East Greenbush Central School District - egcsd. · PDF fileL- Common Core Aligned Progress Monitoring Reading and Math ... Central School District’s AIS and RTI Plans are divided

East Greenbush

Central School District

AIS/RTI Plan

1 (AIS/RTI Plan)

Table of Contents

Page

2 Committee Membership, Meeting Dates

3-6 Introduction and Mission Statement

7 Service Delivery Model Tier 1

8 Service Delivery Model Tier 2 English Language Arts

9 Service Delivery Model Tier 2 Math

10 Service Delivery Tier 2 Monitoring

11 Service Delivery Model Tier 3 English Language Arts

12 Service Delivery Model Tier 3 Math

13-14 Instructional Support Team

15 Reporting and Recording Data

16 Needs and/ Goals

Appendices

18-24 A – Definitions

25-28 B – Tier 1 Strategies for Differentiation

29 C – Tier 2 Strategies for Differentiation

30 D – Tier 3 Strategies for Differentiation

31-38 E – Instructional Support Team Forms

39 F – Notice of Need for Services (K to 5)

40 G – Notice of Discontinuation of Services (K to 5)

41-42 H – Notice of Need for Services (6 to 8)

43 I – Notice of Discontinuation of Services (6 to 8)

44 J – Notice of Need for Services (9 to 12)

45

Additional

Resources

K – Notice of Discontinuation of Services (9 to 12)

L- Common Core Aligned Progress Monitoring Reading and Math (K-8)

2 (AIS/RTI Plan)

Committee Membership

Cara Talmadge Assistant Principal Goff

Joanne Allen Reading Specialist/Dept. Chair Goff

Margie Isbester Reading Specialist Goff

Karen Anderson-Green Special Education Teacher Goff

Trish Thorman AIS Math Specialist Goff

Maureen Singer School Psychologist Genet/Goff

Carol Willis Reading/Math/Dept. Chair Genet

Barbara Law Reading Specialist DPS

Laurie Owens Reading Specialist Bell Top

Megan Bouchard Reading Specialist Red Mill

Christine Conley Reading Specialist Green Meadow

Melissa Dupont Reading Specialist Columbia H.S.

Sue Rys School Psychologist Columbia H.S./Goff

Tom O’Hara Administration District

Ralph Lyons Assistant Superintendent District

Meeting Dates

October 10, 2013

November 22. 2013

December 18, 2013

January 23, 2014

May 9, 2014

3 (AIS/RTI Plan)

ACADEMIC INTERVENTION SUPPORT/ RESPONSE TO INTERVENTION PLAN

The East Greenbush Central School District’s Academic Intervention Services (AIS)/Response to Intervention

Plan (RTI) was developed to meet the requirements of the Section 100.2 (ee) revision to Part 100 of the

Commissioner’s Regulations adopted by the Board of Regents in July of 2000. This regulation requires school

districts to provide Academic Intervention Services to students who score below State proficiency levels on the

Common Core and other State Assessments and/or students who are at risk of not achieving NYS Learning

Standards and Common Core Learning Standards.

The RTI program will continue to be implemented at the K-5 grades with the addition of a Reading Skills class

at grade 6. In addition an AIS model of service will continue to be delivered in grades 6-12. In accordance with

the Amendment of the Commissioner of Education pursuant to the Education laws sections 101.207, 305, 309,

and 3204 (paragraph 97) of subdivision of section 100.2 of the Regulations of the Commissioner of Education

the East Greenbush Central School District will implement a program that meets the guidelines set forth above:

A school district may provide a Response to Intervention (RTI) program in lieu of

providing Academic Intervention Services (AIS) to eligible students provided that:

The RTI program is provided in a manner consistent with subdivision (ii) of section

100.2 of the Regulations.

The RTI program is made available at grade levels and subject areas (reading/math)

for which the students are identified as eligible for AIS.

All students who are otherwise eligible for AIS shall be provided such AIS services

if they are not responding to the RTI program.

The K-6 Response to Intervention Program and the 6-12 Academic Intervention Service Program will be

implemented in the manner described by the New York State Education Department. The East Greenbush

Central School District’s AIS and RTI Plans are divided into subsets (K-6) and (6-12).

Introduction to the K-8 Response to Intervention Program

Response to Intervention (RTI) is the practice of providing high-quality instruction/intervention matched to

student needs and using learning rate over time and level of performance to make important educational

decisions about individual students. (NASDSE, 2006)

Response to Intervention represents an educational strategy designed to close achievement gaps for all students,

including students at-risk, students with disabilities, and students that are English Language Learners by

preventing smaller learning problems from becoming insurmountable gaps. RTI has also been shown to lead to

more appropriate identification and development of interventions for students with learning disabilities. Each

day educators make important decisions about students’ educational programs, including decisions as to

whether a student struggling to meet the standards set forth for all students might need changes in the nature of

early intervention and instruction or might have a learning disability. Determining whether a student has a

learning disability must be based on data-based information that leads to the determination that a student’s

learning difficulties are not the result of the instructional program or approach. RTI is an effective and

instructionally relevant process that informs these decisions.

4 (AIS/RTI Plan)

The New York State Education Department (NYSED) has established a regulatory framework for RTI in

relation to school-wide screening, minimum components of RTI programs, parent notification, and use of RTI

in the identification of students with learning disabilities. The Regents policy establishes RTI as a school-wide

system of organizing instruction and support resources to deliver high quality instruction to meet the diverse

needs of all learners.

Response to Intervention begins with high quality research-based instruction in the general education setting

provided by the general education teacher. Instruction is matched to students’ needs via provision of

differentiated instruction in the core curriculum areas and supplemental intervention delivered in a multi-tiered

format with increasing levels of intensity and targeted instruction. As a result of school-wide screening and

progress monitoring, students who have not mastered critical skills or who are in danger of not making

satisfactory progress are identified for supplemental intervention. If adequate progress is not made after the

student receives the most intensive level of instruction intervention, it may be determined that a referral for a

comprehensive evaluation to determine eligibility for special education services is warranted.

Reading in the early grades is a primary focus of the RTI process, as this is the area in which most of the

research available and the curriculum area in which most students are identified with learning difficulties.

However, the process of data-based decision-making and the principles of RTI can apply to other content areas,

as well as to behavioral issues that may impact learning.

There are several areas of regulatory requirements in which screening assessments and the provision of

appropriate instructions are outlined reflecting the principles of RTI. It is the integration of these requirements

that forms New York’s policy framework for school districts to use systematic effective educational practices.

These regulations, which are included in Appendix A, include:

Part 117-School-wide screening requirements,

Part 200-Requirements for written BOE Administrative Policies and Practices,

Part 100-Required Components of a RTI Program, and

Part 200-Requirements for Procedures for Determining if a Student has Learning Disability.

5 (AIS/RTI Plan)

Quality Indicators for Appropriate Instruction

Research/evidence-based instruction that has shown to be effective is provided to all students.

Scientific researched-based reading instruction includes an uninterrupted (k-5) block of 90 minutes of daily

explicit and systematic instruction in phonemic awareness, phonics, vocabulary development at all grade

levels, reading fluency (including oral reading skills) and reading comprehension strategies.

Scientific research-based math instruction includes instruction in problem-solving, arithmetic skill/fluency,

conceptual knowledge/number sense and reasoning ability.

Curriculum is aligned to Common Core and State Learning Standards and grade level performance

indicators.

Instruction is provided by qualified personnel and trained staff.

Differentiated instruction is utilized to meet a wide range of student need.

Instructional strategies/programs are implemented with fidelity.

Instruction is culturally and linguistically responsive to the language and learning needs of students whose

first language is not English.

East Greenbush Central School District Response to Intervention-Instructional Strategies

All students’ grades K-8 are provided with scientifically based instruction in reading. Scientific research-based

reading instruction K-5 includes an uninterrupted block of 90 minutes of daily explicit and systematic

instruction in phonemic awareness, phonics, vocabulary development at all grade levels, reading fluency

(including oral reading skills) and reading comprehension strategies. This uninterrupted instruction is provided

for all students. There are students within each cohort of the total population of students that have difficulty

with the concepts contained within reading and mathematic instruction. For these students, screening is

necessary.

Screening is an assessment procedure characterized by brief, efficient, and repeated monitoring of age-

appropriate academic skills (ie. identifying letters of the alphabet or identification of high frequency words), or

behaviors. Screenings are conducted for the purpose of initially identifying students who are “at-risk” for

academic failure and who may require closer monitoring and/or further assessment.

Section 117.3 of the Regulations of the Commissioner of Education requires that students who score below the

state designated proficiency levels be monitored periodically through screening and ongoing assessments of

reading and mathematical competencies.

Screenings of all students K-5 will be conducted three times per academic year (fall, winter, spring) to help

ensure the early identification of students potentially at-risk and the areas in which they may experience

difficulties.

6 (AIS/RTI Plan)

Mission Statement

The East Greenbush Central School District Academic Intervention Providers believe that all students must be

provided with academic assistance necessary to achieve proficiency in the NYS Common Core Learning

Standards. This plan has been designed to provide effective and efficient interventions to all East Greenbush

Central School District students.

***AIS services for Special Education and English Language Learners will be available to students on the same

basis as non-disabled students provided that the AIS services are consistent with the student’s individualized

education plan and level of English proficiency. This service must be in addition to mandated IEP minutes and

services.

7 (AIS/RTI Plan)

Multi-Tier Service Delivery for English Language Arts and Math

Tier 1 Instruction

Core instruction takes place in the general education classrooms and includes all students. Instruction is

currently aligned with the NYS Common Core Learning Standards. The components of core Language Arts

instruction are phonemic awareness, phonics instruction, vocabulary, academic vocabulary, fluency,

comprehension and writing. The core instruction (Tier 1) includes differentiation based on the abilities of all

students.

K-5 Elementary

At this level the Fountas & Pinnell universal Benchmark screening is given to all students three times a year

(fall, winter, spring). Teachers identify groups in their classes based on a student’s skills in order to

differentiate instruction to meet the needs of all learners. Differentiated learning activities (e.g. mixed

instructional grouping, use of learning centers, peer tutoring) are utilized to address individual needs.

6-8 Middle School

At this level the NYS ELA and Math Exams are used as the universal screening. Differentiated learning

activities such as mixed instructional groupings and materials, use of student- driven learning centers, and

peer tutoring are utilized to address individual needs.

9-12 High School

At this level universal screening consists of the NYS ELA and Math 8 scores for 9th

grade, overall ELA and

Math achievement for grades 10-12, and the grade 11 NYS Exam. Classroom teachers monitor students’

performance and refer as needed.

***Please see Appendix B for Tier 1 Strategies for Differentiation

8 (AIS/RTI Plan)

Tier 2 Instruction

Tier 2 is the secondary level of intervention intended for students that do not respond to core instruction at the

Tier 1 level, and who are mandated by NYS Exam scores. This instruction is provided in addition to, and not in

place of, core instruction. Tier 2 interventions focus on areas of student need or weakness that are identified

from the results of the universal screening in combination with various other literacy and math assessments. The

interventions vary by curriculum focus, group size, frequency, and duration based on individual student needs

and responsiveness.

Tier 2 English Language Arts

K to 2nd

Grade 3rd

thru 5th Grade 6

th thru 8

th Grade 9

th thru 12

th Grade

Entrance

Criteria

Kindergarten

Screening Data

F & P Assessment

Teacher

recommendation based

on tier 1 data

IST recommendation

Score less than

proficient as

determined by SED

on NYS exam

F & P Assessment

IST Recommendation

Score less than

proficient as

determined by SED

Score less than the 35th

percentile on WRMT-3

Teacher


on tier 1 data

Score less than

proficient as determined

by SED

Score less than 35th

percentile on WRMT-3

Teacher


on tier 1 data

Providers

Classroom Teachers

AIS Reading Teachers

ESL Teachers

Special Education Teachers

Other Highly Qualified Staff

Location

Classroom

Literacy Labs

Any alternate location to be determined by the school

Group size 5 students recommended 6 students recommended 8 students recommended 8 students recommended

Frequency

Minimum of 90 minutes

per week in addition to

ELA block

Minimum of 90 minutes

per week in addition to

ELA block

Every other day for 40

minutes


minutes

Duration Length of time varies. Progress monitoring occurs frequently and if progress is not noted the IST will

reconvene to adjust intervention

Programs

See Appendix C

See Appendix C

Common Core Coach

English Language Arts

Scholastic

Scope/Action

Magazine

English 9 – 11 core

curriculum

Scholastic

Scope/Action

Magazine

Progress

monitoring

Curriculum Based

Assessment

Reading Street

Assessment

Specific Intervention

Assessment

Curriculum Based

Assessment

Reading Street

Assessment


Assessment

Common Core

Benchmarks

Test of Silent Oral

Word Reading Fluency

Power School Data

Oral reading fluency

Maze based on oral

reading fluency level

CARS

Curriculum Based

Assessment

Power School Data


Assessment

Exit

Criteria

Student is performing

at grade level as

evident from collected

data


at grade level as


data

Mandated NYS cut

point

35th percentile or

greater in total reading

on the WRMT – 3

Mandated NYS cut

point Performing at grade level

35th percentile or

greater in total reading

WRMT – 3


at grade level

9 (AIS/RTI Plan)

Tier 2 Math

K to 2nd

Grade 3rd

thru 5th

Grade 6th

thru 8th

Grade 9th

thru 12th

Grade

Entrance

Criteria

Teacher


on tier 1 data

Score less than

proficient as

determined by SED on

NYS exam

Teacher


on tier 1 data

Score less than

proficient as

determined by SED on

NYS exam

Teacher


on tier 1 data

Score less than

proficient on NYS

exam

Teacher


on tier 1 data

Providers

Classroom Teachers

AIS Math Teachers

ESL Teachers



Location Classroom

Math Labs


Group size 5 students

recommended

6 students

recommended

8 students

recommended

8 students

recommended

Frequency

Students will receive

AIS services as needed

Minimum of 20

minutes per week in

addition to classroom

mathematics

instruction


minutes


minutes

Duration Length of time will vary. If no progress is being noted after 8-12 weeks, IST will reconvene to determine

what program adjustments can be made to ensure more progress.

Programs EnVision Math EnVision Math EnVision Math

Progress

monitoring

EnVision Math

Diagnosis and

Intervention System

Focus Math

EnVision Math

Diagnosis and

Intervention System

Focus Math

Unit pre and post

Assessment

Aligned Common

Core teacher generated

assessments

Unit pre and post

Assessment

Aligned Common

Core teacher

generated

assessments

Exit

Criteria


at grade level as


data.

Student is

performing at

grade level as

evident from

collected data.

Mandated NYS

cut-point

Student is

performing at

grade level as

evident from

collected data.

Mandated NYS

cut-point


at grade level as


data.

65 or better than on

State Regents Exams

10 (AIS/RTI Plan)

Tier 2 Monitoring

For those students who do not qualify for Tier 2 intervention, but have not met the mandated NYS cut-point,

progress within the content area classes will be monitored as follows:

K-5 – Monitoring will be the responsibility of the classroom teacher.

6-12 – Monitoring will be the responsibility of the AIS Tier 2 providers.

Students that are monitored will receive quarterly progress reports, or reports 3 times per year (grades k-5).

Note: In order for a student not mandated for AIS to be considered for a Tier 2 intervention, the Tier 1 teacher

(classroom/content area teacher) makes a request for the student to be evaluated by the school IST team. The

request needs to be accompanied by a minimum of 3-4 weeks of data supporting the referral (see Appendix B, C

and E).

11 (AIS/RTI Plan)

Tier 3 Instruction

Tier 3 provides targeted intervention intended for those students that do not respond to instruction at Tier 1 and

2. The third tier of this model creates intensive instructional interventions to increase an individual student’s

rate of progress. This Tier provides greater individualized instruction in an individualized or small group

session. These services are considered supplemental instruction and are not intended to replace Tier 1

instruction.

Tier 3 English Language Arts

K to 2nd

Grade 3rd

thru 5th

Grade 6th

thru 8th

Grade 9th

thru 12th

Grade

Entrance

Criteria Lack of progress on Tier 2 Intervention – need for additional intervention

Providers

Classroom Teachers

AIS Reading Teachers

ESL Teachers

Speech/Language Teachers


School Psychologist


Location

Classroom

Guidance Office

Literacy Labs



recommended

4 students

recommended

up to 2 students

recommended

2 students

recommended

Frequency

Five times per week

for a minimum of 30

to 60 minutes per

session in addition to

classroom instruction

Five times per week

for a minimum of 30

to 60 minutes per

session in addition to

classroom instruction

Every day for 40

minutes

Every day for 40

minutes

Duration

Length of time will vary. If no progress is being noted after 8-12 weeks, IST will reconvene to

determine what program adjustments can be made to ensure more progress. Minimum of 10 – 30

weeks.

Programs Leveled Literacy

Instruction

Leveled Literacy

Instruction

Wilson Language

Read 180

SRA Corrective

Reading

Wilson Language

SRA Corrective

Reading

Progress

monitoring

Fountas & Pinnell

Curriculum Based

Measurement

Oral Reading

Fluencies

Fountas & Pinnell

Curriculum Based

Measurement

Curriculum Based

Assessment

Intervention Based

Assessment

Curriculum Based

Assessment

Intervention Based

Assessment

Exit

Criteria

Student is

performing at grade

level as evident from

collected data.

Student is

performing at grade


collected data.

Student is

performing at grade


collected data.

Student is

performing at grade


collected data.

12 (AIS/RTI Plan)

Tier 3 Math

K to 2nd

Grade 3rd

thru 5th

Grade 6th

thru 8th

Grade 9th

thru 12th

Grade

Entrance

Criteria

Teacher

recommendation

based on tier 1 data

Score less than

proficient on NYS

Math exam as

determined by SED

Teacher

recommendation


Score less than

proficient on NYS

Math exam as

determined by SED

Teacher

recommendation


Score less than

proficient on NYS

Math exam

Teacher

recommendation


Providers

Classroom Teachers

AIS Math Teachers

ESL Teachers

Speech/Language Teachers


School Psychologist

Other Highly Qualified interventionists

Location

Classroom

Guidance Office

Math Labs



recommended

4 students

recommended

3 students

recommended

2 students

recommended

Frequency

Recommended five

times per week for a

minimum of 30

minutes per session

Recommended five

times per week for a

minimum of 30

minutes per session

Every day for 40

minutes

Every day for 40

minutes

Duration

Length of time will vary. If no progress is being noted after 8-12 weeks, IST will reconvene to

determine what program adjustments can be made to ensure more progress.

Programs EnVision Math EnVision Math EnVision Math

Progress

monitoring

EnVision Math

Diagnosis and

Intervention System

Focus Math

EnVision Math

Diagnosis and

Intervention System

Focus Math

Curriculum-Based

Assessment

Curriculum-Based

Assessment

Exit

Criteria

Student is

performing at grade


collected data.

Student is

performing at grade


collected data.

Student is

performing at grade


collected data.

Student is

performing at grade


collected data.

13 (AIS/RTI Plan)

Instructional Support Team (IST)

The Instructional Support Team (IST) at each building is comprised of the building principals/designee and

service providers (which may include the school psychologist, occupational therapist, academic intervention

teacher, speech/language teacher, special education teacher, ESL teacher, and other teaching staff as

appropriate) will meet with classroom teachers to discuss students’ performance. Although teams will consider

benchmarks and cut points, they will also consider other factors, including the results of informal assessments

such as running records, along with any other information that the team needs to develop an intervention.

***Please see Appendix B, C and E for a list of appropriate supporting data and referral form.

Process for request to IST

Elementary: If a student displays problems in academic, social, emotional, physical-medical or any combination

of the above mentioned areas, the following steps will be taken:

A. Referral is made to the Instructional Support Team

B. Principal sends notice of upcoming Instructional Support Team meeting to all team members

C. Referral form is distributed to all team members at least 3-5 days in advance of the meeting

D. Team members meet and accomplish the following:

Issue is described

Relevant data is discussed (test scores, report cards, documentation from external sources, if

applicable, classroom performance etc.)

If behavioral in nature, desired goals and outcomes are established

Instructional Support Team discusses already established interventions, and existing resources

utilized

Instructional Support Team brainstorms interventions (to include, but not limited to scientifically

based interventions) to assist student in obtaining desired goal(s)

Team assigns a liaison as a contact person to assist and follow-up

Instructional Support Team sets up a reconvene date to review progress and effectiveness of

intervention

If a learning disability is suspected, the Instructional Support Team will recommend trials of RTI.

Support team members will work cooperatively with teachers to observe implementation of

intervention. If data collected indicates a learning disability, a referral to the CSE will follow.

Middle and Secondary: If a student is displaying problems in academic, social, emotional, physical-medical or

any combination of the above mentioned, the following steps will be taken:

A. Referral is made to Instructional Support Team

B. Principal sends notice of upcoming Instructional Support Team meeting to all team members

C. Referral form is distributed to all team members at least 3-5 days in advance of the meeting.

D. Team members meet and accomplish the following:

Issue is described

Relevant data is discussed (test scores, report cards, documentation from external sources, if

applicable, classroom performance etc.)

If behavioral in nature, desired goals and outcomes are established

Instructional Support Team discusses already established interventions, and existing resources

utilized

14 (AIS/RTI Plan)

Instructional Support Team brainstorms interventions (to include, but not limited to scientifically

based interventions) to assist student in obtaining desired goal(s)

Team assigns a liaison as a contact person to assist and follow-up

Instructional Support Team sets up a reconvene date to review progress and effectiveness of

intervention

If a learning disability is suspected, the Instructional Support Team will recommend trials of RTI.

Support team members will work cooperatively with teachers to observe implementation of

intervention. If data collected indicates a learning disability, a referral to the CSE will follow.

15 (AIS/RTI Plan)

Reporting and Recording Data

Parent Notification

Parents will receive the following notifications, as generated by RTIM Direct

1. A commencement of service letter by October 15th

or the appropriate point

2. Progress reports:

K-5 o Three times a year in conjunction with general education report cards

6-12 o Suggested notification four times a year in conjunction with general report cards and

o Four mid quarter progress comments on mid-term reports

3. Discontinuation letter upon completion of intervention

Conferences with teachers are arranged as needed.

Data Collection

Tier 1

Data for all modifications and differentiation of content performed in the regular classroom will be maintained

by the content area or classroom teacher.

Tier 2 and 3

Data for tier 2 and 3 will be tracked via the RTIm Direct online system. Tier 2 or 3 interventions will be input

into the system. Details of the intervention will include:

Provider

Beginning and ending date of the intervention

Frequency of intervention

Frequency of monitoring

Method of collecting and presenting data

Progress reports

16 (AIS/RTI Plan)

Goals

1. Local universal screening district wide

2. Updated RTIm training for all AIS providers

3. RTIm direct housekeeping

a. Updating letters and reports to RTIM Direct database

b. Investigate possibility of automatically adding State exam scores to RTIM database

c. Create standard method to input F&P Benchmark scores

4. Professional Development for best practices, screening, progress monitoring

5. Re-evaluate qualifying criteria for SpEd summer school reading instruction program

6. Increase Math AIS staff at the elementary level with emphasis on early intervention K-2 mathematics

7. Summer Curriculum writing District Wide to ensure consistency and continuity of Progress Monitoring

and CBM utilized and aligned to Common Core Learning Standards K-8

8. Review of instructional programs for writing implementation K-8 to ensure consistency and alignment

K-8

17 (AIS/RTI Plan)

APPENDICES

Page

18 A – Definitions

25 B – Tier 1 Strategies for Differentiation

26 C – Tier 2 Strategies for Differentiation

27 D – Tier 3 Strategies for Differentiation

28 E – Instructional Support Team Forms

43 F – Notice of Need for Services (K to 5)

44 G – Notice of Discontinuation of Services (K to 5)

45 H – Notice of Need for Services (6 to 8)

46 I – Notice of Discontinuation of Services (6 to 8)

47 J – Notice of Need for Services (9 to 12)

48

49

K – Notice of Discontinuation of Services (9 to 12)

L- Common Core Aligned Progress Monitoring Reading and Math (K-8)

18 (AIS/RTI Plan)

Appendix A - Definitions of Services

Elementary K-5

Push –In

Students receiving push-in services will have an additional instructor in their designated academic class to

clarify concepts, and work with students independently and/or in small groups.

Pull-out

Students receiving pullout services are provided additional small group instruction to strengthen skills necessary

for all students’ success.

Monitor

Students being monitored will be observed and evaluated for need for additional support in appropriate content

areas. Instruction for students will be provided by the classroom teacher in alignment with the state standards

and an AIS staff members will monitor student progress in the content area.

Goff Middle School 6-8

Push –In

Students receiving push-in services will have an additional instructor in their designated academic class to

clarify concepts, and work with students independently and/or in small groups.

Literacy Lab

Labs will be used to provide students with additional, small group instruction to reinforce concepts taught

during class and strengthen foundational skills necessary to achieve Common Core Learning Standards. Labs

are generally 40 minutes and are scheduled during the students’ day.

Monitor

Monitoring services are the least intensive services provided at the middle school level. Generally, these

students are monitored via PowerSchool by an AIS service provider and through conversations with the regular

classroom teachers. Although this is not a formal instructional period, students may be observed and evaluated

if additional services are deemed appropriate.

19 (AIS/RTI Plan)

Columbia High School 9-12

Push–In English Class or Primary Instruction

These services allow students at the high school to be in small classes and/or give them extended time to master

the materials before taking the appropriate Regents Exam. Students receiving push-in services will have an

additional instructor in their designated academic class to clarify concepts, and work with students

independently and/or in small groups. In English, the essence of the intervention is to place students into a

smaller learning environment that is tailored to the students need and allows for more teacher contact time.

These courses are available to students in ninth and tenth grade.

AIS Lab

AIS labs at the high school are for students currently enrolled in English 9-11 and are designated for students

who need additional support in these courses. Labs meet every other day for forty minutes and are designed to

help the students be successful in both the class and the corresponding regents exam.

Monitor

Monitoring services are the least intensive services provided at the high school level. Generally, these students

are monitored via PowerSchool by an AIS service provider and through conversations with the regular

classroom teachers. Although this is not a formal instructional period, students may be observed and evaluated

if additional services are deemed appropriate. If a student being monitored is not being successful, placement in

the LRC will be discussed. If this is still unsuccessful a change in schedule may be necessary in order to receive

a greater level of intervention.

20 (AIS/RTI Plan)

Section 100.2 General School Requirements

(ee) Academic Intervention Services.

1. Requirements for providing academic intervention services (AIS) in kindergarten to grade two.

Schools shall provide academic intervention services to students in kindergarten to grade two when

such students:

i. are determined, through a district-developed or district-adopted procedure that meets State

criteria and is applied uniformly at each grade level, to lack reading readiness based on an

appraisal of the student, including his/her knowledge of sounds and letters; or

ii. are determined, through a district-developed or district-adopted procedure applied uniformly

at each grade level, to be at risk of not achieving the State designated performance level in

English language arts and/or mathematics. This district procedure may also include diagnostic

screening for vision, hearing and physical disabilities pursuant to article 19 of the Education

Law, as well as screening for possible limited English proficiency or possible disability pursuant

to Part 117 of this Title.

2. Requirements for providing academic intervention services in grade three to grade eight. Schools shall

provide academic intervention services when students:

i. score below:

a. the State designated performance level on one or more of the State elementary

assessments in English language arts, mathematics or science, provided that for the 2010-

2011 school year only, the following shall apply:

1. those students scoring at or below a scale score of 650 shall receive academic

intervention instructional services; and 2. those students scoring above a scale

score of 650 but below level 3/proficient shall not be required to receive academic

intervention instructional and/or student support services unless the school

district, in its discretion, deems it necessary. Each school district shall develop

and maintain on

file a uniform process by which the district determines whether to offer AIS

during the 2010-2011 school year to students who scored above a scale score of

650 but below level 3/proficient on a grade 3-8 English language arts or

mathematics State assessment in 2009-2010, and shall no later than the

commencement of the first day of instruction either post to its Website or

distribute to parents in writing a description of such process; b. the State

designated performance level on a State elementary assessment in social studies

administered prior to the 2010-2011 school year; provided that beginning in the

2010-2011 school year, at which time a State elementary assessment in social

studies shall no longer be administered, a school shall provide academic

21 (AIS/RTI Plan)

intervention services when students are determined to be at risk of not achieving

State learning standards in social studies pursuant to clause (iii) of this paragraph;

ii. are limited English proficient (LEP) and are determined, through a district-developed or

district-adopted procedure uniformly applied to LEP students, to be at risk of not

achieving State learning standards in English language arts, mathematics, social studies

and/or science, through English or the student's native language. This district procedure

may also include diagnostic screening for vision, hearing, and physical disabilities

pursuant to article 19 of the Education Law, as well as screening for possible disability

pursuant to Part 117 of this Title; or

iii. are determined, through a district-developed or district-adopted procedure uniformly

applied, to be at risk of not achieving State standards in English language arts,

mathematics, social studies and/or science. This district procedure may also include

diagnostic screening for vision, hearing, and physical disabilities pursuant to article 19 of

the Education Law, as well as screening for possible limited English proficiency or

possible disability pursuant to Part 117 of this Title.

3. Requirements for providing academic intervention services in grade nine to grade twelve. Schools

shall provide academic intervention services when students:

i. score below:

the State designated performance level on one or more of the State intermediate

assessments in English language arts, mathematics or science; and/or

a. the State designated performance level on a State intermediate assessment in social studies administered

prior to the 2010-2011 school year; provided that beginning in the 2010-2011 school year, at which time

the State intermediate assessment in social studies shall no longer be administered, a school shall

provide academic intervention services when students are determined to be at risk of not achieving State

learning standards in social studies pursuant to clause (iii) of this paragraph; and/or

b. the State designated performance level on any one of the State examinations in English language arts,

mathematics, social studies or science that are required for graduation.

ii. are limited English proficient (LEP) and are determined, through a district-developed or

district-adopted procedure uniformly applied to LEP students, to be at risk of not

achieving State learning standards in English language arts, mathematics, social studies

and/or science, through English or the student's native language. This district procedure

may also include diagnostic screening for vision, hearing, and physical disabilities

pursuant to article 19 of the Education Law, as well as screening for possible disability

pursuant to Part 117 of this Title; or

iii. are determined, through a district-developed or district-adopted procedure uniformly

applied, to be at risk of not achieving State learning standards in English language arts,

22 (AIS/RTI Plan)

mathematics, social studies and/or science. This district procedure may also include

diagnostic screening for vision, hearing, and physical disabilities pursuant to article 19 of

the Education Law, as well as screening for possible limited English proficiency or

possible disability pursuant to Part 117 of this Title.

4. Description of academic intervention services.

i. By July 1, 2000, a school district shall develop a description of academic intervention

instructional and/or student support services to be provided in schools to students in need

of such services pursuant to paragraphs (1), (2) and (3) of this subdivision. The

description shall include any variations in services in schools within the district, and shall

specifically describe:

The district-wide procedure(s) used to determine the need for academic intervention

services;

a. academic intervention instructional and/or student support services to be

b. provided pursuant to paragraph (5) of this subdivision; whether instructional services and/or

student support services are offered during the regular school day or during an extended

school day or year; and

c. the criteria for ending services, including, if appropriate, performance levels that

students must obtain on district-selected assessments.

ii. The description of academic intervention services shall be approved by each local

board of education by July 1, 2000. In the New York City School District, the New York City

Board of Education may designate that the plans be approved by the chancellor or his designee

or by community school boards for those schools under their jurisdiction. Beginning July 1, 2002

and every two years thereafter, each school district shall review and revise its description of

academic intervention services based on student performance results; except that this

requirement shall not apply to student performance results for the 2010-2011 school year, which

shall be excluded from such review.

iii. In lieu of a separate description of academic intervention services, the district may incorporate

the description of academic intervention services into a comprehensive district education plan. In

this instance, the preparation date for the description of academic intervention services shall

conform to the date of the preparation of the comprehensive district education plan.

iv. Based on performance criteria established by the commissioner, certain school

districts may be required to submit their description of academic intervention

services for specific schools to the department for review and approval.

5. Provision of academic intervention services. i. School districts may use time available for

academic intervention instructional and/or student support services during the regular

school day.

23 (AIS/RTI Plan)

ii. School districts may provide students with extended academic time beyond the

regular school day and school year.

iii. In public schools, academic intervention instructional and/or support services shall

be provided by qualified staff who are appropriately certified pursuant to Part 80 of

this Title. iv. Beginning September 1, 2000, academic intervention instructional

and/or student support services shall commence no later than the beginning of the

semester following a determination that a student needs such services. Services

shall continue until a student's performance: . meets or exceeds the State designated

performance level on the next State assessment; or a. is shown to be likely to meet

or exceed the State designated performance level on the next State assessment

through achievement on the district-selected assessments of the levels specified in

the district description of academic intervention services pursuant to paragraph (4)

of this subdivision.

6. Parental notification and involvement.

i. Notification of commencement of services. The parent or person in parental relation to a student

who has been determined to need academic intervention services shall be notified in writing by

the principal. Such notice shall be provided in English and translated, when appropriate, into the

native language or mode of communication of the parent. The notice shall include a summary of

the academic intervention services to be provided to the student, the reason the student needs

such services and the consequences of not achieving expected performance levels.

ii. Notification of the ending of academic intervention services. Parents or persons in

parental relation shall be notified in writing when academic intervention services

are no longer needed. Such notice shall be provided in English and translated,

when appropriate, into the native language or mode of communication of the

parent.

iii. Ongoing communication with parents or persons in parental relation. Parents or

persons in parental relation to students receiving academic intervention services shall be

provided with:

An opportunity to consult with the student's regular classroom teacher(s), and other professional staff

providing academic intervention services, at least once per semester during the regular school year; a.

reports on the student's progress at least once each quarter during the regular school year by mail,

telephone, telecommunications or other means, in a language or mode of communication understood by

the parents or person in parental relation; and b. information on ways to work with their child to improve

achievement; monitor their child's progress; and work with educators to improve their child's

achievement.

24 (AIS/RTI Plan)

7. Notwithstanding the provisions of this subdivision, a school district may provide a Response to Intervention

(RTI) program in lieu of providing academic intervention services (AIS) to eligible students, provided that:

i. the RTI program is provided in a manner consistent with subdivision (ii) of section 100.2 of this

Part;

ii. ii. the RTI program is made available at the grade levels and subject areas (reading/math) for

which students are identified as eligible for AIS;

iii. all students who are otherwise eligible for AIS shall be provided such AIS services if they are

not enrolled in the RTI program; and iv. for the 2010-2011 school year, the school district shall

submit to the Department, no later than December 15, 2010, a signed statement of assurance that

the services provided in the RTI program meet the requirements of this paragraph; and for each

school year thereafter, the school district shall submit to the Department no later than September

1st of such school year, a signed statement of assurance that the services provided under the

district's RTI program meet the requirements of this

25 (AIS/RTI Plan)

B – Tier 1 Strategies for Differentiation

Tier One Interventions

Suggestions and Recommendations for Teachers

Pre-teach

Re-teach

Student retells info in own words

Draw a picture

Write about it

Think and then plan with adult before starting

Preferential seating

Office folders

Decrease distracters

Monitor work completion

Check lists

Raffle tickets

Strike 3 board

Review with instruction

Guided practice

Contact parent/guardian/ Notes to parents

Contact related service or special area teachers

Talk with student – learning what you need….

More time

Model thinking/ problem solving

Modify assignment/ style or length/ decrease

numbers of problems or questions/ Modified

spelling list

Agenda reminders

Physically helping student to organize – write

HW, etc.

Kinesthetic approach tapping sounds and

syllables

Oral report supported with information

provided on dry erase board

Graphic organizer

Number lines

Highlight

Checking understanding before student begins

assignments/ Student repeat directions

Manipulations, charts, work mats, etc.

Modeling – Demonstration during instruction

Sensory strategies with guided support

Read tests aloud

Writing – prewriting/ drafts/ webs

Slanted binder for visual help

Re-clarification of directions

STAR volunteers/ parent volunteers

Small groups pulled to re-teach skills

Early support teacher

TA working with children in small group – same

lesson as large group

Choral reading – with buddy or independently

Spelling – circle the correct response already

spelled out

Physical proximity

One on one help

Redirection

Individual goals

Writing – decrease length of assignment

Peers (if applicable), Cooperative learning, Paired

activities, Peer teaching

Praise

Acknowledge name prior to giving directions

Dry erase board to assist with tracking information,

demonstrating new idea

Simplify directions one step at a time

Highlight important information

Color code

1:1 with student retells directions and plan

Consequences

Provide movements to support learning

Additional Accommodations

Physical Arrangement of Room

Seat student near teacher

Stand near student when giving directions or presenting lessons

Increasing the distance between desks

26 (AIS/RTI Plan)

Seat student near a positive role model

Avoid distracting stimuli (high traffic areas, window, heating system, fan, etc.)

Lesson Presentation

Writing key points on the board

Provide visual aides

Provide peer note taker

Make sure directions are understood

Break longer presentations

Provide written outline

Have student review key points orally

Use computer assisted instruction

Assignments/ Worksheets

Give extra time to complete tasks

Simplify complex directions

Hand worksheets out one at a time

Allow student to tape record assignments or homework

Provide study skills training/ learning strategies

Allow typewritten or computer printed assignments

Reduce homework assignments

Do not grade handwriting

Require fewer correct responses to achieve grade

Provide structured routine in written form

Shorten assignments

Break work into smaller segments

Have student do either other questions

Put fewer numbers of questions per page

Organization

Provide peer assistance with organizational skills

Provide student with extra set of books for home

Provide student with an assignment notebook

Send progress reports home

Request parental help with organization

Supervise writing of homework assignments

Set short-term goals for work completion

Behaviors

Provide frequent, immediate, positive feedback

Contract with the student

Increase the immediacy of rewards

Use nonverbal cues to stay on task

Give extra rewards and privileges

Behavior management system developed with assistance of psychologist and/or the social worker

Implement time out or beak procedures

Allow short breaks between assignments

27 (AIS/RTI Plan)

Teach student to use break card or how to take a break

Ignore minor inappropriate behavior

Supervise during transition times

Anticipate problems and use preventative strategies

Train anger control; encourage student to walk away; use calm strategies

Teacher

Provide reassurance and encouragement

Speak softly in a non-threatening manner if student is nervous

Focus on student talents and accomplishments

Make time to talk alone with student

Look for signs of stress build up and provide encouragement or reduced workload

Allow student an opportunity to “save face”

Choose your battles

Give student choices

Compliment positive behavior and work

Look for an opportunity for student to display leadership role in class

Use mild, consistent consequences

Encourage student to discuss feelings with teacher

Academic Skills

If Reading is weak:

Provide extra reading time

Use “previewing” strategies

Select text with less on a page

Shorten amount of required reading

Avoid oral reading tasks

If Oral Expression is weak:

Accept all oral responses

Substitute visual display for oral report

Encourage expression of new ideas

Pick topics easy for the student to talk about

If Written Language is weak

Accept non-written forms of reports

Accept use of typewriter or computer

Accept use of tape recorder

Do no assign large quantities of written work

Test with multiple choice or fill-in blanks

Give class notes with blanks left for student to fill in

If Math is weak:

Allow use of calculator – except when learning new skills

Allow use of graph paper to space numbers

Provide extra math time

Provide immediate corrective feedback and instruction by modeling the correct computational procedure

28 (AIS/RTI Plan)

Teach the steps needed to solve a particular math problem

Give clues to the process needed to solve the problem

Parent Involvement

Initial agenda

Provide consequences for bringing completed assignment notebook or progress note home

Inform teachers/counselors of medication changes

Get feedback from teachers/counselor to give to physician for check-ups

Call teacher for feedback

Supply school with medication and necessary medical forms

Parent education – ADD/ADHD

Parent training – behavior management

Provide positive reinforcement for points earned in behavior program at school

Break homework into smaller parts and give frequent breaks

Seek outside services, if needed

Additional accommodations

Student Responsibility

Complete assignment notebook and get teacher initials

Take medication as prescribed

Come to class prepared with supplies

Complete assigned work

Ask parent or guardian to help you organize

Request assistance when needed

Take needed materials home to complete work

Seek encouragement from an adult

Set deadlines for work completion

Prioritize assignments

Estimate time needed to complete work

Learn how ADD affects you

Tell your teacher how they can help you

Break assignments into smaller parts

Attend supervised after school homework help

29 (AIS/RTI Plan)

C – Tier 2 Strategies for Differentiation

Tier 2 Interventions

Supplemental Instruction

Small Group differentiated Instruction

Modified homework and classwork

District speech and language improvement

Building level counseling

Behavior contracts with increased parent communication

SRA Decoding

SRA Reading Comprehension

Edmark Reading

Classroom accommodations

District occupational therapy services

Individualized student behavior plan

Functional Behavioral Assessments

Fountas & Pinnell Leveled Literacy Intervention

Pearson My Sidewalks

Targeted Guided Reading

30 (AIS/RTI Plan)

D – Tier 3 Strategies for Differentiation

Tier 3 Interventions

Intensive Interventions

SRA Decoding Skills

SRA Comprehension

Wilson Reading

Counseling Groups

504 Accommodation Plans

Occupational Therapy Services

Physical Therapy Services

Speech and Language Services

Special Education via consultant teacher services

Special Education within a self-contained classroom

Edmark

Fountas & Pinnell Leveled Literacy Intervention (grades K-4)

My Sidewalks (Pearson) (grades K-5)

31 (AIS/RTI Plan)

Appendix E: Instructional Support Team Forms

East Greenbush Instructional Support Team – Initial Meeting Facilitator Guide

1. Review Teacher Concerns (5 minutes)

• Review information from the referral form and data packet

• Teacher discusses major referral concerns

2. Select Target Behaviors (10 minutes)

• Review baseline data collected prior to initial meeting

• Define the top 1-2 teacher concerns in easily observable, measurable terms

3. Inventory Students Strengths and Talents (5 minutes)

• Discuss areas of strength

• Record incentives that motivate the student

4. Set Goals (5 minutes)

• Using baseline data as a guide, goals should be:

o Observable • Determine at least two ways to monitor progress

o Measurable • Realistic

5. Design the Intervention Plan (25 minutes) • Identify WHAT the intervention is

• Identify WHERE & WHEN it will take place

• WHO is responsible for implementing & monitoring student progress

6. Parent Contact (5 minutes)

• Determine who will contact the parent or guardian

• Update parent contact information (name, address, telephone, etc.)

• Share the intervention plan with parent(s)/guardian

7. Review the Intervention Plan (5 minutes)

• Make sure all parties understand the intervention plan

• Set follow-up meeting date

32 (AIS/RTI Plan)

EGCSD IST Initial Meeting Minutes Form

Name: __________________________ Grade _____________

Date: ___________________________ Teacher: _________________________________

DOB: __________________________ AIS/Special Ed Teacher: ____________________

Parent/Guardian: ______________________________

Student’s Current Attendance Record (to date): Days Absent: _____ Days Tardy: _____

Team Members Roles

Facilitator: _____________________________ Time Keeper: __________________________

Note taker: _____________________________ Case Liaison: __________________________

Step 1. Assess Teacher Concerns (5 minutes)

The facilitator reviews information from the referral sheet including concerns (5 minutes)

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Step 2. Inventory Student Strengths, Talents, and Reinforcers (5 minutes)

1. ________________________________________________________________________________________

2. ________________________________________________________________________________________

3. ________________________________________________________________________________________

Step 3 Review Baseline Data (5 minutes) – baseline data, cumulative folder review, behavior report cards or

referrals

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

33 (AIS/RTI Plan)

Step 4 Select TARGET Teacher Concerns (5 to 10 minutes)

Define the top 1-2 concerns in observable terms (the top two difficulties that most interfere with the

student’s functioning in the classroom)

If it’s a behavioral concern, include relevant information about frequency, duration, and/or intensity of

behavior. (E.g. can use Teacher Behavior Report Card from interventioncentral.com, direct observations,

referrals, write-ups, etc.).

If it’s an academic concern, include data regarding student fluency and accuracy of skills of concern (E.g.

curriculum based assessment, work and homework completion, etc.).

1. Targeted Concern Reasons/Functions for Behavior

Behavioral Academic

Lacks necessary skills

Has limited motivation

Seeks attention from adults

Reacting to teasing/bullying

Tries to escape from work

demands or setting

Seeks access to privileges or

rewards

Seeks sensory stimulation (e.g.

playing with objects

Other

_____________________

_____________________

_____________________

_____________________



Struggling academically

in current instructional

placement

Needs drill and practice

Other

_____________________

_____________________

_____________________

2. Targeted Concern Reasons/Functions for Behavior

Behavioral Academic



Seeks attention from adults

Reacting to teasing/bullying

Tries to escape from work

demands or setting

Seeks access to privileges or

rewards

Seeks sensory stimulation

(e.g. playing with objects

Other

_____________________

_____________________

_____________________

_____________________



Struggling academically in

current instructional

placement

Needs drill and practice

Other

_____________________

_____________________

_____________________

34 (AIS/RTI Plan)

Step 5A: If an academic concern - set observable, measurable, and realistic goals

Tool (e.g., F & P, Reading Street Assessment, Oral

Reading Fluency, Comprehension, Math Fluency, Word

Lists, timed writing composition, etc.)

Baseline

Goal

Step 5B – If it is a behavioral concern – set Behavior Goals

Tools (e.g., frequency of behavior, direct observations,

referrals, teacher behavior report card –

www.intervention central.com)

Baseline

Goal

Step 6A – Planning/ Brainstorming (15 to 20 minutes) - record all intervention ideas discussed during

meeting. These ideas may be revisited at a later time.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

35 (AIS/RTI Plan)

Step 6B Design an intervention Plan – Describe the intervention and any resources necessary for its

implementation.

Concern 1- with treatment integrity in mind be specific and provide as much detail as possible

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Start date: ___________ End date: ______________ Length of intervention: _______________

When/Where will the intervention take place?_____________________________________________

Who will be responsible for carrying out the intervention plan? ______________________________

_________________________________________________________________________________

What (if any) special instructional or behavioral program material/resources or training is needed for this

intervention? __________________________________________________________________

At what date and time will the contact person check with the teacher to see how the intervention is

going:_____________________

Concern 2- with treatment integrity in mind be specific and provide as much detail as possible

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

_________________________________________________________________

Start date: ___________ End date: ______________ Length of intervention: _______________

When/Where will the intervention take place?_____________________________________________

Who will be responsible for carrying out the intervention plan? ______________________________

_________________________________________________________________________________

What (if any) special instructional or behavioral program material/resources or training is needed for this

intervention? __________________________________________________________________

At what date and time will the contact person check with the teacher to see how the intervention is

going:____________________

36 (AIS/RTI Plan)

Step 7 – Method of Monitoring Progress (5 minutes) – i.e., Math CBA, F & P, Observation, Oral Reading

Fluency, Math Fluency, Writing CBM, etc.

Method of measuring the response to intervention: (Attempt to use the same method of collecting progress

monitoring data as was used for baseline collection in Step 5):

_________________________________________________________________________________

_________________________________________________________________________________

Who will monitor: ________________________________________________

How often will progress be monitored (frequency of monitoring): ____________________________

Method of measuring response to intervention – please check only those that are addressed in intervention

Step 8 – How will the meeting information be shared with parents/guardian(s) (5 minutes)

Who will share the meeting information with the parent/guardian: ____________________________

Step 9 – Review the intervention and monitoring plans (5 minutes)

The recorder reviews the main points of the intervention and monitoring plans with the team.

The team selects a meeting date and time for follow up meeting.

Please note – date should be selected 8 to 12 weeks from the start of the intervention. Next meeting date:

_________________

If requested or designated – the contact person will establish a date and time to meet with the teacher to

discuss intervention and progress: ________________________________

37 (AIS/RTI Plan)

EGCSD INSTRUCTIONAL SUPPORT TEAM REFERRAL FORM

Student: _____________________________ Grade: ________________________________

Teacher: ______________________________ Date: ______________________________

DOB: ______________________________ Age: ______________________________

Guardian: ____________________________ Phone: (h)____________ (w) ___________

Reason for Referral (Primary Concern):

______ Academic ______ Behavioral ______Emotional ______ Medical ______ Social

How and when was the parent or guardian notified of the referral (parent contact must occur prior to the

referral): _________________________________________________________________________

What are the student’s strengths, talents, or specific interests?

1. ________________________________

2. ________________________________

3. ________________________________

Describe your specific concerns. List any academic, language, motor, social, emotional, behavioral, or

medical issues that negatively impact learning.

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Describe the student’s academic performance

AG = above grade G = grade level BG = below grade level

_____ math computation _____ math concepts/ math reasoning

_____ word attack skills/ reading decoding _____ spelling w/in written work

_____ reading comprehension _____ vocabulary understanding

_____ spelling on a test _____ readiness skills

_____ listening comprehension _____ writing

In what settings/situations does the issue occur MOST often? _________________________________________________

___________________________________________________________________________________________________________

In what settings/situations does the issue occur LEAST often? _________________________________________________

___________________________________________________________________________________________________________

38 (AIS/RTI Plan)

Previous Testing Information: psych, speech, medical, OT/PT, outside evaluations, other

Type of Testing Date Results

Interventions (What interventions have been implemented to resolve this issue? How did they

work?)

Intervention Start/End Date Person(s) Responsible Outcome

Describe any outside factors that may be negatively affecting the student’s progress:

Specifically, what type of assistance would you like to receive from the Support Team? Do you want a Case

Liaison assigned to meet with you to consult about the intervention and progress monitoring?

What would be the best day(s)/time(s) for someone to observe the student having the difficulties that you

describe above?

Please list any other teachers or support staff that work with this student who should be invited to attend an IST

meeting (i.e., AIS staff, Early Intervention, Occupational Therapy):

Please attach any additional pertinent information such as the student’s most current report card, schedule,

and attendance record and return with referral.

39 (AIS/RTI Plan)

Appendix F – Notice of Need for Services (K to 5)

Date:

Student Name:

Dear Parent(s)/Guardian(s):

Your child has been recommended to receive Academic Intervention Services (AIS) in the academic areas

indicated below. Next to each academic area is the name of the AIS provider who will work with your child.

AIS provider who will be working with your child:

___ Reading _______________________________

___ Math _________________________________

The decision to provide your child with AIS was based on the following criteria:

____ Teacher recommendation

____ Formative data (district assessments)

____ NYS ELA Assessment (grades 3-5)

____ NYS Math Assessment (grades 3-5)

The overall goal of providing your child with AIS is to give him/her the support needed to perform at or above

grade level. Services may be provided in the classroom and/or in small group settings outside of the classroom.

You will receive AIS reports in conjunction with report cards that will communicate his/her progress. Ongoing

evaluation of your child will determine the need to continue or discontinue AIS support. If at any time during

the year you have any questions or concerns, please contact your child’s AIS provider or classroom teacher.

_____________________________ _____________________________

Principal AIS provider

East Greenbush Central School District

()Elementary

40 (AIS/RTI Plan)

Appendix G – Notice of Discontinuation of Services (K to 5)

Student: ___________________________

Dear Parent/Guardian:

September 2014

As you are aware your child has previously received AIS services in the areas listed below. However, based on

his/her proficiency performance on either state assessments or through their work in the classroom it has been

determined that your child is no longer are in need of these services.

Prior Service: _______________________________________ Reason for Discontinuation:_________

Assessment Name: ____________________ Assessment Score: ____________________

_______ Recommendation of teacher/administrator.

Reason for recommendation: ________________________________________________

Although your child is no longer receiving AIS services in the area indicate, it is important to remember the

work habits and dedication that brought your child to this point. Please encourage your child to continue to seek

out extra help as needed, and remain in contact with his/her teachers to ensure that progress continues to be

made. If you have any questions or concerns, please call your child’s AIS provider.

Sincerely,

__________________ ____________________

Building Principal Reading/Math Specialist


()Elementary

41 (AIS/RTI Plan)

Appendix H – Notice of Need for Services (6 to 8)

Date_________

Dear Parent/Guardian of __________________________,

The New York State Board of Regents has mandated that schools provide Academic Intervention Services (AIS) to

students who score below the state-designated performance level on state assessments and/or who are at risk of not

achieving the state learning standards. These standards are assessed at various grade levels during your child’s

education. Your child qualifies for and is being recommended for AIS to better prepare him/her to meet these

standards and build the foundation to be successful academically at both Howard L Goff Middle School and,

eventually, at Columbia High School.

We have designed a comprehensive AIS program that will help students achieve their best academically. The

program’s various levels of services are designed to specifically fit your child’s needs.

Your child has been scheduled for the services indicated below. These services are already a part of his/her

schedule.

ELA: _______Monitor Progress _________ Push-In __________ Literacy Lab

The levels of services are described in more detail below.

Monitor

Monitor an AIS intervention. A student receiving this service has his/her academic progress closely monitored by

both the ELA and AIS teachers. If it is deemed that the student in not making satisfactory progress, a change in

services will be considered. Parents will receive quarterly progress reports and will be notified should a change in

the level of AIS service be needed.

Push-In

Students receiving push-in services will have an additional instructor in their appropriate academic class.

Literacy Lab

Literacy lab is a 40 minute period offered in addition to the classroom instruction. It provides students small group

instruction to strengthen skills necessary to be successful with grade level work.

If you have any questions regarding these services, please contact your child’s AIS teacher. We look forward to

working together to provide an excellent year of academics for your child!

Sincerely,

____________________ _______________________

AIS Teacher Principal


HOWARD L. GOFF MIDDLE SCHOOL

42 (AIS/RTI Plan)



Date_______

Dear Parent/Guardian of______________________________,





standards and build the foundation to be successful academically at both Howard L Goff Middle School and,

eventually, at Columbia High School.




schedule.

Math: _______Monitor Progress _________ Push-In __________ Math Lab


Monitor


both the math and AIS teachers. If it is deemed that the student in not making satisfactory progress, a change in



Push-In


Math Lab

Math lab is a 40 minute period offered in addition to the classroom instruction. It provides students small group


If you have any questions regarding these services, please contact your child’s AIS teacher.

We look forward to working together to provide an excellent year of academics for your child!

Sincerely,

____________________ _______________________


43 (AIS/RTI Plan)

Appendix I – Notice of Discontinuation of Services (6 to 8)



September 2014

Student: ___________________________




determined that your child is no longer in need of these services.

AIS Service: _______________________________________

Reason for Discontinuation:

Score on state assessment

Assessment: _____________ Score:_______________

Recommendation of teacher/administrator

Reason for recommendation: _______________________________

Although your child is no longer receiving AIS services in the area indicated, it is important to remember the

work habits and dedication that brought your child to this point.

Please encourage your child to continue to seek out extra help as needed and remain in contact with his/her

teachers to ensure that progress continues to be made. If you have any questions or concerns, please contact

your child’s counselor at 207-2476.

Sincerely,

_______________________ _______________________

Building Principal Reading/Math Specialist

44 (AIS/RTI Plan)

Appendix J – Notice of Need for Services (9 to 12)

Date_________

Dear Parent/Guardian of __________________________,





standards and build the foundation to be successful academically at Columbia High School.




schedule.

ELA: _______Monitor Progress _________ Push-In __________ Literacy Lab


Monitor


both the ELA and AIS teachers. If it is deemed that the student in not making satisfactory progress, a change in



Push-In


Literacy Lab

Literacy lab is a 40 minute period offered in addition to the classroom instruction. It provides students small group


If you have any questions regarding these services, please contact your child’s AIS teacher. We look forward to

working together to provide an excellent year of academics for your child!

Sincerely,

____________________ _______________________



COLUMBIA HIGH SCHOOL

45 (AIS/RTI Plan)

Appendix K – Notice of Discontinuation of Services (9-12)


COLUMBIA HIGH SCHOOL

September 2014

Student: ___________________________




determined that he/she is no longer in need of these services.

AIS Service: _______________________________________

Reason for Discontinuation:

Score on assessment

Assessment: _____________ Score:_______________

Recommendation of teacher/administrator

Reason for recommendation: _______________________________

Although your child is no longer receiving AIS services in the area indicated, it is important to remember the

work habits and dedication that brought your child to this point.

Please encourage your child to continue to seek out extra as needed and remain in contact with your child’s

teachers, to ensure that progress continues to be made. If you have any questions or concerns, please contact

your child’s counselor at 207-2020.

Sincerely,

_______________________ _______________________

Building Principal Reading Specialist

Appendix L – Common Core Aligned Progress Monitoring Reading (K-8) and Math (K-5)

Sample Progress Monitoring for Reading K-5 Student ______________________ Date __________________ Independent Level ____ Teacher (s)/Team _______________

Grade ____ Teacher ___________ RTI SPED 504 (Circle any that apply)

Instructional Level ____ Independent Level ____ Reading Level Goal ______

The Reader can: Please list areas of strengths mastered by the student.

Skill Needs: List areas to be re-taught to the student.

Instructional Plan: What are the identified skills that need to be strengthened? What modality of instructions will be utilized to implement skill set?

Timeline and Progress Monitoring: What is the timeframe for re-teaching? When and how will you check on progress?

1st quarter

Phonemic Awareness Fluency Decoding Comprehension Sight words Vocabulary Other (Specify)

2

nd

quarter


3

rd

quarter


1 (AIS/RTI Plan)

Sample Progress Monitoring for Reading 6-8 Student ______________________ Date __________________ Independent Level ____ Teacher (s)/Team _______________


Instructional Level ____ Independent Level ____ Reading Level Goal ______

The Reader can: Please list areas of strengths mastered by the student.




1st quarter


2

nd

quarter


3

rd

quarter


2 (AIS/RTI Plan)

Sample Progress Monitor for Math K Student ______________________ Date __________________ Independent Level ____ Instructional Level ____ Teacher (s) _______________


The student can: Please

list areas of strengths

mastered by the student.

Skill Needs: List areas to be re-taught to the student. Instructional Plan: What are the

identified skills that need to be

strengthened? What modality

of instructions will be utilized

to implement skill set?


1st trimester

Numbers to 10

Two-Dimensional and Three-Dimensional

Shapes

Comparison of Length, Weight, Capacity, and

Numbers to 10

Number Pairs, Addition and Subtraction to 10

Numbers 10–20 and Counting to 100

Analyzing, Comparing, and Composing Shapes

Other (Specify)

2

nd

trimester

Numbers to 10


Shapes

Comparison of Length, Weight, and Capacity and

Numbers to 10


Numbers to 10-20, and Counting to 100


Other (Specify

3

rd

trimester

Numbers to 10


Shapes

Comparison of Length, Weight, and Capacity and

Numbers to 10


Numbers to 10-20, and Counting to 100


Other (Specify)

3 (AIS/RTI Plan)

Sample Progress Monitor for Math 2 Student ______________________ Date __________________ Independent Level ____ Instructional Level ____ Teacher (s) _______________


The student can:

Please list areas of

strengths mastered by

the student.



strengthened? What modality of

instruction will be utilized to

implement skill set?

Timeline and Progress Monitoring:

What is the timeframe for re-

teaching?

When and how will you check on

progress?

1st

trimester

Sums and Differences to 20

Addition and Subtraction of Length Units

Place Value, Counting, and Comparison of Numbers to 1000

Addition and Subtraction Within 200 with Word Problems to

100


100

Foundations of Multiplication and Division

Problem Solving with Length, Money, and Data

Time, Shapes, and Fractions as Equal Parts of Shapes

Other (Specify)

2nd

trimester





100


100




Other (Specify)

3rd

trimester





100


100




Other (Specify)

4 (AIS/RTI Plan)





mastered by the

student.



strengthened? What modality of

instructions will be utilized to

implement skill set


What is the timeframe for re-teaching?


progress?

1st

trimester

Properties of Multiplication and Division and Solving

Problems with Units of 2–5 and 10

Place Value and Problem Solving with Units of

Measure

Multiplication and Division with Units of 0, 1, 6–9,

and Multiples of 10

Multiplication and Area

Fractions as Numbers on the Number Line

Collecting and Displaying Data

Geometry and Measurement Word Problems

Other (Specify)

2nd

trimester




Measure


and Multiples of 10





Other (Specify)

3rd

trimester




Measure


and Multiples of 10





Other (Specify)

5 (AIS/RTI Plan)




mastered by the

student.



strengthened? What modality

of instructions will be utilized

to implement skill set?


What is the timeframe for re-teaching?


progress?

1st

trimester

Place Value, Rounding, and Algorithms for Addition

and Subtraction

Unit Conversions and Problem Solving with Metric

Measurement

Multi-Digit Multiplication and Division

Angle Measure and Plane Figures

Fraction Equivalence, Ordering, and Operations

Module 6: Decimal Fractions

Module 7: Exploring Multiplication

Other (Specify)

2nd

trimester


and Subtraction


Measurement






Other (Specify)

3rd

trimester


and Subtraction


Measurement






Other (Specify)

6 (AIS/RTI Plan)



The student can: Please list areas of strengths mastered by the student.




1st trimester

Place Value and Decimal Fractions Multi-Digit Whole Number and Decimal Fraction Operations Addition and Subtraction of Fractions Multiplication and Division of Fractions and Decimal Fractions Addition and Multiplication with Volume and Area Problem Solving with the Coordinate Plane Other (Specify)

2

nd

trimester


3

rd

trimester


Documents

East Greenbush Central School District - egcsd. · PDF fileL- Common Core Aligned Progress Monitoring Reading and Math ... Central School District’s AIS and RTI Plans are divided