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Academic Intervention

Services (AIS)

What is the entrance and exit criteria for AIS classes at Ward Melville High School?

10th grade
•    10th-grade students are placed in a literacy-based course (Literacy) according to their performance on the eighth and ninth-grade assessments, including the ELA State Assessment, locally developed assessment, final exams in English or Social Studies, class grades or teacher recommendations.
•    10th-grade Literacy meets on alternating days (ACE or BDF).
•    Exit criteria include passing the Global History Regents with a 65 or better AND passing Global Studies and English classes with 70 or better.

11th grade
•    Students who have either not yet passed the Global History Regents or who have scored below 70 in Global History and/or English class will continue in the Literacy Program.
•    11th-grade Literacy is an alternating-day program.
•    Exit criteria include passing the English Regents with a 70 or better AND passing English, Global History, and/or United States History classes. (If a local diploma is the goal and the student has earned local credit, consideration will be given to discontinue Literacy.)
•    There is no 12th-grade Literacy class (R/W Portfolio is an English class for credit).

12th grade
•    R/W Portfolio (0138 Fall)
•    Student must be a senior who has not yet passed the English Regents, Global History Regents, or United States History Regents.

Important to Note!
•    Schools cannot honor requests to drop an AIS class if the student meets the entrance requirements   for an AIS service.
•    AIS services may begin at any time the school believes the student is at risk of not earning a Regents diploma.
•    AIS is graded based on the pass/fail system and is non-credit-bearing.

If my child failed the Regents but passed the class, does he/she have to take an AIS class?


Why is my son or daughter not in math lab/reading lab this year?

As mandated by New York State, district schools are now required to comply with the Response to Intervention (RtI) mandate. This is a new way to provide support services in a strictly data-driven manner that targets support. Data is collected on all students over a period of time, and the district’s RtI committee meets to discuss the most appropriate course of intervention, as well as to regularly monitor progress. This has created a more fluid system of providing targeted support. As such, math and reading labs are no longer a year-long service. The intent is to provide targeted instruction and to return the student to the general education setting. This system is separate from special education services.