ELMONT UNION FREE SCHOOL DISTRICT Eligibility For

ELMONT UNION FREE SCHOOL DISTRICTEligibility for Academic Intervention Services2018-2019For the 2018-2019 school year, the Elmont UFSD shall identify students to receive AIS through afour-step process. First, all students performing below the median scale score between a level2/partially proficient and a Level 3/proficient on a grade 3-8 English Language Arts (ELA) orMathematics state assessment shall be considered for AIS. Upon identification of a student forconsideration for AIS, the Elmont UFSD shall then use a district-developed procedure, to beapplied uniformly at each grade level, for determining which students shall receive AIS. After thedistrict considers a student’s scores on multiple measures of student performance, the districtdetermines whether the student is required to receive AIS.The Elmont UFSD has developed a policy for providing AIS during the 2017-18 school year. TheDistrict policy includes a description of the following student performance measures andassociated scores that will be utilized to determine eligibility for Academic InterventionServices.Building administrators and AIS teachers will review every student in their respective buildingsto determine the eligibility for AIS services. The intensity of the service will be based onmultiple sources of data. All buildings will conduct the reviews in a similar manner and usethe following criteria to determine student eligibility and the intensity level of the AIS service.CRITERIA ONE – NEW YORK STATE ASSESSMENTS DATA 2017-2018Meetings with AIS, ENL, SPEECH, and RESOURCE ROOM, and classroom teachers to review theNYS ELA and Math Assessment Reports (2017-2018).Determine eligibility and assign a preliminary level of AIS service to each child according to thescale score ranges in the chart.The NYS Assessment scale scores are critically important; however, final AIS eligibility and tierplacements are not based solely on the NYS Assessment data. Multiple measures will be usedto determine eligibility and intensity of the support service.

2018 Grades 3-8 English Language ArtsScale Score Ranges Associated with Each PerformanceLevel and Median Scale Score between Level 2 andLevel 3Grade3456NYS Level 1530-582532-583509-593514-589NYS Level 2583-601584-602594-608590-601NYS Level 3602-628603-618609-621602-613NYS Level 4629-655619-654622-661614-657Median ScaleScore betweenLevel 2 and Level 35925936015962018 Grades 3-8 Mathematics TestsScale Score Ranges Associated with Each PerformanceLevel and Median Scale Score between Level 2 andLevel 3Grade3456NYS Level 1526-586525-587527-591528-591NYS Level 2587-599588-601592-603592-603NYS Level 3600-614602-613604-615604-615NYS Level 4615-646614-650616-654616-656Median ScaleScore betweenLevel 2 and Level 3593595598598CRITERIA TWO – NWEA, MEASURES OF ACADEMIC PROGRESS IN READING AND MATHASSESSMENT DATABuilding teams will review the NWEA Measures of Academic Progress Normative Data. The2015 NWEA RIT Scale Norms provide status and growth norms for individual students.Beginning, middle and end of the year grade specific RIT means are contained in the followingchart.All students that fall at or above the grade level mean on the Spring 2018 MAP Reading and MathAssessments will receive small group instruction within the classroom. Students that fell belowthe grade level RIT Mean will be considered for RtI Tier 2 or Tier 3 preliminary placement. Tierplacements will be finalized after the administration of the Fall 2018 NWEA testing applying thesame norms contained in the chart. In addition, building administrators and teachers will reviewthe NWEA Growth Data contained in the student progress report along with the other suggestedmeasures to make final determinations.

The classroom teacher and the AIS teacher will monitor the progress of their students. Studentbehaviors could have an impact on student’s academic performance (attention issues, behaviorissues etc.) When student behavior impacts student performance, the issue must be brought tothe Child Study Team for further discussion and alternate strategies must be discussed todetermine the need for a Behavior Intervention Plan(BIP), a 504 plan, or a possible referral to theCommittee on Special Education.Building administrators will continue to monitor daily instruction and teacher lesson plans toensure that daily instruction reflects best practice, differentiation of instruction, and the NWEAContinuum of Learning goals. Administrators will ensure that the Child Study Team meets in atimely fashion and that all recommendations and decisions are implemented with fidelity by theappropriate members of the school team.Teachers are expected to bring comprehensive data based evidence of the specific strategies, theduration of the intervention, and outcomes must be submitted to the building principal and theChild Study Team before a student to deemed eligible to receive AIS services and initialplacement or movement between tiers.NWEA 2015 NWEA Measures of Academic Progress Normative Data (Reading and Math)GradeELAELA Mid- ELA End- MathMathBeginning Year Mean Year Beginning Mid- 1.8211.4217.2Sixth211.0214.2215.8217.6222.1Math EndYear Mean159.1180.8192.1203.4213.5221.4225.3CRITERIA THREE – STUDENT REPORT CARDSStudent report cards summarize the progress of a students in the classroom. The information isbased on teacher observation, classroom assignments, and formative and summativeassessments across all disciplines. Additionally, progress is monitored between report cardsand allow administrators and teachers to review school performance and adjust instructionalgoals, and interventions.

A student must achieve at Performance Level 3 (75%) to achieve proficiency in grade specificEnglish Language Arts Common Core Standards. A student must achieve at Performance Level3 (80%) to achieve proficiency in grade specific Mathematics Common Core Standards.Student report cards are one of the multiple sources of data sources required to determine achild’s eligibility to receive AIS services and placement in an AIS tier.CRITERIA FOUR – DIAGNOSTIC ASSESSMENTS/TAG TEAM MEETINGSDiagnostic assessments will continue to be used to aid educators in understanding the causes forstudent performance, i.e. the learning strengths and needs that underlie student performanceon a universal screening or other assessment. They will help teachers identify where a student’sunderstanding breaks down. This information is used to plan, modify and/or differentiateinstruction/intervention. Other tools that provide diagnostic information (e.g. running records,NWEA Skills Checklist Assessments, analysis of student work, teacher observations, andstudent/family interviews) are important to include in the diagnostic process in order totriangulate data.The characteristics of diagnostic assessments Given to selected students Reliable (Commercial assessments have undergone psychometric analyses to determinereliability. A “teacher-made” assessment cannot be referred to as reliable if it has notbeen analyzed by a psychometrician.) Valid (Commercial assessments have undergone psychometric analyses to determinevalidity. The inferences made from a “teacher-made” assessment cannot be referred toas valid, if it has not been analyzed by a psychometrician.)Tag Team meetings will be scheduled within the first few weeks of school to discuss additionalfactors that may influence tier placements of students. Members of the tag team include currentclassroom teacher, AIS provider, Resource Room provider, Social Worker, Psychologist, Speechteacher, administrators, and any professional that worked with the student during the previousyear.FINALLYAll members of the professional staff are expected to refer to the District RtI Plan for a cleardefinition and description of the instruction that is delivered at each tier. The Child StudyTeams will determine AIS eligibility and tier placement based on the multiple sources of datastated in this plan. The building principal must review and approve the eligibility and tierplacements of all AIS students. It is mandatory that one building administrator attend thebuilding Child Study Team meetings throughout the year.

NWEA 2015 NWEA Measures of Academic Progress Normative Data (Reading and Math) Grade ELA Beginning Year Mean ELA Mid- Year Mean ELA End-Year Math Beginning Year Mean Math Mid- Year Mean Math End- Year Mean Kindergarten 141.0 151.3 158.1 140.0