Page 158 - Microsoft Word - Annual Report 2016

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 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.

This year, we have an RTI/MTSS study group comprised of teachers and specialists from both schools to
examine our RTI process and look at best practices in the field to enhance our programs.

Fiscal Management

The actual expenditures and approved elementary school budgets Fiscal Years 2015 - 2017 are detailed on
the chart below.