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Embed code for: 2016-2017 Academic Intervention Services Model 6th Gr. math
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South Middle School
Model (push-in or pull-out)
Description of Model
I work with three math teachers and rotate my visits to their classes. For example, I see teacher A all day Monday; teacher B, all day Tuesday; Teacher C, all day Wednesday; then start again with teacher A on Thursday: teacher B on Friday, and teacher C on Monday and so on. I can see my AIS students only once, occasionally twice, a week. It is very difficult to follow their progress due to this schedule. I would like to see fewer students, but see them more frequently to have a deeper understanding with students, be more aware of students’ needs and progress, and be more interactive with my co-teacher. I am also required to teach a bi-lingual class daily. There is only a substitute teacher there at this time.
Total number of students and grade level % serviced
(i.e. 84 students; 12% of grade)
There are 263 6th grade students
148 are level 1's and 2's
83/263 I see 32% of total population
83/148 I see 56% of the population with the greatest needs
I use the intervention strategies from the “response to intervention” binder provided last year; resources purchased from Teachers Pay Teachers, and Pinerest; and material and suggestions from other teachers. I use NYS math modules (engage NY lessons) and adapt them for my students. Soon, I will be using I-Ready to keep track of needs and progress.
Data Points for Eligibility
I use the NYS 5th grade test (or earlier grade if 5th is not available), I-Ready once in affect, 5th grade post-test given to incoming sixth graders, classroom teacher's recommendation, AIS teacher observation and special education teacher's observations
Progress Monitoring System (include: monitoring student progress and monitoring strength of the model /implementation of resources)
I monitor students during classroom instruction to see which students don't understand the lesson and intervein when appropriate.
I review tests, when available so I can measure progress or needs
I keep my own notes during class (when I'm not instructing) to keep specifics of student's weaknesses and strengths. For example: student A, weak in basic computation: student B attendance issues: student C confused about current lesson on plotting points on a graph; and student D can’t find classwork or homework.
Interventions may include:
Making flash cards for students to study when not in school, do minute math sheets for practice. I may provide boxes with missing numbers to fill in for division.
Contacting families about attendance issues and seeing student during class, lunch, and after school to catch them up on what they have missed.
Assist student during class and provide tools or suggestions that will help students understand a specific topic, provide hand’s-on activities.
Work with student to organize binder, and discuss why he/she doesn’t do the homework and what can be done to improve that. Also, may get positive reinforcement for bringing homework in.
-I record this information on the RTIm system bi-weekly and a chart I bring to class.
I utilize a push-in/co-teaching model with three different ELA teachers. I push into the same classes everyday. I co-teach with the classroom teacher or work with students independently or in small group of 6 to 8 students. I co-plan with all the ELA teachers every week during our Common Planning Time.
263 students in 6th grade
25 students are being serviced
10% of 6th grade
IReady ELA, Writing Portfolios, highlighters, anchor charts, graphic organizers, journals, post-its, dictionaries, thesaurus, document camera, projector, NYS ELA modules
ELA state exam, Final ELA exam from previous school year, Final ELA grade from previous school year, previous SRI scores, IReady and teacher, guidance counselor or administrator recommendation
To monitor students' progress, I will utilize the RTIm system and service logs bi-weekly as well as collecting writing samples and student work. As a co-teacher grade and asses students assignments.I will also progress monitor through IReady ELA , daily formative assessments, teacher observations, and one and one conferencing.
South Middle School
Push-in Co-teaching model
Description of Model
46 Students; 19% of grade
IReady ELA, Castle Learning, Quizlet, Writing Portfolios, highlighters, anchor charts, graphic organizers, journals, post-its, dictionaries, thesaurus, document camera, projector, NYS ELA modules
To monitor students' progress I will utilize the RTIm system and service logs bi-weekly as well as collecting writing samples and student work. As a co-teacher I take part in grading and creating assessments within the classroom and this enables me to effectively manage my co-teaching model. I will also progress monitor through IReady ELA , daily formative assessments and one on one conferencing with individual students.
Push In and Pull Out Depending on the Unit, Lesson, Skill
I utilize a push-in/co-teaching model with three different Math teachers. I push in 5 classes. Four classes on a regular basis and one class every other day( A-day). At time, I co-teach with the classroom teacher or work with students independently or in small group of 6 to 8 students. Other time, I clarify concepts to the whole class or to particular students who are still struggling. While classroom teachers are involved in the management of the lesson and the discipline within the classroom. Each of us has an active role in the classroom and the students see us as equals.
31 Students; 10% of grade
IReady Math, Castle Learning, Classroom Assessments/performance, Progress Reports and report Card grades.
NYS Math exam, Scale score 292 and below. Final Math exam from previous school year, Students performance in Math from previous school year. Report Card, Teacher recommendation.
NECSD Academic Intervention Services
2016 – 2017 from previous school year, Final ELA grade from previous school year, previous SRI scores, IReady and teacher, guidanc