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ELMONT UNION FREE SCHOOL DISTRICTEligibility for Academic Intervention Services2019 – 2020STUDENTS IN GRADES 3-6Each school year, districts must develop a policy or review the existing policy for providing Academic Intervention Services (AIS). The median scale score between Levels 2 and 3 for the New York State Grades 3-8 ELA and Mathematics assessments are provided below for the purpose of identifying students to receive AISDescription of the Two-Step Process for Identifying Students to Receive AIS For the 2019-20 school year, the Elmont School District shall continue to identify students to receive AIS in ELA and Mathematics based on the New York State Grades 3-8 scores through a two-step process. First, all students performing below the median scale score between a Level 2/partially proficient and a Level 3/proficient on a Grade 3-8 ELA or Mathematics state assessment shall be considered for AIS. Second, upon identification of a student for consideration for AIS, the Elmont school district shall then use a district developed procedure that considers multiple-measures of student performance for determining which students shall receive AIS. The district-developed procedure must be applied uniformly and equitably at each grade level. These multiple measures may include, but are not limited to, the following: 1) Developmental reading assessments for grades K-6; 2) New York State English as a Second Language Achievement Test (NYSESLAT);3) Benchmark and lesson-embedded assessments for reading and math in grades K6 based on teacher designed and selected assessments; 4) Common formative assessments that provide information about students’ skills;5) Unit and lesson assessments for ELA, mathematics, science, social 6) Results of psychoeducational evaluations based on a variety of assessments and inventories. Regardless of the measures used, all measures must be applied uniformly and equitably at each grade level and in each content area when determining which students shall receive AIS. After the district considers a student’s scores on multiple measures of student performance, the district will determine whether the student is required to receive AIS. District policies for providing AIS, including a description of which student performance measures and associated scores will be utilized to determine eligibility, must be posted on the district website and/or distributed to parents in writing.STUDENTS ENROLLED IN GRADES K-2AIS Entrance Criteria for K Classroom observations for Kindergarten DIAL scores from Pre-K or administer DIAL or Speed-DIAL to students in question Do DIAL testing on Kindergarten students as needed Fundations initial screening – below 80% for letter-naming… see form AIS Entrance Criteria for 1-3 Use previous year’s AIS Provider’s list and recommendations to see who to assess Running Records instructional level – Tier 2 Grade 1: B or lower (as well as Early Literacy Profile if needed) Grade 2: H or lower Grade 3: K or lower Fundations assessments for K-2 Results of NWEA When in question, use last year’s teacher recommendationMULTIPLE MEASURES GUIDELINES FOR ALL GRADES K-6NWEA, Measures of Academic Progress Guidelines Building teams will review the NWEA Measures of Academic Progress Normative Data. The 2015 NWEA RIT Scale Norms provide status and growth norms for individual students. Beginning, middle and end of the year grade specific RIT means are contained in the following chart.? All students that fall at or above the grade level mean on the Spring 2019 MAP Reading and Math Assessments will receive small group instruction within the classroom. Students that fell below the grade level RIT Mean will be considered for RtI Tier 2 or Tier 3 preliminary placement. Tier placements will be finalized after the administration of the Fall 2019 NWEA testing applying the same norms contained in the chart. In addition, building administrators and teachers will review the NWEA Growth Data contained in the student progress report along with the other suggested measures to make final determinations. The classroom teacher and the AIS teacher will monitor the progress of their students.? Student behaviors could have an impact on student’s academic performance (attention issues, behavior issues etc.)? When student behavior impacts student performance, the issue must be brought to the Child Study Team for further discussion and alternate strategies must be discussed to determine the need for a Behavior Intervention Plan (BIP), a 504 plan, or a possible referral to the Committee on Special Education.? Building administrators will continue to monitor daily instruction and teacher lesson plans to ensure that daily instruction reflects best practice, differentiation of instruction, and the NWEA Continuum of Learning goals. Administrators will ensure that the Child Study Team meets in a timely fashion and that all recommendations and decisions are implemented with fidelity by the appropriate members of the school team.??? Teachers are expected to bring comprehensive data-based evidence of the specific strategies, the duration of the intervention, and outcomes must be submitted to the building principal and the Child Study Team before a student to deemed eligible to receive AIS services and initial placement or movement between tiersNWEA 2015 NWEA Measures of Academic Progress Normative Data (Reading and Math)GradeELA Beginning Year MeanELA Mid- Year MeanELA End-Year Math Beginning Year MeanMath Mid- Year Mean Math End- Year MeanKindergarten141.0151.3158.1140.0151.5159.1First160.7171.5177.5162.4173.8180.8Second174.7184.2188.7176.9186.4192.1Third188.3195.6198.6190.4198.2203.4Fourth198.2203.6205.9201.9208.7213.5Fifth205.7209.8211.8211.4217.2221.4Sixth211.0214.2215.8217.6222.1225.3Student Report CardsStudent report cards summarize the progress of a students in the classroom. The information is based on teacher observation, classroom assignments, and formative and summative assessments across all disciplines. Additionally, progress is monitored between report cards and allow administrators and teachers to review school performance and adjust instructional goals, and interventions. A student must achieve at Performance Level 3 (75%) to achieve proficiency in grade specific English Language Arts Standards. A student must achieve at Performance Level 3 (80%) to achieve proficiency in grade specific Mathematics Standards. Student report cards are one of the multiple sources of data sources required to determine a child’s eligibility to receive AIS services and placement in an AIS tier. Diagnostic Assessment GuidelinesDiagnostic assessments will continue to be used to aid educators in understanding the causes for student performance, i.e. the learning strengths and needs that underlie student performance on a universal screening or other assessment. They will help teachers identify where a student’s understanding breaks down. This information is used to plan, modify and/or differentiate instruction/intervention. Other tools that provide diagnostic information (e.g. running records, NWEA Skills Checklist Assessments, analysis of student work, teacher observations, and student/family interviews) are important to include in the diagnostic process in order to triangulate data.The characteristics of diagnostic assessmentsGiven to selected students Reliable (Commercial assessments have undergone psychometric analyses to determine reliability. A “teacher-made” assessment cannot be referred to as reliable if it has not been analyzed by a psychometrician.)Valid (Commercial assessments have undergone psychometric analyses to determine validity. The inferences made from a “teacher-made” assessment cannot be referred to as valid, if it has not been analyzed by a psychometrician.)Class review meetings will be scheduled within the first few weeks of school to discuss additional factors that may influence tier placements of students. Members of the building class review teams include current classroom teacher, AIS provider, Resource Room provider, Social Worker, Psychologist, Speech teacher, administrators, and any professional that worked with the student during the previous year. FINALLYAll members of the professional staff are expected to refer to the District RtI Plan for a clear definition and description of the instruction that is delivered at each tier.? The Child Study Teams will determine AIS eligibility and tier placement based on the multiple sources of data stated in this plan. ?The building principal must review and approve the eligibility and tier placements of all AIS students.? It is mandatory that one building administrator attend the building Child Study Team meetings throughout the year. ................
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