Continuum of Services (CSE, AIS/RTI, MTSS)
Academic Intervention Services (AIS)
The New York State Education Department has mandated that schools provide Response to Intervention (RTI)/AIS to students who demonstrate weaknesses in the content areas. Students become eligible for this service as a result of multiple measures, including their performance on both state and local assessments. Parents/caregivers are notified if their children are eligible to receive services and the type and amount of service they will receive, and will receive progress reports from your child’s teacher.
Continuum of Academic Support
Our administrators are always working to review and revamp this process to better meet the needs of our students as their needs are continuously changing.
| Response to Intervention (RTI) | Academic Intervention Services (AIS) | Section 504 Disability Act | Individualized Education Program (IEP) | Multi-tiered System of Supports (MTSS) | |
|---|---|---|---|---|---|
| Definition | The RTI model establishes that students receive interventions based on data collected on their academic or behavioral progress. | AIS includes academic interventions that assist students to make gains in certain content areas | Students who have a physical or mental impairment that substantially limits their performance in one or more major life activities. | Students who are referred to the Committee on Special Education may qualify for an IEP. The CSE will administer psycho-educational testing and review supporting documentation to determine if the student qualifies for an IEP under one of the 13 identified classification in NYS. | Students who have intense needs which prevent them from academic or behavioral success may be referred to the MTSS committee. |
| Grades | K-5 (mostly) | Grades 4-12 | K-12 | K-12 | K-12 |
| Description | Younger students may need more time to learn necessary academic skills. Interventions are applied and progress is monitored | Students who are below proficiency level in Math and ELA grades 3-11, and SS and Science grades 9-12 may be recommended for AIS. | A 504 plan allows for classroom and/or testing accommodations. It can also include certain services such as Speech, OT, PT, and counseling | An IEP allows for classroom modifications, testing accommodations and related services. An IEP must include a special education program. | Students will be referred, through the MTSS committee, to programs and services that apply to their specific needs. |
| Frequency |
Tier 1: within the classroom core instruction Tier 2: 2 times a week for 20 minutes Tier 3: 4 times a week for 30 minutes Younger students should move in and out of RTI tiers as they make gains in their skills Note: The final line in this cell is cut off at the bottom of the supplied page. |
AIS is typically scheduled for one period every 4 days, but can also meet every other day for one period. The students may receive this intervention in the RTI schedule at the elementary school. | The 504 can apply to certain portions of the school day or the entire school day. | The IEP specifies where and when modifications, accommodations, and services take place. It also specifies the special education program that is to be provided along with its frequency and duration. | The Committee will meet once a month to review new referrals and will follow up on prior referrals to determine next steps. |
| Referral Process | Teachers will meet on a regular basis to review their student progress and determine if RTI is necessary. Parents are contacted if/when RTI is indicated. | Teachers use several data points, including student grades and assessment results, to recommend students for AIS. Parents are notified before the start of the school year. Students may also exit out of AIS as they make adequate progress. | Students can be referred to the 504 committee by a parent or a teacher. They must provide necessary documentation. Parents and teachers should contact the Director of Special Programs for more information before making a referral. | Students should be referred to the CSE through the RTI committee. Students must have supporting data from prior interventions in order for the CSE to make a determination. In special circumstances a parent can make a referral. However, they should always reach out to discuss this with the Director of Special Programs first. | Teachers will meet with Guidance counselors on individual student cases. All referrals go through the Guidance Counselor. |
Committee on Special Education
The goal of the Committee of Special Education (CSE) is to provide the Least Restrictive Environment (LRE) while meeting each individual's unique needs. Offering a wide Continuum of Special Education services provides an array of opportunities for students to receive just the right amount of support they need to be successful.
MTSS (Multi-Tiered System of Support)
Function
The role of the MTSS Committee is to assist students in overcoming obstacles that prevent them from
obtaining academic and personal growth.
Members
- Grade Level Teacher
- Building Administration
- Social Worker
- School Psychologist
- Guidance Counselor
- Nurse
Process
Pre-Referral: Teachers will meet monthly, at pre-designated grade level meetings, to discuss and track
specific student data. Teachers will provide classroom interventions (TIER 1) as appropriate and monitor
for progress. If the student fails to make progress, they will be referred to the MTSS committee.
Response to Referral: The MTSS committee will meet once a month after the week of grade level
meetings. They will meet during the school day, and teachers who have submitted a referral will be
invited to attend. The committee will review the student’s information, and prior interventions, and
determine the next steps. These next steps will fall in the area of TIER 2 or TIER 3 intervention. These
interventions will be defined and documented.
Follow up: At the end of each meeting, the core committee will review past referrals to determine if
another meeting or intervention is warranted. The core committee will review the monthly chronic
absentee list, and the OSS/ISS report, to determine if referrals should be made based on this data.
Forms
- Student Referral and Intervention Document
- Rainbow Sheet
- Data Tracker