Genesee Valley Central School District
Fall Intervention Placement Process by Grade Level(s) and Content Area
Kindergarten
Full-day kindergarten is new for all entering students and as such, requires an adjustment period during which routines
and procedures are established. Therefore, intervention placements for Kindergarten are not made until after the
Fall benchmark administration. At that time, all Kindergarten students who score in the "RED" level of i-Ready are
placed in Tier II intervention services. If room allows and additional data from the classroom teacher supports it,
students in the "YELLOW" bands may also be considered for intervention services. The “Beginning of Year” report view is used for
these placements.
Exception
"Language for Learning" is a specialized intervention service offered through the Speech and Language Department for
non-classified students. Consideration for placement is made in September using the following criteria:
•
Students who score "At Risk" exiting Pre-Kindergarten the previous year on the Dial IV AND
•
Students who score below the 16th percentile on the Peabody Picture Vocabulary Test (PPVT).
These students are then screened using the Language for Learning assessment for consideration.
Grades One through Three
Students may be recommended for either Tier II or Tier III placement at the end of the previous school year during June data meetings,
which follow the Spring benchmark. These records are kept jointly by the Rtl Chair and the Rtl Coordinator as part of the system of
checks and balances. These students will be automatically placed in intervention settings beginning in September for 10 weeks.
Decisions will be made based on the End-of-Year Report View, monthly progress monitoring results, current intervention status and
classroom performance.
Reading Intervention Services
Students not placed via end-of-year Rtl meetings are reviewed at the end of baseline testing by the intervention
specialists and the Rtl Coordinator. Students at K-3 who score as follows are given first consideration for intervention
services:
•
"Below Level" Overall (Red) AND "Below Level" in both Phonics and Phonological Awareness.
•
"Below Level" Overall (Red) AND "Below Level" in Phonics OR Phonological awareness along with vocabulary or
•
Students scoring "Below Level" overall and demonstrating weakness in comprehension only will be placed on a
high-frequency words.
"monitor" list for first review at the 10 week mark.
•
The analysis cycle repeats with students scoring "Yellow" overall.
September 2014
Math Intervention Services
Students not placed via end-of-year Rtl meetings are reviewed at the end of baseline testing by the intervention
specialist and the Rtl Coordinator. Students at K-3 who score as follows are given first consideration for intervention
services:
•
"Below Level" Overall (Red) AND "Below Level" in both Numbers and Base Ten and Algebraic Operations.
•
"Below Level" Overall (Red) AND "Below Level" in Numbers and Base Ten OR Algebraic Operations along with
geometry or measurement and data.
•
Students scoring "Below Level" overall and demonstrating weakness in geometry and/or measurement and data
only will be placed on a "monitor" list for first review at the 10 week mark.
•
The analysis cycle repeats with students scoring in the "Yellow" category overall.
Grades Four through Six
Students may be recommended for either Tier II or Tier III placement at the end of the previous school year during end-of-year data
meetings. These records are kept jointly be the Rtl Chair and the Rtl Coordinator as part of the system of checks and
balances. Some students will be considered for placement in the Fall after a review of NYS assessment scores is factored in with
i-Ready end-of-year reports.
Reading Intervention Services
Students at 4-6 who score as follows are given first consideration for Tier II and Tier III intervention services unless they are receiving
reading support services through the CSE:
•
Level 1, NYS ELA Assessment the previous school year year (automatic placement following review of Rtl history,
academic achievement, etc)
•
"Below Level" (Red/Yellow) overall AND Level 2 NYS ELA Assessment
•
"Below Level" (Red/yellow) overall AND "Below Level" in comprehension along with a Low 3 on NYS ELA
assessment
•
Students scoring a Level 2 or a Low Level 3 but "Green" on the i-Ready need further analysis of assessment
results to determine if the pattern of questions missed is related to writing before intervention placement
Math Intervention Services
Students at 4-6 who score as follows are given first consideration for Tier II and Tier III intervention services unless they are receiving
math support services through the CSE:
•
Level 1, NYS Math Assessment the previous year (automatic placement following review of Rtl history, academic
achievement, etc)
•
"Below Level" (Red/Yellow) Overall AND Level 2 NYS Math Assessment
•
"Below Level" (Red/Yellow) Overall, "Below Level" in NBT OR Algebraic Operations along with geometry or
•
Students scoring Level 2 or Low 3 on the NYS Math assessment but "Green" on the i-Ready need further
measurement and data AND a Low 3 on the NYS Math Assessment
analysis of assessment results prior to intervention placement.
September 2014
Grades Seven and Eight
Reading/Literacy Intervention Services (M. McKeown)
Students at Grades 7 and 8 who score as follows are given first consideration for intervention services.
:
•
Level 1, NYS ELA Assessment the previous year (automatic placement following review of Rtl history, academic
achievement, etc)
•
"Below Level" (Red/Yellow) overall AND Level 2 NYS ELA Assessment
•
"Below Level" (Red/yellow) overall AND "Below Level" in comprehension along with a Low 3 on NYS ELA
assessment
•
Students scoring a Level 2 or a Low Level 3 but "Green" on the i-Ready need further analysis of assessment
results to determine if the pattern of questions missed is related to writing before intervention placement.
ELA AIS
and Math AIS placements are determined as per New York State guidelines.
September 2014