Academic Intervention Services (AIS)/Response to Intervention (RtI)
Definition of Response to Intervention/Academic Intervention Services
The Academic Intervention Plan has been developed to meet the requirement of Section 100.2 (ee) revisions to Part 100 of the Commissioner’s Regulations that were adopted in October 2010 by the Board of Regents. This regulation requires school districts to provide Response to Intervention (RtI)/Academic Intervention Services (AIS) to students who score below the State performance level on State Assessments and/or who are at risk of not achieving the Common Core Learning Standards. Response to Intervention/Academic Intervention Services are additional instruction and/or student support services that supplement the instruction provided in the general curriculum and assist students in meeting the State Learning Standards.
Services must be designed to address student needs as indicated by state assessment results, District assessment results, and/or teacher judgment. These criteria are consistent throughout the district at each level. RtI/AIS services include two components. First, there is additional academic instruction that supports the general curriculum. Next, student support services need to address barriers to improve academic performance.
RtI/AIS will be available to students with disabilities on the same basis as non-disabled students provided that RtI/AIS services are consistent with the student’s individualized education program.
RtI/AIS is one major strategy designed to close the achievement gap and, as a result, it is to be considered high quality instructional time that requires planning and continuous and frequent assessment and monitoring of student progress.
Why We Have RtI/AIS
Learning standards have been established in English Language Arts, Mathematics, Social Studies and in Science that must be met by all students seeking a high school diploma. These standards are assessed at various grade levels during a child’s elementary and secondary education. Failure to satisfactorily achieve the established standards during a child’s secondary education will prevent him/her from receiving a New York State high school diploma.
The District believes all students should be afforded appropriate and targeted opportunities for academic assistance and intervention, based on analysis of multiple measures, so that they may be successful in meeting the learning standards. With this belief in mind, the Buffalo City School District offers a range of supplemental support that fall under the umbrella of RtI/AIS. The interventions are designed to provide additional instruction that will supplement the instruction provided in the general curriculum and assist students who are at risk of not achieving the learning standards.
Support May Include:
- Scheduling options including additional class time
- RtI/AIS teacher providing contact time within class structure
- Computer assisted instruction
- Small group instruction
- Reduced teacher/student ratio
- Extended day programs
- Literacy interventions
Intensity of service will be determined based on individual need and school resources.
- Intervention to remediate attendance problems
- Intervention actions to deter behavior problems that interfere with learning
- Intervention actions to resolve family-related issues and learning barriers
- Intervention to eliminate nutrition-related issues
- Development of District procedures, actions and interventions to prevent mobility and transfer difficulties that become learning barriers
- Intervention that addresses other social, psychological, emotional, and physical issues that pose a barrier to student achievement
Support services that address possible barriers will be provided by certified personnel within the District (social workers, counselors and/or psychologists, school health personnel).
District Guidelines for Determining Eligibility for Response to Intervention/Academic Intervention Services
Eligibility for RtI/AIS will be determined by:
1. New York State Assessments:
a. English Language Arts given in grades 3 – 8 and grade 11
b. Mathematics given in grades 3 - 11
c. Social Studies given in grades 10 and 11
d. Science given in grades 4; 8 and 9-12
2. District/programmatic assessments as outlined in the Comprehensive District Assessment Calendars
3. Teacher, staff and parent recommendations