As with all public schools across the nation, New York schools have standards in reading and mathematics that must be met by its students. Unfortunately, many students fall short of the standards and their families are not in a position financially to provide the extracurricular tutoring that is required to improve the skills of their children. The New York schools do not want to see any child at any grade left behind and provides the solution.

The New York schools have student academic intervention programs that provide the needed tutoring, counseling and teaching of skill sets. The New York schools services are a supplement to the general teaching curriculum.

New York schools students who are academically at risk and need assistance in the areas of English language arts, mathematics, social studies, and/or science are candidates for intervention. The New York schools support may address the areas of guidance, counseling, attendance and study skills, all of which affect a student’s ability to perform well academically.

The New York schools academic intervention may be offered during regular school hours or during an extended school day or year, depending upon the school. New York schools educators determine the need for intervention. It is not something that may be requested or refused by parents, though their cooperation can make a difference between success and failure of the program.

If a child in the New York schools is determined to need such intervention, the parents are notified in writing, telling them of the commencement of the program for their child, what services will be provided, the reason intervention is required, and the consequences for the student of not achieving the expected performance levels. New York schools communication with the parents is ongoing and encourages their cooperation and participation in the program. There is at least one consultation a semester with the classroom teacher and other New York schools professional staff, who are assisting their child. Progress reports are given the parents at least on a quarterly basis. Additionally, information is provided to the parents on how to work with their child to improve academic achievement, how to monitor the child’s progress, and how to work with New York schools educators to improve their child’s achievement.

New York schools student academic intervention is determined as follows:

• Kindergarten through grade three —

1) Student lacks reading readiness, including knowledge of sounds and letters, and is based on appraisal by the New York schools; OR

2) Student is at risk of not meeting the New York schools’ required performance level in English language arts and/or mathematics. This may include diagnostic screening or vision, hearing and physical disabilities; and limited English proficiency determination.

• Grades four through eight —

1) Student scores below the state required performance level on one or more New York schools elementary assessments in English language arts, mathematics, social studies or science; OR

2) Student is at risk of not achieving New York schools standards in English language arts, mathematics, social studies and/or science. This may include diagnostic screening or vision, hearing and physical disabilities; OR

3) Student is limited English proficient and at risk of not achieving New York schools standards in English language arts, mathematics, social studies and/or science by using English or their native language. This may include diagnostic screening or vision, hearing and physical disabilities.

• Grades nine through twelve —

1) Student scores below the New York schools required performance level on one or more state intermediate assessments in English language arts, mathematics, social studies or science; OR

2) Student scores below New York schools required performance level on any one of the state examinations that are required for graduation; OR

3) Student is at risk of not achieving New York schools standards in English language arts, mathematics, social studies and/or science. This may include diagnostic screening or vision, hearing and physical disabilities; OR

4) Student is limited English proficient and at risk of not achieving New York schools standards in English language arts, mathematics, social studies and/or science by using English or their native language. This may include diagnostic screening or vision, hearing and physical disabilities.

The New York schools student academic intervention is ended, when a student successfully meets the state’s required performance level in the areas he or she was having difficulty. Though school standards are now the norm across the nation, the New York schools are going one step beyond to ensure students meet those standards.





By: Patricia Hawke