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ELA AIS Identification of Students 2017-18

Guilderland Central School District Identification of Students for AIS in the 2017-18 School Year

September 2017—Based on NYS regulation, all school districts must provide criteria for identification of students for AIS. The Guilderland CSD Response to Intervention Plan includes a committee of stakeholders that meets approximately every 10 weeks to review student academic progress in grades K-5 and makes recommendations for strategies and interventions to be used within the classroom and intervention settings. Members of the committee include: classroom teacher, building principal, support teachers (reading, ENL, special education, speech & language, school psychologist, social worker). Multiple formal and informal assessments are considered, including NYS test scores. In grades 6 - 8, student academic progress is reviewed every 20 weeks by Language Arts teachers, reading teachers, and the academic administrator for ELA/Reading. Multiple formal and informal assessments are considered, including NYS test scores.

The criteria for AIS in the 2017-18 school year is:


Grades 4 & 5
RTI/AIS
Tier Level

Intervention

Criteria

Tier 1 Reading

Classroom teacher support within general education classroom


 --ELA score below state cut off
and
--Fountas and Pinnell Benchmark Assessment: at or 1 level below district proficiency level
and
--Classroom based observations and assessments

Tier 2 Reading

Specialized small group instruction delivered by a specialist

--ELA score below state cut off
and
--Fountas and Pinnell Benchmark Assessment: 2 or more levels below district proficiency level
and
--Classroom based observations and assessments

Tier 3 Reading

Specialized small group or 1-1 instruction delivered by a math specialist with increased frequency and duration

--ELA score below state cut off
and
--Fountas and Pinnell Benchmark Assessment: 2 or more levels below
district proficiency level
and
--Classroom based observations and assessments
and
--Lack of growth after tier 2 intervention

 

Grades 6 - 8

RTI/AIS

Tier Level

Intervention

Criteria


Tier 1 Reading

(ELA AIS)


Classroom teacher support within general education classroom


--ELA score below state cut off
and
--Classroom based observations and assessments

Tier 2 Reading

Specialized small group instruction delivered by a specialist

--ELA score below state cut off
and
--Classroom based observations and assessments


Recommendations for Revisions to the Current Methodology for Identification of Students for AIS in the 2017-18 School Year and Beyond


Based upon discussions with school district superintendents, principals, AIS instructors, teachers trained in RTI, and other key stakeholders, the Department is recommending that the Board of Regents take the following action to amend Commissioner’s Regulations pertaining to the identification of students eligible for AIS in grades 3 – 8 ELA and mathematics:

For the 2017-18 school year, districts shall identify students for AIS through a two step process:

First, all students performing at or below a median cut point score between a level 2/partially proficient and a Level 3/proficient, as determined by the Commissioner, shall be considered for AIS.

Upon identification of a student for consideration for AIS, districts shall then use a district-developed procedure, to be applied uniformly at each grade level, for determining which students shall receive AIS after the district considers a student’s scores on multiple measures of student performance, which may include but not be limited to the following measures, as determined by the district:

-- developmental reading assessments for grades K-6;
-- NYS English as a Second Language Achievement Test (NYSESLAT);
-- benchmark and lesson-embedded assessments for reading and math in grades K-6 based on teacher designed and selected assessments;
-- common formative assessments that provide information about students’ skills;
-- unit and lesson assessments for ELA, mathematics, science, social studies, and LOTE for grades 7-12; and results of psychoeducational evaluations based on a variety of assessments and inventories and to determine whether a student shall receive AIS.


 

 

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