South Glens Falls Central School District is committed to helping all students be successful learners. Academic Intervention Services (AIS) are provided to all students who are identified as at-risk of not achieving state learning standards, in both English Language Arts and Mathematics. Through a Multi-Tiered System of Supports (MTSS) model, academic services are provided as follows:

Tier I: Support provided to students within the regular education classroom through core instruction, differentiation, and research based tier 1 interventions

Tier II:  Additional support provided in a small group setting through targeted interventions designed to address skills gaps

Tier III:  Additional support provided with increased frequency through targeted interventions designed to address skill gaps

Interventions at each tier are designed to address and respond to student needs as indicated through multiple measures and assessments.

In accordance with section 100.2 (ee) (2) (ii) of the Regulations of the Commissioner of Education, each school district must develop and maintain its policy for providing Academic Intervention Services (AIS) no later than September of each school year. For the 2025- 2026 school year, districts must follow a two-step identification process for AIS for students in grades 3-8. 

Step 1: All 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 test must be considered for AIS. 

The median scale scores between Levels 2 and 3 for the Grades 3-8 ELA and Mathematics Tests are provided below for the purpose of identifying students eligible to receive AIS.

 2025 Grades 3-8 ELA and Mathematics Tests 
Median Scale Score between Level 2 and Level 3

These are the same scale score cut points that were used to determine which students were eligible to receive AIS for grade 3-8 ELA and mathematics during the 2024-2025 school year. 

Step 2: Upon identification of a student for consideration for AIS, districts must then use a locally-developed procedure that considers multiple measures of student performance for determining which students must receive AIS. The locally-developed procedure must be applied uniformly and equitably at each grade level. These multiple measures may include, but are not limited to, the following: 

1. Developmental reading assessments for grades K-6; 

2. New York State English as a Second Language Achievement Test; 

3. Benchmark and lesson-embedded assessments for reading and math in grades K-6 based on teacher-designed and selected assessments;

4. Common formative assessments that provide information about students’ skills;

5. Unit and lesson assessments for ELA, mathematics, science, social studies and world languages for grades 7-8; and/or

6. Results of psychoeducational evaluations based on a variety of assessments and inventories. 

After the district considers a student’s scores on multiple measures of student performance, they will decide whether the student must receive AIS. Local policies for providing AIS, including a description of which student performance measures and associated scores will be used to decide eligibility, must either be posted on the district website or distributed to families in writing.

SGFCSD Eligibility for Services:

• Those students who score below the designated performance levels on New York State English Language Arts and/or Mathematics Exams

• Those students who score below the designated performance level on the  Star Reading and Mathematics Benchmark Tests 

• Those students who fall below the designated performance levels on Curriculum Based Assessments and/or Locally Designed Common Formative Assessments

SGFCSD Discontinuation of Services: 

• Attained level of proficiency on New York State English Language Arts  and/or Mathematics Exams

• Achieved growth on the Star Reading and Mathematics Benchmark Tests

• Achieved growth on Curriculum Based Measures and/or Locally Designed Common Formative Assessments 

• Achieved growth on progress monitoring

For specific information regarding the South Glens Falls Central School District’s Multi-tiered Systems of Support Framework, please consult our MTSS Handbook.