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?
Yes.
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.