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year-long relationship with two scientists that lead the learning in their science classroom
twice a month with in-depth and hands on science lab lessons. These lessons serve to
deepen the students’ understanding and knowledge of the fifth grade science curriculum.
This program was a big success in 2015, when it was fully funded by a BEST/New
England BioLabs grant, and will need to be evaluated for full inclusion in the school
budget if it is to be maintained in future years.
Response to Intervention

Teachers and staff at both the Harry Lee Cole School and Spofford Pond School continue
to support students through the Response to Intervention (RTI) process in Reading,
Writing, and Mathematics. The RTI program uses district and state assessments, AIMS
Web, and teacher recommendations and observations, to identify struggling learners. We
support students with identified needs through additional targeted math and language arts
intervention either by a math coach or reading/literacy specialist, or writing coach in
addition to instruction from the classroom teacher. Math, Reading and Writing Specialists
meet with classroom teachers at regular intervals throughout the year to discuss progress
and revise student goals and plans.

At the Cole School, the “What I Need” (WIN) Block is a 30-minute period each day in
which students receive Differentiated Instruction in the core areas of English Language
Arts and Mathematics. Differentiation is a mindset or philosophy in which the teacher
knows the curriculum and standards, has an understanding of the uniqueness of his or her
learners, and then – using an array of instructional approaches and assessment tools –
plans with precision and flexibility to enable students to be successful (Gregory, Gayle
What Principals Need to Know About Differentiated Instruction, 2012). During this 30-
minute block, our staff members strive for rigor and relevance for all students. The
students in need of extra support in these content areas receive direct instruction from
RTI Interventionists. Other students are flexibly grouped within their classroom based on
clear objectives based on their current academic and social needs. This year, we were
able to fund a .5FTE Writing Coach through federal Title 1 grant money. The Writing
Coach works with students and teachers to strengthen the writing process in our young
students.
At the Spofford Pond School, Response to Intervention (RTI) services are delivered
during RTI blocks. Students in need of additional academic support have been identified
using data collected from: previous MCAS results, universal screenings (AIMS web),
writing prompt performance, Fountas & Pinnell Reading assessments, Math In Focus
assessments, and any additional classroom information that is pertinent. The students are
provided with additional writing, math and language arts instruction based on their
identified needs from the data. Each grade level team of teachers convenes to analyze the
student data, discuss intervention strategies and plan for intervention groupings. Students
who are not receiving RTI intervention during the RTI block are in their classrooms
working on identified skills and concepts as an opportunity to provide additional
reinforcement, practice, or challenge. The principle behind this schedule is to have
additional time in the school day to differentiate for student learning without taking away
from the core curriculum instructional time. No new instruction is presented during the
RTI block at each grade level. Other students who are not identified as needing RTI

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