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Santa Rosa County School District

Academic Intervention Program

Grades K-5Policies and Procedures

SuperintendentTim Wyrosdick

Office of Federal ProgramsDr. Karen R. Barber, Director

5086 Canal StreetMilton, Fl. 32570(850) 983-5001

FAX: (850) [email protected]

mailto:[email protected]

Table of ContentsIntroduction Page 6

K-5 Balanced Literacy Program Goals Page 6

Mission Statements for Program Success (Based on High-Performing/High Poverty Schools research)

Page 7

Interface with Current Initiatives Page 7

Specific Program Strategies Page 8

1. High Expectations for all Page 8

2. Research-based core curriculum Page 8

3. Differentiated instruction and developmental grouping for all students

Page 10

4. Implementation of the Multi-tiered system of supports Page 10

i. A multi-tiered intervention model Page 11

ii. The three-tier model of school supports Page 10

iii. Required components Page 12

iv. The Role of the Early Intervention Program Page 13

5. Professional Development Page 13

6. Effective district, school administrator and teacher leadership Page 14

7. Engaging families, communities and schools to work as partners Page 14

8. Extended learning opportunities for students Page 14

9. Placement of an Academic Intervention Specialist at each school Page 14

10. Establishment of a Teacher Leader position at the district level Page 14

11. Program evaluation Page 14

Federal Funding for this project provided by Title I and Title II,

Procedures: Page 16

Participating schools Page 16

Multiple layers of support Page 16

Student selection and exit criteria Page18

Assessments Page 18

Grouping criteria Page 18

Criteria for moving between groups Page 18

Research-based methods and materials Page 19

Professional Development Page 19

Evaluation Page 19

Notification of Parents Page 19

Documentation of Interventions Page 19

District guidelines on grading and Kindergarten retention Page 20

Appendix

A. Early Intervention Program Principal’s Agreement Page 21

B. Job Description- Academic Intervention Specialist Page 23

C. Job Description- ESE Academic Intervention Specialist Page 24

D. Job Description- Academic Intervention Specialist Lead Teacher Page 25

E. Targeted Assistance Guidelines Page 27

F. Student Selection Procedures Page 28

G. Student Exiting Procedures Page 29

H. Santa Rosa County 90 Minute Block Instructional Design 0

I. Dr. Beverly Tyner’s Visit Schedule Page 35

J. Kindergarten Institute Agenda Page 40

K. First Grade Institute Agenda Page 41

Federal Funding for this project provided by Title I and Title II, Page 3

L. First Grade Institute Make-up Agenda 2

M. Administrator Institute Agenda Page 43

N. Second Grade Institute Agenda Page 44

O. Second Grade Institute Make-up Agenda Page 45

P. Third Grade Institute Agenda Page 46

Q. Third Grade Institute Make-up Agenda Page 47

R. Mosaic Learning Lab Description Page 48

S. Mosaic Learning Lab Visitor Packet Page 50

T. Evaluation- Fidelity of Implementation Observation Sheet Page 54

U. Exceptional Student Education Eligibility Page 56

V. Academic Intervention Specialist Training Descriptions Page 60

W. Alternate Ranking Sheet Page 64

X. Parent Information Letter Page 67

Y. Parent Information Letter in Spanish Page 68

Z. Academic Intervention Specialist Professional Development Log Page 71

AA. Parent Involvement Log Page 73

BB. Academic Intervention Specialist’s Assessment Profile Sheet Page 74

CC. Classroom Teacher’s Assessment Profile Sheet Page 75

DD. Coding Chart for Students Receiving Tyner Instruction Page 76

EE. Academic Intervention Training Schedule Page 77

FF. Responsibilities of the Academic Intervention Specialist Page 79

GG. Program Advisory Council Page 80

HH. Kindergarten Retention Guidelines Page 82

II. Report Card/Grade Reporting Summary Page 83

Federal Funding for this project provided by Title I and Title II, Page 4

Early Intervention Program

Grades K-5

Introduction

The Santa Rosa County School District Early Intervention Program (Grades K-5) emphasizes early literacy as a critical component to academic success for every child. The program is designed and implemented with the belief that we have talented, hard-working teachers who believe that every child can and will learn. We support the research-based principle that young children need more academic learning time in early literacy skills at the developmental level specific to each child; differentiated instruction and developmental grouping are key components to support this effort. The program utilizes a model of Multi-Tiered System of Supports (MTSS) to support the most at-risk students. Extensive family involvement and high-quality/team-based professional development are anchors in the program design. Academic Intervention Specialists assigned to each elementary school work collaboratively with reading coaches (where available), the school Reading Literacy Team, and data teams in a school-wide effort to improve academic performance. The program is an identified implementation strategy in the District K-12 Comprehensive Research-Based Reading Plan.

K-5 Balanced Literacy Program Goals

1. Provide research-based literacy instruction implementing intensive intervention and/or acceleration for all K-5 students

2. Provide sufficient opportunities for literacy staff development focusing on data analysis, data-driven decision making, and differentiated instruction

3. Support full implementation of MTSS by providing intervention for at-risk students to decrease the number of ESE referrals

4. Expand and refine opportunities for parental involvement, especially for hard-to-reach parents5. Maximize existing human resources to increase the ratio of instructional personnel available to

provide intervention and support for struggling readers6. Offer guidance and resources to schools in developing their own unique intervention plans consistent

with research-based practices7. Enhance implementation of the District K-12 Comprehensive Research-based Reading Plan

Mission Statements for Program Success

1. As instructional leaders, principals are critical to the success of the Early Intervention Program. (Principal’s Agreement- Appendix A)

2. Expertly trained teachers are the most fundamental resource for improving education.3. Teacher leaders are vital in the instructional process.4. Instructional time must be rigorously protected.5. The highest expectations for teachers and children are essential.6. Clear and specific goals for student achievement must be identified.7. Teaching must be explicit and prescriptive to meet the academic needs of each child.8. A focus on what students CAN do, balanced with areas that need remediation.


Interface with Current Initiatives

The Santa Rosa Early Intervention Program builds on current initiatives underway in this high performing school district.

1. Just Read, Florida – The Elementary Literacy Block emphasizes the following strategiesa. Reading instruction includes explicit instruction in the Six Major Components of Literacy:

Oral Language, Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension.b. There are 3 types of classroom assessments – screening, diagnostic, and progress monitoringc. Instruction is explicit, systematic, scaffolded, differentiated, and print-rich.d. There are provisions for immediate intensive intervention (iii) with flexible grouping,

accommodations, and universal design.2. The Santa Rosa District Schools K-12 Comprehensive Research-Based Reading Plan outlines all key

components of literacy. 3. The Implementation of the Multi-tiered system of supports (MTSS) is a process of identifying

struggling students, performing assessments to determine specific weaknesses, and using this information to provide specific instruction in order to better meet individual needs.

4. Technology integration in the curriculum provides foundational support for basic instruction, remediation, and enrichment.

5. The Continuous Improvement Model recognizes that reliable and useful data is a key component to meet the individual needs of students.

6. Positive Behavior Support (PBS) provides the framework for significant improvements in positive behaviors and decreases in discipline referrals, in-school suspensions, and out-of-school suspensions.

7. Meaningful and effective parental/family involvement activities are critical to student progress. 8. Full implementation of the Multi-tiered system of supports (MTSS) is underway.9. Data-driven professional development following the Staff Development Protocol is ongoing.

Specific Program Strategies

The Santa Rosa Early Intervention Program incorporates twelve specific program strategies:

1. High expectations for all2. Research-based core curriculum 3. Differentiated Instruction for all students4. Implementation of a Multi-tiered system of supports (MTSS) for the most at-risk, low-

performing students5. Professional development to build and sustain instructional capacity, including assessment

and data literacy training for teachers and administrators.6. Effective district, school administrator and teacher leadership7. Engaging families, communities and schools to work as partners8. Extended learning opportunities for students (before and after-school tutoring and summer

school sessions)9. Placement of an Academic Intervention Specialist, a lead teacher position, at each elementary

school10. Establishment of a teacher leader position at the district level to support school-developed

plans for implementation11. Program evaluation provided by the University of West Florida CORAL Center.


Description of Specific Program Strategies

1. High expectations for all

We will maintain high expectations for all target populations – students, parents, teachers, administrators, and district staff. We can effectively teach all children. We must intervene early. We will use a multi-tier model of service delivery. We will use a problem-solving methodology to improve academic performance.

2. Research-based curriculum – implemented with fidelity (in compliance with the K-12 Comprehensive Research-Based Reading Plan)

Schools must offer classroom instruction during an uninterrupted block of time of at least 90 minutes, utilizing a comprehensive core reading program. (Appendix H)

In addition to, or as an extension of the 90 minute reading block, the classroom teacher, special education teachers, reading resource teachers—including Academic Intervention Specialists, UWF mentors, and/or trained paraprofessionals—can provide immediate intensive intervention (iii) to children as determined by progress monitoring and other forms of assessment.

Research-based instructional materials are used.

Comprehensive Core Reading Program (CCRP) Harcourt Florida Journeys

Comprehensive Intervention Reading Program (CIRP) Read 180 Enterprise SRA Reading Mastery (K-2)

Supplemental Intervention Reading Program (SIRP) may include but not be limited to the following: MindPlay Virtual Reading Coach Earobics Imagine Learning

Educational Technology/Supplementary Curriculum may include but not be limited to the following: Renaissance Learning- AR MindPlay Virtual Reading Coach Classworks Gold (K-1) Earobics (1-2) Fast ForWord SM5 Imagine Learning

Intervention Curriculum for Small Group Instruction Beverly Tyner’s Small Group Intervention Model adapts the format of Reading Recovery

and Howard Street Tutoring Model and is appropriate for the most struggling K-5 students and those reading on a K-5 reading level. Academic Intervention Specialists and other trained professionals use this method for intervention. The research base for the model appears in the following resource: Tyner B. (2009). Small-Group Reading Instruction, a Differentiated Teaching Model for Beginning and Struggling Readers, Newark, DE: International Reading Association.


3. Differentiated instruction and developmental grouping for all students

Differentiation and intervention should be provided to help students acquire appropriate grade level skills and encourage all students to excel. For students reading below grade level, instruction must begin on each student’s reading level. Group size should be 3-6 for most groups and 1-3 for the most struggling students. Instruction must be accelerated and students must be provided intervention in order to support the achievement of grade level skills. While reading instruction may target below grade level skills, the goal is that students will be challenged and will make reading progress to ultimately perform on grade level or above. Instruction in other content areas needs to be on grade level, if applicable.

4. Implementation of the Multi-Tiered System of Supports (MTSS)

Multi-Tiered System of Support is the process of using data to identify the specific needs of ‘at-risk’ students and provide them with evidence-based instructional strategies and interventions to meet these students’ needs. In particular, a ‘tiered’ model of service delivery is specified, whereby frequent progress monitoring occurs to measure whether or not identified interventions are working. If interventions implemented with fidelity are not working, in an MTSS model a student progresses to the next stage of service delivery with increased intensity and duration of interventions…Critical components of any MTSS model include the following:

o School wide screening datao Evidence-based instructional strategies used with fidelity at all tier levelso Use of data (progress monitoring) at all tier levels to guide instructional programming

(identification of appropriate interventions).

MTSS: Multi-Tiered Systems of SupportsMultiple tiers of intervention allow schools to offer increasingly intense interventions to those students who are not making adequate progress in the core curriculum in relation to their peers (Tier 1). Interventions in Tiers 2 and 3 may be intensified by increasing instructional time, decreasing group size, using materials matched to students’ instructional levels, modifying modes of presentation, and providing regular corrective feedback.

SOURCE: National Association of State Directors of Special Education


Tier 1 is the foundation and consists of scientific, research-based core instructional and behavioral methodologies, practices, and supports designed for all students in the general curriculum.

All settings, all students Preventive, proactive Approximately 80% of the student population

Tier 2 consists of supplemental instruction and interventions that are provided in addition to, and in alignment with, effective core instruction and behavioral supports to groups of targeted students who need additional instructional and/or behavioral support.

Some students (at risk) High efficiency Rapid response Approximately 15% of the student population

Tier 3 consists of intensive instructional or behavioral interventions provided in addition to, and in alignment with, effective core instruction with the goal of increasing an individual student’s rate of progress. Tier 3 interventions are developed for individual students using a problem-solving process.

Small group instruction (1-3 students) Assessment-based Intense, durable procedures Approximately 5% of the student population

Required Components of MTSS

Universal ScreeningTeaching staff will screen all students three times a year to identify those students who are not making expected academic progress. Screening measures should be brief, reliable, valid, and appropriately identify those students who require more intense interventions.

Scientifically Validated and Research-Based Interventions No Child Left Behind (NCLB) require that interventions be research-based. Interventions should be

based on research-based practices and validated by scientific studies.

Frequent Monitoring of Student ProgressThe progress of students receiving interventions must be monitored frequently in order to determine whether the interventions are producing the desired academic gains. The progress monitoring measures should be brief, target specific skills, administered easily, and accompanied by decisions to inform instruction.

Data-based Decision MakingIn all tiers of intervention, data from screening and progress monitoring measures should be used to make educational decisions for individual students. Types of assessments: 1) screening; 2) diagnostics; and 3) progress monitoring.

Data must:


a. Directly assess specific skills in standardsb. Access “marker variables” [demonstrated to lead to the ultimate instructional target, (e.g.,

reading comprehension)] c. Be sensitive to small amounts of growthd. Be brief, repeatable, and easy to usee. Have a direct relationship to instructional decision-making

Supplemental Instructional MaterialsThe use of supplemental materials, where appropriate, strengthens the efficacy of the comprehensive core curriculum and supports student learning in Tier 1.

Professional DevelopmentA high-quality professional development plan should be used to support teachers implementing MTSS. The plan should allow for coaching, e-learning courses, and other opportunities.

The Role of the Early Intervention Program in Response to Intervention

Santa Rosa County

Intervention: At each elementary school, an Academic Intervention Specialist provides small group reading instruction to students in the lowest achievement group for up to a total of 180 minutes per day. This intervention is to supplement the instruction delivered by the classroom teacher. Children selected for the program are in the lowest achievement group of the targeted grade(s) in reading (Appendix F).

Data Meetings: The Academic Intervention Specialist, Reading Coaches, classroom teachers, (and others such as school psychologists and administrators as needed) conduct data meetings to discuss student progress and to provide coaching for data interpretation. Data meetings provide an opportunity for the AIS to work through the problem solving process with the classroom teacher to provide targeted instruction for the student. Data on student progress is documented by the AIS and provided as needed.

Professional Development: Professional development is driven by annual assessment results and guided by the Staff Development Protocol. A major focus of professional development is differentiated instruction to meet the needs of all students. This training is provided to teachers by the Academic Intervention Specialists and Reading Coaches when possible. Institutes are conducted each year to provide teachers and administrators with current research in reading and effective differentiated small group instruction. Santa Rosa County has adopted the Beverly Tyner Small Group Instruction method in our Early Intervention Program. Kindergarten and ESE teachers were trained in the summer of 2009. First Grade, ESE teachers and administrators were trained in the summer of 2010, second Grade teachers were trained in the summer of 2011, and third grade teachers in 2012. ESE teachers were trained each year, with a strong emphasis in 2011 and 2012. Fourth grade teachers were trained in the summer of 2013 and fifth grade teachers were trained the summer/fall of 2014. The Academic Intervention Specialist keeps a Professional Development Log to document professional development activities.

Parental Involvement: Research consistently shows that parent involvement is key to improving students’ academic success. Academic Intervention Specialists may increase parent involvement among parents of the most struggling readers through parent conferences, home visits, and school/parent activities. As students move through the MTSS process, the AIS will provide valuable input for parents. The AIS keeps a Parent Involvement Log to document involvement with parents.


5. Professional development to build and sustain instructional capacity (in compliance with the K-12 Comprehensive Research-Based Literacy Plan)

1. Professional development must be individualized based on student achievement data2. Professional development must be provided to all district educators3. Providers of professional development (internal and external) must ground professional

development in scientifically-based reading research4. Instructional materials, reading programs, and strategies based on scientifically-based reading

instruction – all centered around the six core components of reading5. Professional development sessions related to the following topics will be provided:

a. MTSSb. Differentiated Instructionc. Small Group Instructiond. Data-Driven Decision Makinge. Core Curriculumf. Parent Involvementg. A Framework for Understanding Poverty (Ruby Payne)h. The 90 Minute Literacy Blocki. The Common Core by Maureen Mclaughlin and Brenda J. Overturfj. Comprehension Instruction through Text-Based Discussion by Linda Kucan and Annemarie

Palincsark. Creating and Using Learning Targets & Performance Scales by Moore, Garst and Marzano

6. Effective district, school administrator and teacher leadershipMultiple layers of support for the Early Intervention Program exist through collaboration of funding sources and delineated responsibilities at the district and school level. (See page 17)

7. Engaging families, communities and schools to work as partners Families will an opportunity to participate in a minimum of 3 family involvement activities per

year. Community partners will provide support services to at-risk students through the MTSS team at

each school site. Families will participate in School Advisory Councils and provide input regarding school-based

budgets. Each school will develop strategies for involving hard-to-reach parents/guardians.

8. Extended learning opportunities for students Schools will offer before and/or after-school tutoring sessions for the most at-risk students The District will offer Third Grade Summer Reading Camp for third graders who do not

demonstrate proficiency on state assessments as funds are available from the state.

9. Placement of an Academic Intervention Specialist, a Teacher Position at each school

See the Academic Intervention Specialist Job Description. (Appendix B)


StudentAchievement

ProfessionalDevelopment

10. Placement of an Exceptional Student Education (ESE) Academic Intervention Specialist, a teacher position at one school to support ESE teachers See the ESE Academic Intervention Specialist Job Description (Appendix C)

11. Establishment of an Academic Intervention Specialist Teacher Leader position at the district level to support school-developed plans for implementation See the Academic Intervention Specialist Lead Teacher Job Description (Appendix D)The Program Lead Teacher is an internal and external facilitator of the program. To train and support the school-based Academic Intervention Specialists is a primary responsibility. (Appendix V)

12. Evaluation Component (Appendix T)

The federal No Child Left Behind Act of 2001, and many federal K-12 grant programs, require educational practitioners to use “scientifically-based research” to guide their decisions about which interventions to implement. Public Law 107-100-Jan. 8, 2002 Sec. 1431 provides the following guidelines on evaluation: “…local educational agency that conducts a program under subpart 1 or 2 shall evaluate the program, disaggregating data on participation by gender, race, ethnicity, and age, not less than once every 3 years, to determine the program’s impact on the ability of participants – (1) to maintain and improve educational achievement; (2) to accrue school credits that meet State requirements for grade promotion and secondary school graduation; (3) to make the transition to a regular program or other education program; …” The Early Intervention Program Evaluation Plan meets the guidelines for establishing “whether an intervention is backed by rigorous evidence of effectiveness, and in implementing evidence-based interventions in schools and classrooms.” The program evaluation includes fidelity of implementation, observation of the impact of professional development, and a measurement of student academic progress. The University of West Florida requires that all evaluation plans supervised by the University pass an Internal Review Board (IRB). Under IRB guidelines, researchers are not allowed to identify any human subject in research. Evaluation reports will not include any student or teacher names; the results of the study cannot and will not affect individual teacher evaluations. Information related to individual teacher performance will not be reported at any time and will not be included on any teacher evaluations. Observations in classrooms as part of the Early Intervention Program document program fidelity of implementation.

1. MTSS2. Differentiated Instruction3. Small Group Instruction4. Data-Driven Decisions


Observational ToolClassroom Walkthrough

Implementation ofEarly Intervention Program

Implementation ofEarly Intervention Program

5. Core Curriculum6. Parent Involvement

Independent Dependent

Variable Variable


Early Intervention Program Procedures

Participating Schools

The Early Intervention Program is implemented in all elementary schools in Santa Rosa County. Funding for the AIS is provided by Title I or the Language Arts Department, based on the school Differentiated Accountability Status. (See Appendix E for Targeted Assistance Guidelines)

Title I Schools- Bagdad Elementary Bennett C. Russell Elementary Berryhill Elementary Chumuckla Elementary East Milton Elementary Jay Elementary Central Pea Ridge Elementary Rhodes Elementary Holley Navarre Intermediate Holley Navarre Primary Oriole Beach Elementary SS Dixon Primary West Navarre Primary SS Dixon Intermediate

Targeted Assistance Schools West Navarre Intermediate

Non-Title I Schools (EIP funded through District Funds) Gulf Breeze Elementary

Multiple layers of support for the Early Intervention Program

a. District Advisory TeamThe District Advisory Team is composed of members representing all stakeholders including parents, teachers and administrators from Title I, and non-Title I programs. The team will meet a minimum of two times per year to monitor the effectiveness of the program and to provide support as needed. (Appendix II)

b. School level administrators

School administrators will implement 100% of the Early Intervention Program Agreement. School administrators meet with the Title 1 coordinator twice yearly to assess progress School administrators are the literacy leaders of their schools.


School administrators will attend training

c. MTSS TeamThis team, along with the school data team, monitors data and interventions to ensure that each child receives timely, appropriate, and effective interventions. The Early Intervention Program is an integral part of each school’s intervention plan.

Members of the MTSS team should include the following individuals:

Teachers from the targeted grade level(s) Building level administrator Guidance Counselor Academic Intervention Specialist School psychologist (as scheduled) Paraprofessionals – as needed

The MTSS Team will select a facilitator whose primary duties are to complete the following tasks:

Ensure pre-meeting preparation Review steps in the process and reinforce the desired outcomes Facilitate movement through the steps in the problem-solving process Facilitate consensus building Set follow-up schedules Communicate with all members of the team Ensure parent involvement

The MTSS Team will select a recorder whose primary duties are to complete the following tasks:

Record meeting minutes Keep current student assignments to groups Collect, organize and disseminate data (in collaboration with the team facilitator)

The team will schedule regular meetings in which classroom teachers and the intervention specialists discuss student and program needs.

d. District Academic Intervention Lead Teacher and On-site Academic Intervention Specialist

Each elementary school has the services of a district Academic Intervention Lead Teacher and an on-site AIS who have received additional training to provide more effective intervention to struggling readers in grades K-5. For the 2016-2017 school year, one ESE Academic Intervention Specialists will support ESE teachers. The ESE AIS is located in the north end of the district. (See Appendices B, C and D for job descriptions)


Student Selection and Exit Criteria

Children selected for the program are in the lowest achievement group of the targeted grade(s) in reading. Student Selection and Exit Criteria are to be followed when determining intervention placement for students. (Appendices F and G)

Assessments

The following assessments may be used to assess, rank, serve, and progress monitor students participating in the Early Intervention Program

Journeys Assessments Rigby Benchmark Assessments Discovery Education Assessment Running Records High Frequency Words STAR Early Literacy or STAR Word Study Assessments (Small Group Instruction by B. Tyner) SRI

Grouping Criteria

After students have been selected for services, the Academic Intervention Specialist and school administrators group students according to common instructional needs.

Criteria for movement between groups

Each school will develop criteria for movement between groups from the lowest to highest levels. Movement between groups is a normal procedure as we strive to meet each students’ instructional needs.

Research-based methods and materials

Beverly Tyner’s small group differentiation approach- For the most struggling K-5 students and ESE students reading on a K-5 level, Academic Intervention Specialists and classroom teachers will use Beverly Tyner’s research-based method and materials with fidelity five days a week for 30 minutes daily.

Research-based lesson components of the Tyner method are:a. Fluency

i. Lead readingii. Choral reading

iii. Rereadingb. Word Study (Phonemic Awareness and Phonics)

i. Alphabet recognition and productionii. Writing

iii. Spelling patternsc. Vocabulary building (including oral language development)

i. Sight wordsii. Oral vocabulary

iii. Reading vocabulary


d. Comprehensioni. Before reading strategies

ii. During reading strategiesiii. After reading strategies

Professional development to build and sustain instructional capacity

Ongoing professional development for Academic Intervention Specialists is achieved through monthly meetings.

Summer Institutes for general education and ESE paraprofessionals and teachers in grades K -5 have been provided for initial training in the Tyner method.(Summers 2009-2015) (Appendices J,K, L, M, O, P and Q)

Fall Institutes for classroom teachers, ESE teachers, and paraprofessionals in grades K-5 have been provided for initial training in the Small Group Model. (2016)

An Administrative Institute to review current reading research and The Early Intervention Program is provided. (Summer 2010) (Appendix M) (October 2016)

Follow up visits by Dr. Tyner and the Early Intervention Lead Teacher to provide support and feedback to teachers as they implement the small group instruction method. (Appendix I)

Evaluation of the Early Intervention Program

The basic components of the program evaluation (in conjunction with UWF CORAL Center) Reading institute pre and post tests Analysis of student data submitted to the Early Intervention Lead Teacher Observations to determine program outcomes

Notification of Parents (See Appendices X and Y)The classroom teacher will conference with the parents to explain the MTSS process and discuss Tier 2 invention(s) provided to their child through the Early Intervention Program. The MTSS document will state the student’s hypothesis and the intervention that will be provided to the student to close the gap of grade level expectations. This document will be kept on file at the school.

Documentation of Intervention The Academic Intervention Specialist is responsible for completing and retaining the following documents:

Alternate Ranking Sheet (Appendix W) Attendance for students served in the reading intervention program Profile sheets AIS lesson plans Parent Involvement Log Professional Development Log

The Classroom teacher providing small group instruction is responsible for completing and submitting three documents to the on-site Academic Intervention Specialist.

Classroom Teacher’s Profile Sheet

Coding Chart for Students Receiving Tyner Intervention


Alternate Ranking Sheet (Appendix W)

Kindergarten Retention Guidelines

READING AND LANGUAGE* Recognize and produce rhyming words* Use finger to match print to speech* Dictate or write using pictures and words* Isolate beginning sounds in words* Isolate final sounds in words* Identify parts of a book (front, back, title page)* Write first and last name correctly* Read three-letter words in addition to sight words* Use invented spelling in focused writing* Know 15-20 sight words* Recognize and name ten basic colors* Retell story events including beginning, middle, and end

The following are attributes that should not be a consideration in retention :* Immature* Short attention span* Can’t sit still* Late birthday* Lack of parent support* Poor fine motor skills* Behavior* Articulation errors * Independent toileting* Letter reversals* First grade teacher might send him/her back (this should not be a school practice if child has the above essential skills)


Appendix A: Early Intervention Principal’s Agreement

Early Intervention ProgramAcademic Intervention Specialist

Principal’s Agreement2015-2016

The Early Intervention Program is designed to support the District K-12 Comprehensive Research-Based Plan. 1. Prevent the cycle of academic failure2. Reduce the over identification of students with disabilities3. Provide intensive reading intervention to all identified students4. Coordinate the school-based early intervention program5. Promote parent involvement

In support of the Early Intervention Program, I agree to support an academic intervention specialist in my school in the following ways:

I will ensure that the academic intervention specialist attends required trainings as scheduled by the Director of Federal Programs.

I will form, or continue, a Reading Leadership Team. The purpose of this team is to create capacity of reading knowledge within the school building. The principal, academic intervention specialist, reading coach, mentor reading teachers, and other principal appointees will serve in this role. The team will meet quarterly to review and analyze assessment results to determine school areas of need. Information from these meetings will be reported in the first quarterly report.

I will schedule the academic intervention specialist to provide direct instruction for at-risk students a minimum of 60 minutes per regularly scheduled school day, 2 small groups per day and a maximum of 180 minutes per regularly scheduled school day, 6 small groups per day.

I will include the academic intervention specialist as part of the school’s data team. The academic intervention specialist will receive data analysis training with the team.

I will adjust school schedules to allow time for K-5 teachers to meet during the contracted school day in grade level groups for staff development, data analysis, and program monitoring with the school academic intervention specialist.

I, the academic intervention specialist, and reading coach (where available) will collaborate to address student, school, and teacher needs in grades K-5.

I will introduce specialists to the faculty during pre-planning and discuss the role of the specialist and its impact on the staff.

I will ensure academic intervention specialists will promote the early intervention program and parent involvement by protecting the time of specialists.

I will support staff development provided by the specialist and district staff focusing on the essential components of reading instruction for K-5 students and attend such training whenever possible.

I will adhere to the Just Read, Florida! K-12 Comprehensive Research-Based Reading Plan. I recognize that the academic intervention specialist’s primary role in the school is that of support for

improvement in K-5 reading. The academic intervention specialist should not be given administrative


responsibility or be engaged in evaluation of teacher performance. The academic intervention specialist should not be used as a substitute.

The academic intervention specialist should be assigned minimal duties requiring supervision of children.

I agree to support the Early Intervention Program at my school in all of the previous ways.

______________________________________ _____________________Signature of Principal Date

_____________________________________School


Appendix B: Job Description – Academic Intervention Specialist

TITLE: ACADEMIC INTERVENTION SPECIALIST

QUALIFICATIONS: 1. Bachelor’s Degree or higher from an accredited institution2. Currently hold or eligible for Florida teaching certificate PK-3 or

K-6, and be Highly Qualified to teach students PK-33. Five years elementary experience4. Favorable recommendation from their current principal or

immediate supervisor

JOB GOAL: To lead students and teachers in grades K-5 toward the fulfillment of their potential for intellectual, emotional, and psychological growth and maturation

ESSENTIAL FUNCTIONS:

Meets and instructs assigned reading class(es) of K-5 students in the locations and at the times designated. If required to work at more than one location, must provide reasonable means of transportation

Completes duties as assigned as a reading teacher in the instructional personnel job description Coordinates literacy programs and activities designed to meet the needs of all students assigned to grades K-5 Promotes family involvement in education through partnerships between the schools, parents, other

organizations, agencies, parent centers, and community-based family partners Provides information, training, and support for families and educators Increases educators’ awareness of the issues that impact family involvement for at-risk, minority, or hard-to-reach

families Assists with activities related to reading assessment of students Collaborates with all other professional reading and support personnel in the delivery of integrated services for

teachers and students

PHYSICALREQUIREMENTS: Light work: Exerting up to 20 pounds of force occasionally and/or

up to 10 pounds of force frequently as needed to move objects.

LENGTH OFEMPLOYMENT: Ten months plus up to 30 days

SALARY: Based on the adopted salary schedule for instructional personnel

EVALUATION: Annual evaluation by the principal in accordance with the Master Contract, local policies, and state law

ENVIRONMENTAL: Activities occur inside and outside; subject to indoor and outdoor environmental conditions

EQUIPMENT: Audio-visual equipment, instructional computers

SUPERVISIONCONTROL: Is personally responsible for satisfying all of the above-referenced

essential functions with minimal supervision.


Appendix C: Job Description ESE Academic Intervention Specialist TITLE: ACADEMIC INTERVENTION SPECIALIST for Exceptional Student Education

QUALIFICATIONS:1. Bachelor’s Degree or higher from an accredited institution2. Currently hold or eligible for Florida Elementary Education certification K-6 and be Highly Qualified to teach students K-63. Currently hold or eligible for Florida Exceptional Student Education teaching certificate K-12 and be Highly Qualified to teach students K-124. A minimum of three years elementary experience5. Favorable recommendation from their current principal or immediate supervisor

JOB GOAL:

To lead students and teachers in grades K-5 toward the fulfillment of their potential for intellectual, emotional, and psychological growth and maturation

ESSENTIAL FUNCTIONS:

Meets and instructs assigned reading class(es) of K-5 students in the locations and at the times designated. If required to work at more than one location, must provide reasonable means of transportation

Completes duties as assigned as a reading teacher in the instructional personnel job description Coordinates literacy programs and activities designed to meet the needs of all students assigned to grades K-

5 Promotes family involvement in education through partnerships between the schools, parents, other

organizations, agencies, parent centers, and community-based family partners Provides information, training, and support for families and educators Increases educators’ awareness of the issues that impact family involvement for at-risk, minority, or hard-to-

reach families Assists with activities related to reading assessment of students Collaborates with all other professional reading and support personnel in the delivery of integrated services for

teachers and students

PHYSICAL REQUIREMENTS: Light work: Exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force frequently as needed to move objects.

LENGTH OF EMPLOYMENT: Ten months plus up to 30 days


EVALUATION: Annual evaluation by the principal in accordance with the Master Contract, local policies, and state law



SUPERVISION CONTROL: Is personally responsible for satisfying all of the above-referenced essential functions with minimal supervision.


Appendix D: Job Description – Academic Intervention Specialist Lead Teacher

TITLE: TEACHER ON SPECIAL ASSIGNMENT FOR COORDINATING EARLY INTERVENTION READING SERVICES

QUALIFICATIONS: 1. Master’s degree or higher from an accredited institution or the equivalent in experience (i.e., 3-5 years experience as a teacher leader)

2. Currently hold or eligible for Florida teaching certificate or appropriate license

3. Five years of experience in elementary education

REPORTS TO: Director of Federal Programs

JOB GOAL: To provide leadership for, coordinate and direct the planning, developing, implementing, and evaluation of the Early Intervention Reading Program

ESSENTIAL FUNCTIONS: Assists in the interpretation and implementation of applicable district, state and federal policies, laws, and

regulations to staff, agencies and school sites Responsible for the development and implementation of the Early Intervention Reading Program in

compliance with the district K-12 Comprehensive Research-Based Reading Plan Visits school sites to verify program understanding and implementation and assess needs Provides appropriate inservice activities Coordinates district school-based training programs in compliance with the district K-12 Comprehensive

Research-Based Reading Plan Assists in the selection, proper usage, and security of appropriate instructional materials Assists the director in evaluation of all related activities Writes and facilitates grants, and collaborates in the development of the district K-12 Comprehensive

Research-Based Reading Plan Implements, monitors, and evaluates the Title I parent involvement component Develops a comprehensive plan for the parent involvement component in cooperation with parents and

other staff Collects, analyzes, and maintains information to document early intervention and parent involvement

activities Participates in activities for continued professional growth Assumes the responsibility to maintain a valid Florida teacher’s certificate Provides own method of transportation to various locations when required Perform other related duties as required Assists the Literacy Coordinator in the implementation of the K-12 Comprehensive Research-Based

Reading Plan

PHYSICALREQUIREMENTS: Light work: Exerting up to 20 pounds of force occasionally and/or

up to 10 pounds of force frequently as needed to move objects.

LENGTH OFEMPLOYMENT: Ten months plus up to 30 days



EVALUATION: Annual evaluation by the Director of Federal Programs in accordance with the Master Contract, local policies, and state law



SUPERVISION Is personally responsible for satisfying all of the above-referencedCONTROL: essential functions with minimal supervision.


Appendix E: Targeted Assistance Schools Implementation Guidelines

1. Requirements of a Targeted Assistance Program (NOTE: The Early Intervention Program meets these requirements.)

a. Utilize a clearly established methodology, consistent with PL 107-110, Section 1115(b), to identify eligible students for participation

b. Use resources under this part to help participating students meet challenging state student academic achievement standards

c. Ensure that planning for students served under this part is incorporated into existing school planning

d. Use effective methods and instructional strategies that are based on scientifically based research that strengthen the core academic program of the school and minimizes removing children from the regular classroom

e. Coordinate with and support the regular education program of the schoolf. Provide instruction by highly qualified teachersg. Provide opportunities for professional development with resources provided under this parth. Provide strategies to increase parental involvementi. Coordinate and integrate federal, state, and local programs

Notification of Parents 1. The classroom teacher will conference with the parents to explain the MTSS process and discuss Tier 2

invention(s) provided for their child through the Early Intervention Program. The MTSS document will state the student’s hypothesis and the intervention(s) that will be provided to the student to close the gap of grade level expectations. This document will be kept on file at the school. However, if a parent does not respond to repeated request for conferences, the school can provide Title I services accordingly. If a parent does refuse services, a parental signature of this refusal is required and should be kept on file.

2. Title I Targeted Assistance Eligible Students: Each school implementing a targeted assistance program has

identified all eligible students, including those who participated in Head Start, Even Start, Early Reading First, migrant, neglected, delinquent, and homeless children within the school; ranked eligible students based on multiple educationally related objective criteria; and utilized a selection process to ensure that the most academically needy students are served first.


Appendix F: Student Selection Procedures

Early Intervention ProgramStudent Selection Procedures

2016-2017

Children selected for the program are in the lowest achievement group of the targeted grade(s) in reading. To determine this category the following steps are completed:

1. Classroom teachers rank their children from highest to lowest using the Alternate Ranking Sheet (keep these sheets). Teachers should consider classroom performance, standardized test results, and other data to help rank their students. *Remember retained students’ test results and data should be compared to their peer’s data. For example, a retained second grader scores should be compared to his or her third grade peer’s scores.

2. If needed, administer additional assessments to rerank students. Such assessments include: Rigby Benchmark Test, ERSI, Tyner Word Study Assessment, 100 sight word assessment to the targeted at-risk students. (Also, assess any new students the classroom teacher thinks may qualify for intervention.)

3. The AIS will rerank students using the results of the assessments listed above (keep this ranking sheet). Based on the number of available teaching slots, lower achieving students are selected for immediate service in those intervention groups. A Watch List of students will be created for those students who were identified as at risk but not placed in a group because of limited slots. If an opening becomes available, students from the Watch List will be moved into the available intervention group.

4. Retained students who have a reading deficiency must receive Immediate Intensive Intervention (iii). The person responsible to provide iii for retained students could be one of the following: classroom teacher, AIS, paraprofessional, or UWF mentor.

5. The classroom teacher will conference with the parents to explain the MTSS process and discuss Tier 2 invention(s) provided for their child through the Early Intervention Program.


Appendix G: Student Exiting Procedures

Early Intervention ProgramStudent Exit Procedures

2016 - 2017Monitoring the student’s progress is critical in making good instructional decisions. Students that are not making sufficient gains are referred to the school’s MTSS team. Intervention may be continued, intensified or discontinued, based on student need.

For a student to be dismissed from intervention, the student should be able to:

1. Read the following book levels using a cold reading of the text. (Accuracy should be at 90% or better, with adequate comprehension.)

March Kindergarten Level 3Ending Kindergarten Level 5October of First Grade Levels 7Middle of First Grade Level 12End of First Grade Level 18Middle of Second Grade Level 20End of Second Grade Level 23Middle of Third Grade Level 24End of Third Grade Level 25Middle Fourth Grade Level 26End of Fourth Grade Level 27Middle Fifth Grade Level 29

2. Score 80% or better on the Tyner Word Study Assessment. Benchmark assessments for each grade level are listed below.

Kindergarten mid-year Stage 2A Kindergarten end of year Passed Stage 2A and working in Stage 3A

*An exception for kindergarten students October through December If a kindergarten student has received intervention for 4 weeks or more and is showing extreme acceleration with their reading skills, the student can be dismissed from the EI program. Consult with the classroom teacher before the final decision is made.

First Grade mid-year Stage 3B Assessment First Grade end of year Stage 4A Assessment Second Grade mid-year Stage 4B Assessment Second Grade end of year Stage 5A Assessment


*Third through fifth grade students: If the student can read at the reading level listed above and they are performing on grade level in the classroom, then they may be considered for dismissal.

Third Grade mid-year Evolving Reader Year 1 Cycle 1 Third Grade end of year Evolving Reader Year 1 Cycle 3 Fourth Grade mid-year Evolving Reading Year 2 Cycle 1 Fourth Grade end of year Evolving Reading Year 2 Cycle 3 Fifth Grade mid-year Maturing Reader Year 1 Cycle 1 Fifth Grade end of year Maturing Reader Year 1 Cycle 3

3. Satisfactory classroom performance as indicated on Report Card or other data source.

*Retained Students

Students who have been retained in a grade need to be performing where their peers are performing to be dismissed from the EI Program. If you have a first grade retained student, he or she needs to be performing where his or her second grade peers are performing to be dismissed from the EI Program.

Example:Sarah is a retained first grader. She needs to be able to read a level 20 and pass Stage 4 before she can be dismissed from her group in January.


Appendix H: Santa Rosa County 90 Minute Reading Block Instructional Design

90 Minute Reading Block Instructional Design from Santa Rosa Literacy PlanElementary Assessment, Curriculum and InstructionState Board Rule 6A-6.053 requires that students be taught utilizing an evidence-based sequence of reading instruction. Research shows that children benefit from reading instruction that includes explicit and systematic instruction in skills and strategies and opportunities to apply those skills and strategies while reading text.

Schools must offer daily classroom instruction in reading in a dedicated, uninterrupted block of time of at least 90 minutes. All reading instruction is based on the English Language Arts Florida Standards (LAFS), including access points and English Language Development (ELD) standards which address the individual instructional needs of all students and curricular guidelines. In addition to, or as an extension of, the 90-minute reading block, the classroom teacher, special education teacher or reading resource teacher will provide immediate intensive intervention (iii) on a daily basis within the multi-tiered system of supports wherein student-centered response data gathered through progress monitoring and other forms of assessment informs instructional adjustments.

1. Provide whole group instruction that addresses the ELA standards using Harcourt Journeys or other appropriate resources.

2. Implement small group differentiated instruction for the balance of the 90 minute block. Group students based on educational need determined by a variety of assessments including

FSA scores, SRI, STAR reports, Journeys assessments, ERSI, fluency assessments, teacher-made checklists, observations, Tyner word study assessments, Rigby Benchmark assessment, Discovery Education Assessments, and informal running records.

Use small group materials matched to the students’ reading and skill levels. These materials could include leveled readers or passages and/or Beverly Tyner’s word study materials.

Align differentiation to the scope and sequence of Journeys whenever appropriate for students’ reading and skill levels.

Use Harcourt’s leveled readers when the students’ reading level matches or very nearly matches the level of the Harcourt readers because they highlight the weekly core skills and vocabulary.

Below level Harcourt readers are appropriate for students as much as ½ grade level below.

If more than ½ grade level below, use other leveled texts, such as Rigby, that are on the students’ instructional level.


Also use other leveled texts, such as Rigby, to provide on grade level and above grade level readers opportunities to read authentic text.

For the most struggling students and ESE students reading on a K-5 level, use Beverly Tyner’s small group differentiation approach and materials with fidelity 30 minutes daily.

Small groups should be flexibly grouped depending upon the lesson focus and should change throughout the year, based on assessment results.

Small groups may range from 1—6 students, according to student’s needs. However, groups for the most struggling readers should not exceed 5 students.

3. Provide differentiated literacy center activities that reinforce whole group and small group instruction.

Literacy Center recommendations:

Avoid excessive use of worksheets. Provide opportunities for independent and shared reading and writing in response to literature. Provide differentiated literacy-based activities that correlate with the week’s targeted skills. Use Harcourt literacy centers, Harcourt’s Leveled Readers Response Activities, trade books,

teacher-created materials, etc. Use leveled readers previously introduced in small group lessons. Use extensions from the small group lessons: word study/word work activities, leveled

readers, writing in response to reading, etc. Incorporate Daily Five workstations as desired.

Immediate Intensive Intervention - iii

4. Who must receive immediate intensive intervention? Provide immediate intensive intervention (iii) 15-30 minutes a day in addition to the 90 minute reading block five days a week to students demonstrating need, based on the criteria below:

(1) Students in grades 1, 2, and 3 who scored Level 1 or Level 2 on the end of year Discovery Education Assessment (3) All students who score Level 1 or Level 2 on FSA ELA

(4) Any student retained for a reading deficiency (5) Any other students with reading deficiencies identified through other diagnostic assessments, running records, fluency assessments, and teacher observation.

Note: If a student scored a Level 3 or above on the previous year’s FSA, that score supersedes other assessments. However, teachers should use professional judgment about providing iii for these


students and should continue to monitor their progress.

Points to remember about iii:

The classroom teacher, special education teachers (for ESE students only), reading resource teachers—including Academic Intervention Specialist, University of West Florida tutors, and/or trained paraprofessionals—can provide immediate intensive intervention.

Plans and materials for intervention begun in the 90-minute block should be coordinated and continued during immediate intensive intervention to ensure continuity and acceleration of reading gains for struggling readers. All personnel that provide instruction and/or intervention should use common terminology with students to avoid confusion.

Materials may include Rigby leveled books, Tyner materials, or other approved supplements.

Using the Comprehensive Core Reading Program (CCRP) “With Fidelity”1. The adopted comprehensive core reading program (Harcourt Journeys) serves as the basis for whole

group reading instruction in elementary schools. The core should be considered the framework and a basic guide for whole group reading instruction. Use Harcourt Journeys’s small group materials when appropriate for students’ reading and skill levels. When students’ reading or skill levels do not match the levels of Harcourt’s below, on, and above grade level readers, choose leveled readers that do. Beverly Tyner’s small group model and recommended materials may also be used.

2. Teaching should reflect careful selection of the activities offered by the CCRP and utilization of only the most powerful instructional strategies that support the research-based strategies identified by the National Reading Panel: Oral Language, Phonemic Awareness, Phonics, Vocabulary, Comprehension, and Fluency.

3. Teaching “with fidelity” is NOT to be interpreted as using every activity including workbook pages and worksheets suggested by the CCRP. There are more materials in the program than are needed, or even possible to use. Thoughtful and prudent decisions based on students’ needs should drive instructional decisions.

4. Teaching “with fidelity” requires the adherence to the sequence in which reading strategies and focus skills are presented in the CCRP; however, “with fidelity” does NOT imply that the selected readings are the only materials by which to teach these strategies and skills. Teachers may choose to replace a reading selection with other reading material so long as reading instruction complies with the prescribed sequence.

5. CCRP reading stories should usually be implemented as a read aloud. The teacher serves as the lead reader and the students can whisper read and follow along. For many students, the instructional level is too difficult for students to successfully read without teacher support.

6. Repeated readings of the CCRP story may not be beneficial to all students. Research is clear that in order to build fluency, the reading must be at the instructional or independent reading level.

7. To glean maximum comprehension opportunities, the teacher should guide the readers through the first reading of the story using the CCRP teacher guide. Listening to the story on CD or online should not take up valuable instructional time. Instead, students could listen to the story as an independent literacy activity while students are not in small group.

8. The goal of quality literacy instruction should not be to pass the selection test on Friday. Instead, the goal should be to “grow” each student in his/her literacy development.


9. The major focus for small-group instruction is to differentiate literacy instruction to meet the developmental needs of all students.

10. Independent reading and writing activities should be closely related to each student’s developmental level.

11. Whole group grade level phonics instruction should be taught using the CCRP scope and sequence, as appropriate for the skill level of the class. Assessment should reveal if students have already mastered phonics skills targeted in the CCRP. Teachers must use assessment and professional judgment to avoid teaching phonics skills students already know. A quick review may be all that is necessary. Additional phonics instruction to meet the developmental needs of students will be assessed and taught in small group instruction.

12. Consider using interactive read-alouds to enhance the teaching of vocabulary, comprehension. Include a variety of genres, including informational text.

13. Research shows that reading and writing have a reciprocal relationship. Writing in response to reading is an appropriate and an effective strategy for vocabulary and comprehension development. However, writing instruction not related to text should take place outside of the 90 minute block. Spelling instruction should focus on morphology rather than a preselected list of words. (Traditional “Friday Spelling Tests” should be gone.) Students receive spelling instruction through the word study component of small group.

14. The two research-based strategies that are the most powerful in terms of whole group instruction are vocabulary and comprehension.

15. We must go beyond the CCRP story vocabulary for maximum student growth. Specifically, reading aloud from a variety of genres with systematic vocabulary instruction is effective and research-based.


1. Appendix I: Dr. Beverly Tyner’s School Visit Schedule

2009-2010 Dr. Tyner Visits

Thurs. Friday Monday Tuesday Wednesday Thursday FridayOct. 1 Oct. 2 Oct. 5 Oct. 6 Oct. 7 Oct. 8 Oct. 9

Morning EME SSDP Jay Pea Ridge HNP Russell OBEAfternoon Bagdad AIS Berryhill Central WNP Rhodes GBE

Thurs. Friday Monday Tuesday Wednesday Thursday FridayNov. 12 Nov. 13 Nov. 16 Nov. 17 Nov. 18 Nov. 19 Nov. 20

Morning Rhodes Chumuckla HNI SSDP WNP OBE BagdadAfternoon Jay EME WNI Russell HNP GBE SSDI

Thurs. Friday Monday Tuesday Wednesday Thursday FridayJan. 21 Jan. 22 Jan. 25 Jan. 26 Jan. 27 Jan. 28 Jan. 29

Morning HNP Berryhill EME SSDP WNI AIS/Principals JayAfternoon WNP Central Rhodes Bagdad HNI Pea Ridge Russell

Thurs. Friday Monday Tuesday Wednesday Thursday FridayMarch 18

March 19 March 22 March 23 March 24 March 25 March 26

Morning Rhodes Chumuckla WNP SSDP Bagdad Pea Ridge GBEAfternoon Jay AIS HNP Berryhill EME SSDI OBE

2010-1011 Dr. Tyner Visits Monday Tuesday Wed. Thurs. Friday Monday Tuesday Wed Thursday FridayOct. 4 Oct .5 Oct. 6 Oct. 7 Oct. 8 Oct. 11 Oct. 12 Oct. 13 Oct. 14 Oct. 15

AM Day 2 training

OBE WNI EME HNI Jay Pea Ridge HNP WNP Russell

PM Day 2 training

GBE Chumuckla/Central

Bagdad Rhodes Berryhill SSDP HNP WNP AIS/District team

Monday Tuesday Wed. Thurs. Friday Monday Tuesday Wed Thursday FridayNov. 8 Nov. 9 Nov. 10 Nov. 11 Nov. 12 Nov. 15 Nov. 16 Nov. 17 Nov. 18 Nov. 19

AM SSDI SSDP Rhodes No School

Chumuckla Berryhill Central WNP GBE BagdadPM WNI SSDP Jay EME Pea Ridge Russell HNP OBE AIS/District

team

Monday Tuesday Wed. Thurs. Friday Monday Tuesday Wed Thursday FridayJan. 17 Jan. 18 Jan. 19 Jan. 20 Jan. 21 Jan. 24 Jan. 25 Jan. 26 Jan. 27 Jan. 28

AM NO SCHOOL

Bagdad HNP WNP EME Berryhill SSDP WNI AIS/Principals JayPM Russell HNP WNP Central Rhodes SSDI HNI Pea Ridge Chumuckla

Monday Tuesday Wed. Thurs. Friday Monday Tuesday Wed Thursday FridayMar 21 Mar 22 Mar 23 Mar 24 Mar 25 Mar 28 Mar 29 Mar 30 Mar31 April 1

AM HNP SSDP Central PRE Bagdad GBE Russell HNI Rhodes ChumucklaPM WNP SSDP EME SSDI AIS/District

teamOBE Berryhill WNI Jay AIS


2011-2012 Tyner Visit Schedule

Date

MorningBeginning

/ending time

Morning Location

All DAY?

AfternoonBeginning/ending time

Afternoon location

9/7/2011 Wednesday7:45-10:45 HNI 11:30-2:30

HNP/PD funds

9/9/2011 Friday 7:30 Bagdad x 2:30 Bagdad

9/12/2011 Monday7:30- 11:00 WNI 12:00-3:00

ESE/CEIS funds at WNP

9/13/2011 Tuesday 7:30 EME x 2:00 EME9/14/2011 Wednesday 8:25 OBE x 2:15 OBE9/15/2011 Thursday 8:30 SSDP x 3:15 SSDP9/16/2011 Friday 7:15 Rhodes x 2:45 Rhodes9/19/2011 Monday 8:15 Gulf Breeze x 3:15 Gulf Breeze

9/20/2011 Tuesday8:00-11:00

AIS/Principal mtg 12:00-2:55 Russell

9/21/2011 Wednesday 7:25 PRE x 2:25 PRE9/22/2011 Thursday 7:00 HNP x 2:30 HNP9/23/2011 Friday 8:00 Jay 3:00 Jay

9/26/2011 Monday 7:00HNP/PD funds 2:30

HNP/PD funds

9/27/2011 Tuesday 7:40 Berryhill x 2:00 Berryhill

9/29/2011 Thursday 8:40

SSDI/ESE teachers/pd by PD funds 2:15

SSDI/ESE teachers/pd by PD funds

10/17/2011 Monday 8:00 Chumuckla x ? Chumuckla10/18/2011 Tuesday 8:00 Central x 2:30 Central

10/19/2011 Wednesday 7:30EME/PD funds x 2:00

EME/PD funds

10/20/2011 Thursday7:30-11:00 Bagdad 12:00-4:00 Jay/PI funds

10/21/2011 Friday 7:15Rhodes/PD funds 2:45 Rhodes

10/25/2011 Tuesday 8:30 WNP x 2:15 WNP10/26/2011 Wednesday 8:30 Russell x 2:55 Russell10/27/2011 Thursday 7:30 WNI 3:00 HNI


10/28/2011 Friday8:30-11:00

ESE/CEIS funds at WNP 12:00-3:00 AIS meeting

10/31/2011 Monday

8:40-11:00

SSDI 12:00-3:00

ESE/CEIS funds at SSDI

2011-2012 Tyner Visit Schedule Continued

Date

MorningBeginning

/ending time

Morning Location

All DAY?

AfternoonBeginning/ending time

Afternoon location

11/1/2011 Tuesday 7:00 HNP/PD funds

2:30 HNP/PD funds

11/2/2011 Wednesday 7:30 WNI/PD funds

3:00 WNI/ESE funds

11/3/2011 Thursday 7:00 HNP/PD funds

2:30 HNP/PD funds

1/9/2012 Monday 7:00 HNP x 2:30 HNP1/10/2012 Tuesday 8:00 Jay x 3:00 Jay1/11/2012 Wednesday 7:45-

10:45HNI 11:45-3:00 Mosaic

Classrooms1/12/2012 Thursday 8:30 SSDP x 3:15 SSDP1/13/2012 Friday 8:25 OBE x 2:15 OBE

1/17/2012 Tuesday

8:40-11:00

SSDI 12:00-3:00

ESE/CEIS funds at Rhodes

1/18/2012 Wednesday 7:25 PRE x 2:25 PRE1/19/2012 Thursday 7:30 EME x 2:00 EME1/20/2012 Friday 8:15 GBE 3:15 GBE1/23/2012 Monday 8:30 Russell x 2:55 Russell1/24/2012 Tuesday 8:30 WNP x 2:15 WNP1/25/2012 Wednesday 7:15 Rhodes/PD

funds 2:45 AIS meeting

3/19/2012 Monday 7:40 Berryhill x 2:00 Berryhill3/20/2012 Tuesday 8:00 Chumuckla x ? Chumuckla3/21/2012 Wednesday 7:30 Bagdad 2:30 SSDI3/22/2012 Thursday 8:30 WNP x 2:15 WNP3/23/2012 Friday 7:15-

11:30Rhodes/PD funds

12:00-3:00 AIS meeting

3/26/2012 Monday 8:30 SSDP x 3:15 SSDP3/27/2012 Tuesday 8:00 Central x 2:30 Central3/28/2012 Wednesday 7:00 HNP x 2:30 HNP


3/29/2012 Thursday 7:30 WNI 3:00 HNI

3/30/2012 Friday8:40-11:00 SSDI 12:00-3:00

District leaders

September 2012 Sun

Mon

Tue

Wed

Thu Fri Sat

1 Visit

1

2 Visit 1

3 Visit 1

6

7 8 9 10 11 12 13

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28 29 30 31

October 2012

October 2012 November 2012

Sun Mon

Tue

Wed

Thu Fri Sat

1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 17 18 19 20

21 22PLANNING

23 Visit 2

24 Visit 2

25 Visit 2

26 Visit 2

27

28 29 Visit 2

30 Visit 2

31 Visit 2

Sun

Mon

Tue

Wed Thu Fri Sa

t 1

Visit 22 Visit 2

3

4 5Visit 2

6Visit

2

7Visit 2

8Visit 2

9Visit 2

10

11 12 OUT

13 Visit 2

14 Visit 2

15 Visit 2

16 Visit 2

17

18 19FALL BREAK

20 FALL BREAK

21 FALL BREAK

22 FALL BREAK

23 FALL BREAK

24

25 26 27 28 29 30

Nov 7 is ½ day PD dayFebruary 2013 March 2013

Sun Mon Tue We

d Thu Fri Sat

1 2

3 4 5 6 7 8 9

10 11Visit

3

12 Visit

3

13 Visit

3

14 Visit

3

15 Visit

3

16

Sun Mon Tue Wed Thu Fri Sa

t 1 Visit

32

3 4Visit 3

5 Visit 3

6Visit 3

7Visit 3

8 9


VISIT #1

VISIT #2

Sun

Mon

Tue

Wed

Thu Fri Sat

12 3

OUT4 5 6 7 8

9 10Visit

1

11 Visit

1

12 Visit 1

13Visit

1

14Visit

1

15

16 17Visit

1

18 Visit

1

19 Visit

1

20 Visit

1

21 Visit

1

22

23 24Visit

1

25 Visit

1

26 Visit

1

27 Visit

1

28 Visit

1

29

30

17 18OUT

19 Visit

3

20 Visit

3

21 Visit

3

22 Visit

3

23 10 11 12 13 14 15 16

17 18Spring Break

19 Spring Break

20 Spring Break

21 Spring Break

22 Spring Break

23

Santa Rosa County Tyner School Visits2013-2014

Date School FocusSeptember 6 BRE Kindergarten TrainingSeptember 9, 10, 12 BRE Fourth grade TrainingSeptember 13 BRE Second grade TrainingSeptember 14 Canal Street UWF mentorsSeptember 16 BRE First grade Training September 17 BRE Third grade TrainingSeptember 19 Chumuckla School visitOctober 1 Bagdad School visitOctober 2 Berryhill School visitOctober 3 Central School visitOctober 4 GBE School visitOctober 7 EME School visitOctober 8 Rhodes School visitOctober 9 HNP School visitOctober 10 HNI School visitOctober 11 AIS/Principal/Reading Coaches BACOctober 14 Jay School visitOctober 15 PRE School visitOctober 16 OBE School visitOctober 17 B. Russell School visitOctober 18 SSDI School visitOctober 22 SSDP School visitNovember 4 WNI School visitNovember 5 WNP School visitNovember 6 OBE, GBE, WNI AIS observationsNovember 7 SSDI, SSDP, Rhodes AIS observationsNovember 12 Bagdad, EME, AIS meeting AIS observations/meetingNovember 13 PRE, Russell, Berryhill AIS observationsNovember 14 HNP, HNI, WNP AIS observationsDecember 10 Chumuckla, Jay, Central AIS observationsFebruary 19 Bagdad School visitFebruary 20 Berryhill School visitFebruary 21 WNI School visitFebruary 24 Chumuckla School visitFebruary 25 EME School visitFebruary 26 HNI School visitFebruary 27 WNP School visitFebruary 28 HNP School visitMarch 3 Jay School visitMarch 4 OBE School visitMarch 5 PRE School visitMarch 7 Russell School visitMarch 10 SSDI School visit


March 11 SSDP School visitMarch 12 GBE School visitMarch 13 Central School visitApril 1 Rhodes School visit


Santa Rosa County Tyner School Visits2014-2015

Date School/Location FocusAugust 25-26 BAC Fifth Grade

TrainingAugust 27 BAC New Kindergarten

TrainingAugust 28 BAC New First/Second

grade TrainingAugust 29 BAC New Third/Fourth

Grade TrainingSeptember

20Canal Street UWF mentors

September 24

Russell School visit

September 25

Jay School visit

September 26

Chumuckla School visit

October 6 EME School visitOctober 7 Central School visitOctober 8 WNP School visitOctober 9 Rhodes School visit

October 10 GBE School visitOctober 13 HNI School visitOctober 14 Berryhill School visitOctober 15 Bagdad School visitOctober 16 HNP School visitOctober 17 OBE School visitOctober 21 PRE School visitOctober 22 SSDP School visitOctober 23 SSDI School visitOctober 24 WNI School visitDecember 1 Berryhill,

Chumuckla, SSDP

AIS observations

December 2 HNI, OBE, GBE AIS observationsDecember 3 Bagdad, EME

/AIS meetingAIS observations

February 2 Jay, Central, SSDI

AIS observations

February 3 Rhodes, Pea Ridge, Russell

AIS observations

February 4 Bagdad School visit

February 5 HNP, WNP, WNI AIS observationsFebruary 6 HNI School visitFebruary 9 EME School visitFebruary 10 Jay School visitFebruary 11 OBE School visitFebruary 12 SSDI School visit


February 13 Russell School visitFebruary 17 Rhodes School visitFebruary 18 WNI School visitFebruary 19 PRE School visitFebruary 20 Chumuckla School visitFebruary 23 Berryhill School visitFebruary 24 GBE School visitFebruary 25 Central School visitFebruary 26 SSDP School visitFebruary 27 WNP School visit

March 2 HNP School visit


Appendix J: Kindergarten Institute Agenda

Kindergarten Institute AgendaJune 15 - 19, 2009 & August 10-14, 2009

Monday Welcome, housekeeping details, parking lot, and an overview of the week Let’s Grow a Garden activity Stimulus Package Presentation (UWF) Reading 101 (by Dr. Heubach)


o What is RtI and how does it apply to the classroom teacher?o What should all teachers know about teaching reading?o What should we expect from kindergarten students?o What is the kindergarten teacher’s role in teaching a child to read?

TuesdayMorning:

Warm- up activity- Master Gardeners Sheet Assessments for kg and how they are used in Response to Intervention: (FLKRS, FAIR, STAR Early Literacy) How to plan for whole group instruction using Harcourt STORYTOWN Effective use of a read aloud during whole group instruction

Afternoon: How to plan for small group instruction using Harcourt STORYTOWN A study of text levels and how to determine the correct leveled materials for students

Wednesday Beverly Tyner’s first 26 lessons (watch videos of our kg students being taught and debrief) Extending small group instruction to independent/small group work Beverly Tyner’s lesson plans for stages 1-3

Thursday Timeline for next year- assessments, visits etc. RtI and student behavior Classroom management

o Kg. teacher 1 & 2o Breakout sessiono Luncho Kg. teachers 3 & 4o Breakouto Breakout

Friday Make notebooks of materials


Appendix K: First Grade Institute Agenda

First Grade Reading InstituteJuly 12-14, 2010

Berryhill Adminstrative Complex

Day 1 7:45-8:00 Sign in8:00 Welcome (Sherry Diamond, Karen Barber, Kenny

McCay)8:05-8:15 Pre- Assessment (Dr. Thompson, UWF)8:15-11:00 How Do You Bake A Reader?11:00-12:00 Lunch12:00-3:00 Door prizes/How Do You Bake A Reader?

Day 28:00- 8:15 Welcome- warm up activity8:15-11:00- Beverly Tyner11:00-12:00- Lunch12:00-3:00 Door prizes/Beverly Tyner

Day 38:00-11:00 Beverly Tyner11:00-12:00 Lunch12:00-2:452:45-3:00

Door Prizes/Beverly TynerPost-Assessment


Appendix L: Make up session for the First Grade Institute

Make up Session for the First Grade Institute

(Make Up Session) August 18 & 19, 2010

Day 1

7:45-8:00 Sign in8:00 Welcome (Sherry Diamond, Dr. Barber, Kenny

McCay)Video

8:45-11:30 Small Group Reading Instruction (Beverly Tyner)

11:20-12:15 Lunch12:15-3:00 Small Group Reading Instruction (Beverly

Tyner)3:00-4:00 Kindergarten, ESE, and Paraprofessionals

(Beverly Tyner3:00-4:00 First Grade Teachers (Martha Todd and Dr.

Barber)

Day 27:45-8:00 Sign in8:00 Welcome 8:45-10:30 10:30-11:20

First 26 Lessons and Stage 1 (Beverly Tyner)Pair Teaching

11:20-12:15 Lunch12:15-4:00 Stages 2-4 (Beverly Tyner)

Appendix M: Administrator Institute Agenda


PUTTING THE “I” IN Instructional LeaderSanta Rosa County Reading Leadership Institute

July 15, 2010Time Session8:00-8:20 Sign In Refreshments- Exhibits

Room A8:20-8:50 General Session

Room A 9:00-10:30 Tyner 101

Presenter: Dr. TynerRoom A

Oral Language and Phonemic Awareness-Room B – Jeannette P & Vanessa

Harcourt 3-5

Room C- Rachel Musser10:40-11:40 Scheduling to Increase the Use of Support Personnel

Presenter: Dr. Tyner & Schools sharing schedule best practicesRoom A

11:45-12:45 Lunch Courtesy of SodexoRoom A

12:45-2:00 Monitoring for Success - Presenter: Dr. TynerRoom A

2:10-3:40 The Importance of Leveled Readers in a Balanced Literacy Model- Presenter: Dr. TynerRoom A

3:50-4:30 Best Practices for Differentiating InstructionPresenters: School Administrators – Room A

July 16, 2010Time Session Location Session Location Session Location8:00-8:15 Sign In Refreshments- Exhibits

Room A8:15-9:05 Vocabulary 3-

5Beth Lees

Room A Vocabulary K-2Dawn Taylor Dana Peake

Room B Ruby Payne Overview Diane Lewis

Room C

9:15-10:05 Vocabulary 3-5Beth Lees

Room A Daily 5Rachel Musser

Room B Improving Fluency Through Karaoke/ Fluency Cindy Greene

Room C

10:15-11:15 Data Meetings and Progress MonitoringPresenters: School Administrators- Room A

11:15-12:15 Lunch- Courtesy of SodexoRoom A

1:15-2:05 Engagement During Reading Instruction - Beth Lees

Room A Running Records and Using Leveled Books Jane Seevers

Room B ComprehensionK-2 Kim McChesney, Allison Randall, Linda Brothers

Room C

2:15-3:05 Boys will be Boys- Martha Todd

Room A Running Records and Using Leveled BooksJane Seevers

Room B Comprehension3-5 Suzanne Pfeiffer

Room C

3:15-4:00 Closing Session- Door PrizesPresenters: School Administrators- Room A


Appendix N: Second Grade Institute Agenda

Second Grade Reading Institute Agenda

With Dr. Beverly TynerAugust 1-2 & August 3-4, 2011

Day 1

8:30-Welcome

8:40-Survey by the CORAL Center of UWF

8:50- Dr. Tyner- Reading Research and its implications

11:30-12:00 Lunch

12:00-3:00- Dr. Tyner- Whole group instruction- What is the most powerful?

Day 2

8:30- Welcome

8:40- Dr. Tyner- Small Group Reading Instruction- prereader- Stage 2

11:30-12:00 Lunch

12:00-3:00- Dr. Tyner- Small Group Reading Instruction- Stages 3-4


Appendix O: Make up session for the Second Grade Institute

Make Up Session for the Second Grade Institute

August 17, 2011

7:45-8:30 Sign in

8:00 Welcome (Sherry Diamond, Dr. Barber, Kenny McCay)Video

8:45-11:30 Small Group Reading Instruction (First 27 lessons and Stage 1)(Beverly Tyner)

11:20-12:15 Lunch

12:15-3:00 Small Group Reading Instruction (Stages 2-4)(Beverly Tyner)


Appendix P: Third Grade Institute Agenda

2012 Summer Reading InstituteJuly 20-21 & August 1 & 2

8:30-3:30 Day 1

Welcome- District Administration CORAL Center Survey- UWF Puzzle activity- Martha Todd Putting the Pieces together for readers- Dr. Beverly Tyner Lunch (11:00-12:00) Dr. Tyner

Day 2 Welcome Warm up activity Dr. Tyner Lunch (11:00-12:00) Dr. Tyner CORAL Center Survey- UWF


Appendix R : Third Grade Institute Make-up Agenda

Make up Training for Summer Reading InstituteKindergarten & First Grade…. Sept. 6 (location: WNP)

Second & Third Grades…. Sept. 7 (location: Rhodes Reading Center)

8:00-8:15 Welcome

8:15-11:30 Dr. Tyner

11:30-12:30 Lunch

12:30-3:30 Dr. Tyner


Appendix R : Mosaic Learning Lab Description

Santa Rosa County’s Mosaic Learning LabsIf you dare to teach, you must never cease to learn.

(John Cotton Dana)

Mosaic is the art of creating images with an assemblage of small pieces of colored glass, stone, or other materials.

Teaching is an art. A Mosaic Classroom consists of small increments of time, young sponge-like minds, carefully selected learning strategies, and an artist

who creates a beautiful (yet ever-changing) mosaic of learning.

Santa Rosa County has seven Mosaic Classrooms for the 2012-2013 school year. These classrooms demonstrate the application of research-based reading practices and are also a hub of learning as fellow teachers observe and share with the Mosaic Classroom teachers. The Mosaic Learning Lab teachers are:

Kindergarten: Summer Clark, Pea Ridge ElementaryKindergarten: Kari Carter, Bagdad Elementary

First Grade: Shawn Wilcox- West Navarre PrimaryFirst Grade: Stephanie Alexander- Pea Ridge Elementary

Second Grade- Jenni Rose, West Navarre PrimaryJackie Zeiger- ESE, North

Phyllis Hassell- ESE, SouthWhat is a Mosaic Classroom?A mosaic classroom is…

an opportunity for classroom teachers to observe research -based reading practices and to reflect on their own teaching

a place for teachers to see first-hand how the recommended research- based practices work with students

a catalyst for change in teachers’ beliefs and practices through “on the job” professional development

instruction guided by student data

A mosaic classroom is NOT…


a one-size-fits-all model, but a model which encourages teachers to reflect on their own teaching practices, striving for optimal student growth

a classroom with the perfect teacher and the perfect students

What will teachers observe in the Mosaic Classroom? The 90 minute literacy block, including whole group, small group, and literacy

stations/independent work

Classroom management

The Tyner Model of small group reading instruction

Whole group instruction guided by the standards

Assessment practices

Reading/Writing connections


Appendix S: Mosaic Learning Lab Visitation Packet

Welcome to Santa Rosa County’s Mosaic Learning Laboratory!We are glad you have chosen to visit with us today, and hope this professional development will be both rewarding and meaningful! There are a few requests that I have of you as you visit our classroom today:

Please remember that you are visiting a REAL classroom with REAL students and a REAL teacher. None of us are perfect and I ask that you observe with an open mind, remembering that this is REAL school. Everything may not go as we plan it for the day, and you may have made different choices than I will.

I hope that you can take away at least one thing that will make this year better for you and for your students. I also request that you leave me with at least one suggestion on how I can improve my instruction to better meet the needs of my students or to make my life easier.

There is a chair for each of you. You are welcome to walk around during small group time, but please do not interact with the students. It is tempting to help them or correct something that you see they are doing wrong, but if you do that I will not know that the student didn’t understand what to do, and therefore may not provide needed intervention.

This visit is not meant to encourage you to revamp your literacy block and copy mine. Every teacher has a different personality and teaching style. My style may not be your style, and that’s ok. If you reflect on your teaching practices and take away one idea to make your year better, then it has been a successful trip!

You have worked hard to get your classroom set up and going this year. You may see some ideas that you would like to implement, but start small. Try one thing at a time so that you and your students will not be overwhelmed.

Feel free to write down any questions you have on the back of the verification form and I will email you as soon as I can.


Mosaic Learning LabVerification of Attendance Form

This page is to be completed and left with the Mosaic teacher. This document must be completed to receive inservice points for this visit, and will serve as verification of your attendance. In addition, please provide feedback to the Mosaic Learning Lab teacher. This is a REAL classroom with REAL students and a teacher who wants to improve just like you. Please give thought to the comments you leave. We value your input!Name ________________ School _______________________________Date of visit ___________ Job Title ______________________________

One strategy/extension that I will implement in my classroom:

One extension that I can share with the Mosaic teacher:


Mosaic Learning Lab Observation Notes/Reflection Form Name ___________________ Date of visit _______

Double entry notes provide an opportunity to note and process observations, thoughts, questions, etc. while viewing a learning lab. They also serve as a reference for post discussions and personal implementation. Note specifics, relative to best practice on the Mosaic Learning Lab Observation Form. You will provide a copy of this document to your principal as verification of your visit.

What I see & hearWhat the students

and teacher are doing

What I see & hearWhat the

students and teacher are doing

Thoughts, questions, commentsPersonal reflection

Whole Group Organization and

Classroom Management

What I see & hearWhat the students

What I see & hearWhat the

Thoughts, questions,


and teacher are doing

students and teacher are doing

commentsPersonal reflection

Small Group Organization and


Extensions (Stations)

Organization and



Appendix T: Evaluation- Fidelity of Implementation Observation Sheet

Activity OBS Num Time Activity OBS Num Time Activity OBS Num Time Activity OBS Num Time

IceB1: concepts of print W1: phonemic awarenessIceB2/IceB4

C1: picture walk narrativeIceB17/V4

DR1: small group instruct systematic/comprehensive

F1: echo readingIceB6/IceB10

W2: phonicsIceB4

C2: questions before readIceB17

DR2: activities are respectful

F2: choral readingIceB6/IceB11/IceB12

W3: 1-1 matching wordsIceB4

C3: intro vocab for readIceB15/ IceB17

DR3: assessment is ongoing/linked to instruct

F3: whisper readingIceB6/IceB13/IceC1

W4: segment/blend soundsIceB4

C4: connections in readIceB17/IceB18

DR4: students are constantly shuffled/eval

F4: lead readingIceB6

W5: sorting cardsIceB4

C5: t-questions during readIceB17

DR5: small group instruct in reading IceC3

F5: partner readingIceB6/IceB8/IceB14/IceC2

W6: Elkonin boxesIceB4

C6: s-questions during readIceB17

DR6: small group instruct in word study IceC3

F6: timed reading W7: hear/record soundsIceB3/IceB4/IceB19

C7: visualizing in readingIceB17

DR7: small group instruct in writing IceC3

IceB9: repeated reading W8: spelling sortIceB4/IceB5

C8: retelling during readIceB17

DR8: considers individual characteristics of child

IceB10: model fluency W9: guess my wordIceB4/V1

C9: peer discuss in readIceB17/IceC2

F7: other fluency W10: bingoIceB4

C10: predict during readIceB16/ IceB17

E1: students listen intently

W11: word scrambleIceB4/IceB5

C11: graphic organizersIceB17/IceB18

E2: students on task

V1: guess my wordIceB15/W9

W12: word laddersIceB4/IceB5

C12: summarizing reading IceB17

E3: students responsive

V2: flashcard wordsIceB15

W13: memory matchingIceB4

C13: comparison after readIceB17/IceB18

E4: students disinterested

V3: sight word gamesIceB15

W14: spell checkIceB4/IceB5

C14: questions after readIceB17

E5: students participating

V4: picture walkIceB15/C1

W15: sentence using wordIceB4

C15: other before readIceB17

E6: students not on task

V5: defining vocabularyIceB15

W16: other word studyIceB4

C16: other during readIceB17

E7: students alert


V6: introducing vocabIceB15

C17: other after readIceB17

E8: student nonresponsive

V7: revisiting vocabularyIceB15

C18: other comprehensionIceB17

E9: other engagement

V8: summarizing vocabIceB15

IceC1:students working alone

V9: illustrating vocabIceB15

IceC2: students in pairs IceD1: multiple texts IceB19: dictation

V10: other vocabIceB15

IceC3: students in small groups

IceD2: single text IcdB20: independent writing

IceB7: multiple-cueing IceC4: students full class IceD3: multiple materials IceB21: grammar

IceC5: other groupings IceD4: other resources IceB22: handwriting


Appendix U: 6A-6.03018 Exceptional Education Eligibility for Students with Specific Learning Disabilities

(1) Definition. A specific learning disability is defined as a disorder in one or more of the basic learning processes involved in understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics. Associated conditions may include, but are not limited to, dyslexia, dyscalculia, dysgraphia, or developmental aphasia. A specific learning disability does not include learning problems that are primarily the result of a visual, hearing, motor, intellectual, or emotional/behavioral disability, limited English proficiency, or environmental, cultural, or economic factors.

(2) General education intervention procedures and activities. In order to ensure that lack of academic progress is not due to lack of appropriate instruction, a group of qualified personnel must consider:

(a) Data that demonstrate that the student was provided well-delivered scientific, research-based instruction and interventions addressing the identified area(s) of concern and delivered by qualified personnel in general education settings; and

(b) Data-based documentation, which was provided to the student’s parent(s) or guardian(s), of repeated measures of achievement at reasonable intervals, graphically reflecting the student’s response to intervention during instruction.

(c) General education activities and interventions conducted prior to referral in accordance with subsection 6A-6.0331(1), F.A.C., may be used to satisfy the requirements of paragraphs (2)(a) and (2)(b) of this rule.

(3) Evaluation. The evaluation procedures shall include the following:(a) The school district must promptly request parental or guardian consent to conduct an evaluation to determine if the student needs specially

designed instruction in the following circumstances:1. The student does not make adequate progress when:a. Prior to a referral, the student has not made adequate progress after an appropriate period of time when provided appropriate instruction and

intense, individualized interventions; or b. Prior to referral, intensive interventions are demonstrated to be effective but require sustained and substantial effort that may include the

provision of specially designed instruction and related services; and2. Whenever a referral is made to conduct an evaluation to determine the student’s need for specially designed instruction and the existence of a

disability.(b) In addition to the procedures identified in subsection 6A-6.0331(5), F.A.C., the evaluation must also include the procedures identified in the

district’s Policies and Procedures for the Provision of Specially Designed Instruction and Related Services for Exceptional Students as required by Rule 6A-6.03411, F.A.C. The evaluation must adhere to the timeframe required by paragraph 6A-6.0331(3)(d), F.A.C., unless extended by mutual written agreement of the student’s parent(s) or guardian(s) and a group of qualified professionals.

(4) Criteria for eligibility. A student meets the eligibility criteria as a student with a specific learning disability if all of the following criteria are met.(a) Evidence of specific learning disability. The student’s parent(s) or guardian(s) and group of qualified personnel may determine that a student

has a specific learning disability if there is evidence of each of the following: 1. When provided with learning experiences and instruction appropriate for the student’s chronological age or grade level standards pursuant to

Rule 6A-1.09401, F.A.C., the student does not achieve adequately for the student’s chronological age or does not meet grade-level standards as adopted

Santa Rosa County Early Intervention Program 2015-2016

https://www.flrules.org/gateway/ruleNo.asp?id=6A-6.03018

in Rule 6A-1.09401, F.A.C., in one or more of the following areas based on the review of multiple sources which may include group and/or individual criterion or norm-referenced measures, including individual diagnostic procedures:

a. Oral expression;b. Listening comprehension;c. Written expression;d. Basic reading skills;e. Reading fluency skills;f. Reading comprehension;g. Mathematics calculation; orh. Mathematics problem solving.2. The student does not make adequate progress to meet chronological age or grade-level standards adopted in Rule 6A-1.09401, F.A.C., in one or

more of the areas identified in subparagraph (4)(a)1. of this rule when using one of the following processes:a. A process based on the student’s response to scientific, research-based intervention, consistent with the comprehensive evaluation procedures in

subsection (5) of Rule 6A-6.0331, F.A.C.; or b. A process based on the student’s response to scientific, research-based intervention, and the student exhibits a pattern of strengths and

weaknesses in performance, achievement, or both, relative to age, grade level standards pursuant to Rule 6A-1.09401, F.A.C., or intellectual development, that is determined by the group to be relevant to the identification of a specific learning disability, using appropriate assessments, consistent with the comprehensive evaluation procedures in subsection (5) of Rule 6A-6.0331, F.A.C.

3. The group determines that its findings under paragraph (a) of this subsection are not primarily the result of the following:a. A visual, hearing, or motor disability;b. Intellectual disability;c. Emotional/behavioral disability;d. Cultural factors;e. Irregular pattern of attendance and/or high mobility rate;f. Classroom behavior;g. Environmental or economic factors; orh. Limited English proficiency.(b) Members of the group determining eligibility. The determination of whether a student suspected of having a specific learning disability is a

student who demonstrates a need for specially designed instruction and related services and meets the eligibility criteria must be made by the student’s parents or guardians and a group of qualified professionals, which must include, but are not limited to, all of the following:

1. The student’s general education teacher; if the student does not have a general education teacher, a general education teacher qualified to teach a student of his or her chronological age;

2. At least one person qualified to conduct and interpret individual diagnostic examinations of students, including, but not limited to, a school psychologist, speech-language pathologist, or reading specialist; and

3. The district administrator of exceptional student education or designee.


(c) Observation requirement. In determining whether a student needs specially designed instruction and has a specific learning disability, and in order to document the relationship between the student’s classroom behavior and academic performance, the group must:

1. Use information from an observation in routine classroom instruction and monitoring of the student’s performance that was completed before referral for an evaluation; or

2. Have at least one member of the group conduct an observation of the student’s performance in the student’s typical learning environment, or in an environment appropriate for a student of that chronological age, after referral for an evaluation and parental or guardian consent has been obtained.

(5) Documentation of determination of eligibility. For a student suspected of having a specific learning disability, the documentation of the determination of eligibility must include a written summary of the group’s analysis of the data that incorporates the following information:

(a) The basis for making the determination, including an assurance that the determination has been made in accordance with subsection (6) of Rule 6A-6.0331, F.A.C.;

(b) Noted behavior during the observation of the student and the relationship of that behavior to the student’s academic functioning;(c) The educationally relevant medical findings, if any;(d) Whether the student has a specific learning disability as evidenced by response to intervention data confirming the following:1. Performance discrepancy. The student’s academic performance is significantly discrepant for the chronological age or grade level in which the

student is enrolled, based on multiple sources of data when compared to multiple groups, which include the peer subgroup, classroom, school, district, and state level comparison groups; and

2. Rate of progress. When provided with well-delivered scientific, research-based general education instruction and interventions of reasonable intensity and duration with evidence of implementation fidelity, the student’s rate of progress is insufficient or requires sustained and substantial effort to close the achievement gap with typical peers or academic expectations for the chronological age or grade level in which the student is currently enrolled; and

3. Educational need. The student continues to need interventions that significantly differ in intensity and duration from what can be provided solely through general education resources to make or maintain sufficient progress.

(e) The determination of the group concerning the effects on the student’s achievement level of a visual, hearing, motor, intellectual, or emotional/behavioral disability; cultural factors; environmental or economic factors; an irregular pattern of attendance or high mobility rate; classroom behavior; or limited English proficiency; and

(f) Documentation based on data derived from a process that assesses the student’s response to well-delivered scientific, research-based instruction and interventions including:

1. Documentation of the specific instructional interventions used, the support provided to the individual(s) implementing interventions, adherence to the critical elements of the intervention design and delivery methods, the duration and frequency of intervention implementation (e.g. number of weeks, minutes per week, sessions per week), and the student-centered data collected; and

2. Documentation that the student’s parent(s) or guardian(s) were notified about the state’s policies regarding the amount and nature of student performance data that would be collected and the general education services that would be provided; interventions for increasing the student’s rate of progress; and the parental or guardian right to request an evaluation.

(g) The signature of each group member certifying that the documentation of determination of eligibility reflects the member’s conclusion. If it does not reflect the member's conclusion, the group member must submit a separate statement presenting the member’s conclusions.

(6) Implementation.


(a) The district’s Policies and Procedures for the Provision of Specially Designed Instruction and Related Services for Exceptional Students, as required by Rule 6A-6.03411, F.A.C., must identify the applicable process described in sub-subparagraphs (4)(a)2.a. and (4)(a)2.b.of this rule on a school-by-school basis.

(b) Effective July 1, 2010, the process specified in sub-subparagraph (4)(a)2.a. becomes the required process and sub-subparagraph (4)(a)2.b. becomes obsolete.

(c) For schools using eligibility process described in sub-subparagraph (4)(a)2.b. until July 1, 2010, a description of the pattern of strengths and weaknesses that is determined by the group to be relevant to the identification of a specific learning disability must be documented in the written summary required by subsection (5) of this rule.

Specific Authority 1001.02(1), (2)(n), 1001.42(4)(1), 1003.01(3)(a), (b), 1003.57 FS. Law Implemented 1001.02(2)(n), 1003.01(3)(a), (b), 1003.57, 1011.62(1)(c) FS. History–

New 7-1-77, Amended 7-2-79, 7-14-82, Formerly 6A-6.3018, Amended 1-11-94, 3-23-09.


Appendix V: Academic Intervention Specialist Training List

Academic Intervention Specialist Training ListTraining 2008-

20092009-2010

2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

Book Study: On Solid Ground xBook Study: Sit & Get Won't Grow Dendrites

x

Book Study: What Really Matters in Response to Intervention

x

Learning Community: The latest Research in Reading

x

Closing the Loop online training

x

Data Team Training x x x x x x xDiscovery Education Assessment

x x x x

Documenting Intervention x x x x x x xExcel Basics and Online Resources

x x

Florida Assessment in Reading (FAIR)

x

Ninety Minute Block x x x x xParent Involvement x x x x x x x x xPrincipal/AIS/Reading Coach Training

x x x x x

Reading Updates and Collaboration

x x x x x x x x x

Response to Intervention xRunning Records x x


Small Group Reading Instruction

x x x x x x x x x

The Daily Five xThe Use of STAR and SEL data

x x x x x

Tips for Working with Teachers

x

Common Core Book xComprehension Instruction through Text-Based Discussion-book study

x

Reading Recovery Strategies x xCreating & Using Learning Targets and Performance Scales

x

Office 365 computer toolsOneNote

x x

Academic Intervention Specialist Training Descriptions

Book Study: Comprehension from the Ground Up- This book by Sharon Taberski explores the role of accurate fluent reading, background knowledge, oral language, vocabulary and writing in comprehension.

Book Study: Sit & Get Won't Grow Dendrites- This book by Marcia Tate draws on the latest brain-based learning, differentiated instruction, multiple intelligences, and adult learning to provide strategies to increase participation and learning in


trainings provided to adult learners.

Book Study: What Really Matters in Response to Intervention- This book by Richard Allington provides an introduction to the importance of RtI and descriptions of its components.

Book Study: Comprehension Instruction through Text-Based Discussion- This book by Linda Kucan and Annemarie Sullivan Palincsar is to help advance upper elementary students’ comprehension of informational text by supporting understanding of ideas in the text and building knowledge with those ideas.

Learning Community: This learning community will continue throughout the school year and will include reading and having a variety of types of discussion around current articles on research in reading and the new initiatives in reading.

Closing the Loop- This 10 hour online course is designed to provide data interpretation strategies to "close" the loop between assessment and curriculum.

Data Team Training- This training is provided by the district to guide data team members in the use of tools for assessments and the use of the resulting data.

Discovery Education Assessment- This training is provided to help participants better understand the DEA assessments and their implications. This assessment is a required assessment for all elementary students.

Documenting Intervention- This training is conducted periodically throughout the year to monitor implementation of the Early Intervention Program.

Excel Basics and Online Resources- This is an on-going training. The Professional Development Center provides technology training to all Academic Intervention Specialists as needed.

Florida Assessment in Reading (FAIR)- The purpose of this training is to train all participants to administer and interpret the FAIR assessment.

Ninety Minute Block- This training reviews the Santa Rosa County District Literacy


Plan and the 90 minute block.

Parent Involvement- This training clarifies the role of the AIS in parent involvement and the required documentation of parent contacts.

Principal/AIS/Reading Coach Training- This training is conducted by the district and Dr. Beverly Tyner. The purpose is to discuss reading research and its implications for our schools. It is also an opportunity for schools to collaborate.

Reading Updates and Collaboration- This is an on-going training which provides opportunities for dissemination of district information and collaboration between the AIS team members.

Response to Intervention- This training provides background information and current procedures on the Response to Intervention process. A book study of What Really Matters in Response to Intervention by Richard L. Allington is key to this training.

Running Records- Participants are trained to take and interpret a Running Record of a student’s reading. These will be used for documentation of progress and to guide instruction.

Small Group Reading Instruction- Dr. Beverly Tyner is the author Small Group Reading Instruction. Through summer institutes and visits during the school year, classroom teachers and the Academic Intervention Specialists are guided as they use the method with their students.

The Daily Five- The Daily Five by Gail Boushey and Joan Moser is a management system for the 90 minute block. Many of our teachers use this system in their classrooms.

The Use of STAR and SEL data- STAR and STAR Early Literacy (SEL) are used by teachers to monitor progress. Academic Intervention Specialists are trained on the use of the reports from these assessments.

Tips for Working with Teachers- Using articles and discussion, this training


covers the specific attributes of adult learners and considerations for training. Scenarios are discussed to give insight and guidance about the most effective way to impact instruction for our students.

Book Study: The Common Core Teaching K-5 Students to Meet the Reading Standards - This book by Maureen McLaughlin and Brenda J. Overturf explains the key points of the CCSS and describe how to use the Standards effectively in instruction.


Appendix W: Alternate Ranking Sheet and directions

The Data-Ranking Sheet is used for multiple purposes. It will help organize student data and assist in determining reading groups. It is also a required piece of documentation for the Early Intervention Program. These sheets are to be completed multiple times during the year, adding new data each time. The first Data-Ranking sheet will be collected before September 15th so that intervention groups can be formed. The data sources are listed on the top of the Data-Ranking sheet. The data will vary from grade level to grade level. Always use the most current data available.

DIRECTIONS: For ease of explanation we chose to use FCAT and DEA as the data sources for these documents. Remember that the Scale Score is very important on FCAT and DEA. This number often gives a better picture of where the child is than the level does. Begin putting student names on the Data-Ranking sheet by using last year’s FCAT scaled score. Put the highest score at the top of the ranking sheet and continue until all students are listed (your lowest students will be at the bottom of the chart). Then add the DEA Scaled Scores to the chart and use them to make adjustments in the ranking of your students. Any additional information or insight which gives a different perspective than the assessment scores listed should be written in the comment/observation section of the data-ranking sheet. It is also helpful to note if the student is new to the school in this section.


Who must receive Immediate Intensive Intervention (iii)? All students who score Level 1 or Level 2 on FCAT reading

Students whose FAIR Probability of Reading Success Score is 15% or less at any time during the year

Students in grades 1,2, and 3 who scored Level 1 or Level 2 on the end of year Discovery Education Assessment

Any student who scores Level 1 or Level 2 on DEA Reading any time during this school year

Any student retained for a reading deficiency

Any other students with reading deficiencies identified through assessments such as FAIR, ERSI, informal rubrics, profiles, checklists, DAR, CCRP assessments, SIRP assessments, DEA, intervention assessments, running records, fluency assessments, and teacher observation.

Note: If a student scored a Level 3 or above on the previous year’s FCAT, that score supersedes other assessments. However, teachers should use professional judgment about providing iii for these students and should continue to monitor their progress.

Teacher's Name: Date:

School: Grade: First

Ranking

Last name, First Name*Rank students from highest to lowest.

DEA Level

DEA Scaled Score

STAR EL or STAR(scaled score)

Rigby

Level

Sight Word

s

Retention/

What Grade?

Excessive

Absences or

Tardies

Services:

Speech-S, ESE,ESOL

iii required? Yes or No

Teacher comments/ observations

EOY EOY BOY EOY BOY EX Smith, Jane 2 1340 650 10 70 Yes/1 ESE iii-yes1. 2. 3.


Appendix X: Parent Information Letter

Santa Rosa County SchoolsEarly Intervention Program

Dear Parent/Guardian,This letter is to inform you that based on your child’s standardized test scores and/or teacher recommendations, he or she is

eligible to participate in the Early Intervention Program. The Early Intervention Program (EIP) is a federally funded program offered through Title I funds for children in grades K-5. EIP teachers and staff will provide additional help to your student in the area of Reading/Language Arts during the school day. Your child will be working in a small group on lessons focusing on fluency, word study/phonics, vocabulary and comprehension. We need you to become a partner with the classroom teacher and the EIP staff during this school year. Here are some activities you can do with your child at home:

Read with your child regularly Ask your child questions after reading Practice sight words (kindergarten and first graders) Encourage your child to try the following strategies when reading an unfamiliar word.

“Stretch” the sounds in the unfamiliar words when writing and reading. What would look right? What would sound right? What would make sense?

Stay in contact with your child’s teacher.

We know the Early Intervention Program will give your child the extra boost to be successful in school. If you have any further questions, please contact your child’s classroom teacher at your school.

Sincerely,


Academic Intervention Specialist

Appendix Y: Parent Information Letter (Spanish)

Santa Rosa County SchoolsPrograma de Intervención Temprana

Apreciados Padres/Guardianes,La presente es para informarles que de acuerdo con las pruebas de evaluaciones escolares y/o las recomendaciones del

maestro/maestra, su hijo/hija cualifica para participar en el Programa de Intervención Temprana .El Programa de Intervención Temprana (en Ingles el programa se llama Early Intervención Programa [EIP]) es un programa pagado por el gobierno federal a las escuelas de Titulo I para niños que asisten a los grados de Kindergarten hasta el cinco grado. Maestros y personal del Programa de Intervención Temprana le brindara ayuda adicional a su hijo/hija en las áreas de Lectura /Idioma durante el día escolar. Su hijo/hija será asignado a un grupo pequeño en el cual se enfatizara la enseñanza en lectura, palabras comunes (Sight Word)/fonética, vocabulario y comprensión de lectura. Le pedimos que se una al maestro/maestra de su hijo/hija y al personal del Programa de Intervención Temprana durante este año escolar. Estas son algunas actividades que puede hacer con su hijo/hija en la casa.

Lea con su hijo/hija regularmente Después de haber leído haga algunas preguntas relacionada a la lectura a su hijo/hija. Practique las palabras comunes (sight Word ) (kindergarten y primer grado) Anime a su hijo/hija a seguir las siguientes estrategias cuando escriba y lea palabras desconocidas.

“Alargue” los sonidos de las palabras desconocidas cuando las escriba o lea. ¿Se ve bien lo que escribo? ¿Suena bien lo que estoy leyendo? ¿Tiene sentido lo que estoy escribiendo o leyendo?

Manténgase en comunicación con el maestro/maestra de su hijo/hija.Nosotros sabemos que el Programa de Intervención Temprana le otorgara la ayuda adicional que su hijo/hija necesita para tener excito en la escuela. Si tiene alguna pregunta, por favor de comunicarse a la escuela de su hijo/hija y pedir hablar con el maestro/maestra.


Sinceramente, Especialista de Intervención Académic


Appendix Z: Academic Intervention Specialist Staff Development Log

Title I/ESE Early Intervention Program2015-2016

Staff Development Hours Documentation

6400: Instructional Staff Training Services. Activities designed to contribute to the professional or occupational growth and competence of members of the instructional staff (defined in Rule 6a-1.051, FAC) during the time of their service to the school board or school. Among these activities are workshops, demonstrations, school visits, courses for college credit, sabbatical leaves, and travel leaves.

Sample Staff Development Activities – with emphasis on what you provide for others.

1. Mentoring 2. Teacher Conferencing (discussing student data, interpreting data reports, classroom strategies, etc)3. Attendance at Early Intervention Program Meetings4. Workshop presentations (as facilitator)5. School based staff meetings (as facilitator)6. E-mail technical assistance correspondence (intervention services, student data, strategies, professional resources)7. Learning Communities (as facilitator)8. Training of practicum students, UWF Mentors, Paraprofessionals, reading volunteers9. Early Intervention Program colleague visits 10. Classroom presentations/ modeling 11. MTSS meetings/Reading Leadership meetings (Contributions to meetings based on reading expertise, not just attendance)

Minimum number of hours per year: 135 (10% of the total teaching time)

Documentation:o Calendar of events or personal calendaro Class scheduleso Monthly submission of Staff Development Documentation for Title I/Early Intervention Program with AIS Signatureo Teacher(s) signature(s) required for all small group on one-on-one mentoringo Sign-in sheets and agendas required for all professional development sessionso


Staff Development Documentation for the Early Intervention Program

Teacher Name: ___________________________________ School Year:

Work Location: ___________________________________

Month: _________________________________________

Date Activity & Teacher name(s) Total Hours

for This Activity

Running Total for

Year

Type of documentation (sign in sheet, teacher contact sheet)

Teacher Signature(If needed)

Teacher Signature: __________________________________ Date: ________________________

TO BE SUBMITTED IN MAY TO Early Intervention Program Lead Teacher


Appendix AA: Parent Involvement Log

Parent Involvement Activities School____________________

Date Title of ActivitySHORT descriptionof activity

Approximate # of

participants

Role of AISin the event (planning, consultation, participation, provided materials, etc.)


Appendix BB: Academic Intervention Specialist’s Assessment Profile Sheet

Progress Monitoring Sheet for Students Receiving Tyner Small Group Instruction from the AIS

Progress Monitoring Sheet for Students Receiving Tyner Small Group Instruction

Student (last, first)Teacher

#Instructional Reading Level (Rigby)

Current Small Group LevelInstructional Word Study Stage (put stage

# or PR for first 26 lessons)100 Sight Word Knowledge (#

known)

May Aug/Sept Nov/Dec Feb/Mar May/June May Aug/Sept Nov/Dec Feb/Mar May/June May Aug/Sept Nov/Dec Feb/Mar May/June 2


Appendix CC: Classroom Teacher’s Assessment Profile Sheet

Kindergarten- Fourth Grade Classroom Assessment Profile SheetThis form is to be completed by the classroom teacher and submitted to the AIS at the end of each 9 weeks.

List all students receiving the Tyner model of small group instruction. Once students know the first 100 words, leave that section blank.

Teacher Name Grade______________

Student NameLast, First

Instructional Rigby reading level

(Record at the end of the 9 weeks)

Instructional word study level(Record at the end of the 9 weeks)

Stage/ Lesson #

Number of first 100 sight words known(Record at the end of the 9 weeks)

1st 9 weeks

2nd 9 weeks

3rd 9 weeks

4th 9 weeks

1st 9 weeks

2nd 9 weeks

3rd 9 weeks

4th 9 weeks

1st 9 weeks

2nd 9 weeks

3rd 9 weeks

4th 9 weeks

Example 3 8 13 17 2B/17

3A/39 4/35 4/32(repeated 4)

52 75 100


Appendix DD: Coding Chart for Students Receiving Tyner Instruction

The following coding chart is completed for all students receiving the Tyner model of reading instruction. Data clerks enter this data into the district system.

Coding Chart for Students Receiving Tyner Instruction2015-2016

To get a student's Year Originally Entered in Early Intervention Program, run the ZCEIS report from the Zreports menu on 3270. Retaine

d Y/N If so, what

grade?

Student ID Last NameFirst

Name

Mark the code or codes the student is receiving at this time. When the intervention changes, put an exit date for the old

code and add the student to a new line with the new date and codes. Year

originally entered in

EIP (This date NEVER

changes)

Entry date for EIP Model (When

intervention changes, start

a new line and put a new

start date)

Exit date for EIP Model (if box is left blank, it will

automatically be filled with

the last day of school)

EI T H O S I P B C

All students

have the EI code

Tyner by

class-room

teacher in 90 min block

Tyner by

class-room

teacher

outside 90 min block

Tyner with AIS out-side 90

min. block

Every studen

t taught by the AIS must have this

code

Push in Tyner during

the block AIS, ESE,

UWF or Para

Tyner provided out-

side 90 min.

block by Para or UWF

ESE studen

t

Tyner by ESE teacher outside 90 min. block

Santa Rosa County Early Intervention Program

Appendix EE: Academic Intervention Training ScheduleAIS Meeting Schedule

2013-2014Date Time Attending Focus Location

August 14 8:00- 11:00

New AIS(s) Orientation Rhodes Reading Center

August 22 8:00 – 11:00

AIS/Reading Coaches Review procedures Rhodes Reading Center

September 5 12:00 – 3:00

AIS/Reading Coaches Plans for 1st Tyner visitThird/Fourth Grade Procedure Chart

Rhodes Reading Center

October 4 1:00 AIS 2nd set of 4th grade materials Rhodes Reading Center

October 11 8:30 – 3:30

AIS/Principal/Reading coaches

Dr. Tyner

Revisit InstituteInteractive Read AloudMTSS/EIP information

BAC

October 24 12:00 – 3:00

AIS/Reading Coaches Ranking sheetsFourth Grade passages


November 12 12:00 – 3:00

AIS/Reading Coaches/Dr. Tyner

Feedback from visitsDevelopmental Word Study


November 21 12:00 – 1:00

AIS/Data Clerks Coding Chart Training PDC

December 3 1:45 – 2:45

AIS/Data Clerks Coding Chart Training Woodland Middle School Computer

LabDecember 12 12:00 –

3:00AIS/Reading Coaches Data Analysis

Third set of 4th grade materials


January 16 12:00 – 3:00

AIS/Reading Coaches Text Dependent Questioning(PD)

Beth LeesPlanning Time for Common

Core BookSonja Frye


January 30 12:00 – 3:00

AIS/Reading Coaches Common Core Book (chap. 7-10)

How do we get started earlier in the year?


February 13 12:00 – 3:00

AIS/Reading Coaches Formative Assessments (PD)Beth Lees

Common Core Book (chap. 11-13)


March 27 12:00 – 3:00

AIS/Reading Coaches Common Core Book (chap. 14 – 16)

Power of the Brain-Dr. Barber


April 10 12:00 – AIS/Reading Coaches Common Core book (finish) Rhodes Reading


3:00 Professional Development-B. Lewter

Center

May 112:00 – 3:00

AIS/Reading CoachesData Analysis

Changes for next yearEnd of the Year Procedures

and check list


May 22 12:00 – 3:00

End of the year summary

Discuss summer trainingsEnd of the Year Procedures

TBD

AIS MEETING SCHEDULE


2014 – 2015

Date Time Attending Focus Location

August 14Thursday

8:00- 11:00

New AIS ladies Orientation Rhodes Reading Center

August 21Thursday

12:00 – 3:00

AIS/Reading Coaches

New proceduresNew teacher trainings


September 11Thursday

12:00 – 3:00

AIS/Reading Coaches

New ProceduresPlans for 1st Tyner visitRetention-Pam Smith


September 23Tuesday

12:00 – 3:00

AIS/Reading coaches/AIS

Literacy


October 30Thursday

12:00 – 3:00

AIS/Reading coaches/AIS

Literacy

Professional Development Coding chartsRanking sheets

Reading Recovery Strategies


November 13Thursday

12:00 – 3:00

AIS Coding chartsData/Ranking Sheets

Book Study


December 3Wednesday

1:00 – 3:00

AIS/Dr. Tyner Dr Tyner will give us feedback from her school

visits and provide professional development.


December 17Wednesday

12:00 –3:00

AIS EIP ProceduresExcel tips


January 15Thursday

12:00 – 3:00

AIS Professional DevelopmentProgress monitoring for students in EIP (folder)


March 12Thursday

12:00 – 3:00

AIS Professional DevelopmentData Analysis


April 9Thursday

12:00 – 3:00

AIS Professional Development Rhodes Reading Center

April 23Thursday

12:00 – 3:00

AIS Professional DevelopmentChanges for next year to EIP


May 6Wednesday

12:00 – 3:00

AIS End of the Year ProceduresData Analysis


May 15Friday

12:00 – 3:00

AIS End of the Year Procedures

TBD

AIS MEETING SCHEDULE


2015 – 2016

Date Time Focus Location 8/5/15 9-11 Policies and Procedures Rhodes Reading Center

8/13/15 8-11 New procedures New teacher trainings

Changes to MTSS Ranking Sheet

Technology Training

Rhodes Reading Center and North PDC

9/9/15 12-3 STEAM Plans for Tyner visit


10/20/15

12 - 3 Technology Training Coding charts Ranking Sheets

North PDC

11/19/15 TBA Coding charts Data Analysis

TBA

12/16/15 12 - 3 Review data EIP Procedures


1/12/16 TBA Professional Development Berryhill Ele.

1/28/16 8-11 Technology Training South PDC

2/18/16 12 -3 Dr Tyner’s Professional Development Setting a purpose for reading/Text dependent

questions


3/10/16 12-3 Beth Lees comprehension PDAIS ladies sharing Ah-ha moments


3/31/16 12-3 AIS ladies sharing Ah-ha moments Russell4/28/16 TBA Data Analysis

AIS ladies sharing Ah-ha moments EOY Procedures and check list


5/19/16 12 - 3 End of the Year Procedures Changes for next year

TBA

Date Time Focus Location


August 16Tuesday

8:30– 11:30

New teacher trainingsPlans for 1st Tyner visit

4A & 4b materials


September 16Friday

New ProceduresRunning RecordsRanking sheetsTitle One Survey


October 5Wednesday

12:30 – 3:30

Administrator/AIS MeetingDr. Tyner

BAC

November 8Tuesday

12:00 – 3:00

Coding charts Rhodes Reading Center

December 19Monday

12:00 –3:00

EIP Procedures Rhodes Reading Center

January 12Thursday

12:00 – 3:00

Professional Development Professional Dev. Center

February 7Tuesday

Professional DevelopmentData Analysis

Parent Involvement


March 9Thursday

12:00 – 3:00

Professional Development Rhodes Reading Center

March 30Thursday

12:00 – 3:00

Professional Development Professional Dev. Center

April 18 8:00– 11:00

Professional DevelopmentChanges for next year to EIP


May 25 12:00 – 3:00

End of the Year ProceduresChanges for next year to EIP

TBD

AIS MEETING SCHEDULE2016 - 2017


Appendix FF: Responsibilities of the Academic Intervention Specialists

As the Early Intervention Program has grown, the amount of time spent with the given responsibilities has changed. The major change has been that as a new grade level is trained there are more teachers who need the AIS to model and mentor as they implement the small group reading model. Therefore, the AIS teaches fewer small groups to allow for this time with teachers.

2008-2009- The AIS teaches students a minimum of 90 minutes and a maximum of 180 minutes.

2009-2010- The AIS teaches students a minimum of 90 minutes and a maximum of 180 minutes.

2010-2011- The AIS is encouraged to teach less than 180 minutes.

2011-2012- The AIS is encouraged to teach less than 180 minutes.

2012-2013- The AIS is to teach a minimum of 60 minutes and a maximum of 120 minutes.






Appendix GG: Program Advisory CouncilEarly Intervention Reading Program

Advisory CouncilSanta Rosa District Schools

2011-2012

Name Title School

Dr. Karen Barber Director of Federal Programs Santa Rosa School District

Sherry Diamond Director of Elementary Ed. Santa Rosa School District

David Johnson Coordinator of Continuous Improvement

Santa Rosa School District

Kenny McCay Coordinator of Literacy Santa Rosa School District

Linda Novota Director of Exceptional Student Education


Dr. Carla Thompson Evaluator University of West Florida

Charlotte Holley Parent Bagdad Elementary

Pokey Stanford Parent Oriole Beach Elementary

Teresa Eckles Teacher Gulf Breeze Elementary

Pat Jernigan Teacher SS Dixon Intermediate

Susan Copeland Teacher West Navarre Intermediate

Carol Jordan Academic Intervention Spec. Jay Elementary

Linda Brothers Academic Intervention Spec. West Navarre Primary

Martha Todd Lead Academic Intervention Specialist


Melissa Krueger School Psychologist Santa Rosa School District

Suzanne Pfeiffer Reading Coach East Milton Elementary

Roger Golden Principal Berryhill Elementary

Liz West Principal Holley Navarre Intermediate

Dawn Alt Principal Oriole Beach Elementary

Debbie Anderson Principal SS Dixon Primary

Sherry Smith Principal Chumuckla Elementary


Appendix HH: Kindergarten Retention Guidelines

Kindergarten Essential Skills for Transition to First GradeFor Retention Consideration

In February of 2010, a committee of kindergarten and first grade teachers along with principals, reading coaches, academic intervention specialists, and district representatives was convened to research and discuss retention in kindergarten and essential skills required for success in first grade. This was done in an effort to provide clarification for elementary schools and also to address articulation issues within the Early Intervention Program.

The following guidelines are the work product of this committee. They are intended to be used for discussion and decision-making at the school level. The committee also realizes that only the school, under the leadership of the Principal, can make final decisions on grade placement. The Light’s Retention Scale should be used when considering retention. In addition, any student being considered for retention must be in MTSS Tier 2 or 3 and not showing signs of adequate progress.

The following are skills deemed absolutely essential for a kindergarten student before moving to first grade: LETTER AND SOUND KNOWLEDGE*Identify and write uppercase letters*Identify and write lowercase letters*Know letter sounds READING AND LANGUAGE*Recognize and produce rhyming words*Use finger to match print to speech*Dictate or write using pictures and words*Isolate beginning sounds in words*Isolate final sounds in words*Write first and last name correctly*Read three-letter words in addition to sight words*Use invented spelling in focused writing*Know 15-20 sight words*Recognize and name ten basic colors *Retell store events including beginning, middle, and end The following are attributes that should not be a consideration in retention: *Immature*Short attention span*Can’t sit still*Late birthday*First grade teacher might send him/her back (this should not be a school practice if child has the above essential skills)*Lack of parent support


*Poor fine motor skills*Behavior*Articulation errors*Independent toileting*Letter reversals

Section 4.320 of the Santa Rosa County District School Student Progression Plan states the following: The principal has the final administrative authority for the grade and class placement of elementary school students.


Appendix II: Report Card/Grade Reporting Summary

Report Card/Grade Reporting Summary

Important Points:

Mid-term grade reports are required for students in grade 1-6.

Report cards are sent every nine weeks in grades K-6. The first kindergarten report card is presented in a parent conference.

To receive a report card a student must be enrolled 30 days or more.

The report cards for students in grades 1-6 must reflect above, on or below grade level performance in the subjects indicated. A parent has a right to a truthful report on the performance level of their child.

1) Teachers should communicate with parents the level the child is working on and being graded on during the year. Just marking “below grade level” doesn’t always “sink in”. Teachers should discuss this marking with the parents, making sure that it is clear.

2) A child should not be marked “below grade level” and have “honor roll” grades all year. If the grades reflect at that level, then the student should probably be moved to “on grade level” work/markings. This is especially confusing to parents when they are told the child will be retained and the parents have seen all A’s and B’s all year. They are often confused by this, even when it is clearly marked “below grade level”.

3) About mid-year, teachers should look closely at every child marked “below grade level” and determine if moving to “on grade level” is in order.

4) Students marked “on grade level” and showing consistently failing grades should be monitored and reviewed frequently. If the child is unable to be successful on the “on grade level” expectations then their markings should be changed to “below grade level” to alert parents the child is not performing at the expected level for the grade.

5) Remind teachers that a grade of “C” means the child performed at a satisfactory level on the required standards/benchmarks/expectations. It is an average passing grade, not a BAD grade. A’s and B’s mean the child is performing better than average.

6) Teachers should never “give grades”!! The grades must reflect an accurate picture of the child’s performance.


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