The Implementation of Academic Intervention Services in NYS: Implications for School Organization and Instruction

1. The Implementation of Academic Intervention Services in NYS: Implications for School Organization and Instruction by Kieran M. Killeen, Ph.D., University of Vermont John W. Sipple, Ph.D., Cornell University

2. Presentation Outline • Research Framework • Findings • Identification of Students for AIS • Number of Students Receiving AIS • Provision of AIS • AIS Staffing • Instruction • Policy Implications EFRC '02-'03/Condition Study-DRAFT

3. Research Framework • We attempt to document and analyze school district organizational and instructional practices in response to changes in NYS Learning and Graduation Standards. • Equity Implications: How does response vary by wealth, location, and performance? • This study builds on previous case, survey, and data analyses conducted since 2000. EFRC '02-'03/Condition Study-DRAFT

4. Research FrameworkAIS Implementation Study • Survey Development • Sampling • District, School, and Teacher Level • Weighting (To Population of Districts or Students) • Merged with SRC, Ch. 655 databases • Analytical Methods • Bivariate, Multivariate EFRC '02-'03/Condition Study-DRAFT

5. Sampling Framework

6. Findings EFRC '02-'03/Condition Study-DRAFT

7. Identification of Students for AIS • Identification of students for AIS services relies most heavily on: • Standardized tests • Report cards • Guidance counselor recommendation • NYC schools place greater emphasis on report card grades and report greater involvement of parents and students in AIS programming decisions • Suggestion from Respondents: Need to Identify Students Earlier EFRC '02-'03/Condition Study-DRAFT

8. Number of Students Receiving AIS • AIS services provided to a far greater proportion of students in the five large urban districts: • 31% of Students in non Big-Five Districts • 56% of Students in NYC • 51% of Students in Big Four Districts • Students who Qualify but do not receive AIS: • 15% in NYC • 6% in non-Big Five EFRC '02-'03/Condition Study-DRAFT

9. Number of Students Receiving AIS • AIS students Receiving Special Education: • One-third of AIS students also receive special education services in non-Big Five • One-half of AIS students also receive special education services in Big Five • Example Suggestion(s): • Expand program to provide AIS services to students scoring a two. Indicative of difficulty providing AIS to all students • Take special education students out of AIS because they already receive tailored education services EFRC '02-'03/Condition Study-DRAFT

10. Provision of AIS Questions: • When are AIS services provided? • Are they offered inside the regular subject area classroom, or in more restrictive settings? • Do these placements vary by subject? • Are they considered additive to the regular education program, or are they held in place of those programs? EFRC '02-'03/Condition Study-DRAFT

11. AIS Staffing • 55% of Districts use Designated AIS Teachers to Provide AIS Services. • More than 60% of Districts use Special Education Teachers to Teach AIS. • Example Suggestion(s): Single biggest response was to increase the number of staff, reducing class size and allowing for more individualized instruction. EFRC '02-'03/Condition Study-DRAFT

12. Classroom Organization • The Classroom • Average of 19.6 students • 43% (8 students) receive AIS • One-third of teachers had no AIS students • 14% of teachers had all AIS students • 50% reported a mix of AIS and non-AIS students EFRC '02-'03/Condition Study-DRAFT

13. Class Sizes EFRC '02-'03/Condition Study-DRAFT

14. Instruction • AIS Teachers use small groups and individualized instruction more regularly • Instructing in small groups more than half the time : • AIS teachers in 26% of districts • Non-AIS teachers in 7% of districts • Lecturing at least once a week: • AIS teachers in 66% of districts • Non-AIS teachers in 91% of districts EFRC '02-'03/Condition Study-DRAFT

15. Multivariate Relationships • How do AIS Structural and Instructional Practices differ by • Performance • Community Wealth, Enrollment, Student Wealth • Location/Urbanicity • Teacher Type (AIS vs. Non-AIS) EFRC '02-'03/Condition Study-DRAFT

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18. Conclusions/Policy Implications • Differential Impact of the Need to Provide AIS services. • Will this lead to a call for greater resources to support development and implementation of AIS? • Urban districts face greater challenges than Suburban/Rural: • Greater proportion of students receiving AIS • Greater proportion of students who qualify for AIS but are not receiving these services • More Complex Scheduling Issues? EFRC '02-'03/Condition Study-DRAFT

19. Conclusions/Policy Implications (cont.) • No systematic pattern of which districts offer AIS in place of Electives. • Urban districts are more likely to offer AIS during Regular class time than suburban/rural districts. • Voluntary attendance options limit the ability of districts to reach students who need AIS services. • AIS within regular school hours only? • How to schedule? • Instructional Strategies <---> Achievement Outcomes EFRC '02-'03/Condition Study-DRAFT