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

EFRC '02-'03/Condition Study-DRAFT 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 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 Research Framework AIS 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

Sampling Framework

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

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

EFRC '02-'03/Condition Study-DRAFT 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 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 Bef/After School In Place of Electives In Addition Reg Class During Reg Class 8th ELA ‘99 + Chg CWR - Enrollment + % FRPL + NYC +- Big 4 -+ Small City -+ Suburban

EFRC '02-'03/Condition Study-DRAFT % Time Inst Whole Class TeacherLed Discussion StudentLed Discussion Freq Plan Across Grd 8th ELA ‘99 Chg CWR - Enrollment - % FRPL NYC n/a - Big 4 n/a Small City Suburban AIS Teacher -+

EFRC '02-'03/Condition Study-DRAFT 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 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