynamic system, adjusting to the student as progress is made.

The Tiers of RTI

The RTI framework typically consists of three tiers, each offering a different level of support. Understanding each tier is essential for implementing RTI effectively.

Tier 1 Instruction: High-Quality Core Instruction for All Students

Tier 1 represents the foundation of RTI and involves high-quality, research-based instruction provided to all students in the general education classroom. The emphasis here is on creating a learning environment that meets the needs of the majority of students.

Components of Effective Tier 1 Instruction

Effective Tier 1 instruction includes several key components:

• Research-based strategies: Teachers utilize instructional methods proven effective through research.
• Differentiated instruction: Instruction is tailored to meet the diverse needs of all students.
• Ongoing assessment: Teachers continuously monitor student progress to inform instruction.
• Positive behavior supports: Creating a positive and supportive classroom environment.

Differentiated Instruction within Tier 1

Differentiation is a critical aspect of Tier 1 instruction. It involves adjusting instruction to meet the diverse needs of all students in the general education classroom. This can include modifying content, process, product, or the learning environment.

For example, a teacher might provide different reading materials based on students’ reading levels or offer a choice of activities to demonstrate understanding. The goal is to ensure that all students have access to the curriculum and can succeed in the general education setting.

Tier 2 Intervention: Targeted Interventions for Students Not Progressing

Tier 2 provides targeted interventions for students who are not making adequate progress in Tier 1. These interventions are typically delivered in small groups and focus on specific skill deficits.

Characteristics of Effective Tier 2 Intervention

Effective Tier 2 interventions share several characteristics:

• Small-group instruction: Allows for more individualized attention and support.
• Targeted support: Focuses on specific skills or concepts where students are struggling.
• Frequent progress monitoring: Tracks student progress to determine the effectiveness of the intervention.
• Evidence-based programs: Uses programs or strategies proven effective through research.

Small Group Instruction and Targeted Support

Small group instruction is a hallmark of Tier 2 interventions. By working in small groups, teachers can provide more individualized attention and support to students. They can also tailor instruction to address specific skill deficits.

For instance, a small group might focus on improving reading fluency or mastering specific math concepts. The targeted nature of Tier 2 interventions helps students catch up and return to the general education classroom.

Tier 3 Intervention: Intensive, Individualized Interventions

Tier 3 represents the most intensive level of support within the RTI framework. It is designed for students who have not responded adequately to Tier 2 interventions and require individualized support.

Features of Tier 3 Intervention

Tier 3 interventions are characterized by:

• Individualized support plans: Tailored to meet the unique needs of each student.
• Intensive instruction: Provides more frequent and longer periods of instruction.
• Ongoing progress monitoring: Closely tracks student progress to adjust the intervention as needed.
• Collaboration with specialists: Involves collaboration with special education teachers, psychologists, and other specialists.

Individualized Support Plans and Strategies

An individualized support plan (ISP) is developed for each student in Tier 3. This plan outlines the student’s specific learning needs, goals, and the strategies that will be used to support their progress.

These strategies often involve one-on-one instruction, specialized programs, and accommodations tailored to the student’s learning style and needs. Regular meetings are held to review progress and adjust the ISP as necessary. The purpose of the plan is to provide a structured path towards academic success.

Key Stakeholders in the AIS Process

Academic Intervention Services (AIS) doesn’t operate in isolation. Its effectiveness hinges on a collaborative network of individuals, each playing a vital role in ensuring student success.

Understanding the responsibilities of each stakeholder and fostering strong communication among them is paramount. This section will explore these roles and highlight strategies for effective collaboration.

Students: The Recipients of AIS

At the heart of the AIS process are the students themselves. Their needs, perspectives, and active participation are crucial for the success of any intervention.

Understanding Student Needs and Perspectives

It is essential to recognize that each student’s learning journey is unique. Factors such as learning styles, strengths, challenges, and cultural background all influence their academic performance.

AIS teams must actively seek student input. Engage them in discussions about their learning experiences. This can be achieved through:

• Informal conversations.
• Student surveys.
• Regular check-ins.

Understanding a student’s perspective not only informs intervention strategies but also fosters a sense of ownership and investment in their own learning.

Empowering Students to Participate in Their Learning

When students are actively involved in the AIS process, they are more likely to be motivated and engaged. This empowerment can be achieved through:

• Goal setting: Collaborate with students to establish clear, achievable goals.
• Self-monitoring: Teach students how to track their progress and identify areas where they need more support.
• Self-advocacy: Encourage students to communicate their needs and advocate for themselves in the classroom.

This approach not only enhances their learning outcomes but also equips them with valuable life skills.

Parents/Guardians: Key Advocates for Their Children

Parents/guardians are integral partners in the AIS process. Their insights, support, and active involvement significantly contribute to student success.

The Role of Parents/Guardians in Identifying and Supporting Students

Parents often have a unique understanding of their child’s strengths, weaknesses, and learning patterns. They can provide valuable information to the school regarding:

• Learning challenges observed at home.
• Past academic experiences.
• Any relevant medical or developmental information.

Proactive parental involvement can lead to earlier identification of learning needs and more effective intervention strategies.

Effective Communication Strategies for Parents/Guardians

Open and consistent communication between school staff and parents is essential for successful AIS implementation. Effective strategies include:

• Regular progress reports: Provide parents with timely updates on their child’s academic progress and intervention outcomes.
• Parent-teacher conferences: Schedule regular meetings to discuss student progress, address concerns, and collaborate on strategies.
• Utilizing communication apps: Using apps like ClassDojo and Remind to share announcements, reminders, and updates.
• Clear and accessible communication: Ensure that all communication is clear, concise, and in a language that parents understand.

Home as a Place to Reinforce Skills Learned in AIS

The home environment plays a crucial role in reinforcing the skills and strategies taught during AIS sessions. Parents can support their child’s learning by:

• Providing a quiet and supportive study space.
• Reviewing homework and assignments.
• Practicing skills through games and activities.
• Communicating with teachers to understand how they can best support their child at home.

By creating a consistent and supportive learning environment at home, parents can significantly enhance the impact of AIS interventions.

Teachers (General Education): Identifying and Collaborating

General education teachers are often the first to identify students who may be struggling academically. Their role in the AIS process is critical, involving both identification and collaboration.

Identifying Students Who May Need AIS

General education teachers are in a unique position to observe students’ daily academic performance. They can identify students who may benefit from AIS by:

• Monitoring student progress on assignments and assessments.
• Observing student behavior and engagement in the classroom.
• Using formative assessment data to identify learning gaps.
• Paying attention to early warning signs, such as consistent struggles with specific skills or concepts.

Collaboration with AIS Providers/Specialists

Effective collaboration between general education teachers and AIS providers is crucial for tailoring interventions to meet individual student needs. This collaboration can involve:

• Sharing data and observations about student performance.
• Co-planning interventions.
• Regular communication to monitor progress and adjust strategies.
• Co-teaching.

Implementing Interventions in the Classroom (General Education)

General education teachers play a vital role in implementing interventions within the classroom setting. This may involve:

Adapting Tier 1 Instruction

Tier 1 instruction forms the foundation of academic support. General education teachers can adapt their instruction to support students receiving AIS by:

• Differentiating instruction to meet individual student needs.
• Providing accommodations, such as extended time or modified assignments.
• Using a variety of instructional strategies to engage different learning styles.
• Offering additional support and reinforcement in small groups or individually.

Special Education Teachers: Providing Specialized Support

Special education teachers bring specialized expertise and resources to the AIS process. Their role involves supporting students with disabilities and ensuring that their individual needs are met.

The Role of Special Education Teachers in AIS

Special education teachers can contribute to AIS by:

• Collaborating with general education teachers to develop and implement interventions.
• Providing specialized instruction and support to students with disabilities.
• Sharing their expertise in adapting curriculum and providing accommodations.
• Participating in progress monitoring and data analysis.

Supporting Students with Individualized Education Program (IEP)

For students with IEPs, AIS should be aligned with their individual goals and objectives. Special education teachers play a key role in:

• Ensuring that AIS interventions complement and support IEP goals.
• Monitoring student progress towards IEP goals within the AIS framework.
• Collaborating with the IEP team to adjust interventions as needed.
• Integrating AIS data into the IEP review process.

AIS should not replace special education services but rather supplement them to provide comprehensive support.

AIS Providers/Specialists: Delivering Targeted Interventions

AIS providers, often reading specialists, math specialists, or interventionists, are experts in delivering targeted interventions. Their role involves providing direct instruction and support to students in need.

Qualifications and Training of AIS Providers/Specialists

It is essential that AIS providers have the appropriate qualifications and training to effectively deliver interventions. This may include:

• A teaching license or certification in a relevant field.
• Specific training in evidence-based intervention strategies.
• Experience working with students with diverse learning needs.
• Ongoing professional development to stay current with best practices.

Providing Direct Instruction and Support in a Resource Room/AIS Room

AIS providers typically deliver interventions in a small group or individual setting, often in a resource room or designated AIS room. Their role involves:

• Providing direct instruction in specific skills or concepts.
• Using evidence-based strategies and materials.
• Monitoring student progress and adjusting interventions as needed.
• Creating a supportive and encouraging learning environment.
• Communicating regularly with teachers and parents about student progress.

School Psychologists: Assessing Needs and Planning Interventions

School psychologists play a crucial role in assessing students’ learning needs and developing intervention plans.

Conducting Assessments to Identify Learning Needs

School psychologists are trained to conduct a variety of assessments to identify students’ strengths and weaknesses. These assessments may include:

• Academic assessments to measure reading, writing, and math skills.
• Cognitive assessments to evaluate intellectual abilities.
• Behavioral assessments to identify social-emotional challenges.

The results of these assessments inform the development of targeted interventions.

Providing Counseling and Support to Students and Families

In addition to assessment, school psychologists provide counseling and support to students and families. This may include:

• Individual counseling to address academic, emotional, or behavioral concerns.
• Group counseling to promote social skills and peer support.
• Family counseling to improve communication and problem-solving skills.
• Consultation with teachers and parents to develop strategies for supporting students at home and in the classroom.

School Counselors: Advocating for Students and Connecting Resources

School counselors focus on students’ overall well-being and provide support in academic, social, and emotional areas.

Supporting Students’ Social-Emotional Well-being

School counselors play a critical role in promoting students’ social-emotional health, which is closely linked to academic success. Their activities include:

• Providing individual and group counseling to address social-emotional challenges.
• Teaching social skills and conflict resolution strategies.
• Creating a positive and inclusive school climate.
• Advocating for students’ needs and rights.

Connecting Families with Resources and Support Services

School counselors are knowledgeable about community resources and support services that can benefit students and families. They can help connect families with:

• Mental health services.
• Social service agencies.
• Tutoring programs.
• Food banks and other assistance programs.

Principals/School Administrators: Overseeing AIS Programs

Principals and school administrators provide leadership and support for the AIS program.

Ensuring Resources Are Available for AIS

School administrators are responsible for ensuring that the AIS program has the resources it needs to be successful. This includes:

• Allocating funding for intervention materials and programs.
• Providing professional development for teachers and AIS providers.
• Ensuring that there is adequate staffing to support the program.
• Creating a schedule that allows for flexible grouping and intervention time.

Supporting Teachers and AIS Providers/Specialists

School administrators play a critical role in supporting teachers and AIS providers. This includes:

• Providing opportunities for collaboration and professional development.
• Recognizing and celebrating the success of the AIS program.
• Creating a supportive and collaborative school culture.
• Advocating for the needs of the AIS program with district leaders.

Reading Specialists/Literacy Coaches: Expertise in Reading Interventions

Reading specialists possess specialized knowledge in literacy development and intervention.

Providing Professional Development for Teachers (General Education)

Reading specialists support general education teachers by:

• Offering workshops and training on effective literacy instruction.
• Providing coaching and mentoring to individual teachers.
• Sharing research-based strategies and resources.
• Assisting with curriculum development and alignment.

Implementing Evidence-Based Literacy Interventions

Reading specialists are experts in implementing evidence-based literacy interventions. They can:

• Assess students’ reading skills and identify areas of need.
• Select and implement appropriate intervention programs.
• Monitor student progress and adjust interventions as needed.
• Provide direct instruction to students in small groups or individually.

Math Specialists/Coaches: Expertise in Math Interventions

Math specialists bring specialized knowledge in mathematics instruction and intervention.

Providing Professional Development for Teachers (General Education)

Math specialists support general education teachers by:

• Offering workshops and training on effective math instruction.
• Providing coaching and mentoring to individual teachers.
• Sharing research-based strategies and resources.
• Assisting with curriculum development and alignment.

Implementing Evidence-Based Numeracy Interventions

Math specialists are experts in implementing evidence-based numeracy interventions. They can:

• Assess students’ math skills and identify areas of need.
• Select and implement appropriate intervention programs.
• Monitor student progress and adjust interventions as needed.
• Provide direct instruction to students in small groups or individually.

Implementing Effective AIS

Building upon the foundational understanding of RTI and the roles of key stakeholders, the next crucial step is putting AIS into action. Implementing effective AIS involves a systematic process, from identifying students who require additional support to carefully monitoring their progress and making necessary adjustments along the way. This section will explore the key steps involved in this process.

Identifying Students in Need of AIS

The first step towards effective AIS is identifying students who could benefit from it. This involves implementing robust early warning systems and utilizing data to pinpoint those who are at risk of academic difficulties.

Early Warning Systems and Screening Processes

Early warning systems are proactive measures designed to identify students who are struggling academically or behaviorally before significant gaps develop. These systems often include multiple indicators, such as attendance records, grades, and performance on standardized assessments.

Screening processes, on the other hand, are typically brief, standardized assessments administered to all students to identify those who may be at risk in specific academic areas. These screenings can help flag students who may need further evaluation and targeted interventions.

Using Data to Identify At-Risk Students

Data analysis is a critical component of identifying students who require AIS. By examining various data points, such as classroom assessments, standardized test scores, and report card grades, educators can gain valuable insights into student performance.

This data can help identify patterns and trends that indicate a student is not progressing at an appropriate rate. It is essential to establish clear criteria for determining when a student is considered at risk and requires further evaluation.

Assessment and Diagnostic Practices

Once a student is identified as potentially needing AIS, a more in-depth assessment is required to pinpoint specific learning needs. This involves diagnostic assessments and ongoing formative assessment practices.

Diagnostic Assessments to Identify Specific Learning Needs

Diagnostic assessments are designed to provide a detailed understanding of a student’s strengths and weaknesses in specific academic areas. These assessments can help identify specific skill deficits or learning gaps that are hindering a student’s progress.

Examples of diagnostic assessments include reading inventories, math assessments that target specific concepts, and writing samples analyzed for specific skills. The results of these assessments should be used to inform the development of targeted intervention plans.

Formative Assessment for Ongoing Monitoring and Adjustment

Formative assessment is an ongoing process of monitoring student learning and providing feedback to guide instruction. This type of assessment is not used for grading purposes but rather to inform instructional decisions and make adjustments to teaching strategies as needed.

Formative assessment can take many forms, including classroom observations, quick checks for understanding, and exit tickets. By regularly monitoring student progress through formative assessment, teachers can identify when a student is struggling and adjust their instruction accordingly.

Selecting Evidence-Based Interventions

After identifying a student’s specific learning needs, the next step is to select appropriate interventions. It is crucial to use evidence-based practices and programs to ensure the interventions are effective and aligned with research.

Evidence-Based Practices and Programs

Evidence-based practices are instructional strategies or programs that have been shown to be effective through rigorous research. These practices are supported by data demonstrating that they lead to positive outcomes for students.

When selecting interventions, it is essential to prioritize those that have a strong research base and have been proven to be effective for students with similar learning needs. Resources like the What Works Clearinghouse and the National Center on Intensive Intervention (NCII) can help identify evidence-based interventions.

Matching Interventions to Student Needs

Not all interventions are created equal, and what works for one student may not work for another. It is crucial to carefully match interventions to the student’s specific learning needs, taking into account their strengths, weaknesses, and learning style.

This requires a thorough understanding of the student’s learning profile and the characteristics of different interventions. It also involves considering factors such as the intensity and duration of the intervention, as well as the setting in which it will be delivered.

Progress Monitoring: Tracking Student Progress

Progress monitoring is a critical component of effective AIS. It involves regularly assessing student progress to determine whether the intervention is working and whether adjustments are needed.

The Importance of Progress Monitoring

Progress monitoring provides valuable data that can inform instructional decisions and ensure that students are making adequate progress. Without regular progress monitoring, it is difficult to determine whether an intervention is effective or whether a student needs a different approach.

Progress monitoring data can also be used to communicate student progress to parents and other stakeholders. It is essential to establish clear goals for student progress and to regularly track progress towards those goals.

Curriculum-Based Measurement (CBM) and Other Tools

Curriculum-based measurement (CBM) is a standardized approach to progress monitoring that involves using brief, frequent assessments to track student growth in specific academic areas. CBM tools are typically easy to administer and score, making them ideal for ongoing progress monitoring.

Other tools for progress monitoring include teacher-created assessments, observation checklists, and student self-assessments. The specific tools used will depend on the student’s learning needs and the nature of the intervention.

Using Progress Monitoring Software (e.g., AIMSweb, DIBELS)

Progress monitoring software can streamline the process of collecting, analyzing, and reporting progress monitoring data. These software programs typically offer a range of features, such as automated scoring, data visualization, and reporting tools.

Examples of popular progress monitoring software include AIMSweb and DIBELS. These programs can help teachers track student progress more efficiently and make data-driven decisions about instruction.

Data-Driven Decision Making Based on Progress Monitoring Data

Progress monitoring data should be used to inform instructional decisions. If a student is not making adequate progress, the intervention may need to be adjusted or a different intervention may need to be implemented.

Data-driven decision making involves using progress monitoring data to make informed choices about instruction. This may involve changing the intensity or duration of the intervention, modifying the instructional strategies being used, or selecting a different intervention altogether.

Remediation and Accommodation: Tailoring Support

In addition to targeted interventions, students receiving AIS may also benefit from remediation and accommodations. These supports help to address skill gaps and provide access to the curriculum.

Remediation Strategies to Address Skill Gaps

Remediation involves providing targeted instruction to address specific skill deficits or learning gaps. This type of instruction is designed to help students catch up to their peers and master essential skills.

Remediation strategies may include reteaching concepts, providing additional practice opportunities, and using different instructional approaches. It is essential to identify the root cause of the skill gap and provide targeted instruction to address it.

Accommodation to Support Access to the Curriculum

Accommodations are changes to the way instruction is delivered or assessed that do not change the content of what is being taught. Accommodations are designed to provide students with disabilities or other learning challenges with equal access to the curriculum.

Examples of accommodations include providing extended time on assignments, allowing students to use assistive technology, and providing preferential seating. Accommodations should be individualized to meet the specific needs of the student.

Locations for AIS

AIS can be implemented in a variety of settings, depending on the student’s needs and the resources available. The key is to create a supportive and structured environment that promotes learning and growth.

Implementing Interventions in the Classroom (General Education)

Many interventions can be implemented effectively within the general education classroom. This allows students to receive support without being pulled out of their regular classroom environment.

Implementing interventions in the classroom requires collaboration between the general education teacher and AIS providers. Teachers may need to adjust their instruction or provide additional support to students receiving AIS.

Dedicated Support in a Resource Room/AIS Room

Some students may benefit from receiving more intensive support in a dedicated resource room or AIS room. This setting provides a quiet and structured environment where students can receive individualized instruction and targeted support.

Resource rooms are typically staffed by trained AIS providers who can provide specialized instruction in reading, math, or other academic areas. This setting allows for more intensive and individualized support than may be possible in the general education classroom.

Importance of Home Support for Students

The support provided at home can play a critical role in a student’s success in AIS. Parents can reinforce skills learned at school, provide encouragement, and create a supportive learning environment.

Communication between school staff and parents is essential to ensure that parents are aware of their child’s progress and how they can support their learning at home. Parents can also provide valuable insights into their child’s strengths, weaknesses, and learning style, which can help inform the intervention process.

Tools and Resources for Academic Intervention Services (AIS)

Building upon the foundational understanding of RTI and the roles of key stakeholders, the next crucial step is putting AIS into action. Implementing effective AIS involves a systematic process, from identifying students who require additional support to carefully monitoring their progress and making necessary adjustments.

Fortunately, educators and families are not alone in this endeavor. A wealth of tools and resources are available to support the successful implementation of AIS, spanning assessment, intervention, technology, and organizational support.

Assessment Tools for Identifying and Monitoring Student Needs

Accurate assessment is the bedrock of effective AIS. It allows educators to pinpoint specific areas of difficulty and track progress over time.

Diagnostic Assessments

Diagnostic assessments delve deeper than typical classroom assessments to uncover specific learning deficits. These tools provide detailed information about a student’s strengths and weaknesses, informing targeted interventions. Examples include:

• Woodcock-Johnson IV Tests of Achievement: A comprehensive assessment of academic skills, including reading, writing, and math.
• Wechsler Individual Achievement Test (WIAT-III): Another widely used achievement test that assesses a range of academic areas.
• KeyMath-3 Diagnostic Assessment: Specifically designed to assess mathematical understanding and skills.
• Test of Word Reading Efficiency (TOWRE): Measures the ability to pronounce printed words accurately and fluently.

Curriculum-Based Measurement (CBM)

CBM provides a standardized, efficient method for monitoring student progress across various academic areas. CBM tools involve brief, frequent assessments that align directly with the curriculum being taught. Common CBM measures include:

• Reading Fluency: Measures the number of words a student can read correctly per minute.
• Math Computation: Assesses a student’s ability to solve basic math problems quickly and accurately.
• Spelling: Measures a student’s ability to spell words correctly.
• Writing: Evaluates writing skills such as sentence construction and idea development.

Progress Monitoring Software

Software platforms streamline the process of collecting, analyzing, and interpreting progress monitoring data. These tools offer features such as:

• Automated data entry and scoring: Reduces the burden of manual data management.
• Visual data displays: Provides clear graphs and charts to track student progress.
• Reporting features: Generates reports for teachers, parents, and administrators.

Popular options include:

• AIMSweb: A comprehensive assessment and progress monitoring system.
• DIBELS (Dynamic Indicators of Basic Early Literacy Skills): Focuses on early literacy skills.
• easyCBM: A web-based system for creating and administering CBM assessments.

Intervention Programs: Targeted Support for Specific Skill Gaps

Once learning needs are identified, selecting appropriate intervention programs is critical. Evidence-based intervention programs are designed to address specific skill gaps and are backed by research demonstrating their effectiveness.

Reading Intervention Programs

Reading intervention programs target various aspects of reading, such as phonological awareness, phonics, fluency, vocabulary, and comprehension. Examples include:

• Read Naturally: A fluency-building program that uses repeated reading and audio support.
• Orton-Gillingham based programs (e.g., Wilson Reading System, Barton Reading & Spelling System): Structured, multi-sensory approaches for students with dyslexia or other reading difficulties.
• REWARDS (Reading Excellence: Word Attack and Rate Development Strategies): Focuses on decoding multisyllabic words.
• Lively Letters: A multi-sensory program that teaches phonological awareness and phonics through engaging characters.

Math Intervention Programs

Math intervention programs address various mathematical concepts and skills, such as number sense, computation, problem-solving, and algebraic thinking. Examples include:

• Number Worlds: A comprehensive math intervention program that focuses on developing number sense and mathematical reasoning.
• Do The Math: A program that targets specific math skills, such as addition, subtraction, multiplication, and division.
• TransMath: Designed for older students who struggle with basic math concepts.
• Corrective Mathematics: Addresses a range of math skills, from basic computation to algebra.

Technology and Software: Enhancing Communication and Data Management

Technology can play a vital role in supporting AIS implementation by streamlining data collection, facilitating communication, and providing access to engaging learning resources.

Progress Monitoring Software

As mentioned earlier, software platforms like AIMSweb, DIBELS, and easyCBM are valuable tools for tracking student progress and making data-driven decisions.

Parent Communication Apps

Engaging parents is essential for student success in AIS. Parent communication apps facilitate regular communication between school staff and families, keeping parents informed about their child’s progress and providing opportunities for collaboration. Examples include:

• ClassDojo: A popular platform for classroom management and parent communication.
• Remind: A messaging app that allows teachers to send quick updates and reminders to parents.
• SeeSaw: A digital portfolio platform that allows students to showcase their work and share it with their families.
• TalkingPoints: Multilingual family engagement platform.

Organizational Support: Resources for Educators and Families

Numerous organizations offer resources and support to educators and families involved in AIS.

State Departments of Education

State departments of education provide guidance, training, and funding opportunities related to AIS. Visit your state’s Department of Education website for information on specific AIS policies and resources.

Local School Districts

Local school districts often have their own AIS policies, procedures, and resources. Contact your local school district’s special education or curriculum department for more information.

National Center on Intensive Intervention (NCII)

The NCII provides resources and support for implementing intensive interventions for students with severe and persistent learning disabilities. Their website (intensiveintervention.org) offers a wealth of information on evidence-based practices, assessment tools, and progress monitoring strategies.

Learning Disabilities Association of America (LDA)

The LDA (ldaamerica.org) provides information and support to individuals with learning disabilities, their families, and professionals who work with them. Their website offers resources on a variety of topics, including assessment, intervention, and advocacy.

So, take a deep breath! Navigating the world of academic intervention services can feel a bit overwhelming at first, but remember you’re not alone. Trust your instincts, communicate openly with your child’s school, and know that with the right support, your child can thrive. Good luck!