Response to Intervention
To ensure all students are receiving the type of instruction they need to be successful, Duanesburg Central School District teachers have used a nationally recognized instructional program, Response to Intervention (RtI), since the 2009-10 school year.
RtI is a multi-tiered model of instruction, in which teachers provide general education students, who may be at risk for reading and other learning disabilities, with increasingly intensive intervention services. The district’s RtI team includes administrators, teachers and the Director of Special Education. At Duanesburg High School, the RtI Attendance Review Committee monitors student attendance and recommends actions to the principal.
The RTI model uses scientific, research-based interventions—strategies proven to be effective in helping students learn— to determine whether a student has a learning disability. Read more about RtI from the National Center for Learning Disabilities.
DCS’s Response to Intervention Plan
For assistance accessing this or any document on this website or to request a printed copy, contact the DCS Central Office at (518) 895-2279.
Academic Intervention Services
“Districts shall identify students to receive Academic Intervention Services (AIS) through a two-step process. First, all students that score a level 1 must be assigned to an AIS class for remediation. Secondly, students performing below the median scale score between a level 2/partially proficient and a level 3/proficient on a grade 3-8 English language arts (ELA) or mathematics state assessment shall be considered for AIS. Upon identification of a student for consideration for AIS, districts shall then use a district-developed procedure, to be applied uniformly at each grade level, for determining which students shall receive AIS. After the district considers a student’s scores on multiple measures of student performance, the district determines whether the student is required to receive AIS.”
Students shall be considered for AIS / RtI 3-8 if the median scale score between a level 2/partially proficient and a level 3/proficient and:
- They were equally deficient in ELA and/or Mathematical units and lesson assessments (report card) for the 2015-16 school year.
- They were equally deficient in the districts common formative assessment (NWEA) for the 2015-16 school year.
RtI plans and parent notification of service will be provided for those identified to receive service.
For more information
Director of Special Education
Special Education Secretary
Phone: (518) 895-2580 or (518) 895-8310, ext. 221
Fax: (518) 895-2957