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Teachers and staff at both 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. Students with
identified needs are supported with additional targeted math and language arts
intervention either by a math coach or reading/literacy specialist, or writing coach
(Spofford only) in addition to instruction from the classroom teacher. Math, Reading and
Writing Specialists meets 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 Principal’s 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.

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 & Pennell 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
support are flexibly grouped within their classroom based on objectives on current
academic and social needs. Teachers team with one another to differentiate the support
that these students need and will change the support accordingly.

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