ACADEMIC INTERVENTION SERVICES (AIS)
Teachers continuously assess students’ progress and modify their teaching approaches to best reach each student. These approaches can include but are not limited to:
-Small group instruction
-Individualized instruction
-Providing supplemental materials
-Computer-assisted instruction
-Co-teaching (increased teacher/student ratio)
-Scheduling to increase instructional time in a particular area

Students in danger of not reaching New York State Learning Standards will be the primary recipients of AIS, and parents will receive regular notification of these students’ progress.

IDENTIFICATION FOR SERVICES

Per the amended Commissioner’s Regulations 100.2 regarding the methodology by which school districts identify students in grades 3-8 to receive Academic Intervention Services (AIS), which involves a 2-step process, WHUFSD has developed the following procedures: 

Elementary-Grades 3-6 ELA
-Identify students whose scale score falls below the Median Scale Score between Levels 2 and 3 using the tables provided by SED.
-Of those students, identify their A to Z or F&P reading level. If their reading level falls below the latter half of the previous grade level, then those students would be provided AIS services.  

Elementary-Grades 3-6 Math
-Identify students whose scale score falls below the Median Scale Score between Levels 2 and 3 using the tables provided by SED.
-Of those students, identify their AIMSWeb math benchmark scores and Go Math post-test scores at their previous grade level. If the scores are below expectations, then students are provided math AIS services.

NEW YORK STATE ESSA-FUNDED PROGRAMS COMPLAINT PROCEDURES

This is the link to find the process for resolving complaints submitted to the New York State Education Department’s (NYSED) Office of ESSA-Funded Programs alleging that a local educational agency (LEA), grantee or NYSED has violated a law, rule, or regulation in the administration of any “covered Federal program” under the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA).

INSTRUCTIONAL SUPPORT TEAM
Our Instructional Support Team meets regularly to assist teachers in meeting all students’ needs. At times, evaluation to determine the appropriateness of further services is warranted. Parents who are concerned about their child’s academic and or social-emotional progress should discuss possible options with their child’s teacher.

OCCUPATIONAL AND PHYSICAL THERAPY
Occupational Therapy (OT) and Physical Therapy (PT) in the school setting help students benefit from their educational program. Therapy is designed to assist in the development of underlying skills needed for learning within the child's current educational setting. Depending on the individual, therapy may include:

-Improving gross and fine motor skills
-Sensory-motor processing
-Coordination
-Adapting environments
-Organizing and using materials appropriately
-Developing dressing and feeding skills appropriate to the learning environment

The services we provide in school are distinctly different from clinically-based, medically-necessitated treatment. Although medical conditions and/or a disability may be present, OT/PT may not be required if the student's condition does not impact his or her ability to benefit from his or her educational program. OT/PT must be educationally relevant to be recommended and provided in school.

REMEDIAL MATH
The Math Lab Program for remediation has been designed to assist those students who experience difficulty with classroom mathematics as demonstrated on standardized tests (California Achievement Test or the NYS Math test). In addition, students are evaluated and sometimes placed in the program based on teacher referrals. The program is a reinforcement of concepts and skills as presented by the classroom teacher.

Students receive remediation one to three times per week for 30 minutes each session during the class' work-study time. This is in addition to their classroom math instruction. Children remain in the program until they can achieve at least an average score on the yearly standardized test.

REMEDIAL READING
The Remedial Reading Program – which is funded through a variety of federal, state, and local sources – provides services designed for each child. The program is a supplement to the child's regular classroom reading instruction. Reading evaluations are conducted with children on a referral basis. Test scores, portfolio assessments, and teacher records are considered as well.

Children in the Remedial Reading Program meet at least three days per week for 30 minutes each day. We use a diagnostic-prescriptive approach in coordination with the classroom reading program. Generally, students with the most serious reading problems who are not involved with the Committee on Special Education are included. Services are provided to children both in the classroom and in the Reading Center.

SCHOOL PSYCHOLOGISTS
Our psychologists are responsible for providing psycho-educational assessments for students experiencing educational, social, or behavioral management difficulties, and are involved in program recommendations to meet the needs of the students.

In addition, the psychologists are available for crisis intervention and will make referrals to outside agencies for the long-term counseling needs of district students. They are also involved in consultation with teachers and parents, counseling as appropriate for those students who are having school-related difficulties, referral to outside resources for counseling or other community-based programs, and prevention/educational services including personal safety in the classrooms.

SPECIAL EDUCATION
The Director of the Committee on Special Education oversees the referral, identification, annual review, and placement of children having, or suspected of having handicapping conditions.

Students in grades K-6 who have been identified by the CSE (Committee on Special Education) as having a handicapping condition are eligible for services. A demonstrated discrepancy between grade placement and achievement is one criterion for this identification and placement. 

Special Education instruction is available as a part of the academic program. The goal of Special Education is to provide each child with a specially designed, individual education program (IEP) that will best enable him/her to attain a level of achievement closest to his/her potential in the least restrictive environment.

SPEECH THERAPY
Speech and Language services are very important in the elementary program. All children entering school are screened for all areas of speech and language. Test scores and informal observations are used to determine which of our two programs would be most beneficial for the student. The amount of therapy is based on the severity of the problem. Priority is given to students with handicapping conditions.

TALENTED AND GIFTED PROGRAM
The Museum (Talented And Gifted Program - TAG) offers enrichment learning opportunities to students with high academic abilities. Students attend three to five sessions a week for classes in creative thinking, problem-solving, critical thinking skills, leadership activities, and special mini-courses.

Students may also elect to pursue an in-depth research project on the topic of their choice or a collaborative project with classmates.

Selections for the program are made based on one or more of these factors: outstanding academic talent, creativity, task commitment, and leadership potential.