Academic Intervention Services - Qualifying Criteria: 2016-2017

  • Ballston Spa Central School District Academic Intervention Services Qualifying Criteria: 

    2019-2020 School Year

    Academic Intervention Services are intended to assist students who are at risk of not achieving the Learning Standards, or who are at risk of not gaining the knowledge and skills needed to meet or exceed designated performance levels.  The district uses multiple data points to make recommendations for academic support and provides a wide variety of services. 

     

    Step 1:  At the beginning of the school year, all students participate in Benchmark assessments (iReady- Math and ELA, DIBELs) Teacher teams review benchmark data and multiple points of academic performance data. Students performing below grade level standards are identified for consideration of additional strategic or intensive intervention services based on need.

    Step 2:  Upon identification of a student for consideration for AIS from Step 1, local measures as indicated in the chart below will be applied to further determine qualification for services. 

    Members of the AIS and RtI (Response to Intervention) teams have developed the following process for making decisions about the provision of AIS to students who are not already receiving those services, and who scored above the level of required service but below proficiency:

    • Intervention Teams will review building data, identify students who fall into this category, and provide teachers with the names of affected students.

    • ELA and math teachers will review multiple sources of data on student performance. These sources include iReady Benchmark Diagnostic Data,DIBELS Date, Informal Decoding Inventory, attendance, discipline information, scores on classroom assessments, and interim grades.

    • Student needs will be addressed first through enhanced classroom instruction (“Tier One” intervention).

    • Teachers and administrators will be supported in effectively advancing the learning of students through the following district initiatives:

      • implementation of Common Core-aligned, research-based ELA Curriculum (Bookworms and Fundations);

      • implementation of Eureka Math Modules;

      • comprehensive coaching support K-5;

      • professional development for coaches to enhance their effectiveness;

      • professional learning through the implementation of literacy pd, grade level PLCs;

      • continuation of data team training and implementation of data cycles;

      • alignment of school improvement goals with district initiatives.   

    • In cases where a student’s performance indicates a need for additional support, we will provide services on an as-needed basis. Options include (but are not limited to) scheduling the student into a period of additional instruction and working with student and family support personnel to address concerns such as poor attendance or effort.

    • Student progress will be monitored on an ongoing basis and students will be referred to building Teaching,Learning and Support Teams if their learning does not progress.

     

     

    Local Measures English Language Arts

     

    Criteria

    Program benchmark assessments

    Scoring below program proficiency

    I-Ready Assessments

    Scoring at least one grade level below - Scoring at the beginning of the year or lower from the previous academic year. 

    District-created common formative assessments

    Not meeting grade level standards 

    IDI (Informal Decoding Inventory)

    Achieve Fluency and Comprehension or Vocabulary and Comprehension

    DIBELS assessments

    Far Below Proficient (Red): Students whose book level is well below grade level are classified as Far Below Proficient. These students require intensive intervention, and Progress Monitoring is recommended at least once every two weeks to determine whether they are responding to this intervention. 

    Received services at previous school

    A review of individual student records by administration, school counselor, and/or teacher and/or interventionist to determine prior level of services. 

    Local Measures Math
    Criteria

    Program benchmark assessments

    Scoring below program proficiency 

    I-Ready Assessments

    Scoring at least one grade level below - Scoring at the beginning of the year or lower from the previous academic year. 

    District-created common formative assessments

    Not meeting grade level standards

     

    Received services at previous school

    A review of individual student records by administration, school counselor, and/or teacher and/or interventionist to determine prior level of services. 

     

     

     

     

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