Response to Intervention Plan 2018-19 - Corinth High School · little or no progress is made, the intervention may need to be modified. After 7-10 progress monitor assessments, the

Corinth Central School District

on and tion

Academic InterventiServices (AIS) Plan Response to Interven

(RtI) Plan (Updated August 2017)

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TABLE OF CONTENTS

Purpose of Academic Intervention Services and Response to Intervention…………. 4-5 Steps in RtI Process………………………………………………………………………....6-7 Possible Interventions……………………………………………………………………….7-8 Table: Description of Critical Elements in a 3-Tier RtI Model…………………………. .….9 Universal Screening ………………………………………………………………..……….. 10 Progress Monitoring……………………………………………………………………..……10 Transfer Students…………………………………………………………………………10-11 Description of Tiers………………………………………………………………………..11-14 Procedure for Parent Notification…………………………………………………………....14 Fidelity of Implementation……………………………………………. .………………….….15 Appendix Procedures to Determine AIS Instructional Needs/AIS Discontinuance Grade K…………………………………………………………………………………...….…17 Grade 1……………………………………………………………………………………..…..18 Grade 2……………………………………………………………………………………..…..19 Grade 3………………………………………………………………………………...…...…..20 Grade 4……………………………………………………………………………………....…21 Grade 5……………………………………………………………………………………....…22

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Grades 6-8………………………………………………….…………………………………..23 Grade 9 ………………………………………………………………………………...…..24-25 Grades 10-12………………………………………………………………………….……25-26

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Corinth Central School District AIS and RtI Plan

Purpose of Academic Intervention Services and Response to Intervention

Academic Intervention Services (AIS) are services designed to help students achieve the learning standards in English Language Arts and mathematics in grades K-12 and social studies and science in grades 5-12. AIS mea

struction provided in the general currtate learning standards and/or studeunseling, attendance, and study skillic performance; provided that such

ents with limited English proficiency o

rvices are intended to assist studentsing standards in English language artr who are at risk of not gaining the knd designated performance levels on rvices shall be made available to stuisabled students, provided, however, consistent with the individualized ednt pursuant to section 4402 of the Ed

for AIS receive instruction and/ or suplasses are small to allow for intensiv-one teaching. Student support servived academic performance.

s will vary based on student need. ne academic area, priority will be givsures will be used to verify student n

ces. For all grades, teacher judgmen

ns additional instruction which supplements the in iculum and assists students in meeting the S nt support services which may include guidance, co s which are needed to support improved academ services shall not include services provided to stud r special education services and programs. Academic intervention se who are at risk of not achieving the State learn s, mathematics, social studies and/or science, o owledge and skills needed to meet or excee State assessments. Academic intervention se dents with disabilities on the same basis as non-d that such services shall be provided to the extent ucation program developed for such stude ucation Law. [100.1 (g)] Students are scheduled port that meets his/her needs. Where needed, c e, explicit instruction with small groups and one-on ces are designed to address barriers to impro The nature of AIS service Where a student is in need of support in more than o en to the greatest need. In all cases, multiple mea eed and to determine level of intensity for servi t will also be used to support the lists of students identified through other criteria.

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Historically, special education was considered a placement rather than a service. The paradigm shift with The Response to Intervention Model puts the focus on defining the problem and developing a plan of interventions to address the targeted area to attempt to keep the students in the general education program. After the reauthorization of the Individual with Disability Education Act (IDEA) of 2004, the RTI model needed to be implemented in all schools K-4. “A student shall not be determined eligible for special education if the determinant factor is:

(i) lack of appropriate instruction in reading, including explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehension strategies;

(ii) lack of appropriate instruction in math; or (iii) limited English proficiency.”

Part 200 Regulations of the Commissioner of Education further states that “specific documentation for special education eligibility determination needs to indicate if a student has participated in a process that assesses the student’s response to scientific research-based intervention, the instructional strategies used and the student centered data collected.”

This RtI plan was written to define and provide a process for implementing academic interventions at all tier levels. Although behavior can impede academic performance, behavior was not specifically referenced in this document. Our district has numerous behavioral resources that are available in shared google documents under the titles of IST-B and PBIS.

Additional Instruction Defined

Additional instruction means the provision of extra time for focused instruction and/or increased student-teacher instructional contact time designed to help students achieve the learning standards in the standards areas requiring AIS. Interventions that address barriers to student progress requiring AIS may also include, as needed, school guidance and counseling, services to improve attendance, and student skills.

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Steps in RtI Process

A school district's process to determine if a student responds to scientific, research-based instruction shall include the application of information about the student’s response to intervention to make educational decisions about changes in goals, instruction and/or services and the decision to make a referral for special education programs and/or services. [8NYCRR §100.2(ii)(1)(v)] TIER 1 If a student is not making adequate progress within the core curriculum, the teacher should:

● Discuss concerns with grade level as weekly meeting ● Agree upon a plan (could be suggestions of strategies to try, discussing how to

group students which may be in current class or going to another teacher at that grade level).

● Gather data on the differentiated instruction/Tier 1 interventions provided for 6-8 weeks

● Organize data to bring to data meeting TIER 2 Step 1: If a student needs more help than what is being provided in Tier 1, the teacher needs to bring his/her concerns and documentation (differentiated instruction/Tier 1 intervention(s) used, classroom assessments, work samples, miscue analysis, anecdotal records, error analysis, etc.) to the data meeting and/or grade level meeting ( AIS Coordinator or principal needs to be present). Step 2 of Tier 2: The grade level group defines the deficit area in measurable terms. Then the frequency and location (in-class, pull-out, after school, etc) is determined. Once these decisions have been made, the student is formally placed in AIS, the parent is informed using a letter generated by the AIS data tracking program and student data is entered into the AIS data tracking program by the AIS Coordinator. Step 3 of Tier 2: The interventionist will gather data on the Tier II interventions provided. The information will be collected on the Student Intervention Form. The student will be progress monitored bi-weekly. If after three to four progress monitoring assessments (6-8 weeks) little or no growth is evident, the intervention needs to be modified. A second

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intervention may need to be tried. This will be determined at a grade level data meeting. If little or no progress is made after a second Tier 2 level intervention, the student may be referred to IST or Tier 3 may be indicated at this point. The Student Intervention Form is maintained to continue documenting additional supports and services. TIER 3 If at the grade level data meeting or at IST it is agreed upon that Tier 3 is necessary, the area of deficit will be identified along with the goals for the intervention. A decision will be made as to what strategies will be used, duration, intensity and location of service. Student will be progress monitored weekly. The Student Intervention Form is maintained to continue documenting additional supports and services. Tier 3 is a very intensive intervention within a small group setting (target is 1-3) to be instructed by highly qualified teacher. After approximately 3 -5 progress monitoring assessments, if little or no progress is made, the intervention may need to be modified. After 7-10 progress monitor assessments, the teacher will return to the data team to present results of the intervention. At that time, a decision will be made to either: 1. continue intervention as Tier 3 intervention 2. reduce the services to Tier II or Tier I level 3. refer to CSE Possible Interventions Tier 1 interventions Academic

● Switching students classroom for core instructional grouping ● Additional time teacher spends with student ● Differentiated center work based on skill deficit ● Push in during 90 minute block, adult directed research based activities based on

skill deficit ● Supplementary (not AIS) grade level groups for fluency, comprehension,

vocabulary, etc.

Behavioral

● Post classroom schedule and use transition routines and fillers ● PBIS/APL techniques

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● Group counseling (Banana Splits, Friendship Group, Lunch Bunch, Girls Group)

Tier 2 interventions Academic

● Research based math and reading intervention programs ● 20-30 minutes, pull-out, in addition to 90 minute (ELA) or 60 minute (MATH)

block, group size 3-5

Behavioral ● Develop plan to prevent triggers that lead to misbehavior ● Behavior plans ● Tally system to chart behaviors and monitor effectiveness of interventions ● Behavior contract/daily behavior report card ● Establish a buddy system ● Individual counseling focused on specific need 2-3X a month. Counselor defines

behavior and charts progress. Behavior skills are explicitly taught in counseling sessions

● Why Try Program

Tier 3 interventions Academic

● Research based math/reading intervention programs ● Two 30 minute intervention, taught by teacher, in addition to 90 minute ELA or 60

minute MATH block ● Separate/different core program in 90 minute block ● Every minute of instruction must be teacher taught

Behavioral

● Consult with behavioral specialist ● FBA/BIP ● Develop crisis response plan ● Individual counseling weekly. Behavior skills are taught and charted by

counselor.

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Table: Description of Critical Elements in a 3-Tier RtI Model The following table outlines the essential features of a three-tier model of RtI including suggested ranges of frequency and duration of screening, interventions and progress monitoring. Instruction will include the following elements: Scientifically-based curriculum following the Common Core State Standards, behavioral support systems, effective, highly engaging instruction, well-trained teachers, universal screening and progress monitoring.

Elements Tier 1 Core Curriculum and Instruction

Tier 2 Supplemental

Instruction

Tier 3 Increased Levels of Supplemental

Instruction

Size of instructional group

Whole class grouping

Small group instruction (3-5 students)

Individualized or small group instruction (1-2 students)

Mastery requirements of content

Relative to the cut points identified on criterion screening measures and continued growth demonstrated by progress monitoring

Relative to the cut points identified on criterion screening measures and continued growth demonstrated by progress monitoring

Relative to the student’s level of performance and continued growth as demonstrated by progress monitoring

Frequency of progress monitoring

Screening measures three- four times per year

Varies, but no less than once every two weeks

Varies, but more continuous and no less than once a week

Frequency of intervention provided

Per school schedule

Varies, but no less than three times per week for a minimum of 20-30 minutes per session

Varies, but more frequently than Tier 2. A minimum of 30-60 minutes per session, at least 4 times per week

Duration of intervention

School year 9-30 weeks A minimum of 15-20 weeks

Adapted from the NYSED website http://www.p12.nysed.gov/specialed/RTI/guidance-oct10.pdf

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Universal Screening A school district's process to determine if a student responds to scientific, research-based instruction shall include screenings applied to all students in the class to identify those students who are not making academic progress at expected rates. [8NYCRR §100.2(ii)(1)(ii)] Screening is an assessment procedure characterized by brief, efficient, repeatable testing of age-appropriate academic skills (e.g., identifying letters of the alphabet or reading a list of high frequency words) or behaviors. Screenings are conducted for the purposes of initially identifying students who are “at-risk” for academic failure and who may require closer monitoring and/or further assessment. All students will be screened three-four times a year in essential Reading and Math. Results from the screenings will provide the following information:

● Identification of students who are or are not making adequate progress ● Identify a need to modify instruction to ensure that all students are mastering

essential skills ● Identification of students who have made adequate progress and can be

removed from additional support services This information will be utilized to determine movement into other tiers for instruction based on the student’s needs. Progress Monitoring A school district's process to determine if a student responds to scientific, research-based instruction shall include repeated assessments of student achievement which should include curriculum-based measures to determine if interventions are resulting in student progress toward age or grade level standards. [8NYCRR §100.2(ii)(1)(iv)] Progress monitoring is the practice of assessing student performance using assessments on a repeated basis to determine how well a student is responding to instruction. Data obtained from progress monitoring helps staff to determine the extent to which students are benefiting from classroom instruction and informs decisions about appropriate levels of intervention. Transfer Students All incoming students will be administered the universal screening tool by their classroom teacher within two weeks of entering the district. A comprehensive file

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review may be completed, if applicable, by the AIS Coordinator. If assessment scores indicated a need for services above Tier 1, the Tier 2/3 protocol will be followed. Description of Tiers A school district's process to determine if a student responds to scientific, research- based instruction shall include instruction matched to student need with increasingly intensive levels of targeted intervention and instruction for students who do not make satisfactory progress in their levels of performance and/or in their rate of learning to meet age or grade level standards. [8NYCRR §100.2(ii)(1)(iii)] Response to Intervention (RTI) utilizes a three-tier approach with varying levels of support beyond that used at the core curriculum.

Tier 1 Instruction Instruction will include the following elements:

● Scientifically-based curriculum following the Common Core State Standards ● Behavioral support systems ● Effective, highly engaging instruction ● Well-trained teachers ● Universal screening and progress monitoring

The classroom teacher will examine the results of the universal screening, diagnostic benchmark assessments, and/or periodic progress monitoring. If a teacher has a concern about an individual student’s academic achievement or behavior, the teacher will communicate informally with the grade level to discuss the problem, agree upon a plan, and monitor and document the student’s progress for 6-8 weeks. Problem-solving is directed toward those students who struggle to meet academic and behavioral expectations for the grade level. This process may occur at any point throughout the school year. If the student’s problem persists, or if the student does not meet expectations on benchmark, progress monitoring or classroom assessments, a more formal problem-solving process will be initiated through a meeting. Tier 2 intervention will be determined at that time. Students identified in Tier 1 may exhibit the following characteristics:

● At-risk ● Performing below expected levels ● Requiring specific supports to make grade-level progress in Tier 1

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Tier 2 and Tier 3 Intervention At Tier 2, the grade level team will review student performance data. Students who respond well to targeted group intervention and catch up with grade level expectations will exit Tier 2 and have their needs fully met in the classroom. For students who do not respond adequately to the intervention, the grade level team will use student performance data to determine the next step. At that point, the grade level team may recommend the same intervention with increased frequency and intensity or a different intervention may take place. At Tier 3 the grade level team will use student performance data from frequent progress monitoring to make a decision to continuing the current intervention, alter the intensity of support or implement an alternative intervention. Tier 2 Targeted Group Intervention Identified students will receive a targeted, small group, differentiated instructional intervention. This intervention is provided in addition to, and not in place of, the core instruction provided in Tier 1. For example, a student who is receiving Tier 2 intervention would be provided core instruction plus 20-30 minutes of supplemental interventions three to five days per week. Tier 2 intervention will be provided in small, same ability groups of 3-5 students. Tier 2 interventions focus on the area of student need or weakness that are identified in the screening, assessment or progress monitoring reports from Tier 1. The location of Tier 2 intervention is determined by the school. It may take place in the general education classroom or in an alternate location outside of the general education classroom. Approximately 5-20 percent of students in a class receive Tier 2 intervention. Tier 2 targeted group intervention instruction includes the following elements:

● Evidence-based practice protocols ● Effective, highly engaging instruction ● Frequent progress monitoring

● Evidence-based practice protocols

Tier 2 intervention will be specialized, systematic,purposeful, focused, and consistent. This direct, systematic instruction provides more teacher-directed instruction, carefully structured and sequenced to an individual student, than was provided in Tier 1. The interventions should be supported by research and vary by curriculum focus, group size, frequency and duration.

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● Effective, highly engaging instruction Tier 2 instruction may use classroom materials and approaches, but it extends

and supports Tier 1 instruction in these ways: ● Providing more opportunities for students to process and practice the

target skill or behavior ● Breaking the material into smaller chunks and segments

● Frequent Progress Monitoring

At Tier 2, progress monitoring occurs more frequently using Curriculum-Based Measurement (CBM) that measure targeted skills. The determination of a student’s achievement is well defined and mastery is achieved before moving on to the next step. The recommended length of time a student spends in the second tier of intervention will vary from approximately nine to thirty weeks. When progress monitoring of a Tier 2 intervention indicates lack of adequate response, the grade level team will consider adjusting the intervention. Tier 3: Intensive, Individualized Intervention Tier 3 intervention is designed for those students who demonstrate insufficient progress in Tier 2. Tier 3 is typically reserved for approximately one to five percent of students. These students are to receive more intensive instruction in addition to their core instruction. Tier 3 differs from Tier 2 instruction in terms of such factors as time, duration, group size, frequency of progress monitoring and focus. This tier provides greater individualized instruction in a small group setting (1-2 students) anywhere from 30-60 minutes at a minimum of four days per week. The progress of students at Tier 3 is monitored more frequently to determine the student’s response to Intervention. Instruction is provided by certified teachers who are highly skilled or trained in the areas of academic need indicated by student’s performance data. Tier 3 instruction is considered additional instruction to Tier 1 and is not intended to replace Tier 1 instruction. Tier 3 Intensive, individualized intervention instruction includes the following elements:

● Researched-based and Evidence-based intervention ● Intensive intervention based on individual needs ● Frequent progress monitoring

● Researched-based and Evidence-based intervention Tier 3 intervention approaches will meet the following criteria:

● Supported by scientifically-based research and taught with fidelity ● Structured, explicit and designed to address specific learning targets

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● Intensive intervention based on individual needs Tier 3 is the most intensive intervention. It will target specific deficiency areas in order to meet individual student needs. If a student’s response to Tier 2 was positive but minimal, he or she may continue to receive a similar type of intervention. In this case, however, the frequency and intensity of instruction must be increased.

● Frequent progress monitoring The progress of students at Tier 3 is monitored frequently using Curriculum-Based Measurement (CBM) that measure targeted skills to determine the student’s response to Intervention.

Procedures for Parent Notification

A school district's process to determine if a student responds to scientific, research-based instruction shall include written notification to the parents when the student requires an intervention beyond that provided to all students in the general education classroom that provides information about:

(a) the amount and nature of student performance data that will be collected and the general education services that will be provided pursuant to the structure and components of the RtI program selected by the school district;

(b) strategies for increasing the student’s rate of learning; and (c) the parents’ right to request an evaluation for special education programs and/or

services. [8NYCRR §100.2(ii)(1)(vi)]

The Principal and AIS Coordinator will be responsible for parental notification indicating a need for Response to Intervention (RTI). This will be made in writing and will include a summary of services being provided to the student including when the services will be provided. This letter will be sent home prior to the beginning of the services. Parents will also be kept apprised of their child’s progress through quarterly written reports, interim/progress reports, report cards and parent conferences or consultations. Parents have a right to request an evaluation for special education. When RTI is discontinued, the parent will be notified in writing that the services will be ending; the criteria for ending services, the current performance of the student and the measures that were used in determining the student’s level of performance will be included. Tier 2 and 3 letters will be generated through the AIS Data Management System.

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Fidelity of Implementation A school district shall take appropriate steps to ensure that staff has the knowledge and skills necessary to implement a response to intervention program and that such program is implemented consistent with the specific structure and components of the RtI process selected by the school district. [8 NYCRR §100.2(ii)(3)] Fidelity of the process at the school level means consistency with which the various components are implemented across classrooms and grade levels. Fidelity of implementation means:

● intervention/instruction is delivered in the way in which it was designed to be delivered;

● screening and progress monitoring procedures are administered in a standardized manner, and an explicit decision-making model is followed;

● instruction and interventions are implemented consistent with research or evidence-based practice;

● staff receive appropriate professional development; and ● administrators provide supervision and serve as instructional leaders.

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APPENDIX

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Procedures to Determine AIS Instructional Needs/AIS Discontinuance

KINDERGARTEN Multiple Measures Criteria to Determine AIS

Need and Intensity Criteria to Discontinue

AIS *Kindergarten AIS begins 2nd Quarter

Based on screening, Benchmark Assessment and/or classroom performance. Repeaters begin services 1st quarter

Kindergarten Screening

Supplemental In-Class services may be provided.

ELA: Benchmark Assessment (Sept., Jan./Feb., May) Progress Monitoring: In class assessments

Students at risk as defined by Benchmark Assessment and/or Teacher Recommendation. Intervention: Tier II intervention 2-3 times per week, Tier III intervention 4-5 times per week (1-3 students, 30+ minutes.)

Meeting established Benchmarks and exhibiting no deficit as defined by the assessments.

Classroom Performance Inability to perform Core classroom activities

Ability to participate in classroom activities

Reports/Grades 2 or more areas Experiencing Difficulty

Making Progress or Successful in all areas

Transfer Student Indication of prior AIS (see above indicators for ELA)

See above indicators for ELA

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Grade 1 Multiple Measures Criteria to Determine

AIS Need and Intensity

Criteria to Discontinue AIS

*1st quarter AIS is determined by May/June Benchmark Assessment scores

See below indicators for ELA, Math

ELA: Benchmark: Universal Assessment READING Testing Sept., Jan./ Feb., May/June Progress Monitoring Tier 3-Nov. and March, Tier 2-Nov. and March MATH testing Sept., Jan./Feb., May/June Progress Monitoring: Tier 3-Nov. and March, Tier 2-Nov. and March Additional Measurement Curriculum Based Measures: Tier 3-(Every 8-10 school days)

Students at risk as defined by Universal Assessment Urgent Intervention (9th percentile or below)- Tier 2 intervention 4 times per week, Tier 3 intervention 4-5 times per week (1-2 students, 30+ minutes.) Intervention (10th-24th percentile)-Tier 2 intervention 3+ times per week Not Proficient

Meeting established Benchmarks (25th percentile or higher) and exhibiting no deficit as defined by the assessments.




Developing Satisfactorily or Highly Developed in all areas

Student Records: Cumulative Folder

Indicators of borderline achievement

Satisfactory achievement in all areas

Transfer Student Indication of prior AIS, Universal Assessment Reading/Math (see above indicators for ELA, Math)

See above indicators for ELA and Math

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Grade 2

Multiple Measures Criteria to Determine AIS Need


*1st quarter AIS is determined by May/June Benchmark STAR Reading/Math scores

See below indicators for ELA, Math













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Grade 3

Multiple Measures Criteria to Determine AIS Need


*1st quarter AIS is determined by May/June Benchmark STAR Reading/Math scores

See below indicators for ELA and Math













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Grade 4

ELA *1st quarter AIS is determined by the following

Criteria and Intensity

Math *1st quarter AIS is determined by the following

NYS ELA(Grade 3) and Universal Assessment Reading (May/June Benchmark)

NYS Math (Grade 3) and Universal Assessment Math (May/June benchmark)

Level 2 (below the cut score) and Intervention (10th-24th percentile)

2X Level 2 (below cut score) and Intervention (10th-24th percentile)

Level 2 (below cut score) and Urgent Intervention (9th percentile or below)

2X-3X Level 2 (below cut score) and Urgent Intervention (9th percentile or below)

Level 1 and Intervention (10th-24th percentile)

2X-4X Level 1 and Intervention (10th-24th percentile)

Level 1 and Urgent Intervention (9th percentile or below)

4X-5X Level 1 and Urgent Intervention (9th percentile or below)

Multiple Measures (During the school Year)

Criteria to Determine AIS Need





Reports/Grades Inability to perform Core classroom activities



2 or more areas Experiencing Difficulty


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Transfer Student Indicators of borderline achievement


Grade 5 ELA

*1st quarter AIS is determined by the following

Criteria and Intensity

Math *1st quarter AIS is determined by the following

NYS ELA(Grade 4) and Universal Assessment Reading (May/June Benchmark)

NYS Math (Grade 4) and Universal Assessment Math (May/June benchmark)

Level 2 (below the cut score) and Intervention (10th-24th percentile)

2X Level 2 (below cut score) and Intervention (10th-24th percentile)

Level 2 (below cut score) and Urgent Intervention (9th percentile or below)

2X-3X Level 2 (below cut score) and Urgent Intervention (9th percentile or below)

Level 1 and Intervention (10th-24th percentile)

2X-4X Level 1 and Intervention (10th-24th percentile)

Level 1 and Urgent Intervention (9th percentile or below)

4X-5X Level 1 and Urgent Intervention (9th percentile or below)

Multiple Measures (During the school Year)

Criteria to Determine AIS Need





Reports/Grades Inability to perform Core classroom activities



2 or more areas Experiencing Difficulty


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Transfer Student Indicators of borderline achievement


Grade 6-8

First Quarter AIS Determination ELA First Quarter AIS Determination Math

New York State ELA Exam New York State Math Exam

Students with scores below scale scores identified by the State Education Department

Students with scores below scale scores identified by the State Education Department

Universal Screening STAR Students who test within Urgent or Intervention Levels

Universal Screening STAR Students who test within Urgent or Intervention Levels

Final Average in Core Course Is below 65

Final Average in Core Course Is below 65

AIS Services for ELA AIS Services for Math

AIS ELA Grades 6-8 AIS Math Grades 6-8

Push In ELA Support for Grades 6 and 8 by certified teacher

Push In Math Support for Grades 6 -8 by certified teacher

After School ELA AIS Sessions After School Math AIS Sessions

Specialized Reading

Monitoring by Regular Ed Teacher Monitoring by Regular Ed Teacher

❖ Students can be referred to AIS at any point during the year when teachers or parents become concerned about student performance.

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Grade 9

ELA – NYS Assessment Criteria and Intensity Math – NYS Assessment

Level 2 Performance Indicator

Monitor or .5 Level 2 Performance Indicator


.5 or 1.0 Level 1 Performance Indicator

Specialized Reading, when available

1.0 Is offered only if no other AIS is needed

* For classified CSE students, levels of intensity may be decreased by one or more intensity levels depending on specific student needs*

Social Studies – NYS Assessment

Science – NYS Assessment


Monitor or .5 Level 2 Performance Indicator


.5 or 1.0 Level 1 Performance Indicator

Multiple Measures Criteria to Determine AIS

Need Criteria to Discontinue AIS

Classroom Performance Inability to perform mainstream classroom activities


Reports/Grades Failing 1 or more academic subjects

Passing the subject


Indicators of on-going borderline achievement


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Student Records: Transfer Student

Indication of prior AIS; Screening with parallel assessments or old regents

(see above indicators for all areas)

NYS and Parallel Assessments

Scores greater than above standards or safety net and all course credits

Grades 10 - 12

ELA – Parallel Assessment or English Regents Exams Criteria and Intensity Math – Parallel

Assessments

Math Regents Exams

60-64 Monitor or .5 60-64 60-64

55-59 .5 or 1.0 55-59 55-59

OR RCT still needing credit

Below 55 1.00* Is offered only if no other

AIS is needed

Below 55 Below 55

* For classified CSE students, levels of intensity may be decreased by one or more intensity levels depending on specific student needs*

Social Studies – Parallel Assessment or Regents Assessment

Science --non Regents courses

Science – Regents Exams

60-64 Monitor or .5 60-64 60-64

55-59 .5 or 1.0 55-59 55-59

OR RCT still needing credit

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Below 55 1.00* Below 55 Below 55

Multiple Measures Criteria to Determine AIS

Need Criteria to Discontinue AIS

Classroom Performance Inability to perform mainstream classroom activities


Reports/Grades Failing 1 or more academic subjects

Passing all academic subjects


Indicators of on-going borderline achievement


Student Records: Transfer Student

Indication of prior AIS; Screening with parallel assessments or old regents

(see above indicators for all areas)

NYS and Parallel Assessments

Scores greater than above standards or safety net and all course credits

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Documents

Response to Intervention Plan 2018-19 - Corinth High School · little or no progress is made, the intervention may need to be modified. After 7-10 progress monitor assessments, the