Academics

Queensbury consistently ranks among the top school districts in the region. The district provides rigorous, career-focused programs such as International Baccalaureate, P-TECH, Early College Career Academy, Project Lead the Way, advanced placement, university in the high school and career exploration internships.

The district also provides numerous fine and performing arts programs, as well as electives in English, math, science, social studies, technology, business, art and music.

Our facilities include innovation makerspaces, 21st century technology classrooms, co-learning labs, computer labs and library/media centers.

All of Queensbury’s academics reflect the district’s mission. 

Mission Statement

Empower all students to be lifelong learners, inspired to pursue their dreams and contribute to the global community.

Next Generation Learning Standards

The Board of Regents adopted the newly revised English Language Arts and Mathematics Learning Standards on September 11, 2017. The new standards have been the result of over two years of collaborative work to ensure New York State has the best learning standards for our students. Over 130 educators and parents worked together to make recommendations and revise the standards, resulting in a new set of revised English Language Arts and Mathematics Learning Standards.

View standards on NYSED website.

District Comprehensive Improvement Plan (DCIP)

View a PDF version of the 2021-22 District Comprehensive Improvement Plan (DCIP).

Priority 1

  • What will we prioritize to extend success in 2021-22?
    • We will prioritize social and emotional learning / wellness for students to create a warm and welcoming environment where students can thrive.
  • Why is this a priority?
    • The QUFSD mission statement and BOE goals prioritize wellness and achievement for all students.
      The COVID-19 pandemic created challenging learning conditions for students. While K-6 students could participate in daily instruction, some opted for fully remote instruction. 7-12 students spent the majority of the year with a hybrid schedule, and the district had two short term COVID related closures. The pandemic created a greater need for social emotional learning and overall wellness.
      QUFSD began implementing SEL curriculum and activities last year.  District and Building SEL committees were established and regularly incorporated activities into the school community.  Two surveys were administered- the ESSA climate survey and the ARP funding survey. Social emotional learning and wellness was a top priority for all stakeholders. 51.9% of parents responded that the ‘School provides high quality services to help students with social or emotional needs’ and 32.9% indicated ‘Don’t know.’

  • Key Strategies and Resources 
    • Strategies
      • QES: Create a positive classroom and school environment centered around SEL
      • WHBI: Create a positive classroom environment centered around SEL
      • QMS: MTSS and Character Ed Committee developed activities
      • QHS: Building Wellness Team
    • Methods
      • QES
        • SEL daily morning meeting discussion topics
        • Use of common language for problem solving and emotional regulation through the use of: Zone of Regulation, Kelso’s Choice, Behavior Scripts, Class Meetings that Matter, Superheroes 
        • Students will develop positive relationships with staff at school
      • WHBI
        • SEL daily classroom discussions centered “All Learning is Social Emotional Learning”
        • Weekly class read aloud centered around our weekly SEL topic
        • “Curriculum” calendar for character education for all classrooms to follow
        • All About Safety Curriculum
      • QMS
        • Guideroom activities/dialog
        • Spartan PRIDE explicit instruction  (PRIDE acronym Preparation, Respect, Dedication, Engagement)
        • Develop classroom norms and expectations as a building during Supt Conf Days
        • Building-wide understanding/devotion to Spartan PRIDE
        • Professional Development for SEL
      • QHS
        • The BWT will shift its focus to provide a nurturing environment for all students.  For example, activities, safe spaces, and “go-to” people for students (Every student, every teacher).  Providing a “calm room” for students.
        • Use of SEL Director to provide PD and support for QHS and students.
    • Gauging Success 
      • QES
        • Analyze discipline data and trends for each subgroup
        • Direct observation of classroom engagement
        • Survey grade 3 students
      • WHBI
        • Zones of Regulation Daily check ins
        • Analyzing behavior incidents and trends
        • Tracking student involvement/participation through data collection system Tableau
        • Increase building-wide activities and participation
      • QMS 
        • Obtain feedback from stakeholder groups via student survey
        • Norms visible and implemented in all classrooms and common areas
        • Faculty will participate in norm setting activities and professional learning on the opening Superintendent Conference Days.
        • Professional Learning opportunities will be posted and available on Mylearning plan.
      • QHS
        • Gauging feedback from students following specific events
        • Reduction of students skipping class
        • Measure the usage of a “calm room” or safe space
    • Resources 
      • QES
        • Director of Social Emotional Learning and School Development
        • Curricular materials for Zones of Regulation, Kelso’s choice and QES Superheroes
        • Professional development for staff
        • Dean of students to implement tier 2 interventions with students
      • WHBI
        • Director of Social Emotional Learning and School Development
        • Utilizing “All Learning is Social Emotional” book
        • SEL Picture Books to align with weekly themes
        • Building-wide SEL schedule of classroom discussions
        • Prevention Education Specialists
      • QMS
        • More team members involved, partnership with new SEL Director
        • MTSS Committee and Character Education bringing resources and obtaining feedback, curriculum pay for additional needed work
        • BLT committee members
        • Information disseminated to various committees and building-wide 
      • QHS
        • Time for BWT to meet
        • A space for a “calm room” or safe space
        • Money to support activities provided by BWT
        • Utilizing “All Learning is Social Emotional” book
  • Measuring Success
    • Qualitative 
      • 4-5 Majority of discipline referrals will result in a restorative conference through our district discipline dashboard, Introducing school-wide weekly themes (classroom discussions and children’s books) through our morning announcements. Include these themes on our weekly bulletins shared with staff.
      • 6-12 Discipline referrals reducing recidivism rates (strengthening relationships) – look at discipline data
      • 9-12 The majority of student feedback regarding BWT initiatives is positive, Discipline referral data and Restorative Practices, School of Character initiative
    • Quantitative
      • QES
        • Reduce student discipline referrals by 5%
        • Reduce student crisis calls by 5%
        • 90% of 3rd grade students will be able to name 2 staff members at school who they feel supported by
      • WHBI
        • 90% of students self-assess themselves as showing their Spartatude Values through quarterly Google Form Survey
      • QMS
        • 90% or more of all students will be able to identify the Spartan PRIDE attributes
        • We will meet or exceed MIP for Attendance for QMS
        • 90% or more of all students can identify a trusting adult in QMS
      • QHS
        • 10% reduction in skipping class numbers
        • 90% of all students able to identify their “go to” people
        • 90% of all students able to identify a safe space
        • 90% of students report “feeling safe” at school – ESSA School Climate Survey

Priority 2

  • What will we prioritize to extend success in 2021-22?
    • Supporting Academic Growth: ELA & Math
  • Why is this a priority?
    • The district has high expectations for the academic achievement of all students.
      As the content demands in math and ELA increase, two subgroups, economically disadvantaged students and students with disabilities have not met the same success levels on state assessments, NWEA Map test, and local assessments. On the last district report card, students in at-risk subgroups received 1s in math and did not meet the same success rates as other students. Success in math and ELA directly relates to success in other classes and graduation rate. Closing the gap for the graduation rate for economically disadvantaged students is a top priority for the district.

  • Key Strategies and Resources 
    • Strategies
      • K-3: Increase students reading on grade level
      • K-5: Increase students math performance/ proficiency
      • 4-5: Increase students reading on grade level
      • 4-5: Increase students math performance
      • 6-8: Identifying academic needs in Math and ELA
      • 9-12: Use MAP Test to identify ELA and Math needs
    • Methods
      • K-3
        • Increase the number of students serviced by tier 3 interventions such as Orton-Gillingham based programs, Reading Recovery, Literacy Lessons, Level Literacy Intervention
        • Progress monitor students receiving tier 2 or tier 3 reading interventions more frequently
      • K-5 
        • Improve student fact fluency and disaggregate fact data by subgroups. Students in K-5 will have access to i-ready for assessments and curriculum. Students will use i-ready to assist in increasing academic achievement.
        • Identify additional ways to progress monitor fact fluency for students who struggle with Reflex Math
        • Administer the I-Ready diagnostic assessments to identify areas of strength and areas in need of focus
        • Identify effective teaching strategies for math
      • 4-5 (reading)
        • Fountas and Pinnell Reading Assessments
        • Students will be assessed minimally three times a year
      • 4-5 (math)
        • I-Ready assessment and curriculum
        • Response to Intervention Services/WIN Time for identified students
      • 6-8
        • 6-8 NWEA MAP testing (3x/year). This normed benchmark assessments will assist in setting baselines for student growth for all subgroups.
        • CFA targeting Key Standards in all content areas
        • Identified students will participate in the Lexia Reading Intervention
      • 9-12
        • Norm based tests allow for proper placement into support classes i.e. AIS, Geo A
    • Gauging Success 
      • K-3
        • Progress monitoring data will demonstrate an increase of students reading on grade level
      • K-5 
        • I-Ready assessment data: students will be assessed minimally three times a year
        • Professional development for staff in the area of math
      • 4-5 (reading)
        • Measure student growth through F&P assessments
        • Response to Intervention Services/WIN Time for identified students
      • 4-5 (math)
        • Measure student growth through I-Ready assessments
        • Progress Monitor Tier 3 students
        • Utilize Personalization Track through I-Ready
      • 6-8
        • Middle school teachers will discuss benchmark and individual student targets at team, PLC and MTSS meetings to discuss goals and progress of students. Benchmark meeting outcomes and placements for support will be addressed. Targets include CFAs, MAP, and Lexia data (ELA).
        • Qtrly Data Meetings with central office to share MAP data by ESSA subgroups
      • 9-12
        • Reduction in the number of students needing extra support classes
        • Improved test scores: including CFA and Regents
    • Resources 
      • K-3
        • Additional staff trained in specialized reading programs such as Reading Recovery and Orton Gillingham based programs
        • Funding to provide small group interventions before/ after school for targeted students
        • Professional development in effective reading instruction for staff
      • K-5 
        • Funding I-Ready program and professional development
        • Funding for Math institute Summer 2022
        • Math consultant: Julie Dixon and DNA math for teacher professional development.
      • 4-5 (reading)
        • Benchmark Meetings (3x per year)
        • Online Data Management System for F&P
      • 4-5 (math)
        • Benchmark Meetings (3x per year). Release time for teachers to attend meetings.
      • 6-8
        • MTSS teachers release time to arrange testing and coordinate data
        • MAP data, scheduling flexibility, involvement of multiple teachers and stakeholders
        • Substitutes for release time for teachers
        • Use of tableau data
        • Lexia Data 
      • 9-12
        • MAP Data
        • Data Meetings
        • Tableau
        • RTI
  • Measuring Success
    • Qualitative 
      • 6-12 Increased student engagement/participation, commitment to academics (MAP and CFAs in particular)
    • Quantitative
      • K-3
        • Increase students reading on grade level in grade 3 by 5% across subgroups using F&P assessment
        • Increase overall student math proficiency on I-Ready Assessment by 5% at each grade level
        • ELA and Math will meet established ESSA MIP Targets
      • 4-5
        • 90% of students on or below grade level will grow three reading levels
        • 90% of students will grow one grade level through the I-Ready Math Diagnostic 
        • ELA and Math will meet established ESSA MIP Targets
      • 6-12
        • Meet the appropriate RIT growth expectations for each grade level on MAP assessments for target groups
        • Increased growth on CFA scores for targeted groups
        • Lexia Reading Growth individual student growth benchmarks
        • ELA and Math will meet established ESSA MIP Targets

Priority 3

  • What will we prioritize to extend success in 2021-22?
    • Graduation Rate for Economically Disadvantaged Students
  • Why is this a priority?
    • The district’s mission statement includes the word ALL and expects that all students will achieve academic success and graduate. Over the last five years, the graduation rate for students who are economically disadvantaged has averaged 74%.
      This subgroup has not met the local MIPS. An increased focus on social emotional learning and wellness as well as increased support and resources in math and ELA will assist in supporting the needs of students.

  • Key Strategies and Resources 
    • Strategies
      • K-3: Increase family/students connections and relationships with school
      • 4-5: Increase family/student connections and relationships
      • 6-8: Increase family/student connections and relationships
      • 9-12: Bridges Program
    • Methods
      • K-3
        • Partner with PTSA to increase family involvement
        • Host 2 community events
        • Increase parent participation in parent conferences
      • 4-5
        • Offer club/extracurricular opportunities
        • Offer after school/before school academic supports
        • RTI Family Nights
        • Career Day
      • 6-8
        • Offer club/extracurricular opportunities
        • Offer after school/before school academic supports
        • Family BBQ before Open House
      • 9-12
        • The Bridges Program will target 12 students for each grade, 48 students overall. The program will have one English and one social studies teacher. Small group instruction supported with an aide. Students will instructionally loop with their ELA and social studies teachers and push out for other subjects.
    • Gauging Success 
      • K-3
        • Increased PTSA Membership
        • Attendance at community events hosted
        • Number of parents attending parent conferences
      • 4-5
        • Track student involvement
        • Progress monitoring student achievements
        • Number of families participating in our RTI Dinner Night
      • 6-8 
        • Increased attendance and buy-in to QMS activities and offerings
        • Decreased failure rates
      • 9-12
        • Students in the Bridges program will successfully earn the credits they are enrolled in and participate in the school community through clubs and afterschool activities. Attendance and participation will be tracked and presented at Quarterly data meetings. We will look to have 75% of students participate in one after school activity, if they are not actively employed or required to assist in care at home.
        • Regular observation of the classroom will indicate active engagement and participation of students
        • Increased graduation rate
        • Passing rates on student courses
        • Improved attendance will be monitored on a daily basis by the Bridges Teachers 
    • Resources 
      • K-3
        • Community events: outdoor tents, food, community volunteers
      • 4-5
        • Partner with Queensbury Parks and Rec for involvement activities
        • Community Member/Parent Participation for Career Day
        • Money for RTI Dinner family Nights
        • Money for staffing for after school academic supports
      • 6-8
        • Faculty/staff building relationships and connections, activities aimed at fostering relationships
        • Field Trips, community partnerships
      • 9-12
        • Scheduling
        • Staffing
        • Rooms/office
  • Measuring Success
    • Qualitative 
      • K-3
        • Community events will include representation from all subgroups
      • 4-5
        • All RTI families will be invited to our RTI Family Dinner Nights and
        • All students will join our WHBI Student Google Classroom 
      • 6-12 
        • Career Cafe and opportunities to connect to community/careers
        • Movement of students out of AIS services (successful completion – move to Progress Monitoring)
    • Quantitative
      • K-3
        • 90% of students will have a family member attend a parent conference
        • Increase PTSA membership by 5%
      • K-5
        • 100% of student involvement within the school and/or community 
        • 75% of family participation in our RTI Family Dinners
      • 6-12
        • 90% student participation in extracurriculars
        • 90% of students are assessed/evaluated to determine if services are needed
        • 90% of Bridge students pass their courses/graduate
        • 90% of Bridge students have an attendance rate of 90%
        • Meet established MIP targets for ESSA accountability subgroups

Stakeholder Participation 

  • The DCIP must be developed in consultation with parents, school staff, and others in accordance with §100.11 of Commissioner’s Regulations.
  • Team members of the DCIP team
    • Denise Troesltra; Assistant Superintendent for Instruction; District 
    • Kris Bennett-Barnes; Director of Student Support Services; District 
    • Robyn Scottland; Assistant Director of Student Support Services; District
    • John Luthringer; Director of Technology, Parent; District 
    • Jessica Rossetti; Principal, Parent; QES
    • Kristin Bergin; Assistant Principal; QES
    • Kathy Edwards; Grade 3 Math Teacher; QES
    • Gwynne Cosh; Principal, Parent; WHBI
    • Amanda Denno; Assistant Principal; WHBI
    • Morgan Smythe; Teacher; WHBI
    • Kellie Moore; Grade 4 Math Teacher; WHBI
    • Mike Brannigan; Principal; QMS
    • Marianne Seelye; Literacy Coach/MTSS; QMS
    • Maureen Chevalier; Special Education Teacher, QMS SPED Dept. Chair; QMS
    • Michelle Bennett; Grade 6 ELA Teacher; QMS
    • Erin Greenwood; Grade 8 Math Teacher; QMS
    • Jessica Duell; RTI Math Teacher; QMS
    • Damian Switzer; Principal; QHS
    • Andrew Snide; Assistant Principal; QHS
    • Dan Hamm; Assistant Principal; QHS
    • Jen Merkosky; Special Education Teacher & SPED Dept. Chair; QHS
    • Kerri Bundy; English Teacher, Dept. Chair; QHS
    • Colleen Sprague; K-12 Counselor Dept. Chair; QHS

Meeting Dates

  • 7/7/21 – Administrative Conference Room 
  • 7/14/21 – QMS Media Center
  • 7/19/21 – Google Meet
  • 8/11/21 – Queensbury Room

Submission Assurances

  • X The District Comprehensive Improvement Plan (DCIP) has been developed in consultation with parents, school staff, and others in accordance with the requirements of Shared-Decision Making (CR 100.11) to provide a meaningful opportunity for stakeholders to participate in the development of the plan and comment on the plan before it is approved.
  • X The DCIP will be implemented no later than the beginning of the first day of regular student attendance.
  • X Professional development will be provided to teachers and school leaders that will fully support the strategic efforts described within this plan.
  • X The DCIP will be made widely available through public means, such as posting on the Internet, distribution through the media, and distribution through public agencies.
  • X A comprehensive systems approach will be established to recruit, develop, retain, and equitably distribute effective teachers and school leaders as part of the implementation of the Annual Professional Performance Review (APPR) system required by Education Law §3012(c) and §3012(d).
  • X Meaningful time for collaboration will be used to review and analyze data in order to inform and improve district policies, procedures, and instructional practices.

Academic Intervention Services

Please view Board of Education policy 4325 (Academic Intervention Services).

Academic Intervention Services Plan, 2021-22

Reading Tier 2, Kindergarten

  • RTI teacher provides small group push-in support
  • Assessment Tools
    • Fountas and Pinnell Benchmark Reading
    • Sight Word Assessment
    • Letter ID Assessment
    • Concepts About Print
    • Developmental Spelling Assessment
    • Phonological Assessment
  • Identifying Criteria
    • September – Letter ID 30/54 or below and/or CAP-12/15 or below
    • November – F and P instructional Level below A Letter ID 33/54 or below Letter Sounds 10/ 26 or below Sight Words 7/9 or below CAP-12/15 or below
    • January – F and P instructional Level B or below UC Letter ID: 24/26 or below LC Letter ID: 25/28 or below Letter Sounds: 22/26 or below Sight Words 15/21 or below CAP-14/15 or below
    • March – F and P instructional Level B or below UC Letter ID: 24/26 or below LC Letter ID: 25/28 or below Letter Sounds: 25/31 or below Sight Words: 29/38 or below CAP-14/15 or below
    • May – F and P instructional Level B or below Letter ID 40/54 or below Sight Words 45/90 or below CAP-12/15 or below Classroom Performance
  • Exit Criteria 
    • November – F and P instructional Level B or above Letter ID 45/54 or above Letter Sounds 11/26 or above Sight Words 9/9 or above CAP-14/15 or above
    • January – F and P instructional Level C or above UC Letter ID: 25/26 or above LC Letter ID: 26/28 or above Letter Sounds: 23/26 or above Sight Words 16/21 or above CAP-14/15 or above
    • March – F and P instructional Level C or above UC Letter ID: 25/26 or above LC Letter ID: 26/28 or above Letter Sounds: 26/31 or above Sight Words: 30/38 or above CAP-14/15 or above
    • May – F and P instructional Level D or above Letter ID 50/54 or above Sight Words 85/90 or above CAP-13/15 or above
    • Classroom Performance
  • Monitoring 
    • Classroom Assessments
    • Fountas and Pinnell
    • Daily Classroom work
    • Informal Running Records 
    • CAP
  • Parent Contact 
    • Parent letter & compact
    • Parent conferences
    • Parent phone calls
    • Parent Night
    • Quarterly Newsletters
    • Open House

Reading Tier 3, Kindergarten

  • RTI teacher provides small group pullout and push-in support
  • Assessment Tools
    • Fountas and Pinnell Benchmark Reading
    • Sight Word Assessment
    • Letter ID Assessment
    • Letter Sound Assessment
    • Concepts About Print
    • Developmental Spelling Assessment
    • Phonological Assessment
  • Identifying Criteria
    • September – Letter ID 14/54 or below and/or CAP-9 /15 or below
    • November – F and P instructional Level below A Letter ID 25/54 or below Letter Sounds: 4/26 or below Sight Words 4/9 or below CAP-9/15 or below
    • January – F and P instructional Level A or below UC Letter ID: 19/26 or below LC Letter ID: 19/28 or below Letter Sounds: 17/26 or below Sight Words 10/21 or below CAP-14/15 or below
    • March – F and P instructional Level B or below UC Letter ID: 19/26 or below LC Letter ID: 19/28 or below Letter Sounds: 19/31 or below Sight Words: 19/38 or below CAP-14/15 or below
    • May – F and P instructional Level B or below Letter ID 30/54 or below Sight Words 50/90 or below CAP-11/15 or below
  • Exit Criteria 
    • November – F and P instructional Level  A Letter ID 33/54 or above Letter Sounds 10/26 Sight Words 7/9 or above CAP-12/15 or above
    • January – F and P instructional Level B or above UC Letter ID:  20/26 or above LC Letter ID: 20/28 or above Letter Sounds: 18 /26 or above Sight Words: 11/21 or above CAP- 14/15 or above
    • March – F and P instructional Level B or above UC Letter ID:  20/26 or above LC Letter ID: 20/28 or above Letter Sounds: 20/31 or above Sight Words: 20/38 or above CAP-14/15 or above
    • May – F and P instructional Level B or above Letter ID 40/54 or above Sight Words 45/90 or above CAP-12/15 or above
    • Classroom Performance
  • Monitoring 
    • Fountas & Pinnell
    • Daily Classroom work
    • Classroom Assessments
    • Informal Running Records 
    • CAP
  • Parent Contact 
    • Parent letter & compact
    • Parent conferences
    • Parent phone calls
    • Parent Night
    • Quarterly Newsletters
    • Open House

Reading Tier 2, Grade 1

  • RTI teacher provides small group pullout support 3 days a week
  • Assessment Tools
    • Fountas and Pinnell Benchmark Reading
    • Running Records
    • Sight word assessments
    • Developmental Spelling Assessment
    • Phonological Assessment
  • Identifying Criteria
    • F&P instructional level below grade level as per F&P chart 
      • September – C or below and/or 70/376 sight words or below, CAP
      • November – D or below and/or 90/376 sight words or below
      • January – E or below and/or 126/376 sight words or below
      • March – G or below and/or 156/376 sight words or below
      • May – H or below and/or 200/376 sight words or below
    • Classroom performance
  • Exit Criteria 
    • F&P instructional score below grade level as per F&P chart
      • September – D
      • November – F
      • January – G
      • March – I
      • May – J
    • Classroom Performance
  • Monitoring 
    • Fountas & Pinnell
    • Classroom work
    • Classroom Assessments
  • Parent Contact 
    • Parent letter & compact
    • Parent conferences
    • Parent phone calls
    • Newsletters
    • E-mails
    • Title I information letter

Reading Tier 3, Grade 1

  • RTI teacher provides small group pullout support 4-5 days a week
  • Assessment Tools
    • Fountas and Pinnell Benchmark Reading
    • Running Records
    • Sight word assessment
    • Developmental Spelling Assessment
    • Phonological Assessment
  • Identifying Criteria
    • F&P instructional level below grade level as per F&P chart 
      • September – B or below and/or 50/376 sight words or below
      • November – C or below and/or 70/376 sight words or below
      • January – D or below and/or 80/376 sight words or below
      • March – F or below and/or 90/376 sight words or below
      • May – G or below and/or 126/376 sight words or below
    • Classroom performance
  • Exit Criteria 
    • F&P instructional score below grade level as per F&P chart
      • September – C
      • November – D
      • January – F
      • March – G
      • May – I
    • Classroom Performance
  • Monitoring 
    • Fountas & Pinnell
    • Classroom work
    • Classroom Assessments
  • Parent Contact 
    • Parent letter & compact
    • Parent conferences
    • Parent phone calls
    • Newsletters
    • E-mails
    • Title I information letter

Math, Grade 1

  • RTI teacher provides small group pullout/push-in support 
  • Assessment Tools
    • Daily Work
    • Quarterly Assessments 
    • iReady Assessment
  • Identifying Criteria
    • iReady Assessment below grade level
      • September: 365 and below
      • January: 380 or below
      • May: 395 or below
    • Daily Classroom Work
    • Classroom Assessments (score of 1 or 2 on more than one consecutive module assessment)
  • Exit Criteria 
    • iReady Assessment at/above grade level
    • Daily Classroom Work
    • Classroom Assessments (score of 3 or 4 on more than one consecutive module assessment)
  • Monitoring 
    • Module Tests
    • Daily Classroom Work
    • Classroom Assessments
  • Parent Contact 
    • Parent letter & compact
    • Parent conferences
    • Parent phone calls
    • Newsletters

Reading Tier 2, Grade 2

  • RTI teacher provides small group push-in/pullout support 2-3 days a week
  • Assessment Tools
    • Fountas and Pinnell Benchmark Reading
    • Running Records
    • Developmental Spelling Assessment
  • Identifying Criteria
    • F&P instructional level is on or below level as per chart 
      • September – H
      • November – I
      • January – J
      • March – K
      • May – 18/L
    • Daily Classroom Work
    • Classroom Assessment
  • Exit Criteria 
    • F&P instructional level on or above grade level as per chart
      • September – I
      • November – J
      • January – K
      • March – L
      • May – M
    • Daily Classroom Work
    • Classroom Assessment
  • Monitoring 
    • Fountas & Pinnell
    • Daily Classroom Work
    • Classroom Assessments
  • Parent Contact 
    • Parent letter & compact
    • Parent conferences
    • Parent phone calls
    • E-mails
    • Newsletters

Reading Tier 3, Grade 2

  • RTI teacher provides small group pullout support 4-5 days a week; includes LLI
  • Assessment Tools
    • Fountas and Pinnell Benchmark Reading
    • Running Records
    • Developmental Spelling Assessment
  • Identifying Criteria
    • F&P instructional level is on or below level as per chart 
      • September – G
      • November – H
      • January – I
      • March – J
      • May – K
    • Daily Classroom Work
    • Classroom Assessment
  • Exit Criteria 
    • F&P instructional level on or above grade level as per F&P chart
      • September – H
      • November – I
      • January – J
      • May – L
    • Daily Classroom Work
    • Classroom Assessment
  • Monitoring 
    • Fountas & Pinnell
    • Daily Classroom Work
    • Classroom Assessments
  • Parent Contact 
    • Parent letter & compact
    • Parent conferences
    • Parent phone calls
    • E-mails
    • Newsletters

Math, Grade 2

  • RTI teacher provides small group pullout/push-in support 
  • Assessment Tools
    • Daily Work
    • Quarterly Assessments 
  • Identifying Criteria
    • iReady Assessment below grade level
      • September: 390 and below
      • January: 405 or below
      • May: 420 or below
    • Daily Classroom Work
    • Classroom Assessments (score of 1 or 2 on more than one consecutive module assessment)
  • Exit Criteria 
    • iReady Assessment at/above grade level
    • Daily Classroom Work
    • Classroom Assessments (score of 3 or 4 on more than one consecutive module assessment)
  • Monitoring 
    • Module Tests
    • Daily Classroom Work
    • Classroom Assessments
  • Parent Contact 
    • Parent letter & compact
    • Parent conferences
    • Parent phone calls
    • Newsletters

Reading Tier 2, Grade 3

  • RTI teacher provides small group push-in/pullout support 2-4 days a week
  • Assessment Tools
    • Fountas and Pinnell Benchmark Reading
    • Running Records
    • Developmental Spelling Assessment
  • Identifying Criteria
    • F&P instructional level on or below level as per chart 
      • September – L
      • November – L
      • January – M
      • March – N
    • Daily Classroom Work
    • Classroom Assessment
    • Score of 2 or below on NYS ELA Exam
  • Exit Criteria 
    • F&P instructional level on or above level as per chart
      • September – L
      • November – M
      • January – N
      • March – O
    • Daily Classroom Work
    • Classroom Assessment
    • Score of 3 or 4 on NYS ELA Exam
  • Monitoring 
    • Fountas & Pinnell
    • Daily Classroom Work
    • Classroom Assessments
  • Parent Contact 
    • Parent letter & compact
    • Parent conferences
    • Parent phone calls
    • E-mails
    • Newsletters

Reading Tier 3, Grade 3

  • RTI teacher provides small group pullout support 5 days a week; includes LLI
  • Assessment Tools
    • Fountas and Pinnell Benchmark Reading
    • Running Records
    • Developmental Spelling Assessment
  • Identifying Criteria
    • F&P instructional level is on or below level as per chart 
      • September – K
      • November – K
      • January – L
      • May – M
    • Daily Classroom Work
    • Classroom Assessment
    • Score of 2 or below on NYS ELA Exam
  • Exit Criteria 
    • F&P instructional level is on or above level as per chart
      • September – K
      • November – L
      • January – M
      • May – N
    • Daily Classroom Work
    • Classroom Assessment
    • Score of 3 or 4 on NYS ELA Exam
  • Monitoring 
    • Fountas & Pinnell
    • Daily Classroom Work
    • Classroom Assessments
  • Parent Contact 
    • Parent letter & compact
    • Parent conferences
    • Parent phone calls
    • E-mails
    • Newsletters

Math, Grade 3

  • RTI teacher provides small group pullout/push-in support 
  • Assessment Tools
    • Daily Work
    • Quarterly Assessments 
    • iReady Assessment
  • Identifying Criteria
    • iReady Assessment below grade level
      • September: 415 and below
      • January: 430 or below
      • May: 445 or below
    • Daily Classroom Work
    • Classroom Assessments (score of 1 or 2 on more than one consecutive module assessment)
  • Exit Criteria 
    • iReady Assessment below grade level
    • Daily Classroom Work
    • Classroom Assessments (score of 3 or 4 on more than one consecutive module assessment)
  • Monitoring 
    • Chapter Tests
    • Daily Classroom Work
    • Classroom Assessments
  • Parent Contact 
    • Parent letter & compact
    • Parent conferences
    • Parent phone calls
    • Newsletters

English Language Arts, Grades 4-5

  • Assessment Tools
    • NYS ELA 3rd or 4th grade Assessment
    • Fountas and Pinnell Benchmark Assessment
    • Common Formative Assessments including on demand writing assessments and reading performance assessments
    • Student Records
  • Identifying Criteria
    • Reading below grade level on F&P Assessment 
    • Gr. 4 Scaled Score  below state set “Cut Score” on previous NYS ELA Test
    • Gr. 5 Scaled Score  below state set “Cut Score” on previous NYS ELA Test
    • Performing below grade level on on Common Formative Assessment Scores including Writing On Demand Assessments and Reading Performance Assessments
    • Use of standards-based reporting tools such as Data-Mate reports
    • Referred to AIS by RtI committee
  • Interventions
    • Additional ELA Support (push in and/or pull out)
    • Interventions including, but not limited to
      • LLI
      • Fluency Intervention
      • Guided Reading
      • Writing Interventions 
      • Progress monitoring 
  • Ongoing Assessment 
    • Teacher observations 
    • Conferring notes and anecdotal records
    • CFAs including: On Demand Writing Assessments & Reading Performance Assessments 
    • Use of standards-based reporting tools such as Data-Mate reports and teacher standards aligned gradebooks
    • F&P Benchmark Assessments
  • Exit Criteria 
    • Approaching or On Grade level on F&P Benchmark Assessment
    • Progress monitoring shows growth based on assessments
    • Growth within the standards that students were below grade level when looking at the mode for individual standards targeted for improvement
    • Meeting grade level expectations on CFAs including reading performance and writing on demands
    • Classroom teacher  and AIS Service Provider recommendation
  • Frequency & Duration
    • Push in/pull out
    • RTI Model
      • Tier 3-most intensive
      • Tier 2-moderate
      • Tier 1-least intensive 
  • Staff Assigned 
    • Classroom teachers 
    • RTI ELA teachers
    • Resource/Special Education teachers
    • Related service providers 
    • Teaching Assistants
  • Parent Contact 
    • Initial parent letter explaining our plan and individual needs of students
    • Parent Teacher Conferences 
    • Quarterly progress reports  
    • Phone call and letter if exiting program

Math, Grades 4-5

  • Assessment Tools
    • NYS Math 3rd or 4th Grade Assessment
    • Module Assessments 
    • Fluency Benchmarks and/or Sprints
    • I-Ready
    • Student Records
  • Identifying Criteria
    • Not meeting grade level expectations on Module Assessments
    • Gr. 4 Scaled Score  below state set “Cut Score” on previous  NYS Math Test
    • Gr. 5 Scaled Score  below state set “Cut Score” on previous NYS Math Test
    • Use of I-Ready overall scale score
    • Use of standards-based reporting tools such as Data-Mate reports
    • Referred to AIS by RTI committee
  • Interventions
    • Additional Math Support (push in and/or pull out)
  • Ongoing Assessment 
    • Teacher Observation/anecdotal records
    • Module Assessment Scores
    • Fluency Benchmarks
    • Use of standards-based reporting tools such as Data-Mate reports and teacher standards aligned gradebooks
  • Exit Criteria 
    • Meeting grade level expectations on Module Assessments
    • Growth within the standards that students were below grade level when looking at the mode for individual standards targeted for improvement
    • Meeting grade level expectations on i-Ready Math Assessments
    • Progress monitoring shows growth based on assessments
    • Classroom teacher recommendation and AIS Service Provider recommendation
  • Frequency & Duration
    • Push in/pull out
    • RTI Model
      • Tier 3 – most intensive
      • Tier 2 – moderate 
      • Tier 1 – least intensive 
  • Staff Assigned 
    • Classroom teachers
    • RTI Math teacher 
    • Resource/Special Education teachers
    • Related service providers
    • Teaching Assistants
  • Parent Contact 
    • Parent/Teacher Conferences 
    • Quarterly progress reports 
    • Phone call and letter if exiting program

English Language Arts, Grades 6-8

  • Assessment Tools
    • NYS Common Core ELA Assessment (previous year)
    • NWEA Map Growth Test: Fall, Winter, Spring
    • I-Ready Benchmark Assessment (6th grade only)
    • Common Formative Assessments, including on demand writing assessments and reading performance assessments 
    • Proficient scores on Common Formative Assessments 
    • Student Academic Performance 
    • NYSESLAT
  • Identifying Criteria
    • Reading below grade level on I-Ready Assessment 
    • NWEA MAP performance or growth
    • Above median score on NYS Assessments as yearly prescribed by the state
    • Adequate progress on CCSS
    • Teacher Recommendation 
  • Interventions
    • Tier 2
      • Comprehension: Get the Gist Wrap it UP
      • Vocabulary: Marzano’s Six Step Process 
      • Fluency: Frys Word Lists, phrases 
      • Lexia Reading Program
    • Tier 3
      • District Reading Instruction 6 out of 8 days for 55 minutes
      • Lexia Reading Program
  • Ongoing Assessment 
    • Classroom Assessments 
    • CFAs
    • Progress monitoring 
    • Aimsweb Oral Reading Fluency and Maze
  • Exit Criteria 
    • Post Benchmark Data Meetings
      • Above 30% national norm on MAP Growth
      • Oral Reading Fluency: Progress monitoring shows sustained growth
      • Meeting NYS Standards on Common Formative Assessments 
      • Classroom teacher and RTI Service Provider recommendation 
  • Frequency & Duration
    • Tier 2: 3 out of 8 days for 55 minutes
    • Tier 3: 6 out of 8 days for 55 minutes 
  • Staff Assigned 
    • Two Intervention teachers 6-8
    • Resource/Special Education teachers 
    • Related service providers
    • Teaching Assistants
    • 1 Reading Specialist 
  • Parent Contact 
    • Parent/Teacher Conferences 
    • Letters or calls home for students: initial service, discontinuation of services 
    • Report Cards 

Math, Grades 6-8

  • Assessment Tools
    • NYS Common Core Math Assessments 
    • Student Records
    • I-Ready Benchmark Assessment (6th grade only)
    • Proficient Scores on Benchmark and lesson-embedded assessments for Math
    • Student Academic Performance
    • NWEA Map Growth Test: Fall, Winter, Spring
  • Identifying Criteria
    • Not meeting grade level expectations on Assessments
    • Above median score on NYS Assessments as yearly prescribed by the state
    • Adequate progress on CCSS
    • Teacher Recommendation 
    • Reading below grade level on I-Ready Assessment 
    • NWEA MAP performance or growth
  • Interventions
    • Additional Math Support
    • After School Assistance Program
    • QMS Care about Math
    • Math Lab
    • Khan Academy Mappers tied to NWEA Math student profiles 
    • Online Math Programs
      • Easy CBM
      • WebMathMinute
      • IXL
      • XtraMath
  • Ongoing Assessment 
    • Teacher Observation/anecdotal records
    • Progress monitoring
    • Classroom Assessments
    • CFAs
  • Exit Criteria 
    • Post Benchmark Data Meetings
      • Above 30% national norm on MAP Growth
      • Progress monitoring shows sustained growth
      • Meeting NYS Standards on Common Formative Assessments and Classroom performance 
      • Classroom teacher and RTI Service Provider recommendation 
      • Successful on CFAs 
  • Frequency & Duration
    • Tier 2: 3 out of 8 days for 55 minutes
    • Tier 3: 6 out of 8 days for 55 minutes 
  • Staff Assigned 
    • Classroom teachers
    • 3 RTI teachers
    • Resource/Special Education teachers
    • Related service providers
    • Teaching Assistants
  • Parent Contact 
    • Parent/Teacher Conferences 
    • Letters or calls home for students: initial service, discontinuation of services 
    • Report Cards 

RTI Tiers of Intervention, High School

  • Tier I
    • Students
      • 80% – Regents 
    • Course
      • ELA Regents 
    • Curriculum/Instruction
      • Regents 
        • All academic areas focus on: vocabulary/comprehension/writing using highly effective strategies
        • Reading & writing in all content areas
    • Class Size/ Frequency
      • 20 +
    • Grouping
      • Heterogeneous
    • Staff
      • Regular Education Certified Teacher
    • Assessment/Benchmarks 
      • CBM, midterms, final exams, CC Regents
    • Screening Tools 
      • NYS assessments, common formative assessments, attendance, at risk
  • Tier II
    •  Students 
      • 15% – AIS
    • Course
      • In addition to ELA Regents class
      • Credit bearing/replace elective
      • Goals: supplemental, accelerate to keep up in all content areas & close literacy gap
    • Curriculum/Instruction
      • Reading Class – multisyllabic word recognition, fluency, vocabulary, and reading comprehension instruction (71) “tailored to students needs, rather than reteaching” (69)
    • Student Characteristics
      • “Students who have been identified with marked reading difficulties, and who have not responded to Tier 1 efforts” (71)
    • Class Size/ Frequency
      • 10-16
      • 30-50 min daily – all year
    • Grouping
      • Homogeneous
    • Staff
      • Literacy Interventionist
    • Assessment/Benchmarks
      • Diagnostic to determine pacing, informal CBM every 2-4, progress monitoring every 6
    • Considerations for Placements for AIS
      • Students achieving 16-35% on NYS ELA Assessment (83)
      • Students failing midterms/final exams
      • Teacher recommendation
      • Academically At-Risk: attendance, behavior
      • MAP testing considerations
    • Credit
      • Pass/Fail
    • Screening Tools
      • NYS assessments, common formative assessments, attendance, at risk 
  • Tier III
    •  Students 
      • 5% – Resource
    • Course
      • Resource
    • Curriculum/Instruction
      • Individualized: phonemic awareness, decoding, fluency, vocabulary, & comp.; scientifically based reading program(s) emphasis on individual needs
    • Student Characteristics
      • Severe & persistent reading difficulties who do not make sufficient progress in Tier 2 (fail RM or Regents) or who school determines are so significantly behind that they require more intensive intervention than TII (72)
    • Class Size/ Frequency
      • 4-5
      • 50-60 min daily 1 or more school years
    • Grouping
      • Homogeneous
    • Staff
      • Special Education/Literacy Interventionist
    • Assessment/Benchmarks
      • Diagnostic to determine pacing, informal CBM every 2 weeks, progress monitoring every 4 weeks
      • Screening Tools
        • NYS assessments, common formative assessments, attendance, at risk