Effective instruction is the key to providing students with successful learning experiences. With a staff of dedicated and highly qualified educators, York adopts programs and practices that are exemplary and research-based.
The York School Department recognizes the value of a strong home/school partnership and supports parents through a series of informational meetings each year that focus on ways to empower parents as a child's primary teacher and to help find balance within the family between academic achievement and character development.
Response to Intervention (RTI)
The York School Department supports student learning through the consistent use of generic and content specific evidence-based instructional strategies in all classrooms (Tier I RtI). Teachers seek to accelerate the learning of struggling students using differentiated evidence-based strategies that may be classroom-based and/ or pull out services (Tier II and Tier III). RtI (a regular education service) aligns with the provision of special education services. Wherever possible, RtI services supplement and do not supplant, classroom instruction.
- There is an agreed-upon threshold for intervention that aligns with the special education vision and can be understood by parents and teacher.
- Students in RtI receive services only for only as long as is needed to move them with confidence past the agreed upon thresholds for interventions.
- York School Department has RtI systems of supports for literacy, mathematics, and behavior. The behavior RtI supports are being revised (2018-19).
- Parents receive comparable reports on progress from interventionists and special education teachers.
“The Response to Intervention (RTI) approach represents a process for assessing and maximizing the ‘opportunity to learn’ of students who are struggling in literacy, mathematics and behavior/social-emotional learning. It emphasizes the importance of effective, culturally responsive instruction and early intervening service for students prior to making a referral to Special Education.” Kemp & Eaton, 2008, p. 11