AIS Entrance and Exit Criteria
The identification of students being recommended for AIS is in alignment with the academic assessment plan and based on specific criteria outlined below. Students falling below the identified cut points on the universal screener should be administered Diagnostic assessments (as is outlined in the assessment decision tree) and considered for Tiered intervention. Students placed in AIS should then have instructional targets identified and goals set. If a student is not making progress during an intervention cycle, the assessment and intervention data should be reviewed, additional diagnostics considered, and new skill instructional targets considered.
Although there are designated times for entrance and exit to AIS, students may enter and exit AIS (Tier II or Tier III interventions) at any point during the school year based on need.
Elementary
Elementary Reading: Students are assessed first for Oral Reading Fluency. If Oral Reading Fluency is on or above grade level, then students are assessed for language comprehension. The purpose of assessing each aspect of reading independently is to determine if a student’s reading difficulty stems from an oral reading issue or a language based issue impacting comprehension. In addition, by assessing each of these aspects of reading, more targeted interventions will be provided to address students’ needs.
Elementary Math: Students are assessed first for Math Computation. If Math Computation is on or above grade level, then students are assessed for Math Application. The purpose of assessing computation and application separately is to determine if a student’s math difficulty stems from struggles in computing or in conceptual thinking. In addition, by assessing each of these aspects of mathematics, more targeted interventions will be provided to address students’ needs.
Middle School
Math and English Language Arts Students receiving Tier 2 and Tier 3 instruction will be administered IXL as a diagnostic assessment for math. Teachers will also utilize these tools to progress monitor students. Results of these assessments will be used for targeted instruction, goal setting and to exit AIS once student goals are met. English Language Arts will utilize DIBELS as a diagnostic tool.