Santa Rosa County School District



Santa Rosa County School DistrictAcademic Intervention ProgramGrades K-5Policies and ProceduresSuperintendentTim WyrosdickOffice of Federal ProgramsDr. Karen R. Barber, Director5086 Canal StreetMilton, Fl. 32570(850) 983-5001FAX: (850) 983-5011barberk@santarosa.k12.fl.usTable of ContentsIntroductionPage 6K-5 Balanced Literacy Program GoalsPage 6Mission Statements for Program Success (Based on High-Performing/High Poverty Schools research)Page 7Interface with Current InitiativesPage 7Specific Program StrategiesPage 8High Expectations for allPage 8Research-based core curriculumPage 8Differentiated instruction and developmental grouping for all studentsPage 10Implementation of the Multi-tiered system of supportsPage 10A multi-tiered intervention modelPage 11The three-tier model of school supportsPage 10Required components Page 12The Role of the Early Intervention Program Page 13Professional DevelopmentPage 13Effective district, school administrator and teacher leadershipPage 14Engaging families, communities and schools to work as partnersPage 14Extended learning opportunities for students Page 14Placement of an Academic Intervention Specialist at each schoolPage 14Establishment of a Teacher Leader position at the district level Page 14Program evaluationPage 14Procedures: Page 16Participating schoolsPage 16Multiple layers of supportPage 16Student selection and exit criteriaPage18AssessmentsPage 18Grouping criteriaPage 18Criteria for moving between groupsPage 18Research-based methods and materialsPage 19Professional DevelopmentPage 19EvaluationPage 19Notification of ParentsPage 19Documentation of Interventions Page 19District guidelines on grading and Kindergarten retentionPage 20Appendix Early Intervention Program Principal’s AgreementPage 21 Job Description- Academic Intervention SpecialistPage 23 Job Description- ESE Academic Intervention SpecialistPage 24 Job Description- Academic Intervention Specialist Lead TeacherPage 25 Targeted Assistance GuidelinesPage 27 Student Selection ProceduresPage 28 Student Exiting ProceduresPage 29 Santa Rosa County 90 Minute Block Instructional DesignPage 30 Dr. Beverly Tyner’s Visit SchedulePage 35 Kindergarten Institute AgendaPage 40 First Grade Institute AgendaPage 41 First Grade Institute Make-up AgendaPage 42 Administrator Institute AgendaPage 43 Second Grade Institute AgendaPage 44 Second Grade Institute Make-up AgendaPage 45 Third Grade Institute AgendaPage 46 Third Grade Institute Make-up AgendaPage 47 Mosaic Learning Lab DescriptionPage 48 Mosaic Learning Lab Visitor PacketPage 50 Evaluation- Fidelity of Implementation Observation SheetPage 54 Exceptional Student Education EligibilityPage 56 Academic Intervention Specialist Training DescriptionsPage 60 Alternate Ranking SheetPage 64 Parent Information LetterPage 67 Parent Information Letter in SpanishPage 68 Academic Intervention Specialist Professional Development LogPage 71 Parent Involvement LogPage 73 Academic Intervention Specialist’s Assessment Profile SheetPage 74 Classroom Teacher’s Assessment Profile SheetPage 75 Coding Chart for Students Receiving Tyner InstructionPage 76 Academic Intervention Training SchedulePage 77 Responsibilities of the Academic Intervention SpecialistPage 79 Program Advisory CouncilPage 80 Kindergarten Retention GuidelinesPage 82 Report Card/Grade Reporting SummaryPage 83 Early Intervention ProgramGrades K-5Introduction 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 GoalsProvide research-based literacy instruction implementing intensive intervention and/or acceleration for all K-5 studentsProvide sufficient opportunities for literacy staff development focusing on data analysis, data-driven decision making, and differentiated instructionSupport full implementation of MTSS by providing intervention for at-risk students to decrease the number of ESE referralsExpand and refine opportunities for parental involvement, especially for hard-to-reach parentsMaximize existing human resources to increase the ratio of instructional personnel available to provide intervention and support for struggling readersOffer guidance and resources to schools in developing their own unique intervention plans consistent with research-based practicesEnhance implementation of the District K-12 Comprehensive Research-based Reading PlanMission Statements for Program Success As instructional leaders, principals are critical to the success of the Early Intervention Program. (Principal’s Agreement- Appendix A)Expertly trained teachers are the most fundamental resource for improving education.Teacher leaders are vital in the instructional process.Instructional time must be rigorously protected.The highest expectations for teachers and children are essential.Clear and specific goals for student achievement must be identified.Teaching must be explicit and prescriptive to meet the academic needs of each child.A focus on what students CAN do, balanced with areas that need remediation.Interface with Current InitiativesThe Santa Rosa Early Intervention Program builds on current initiatives underway in this high performing school district. Just Read, Florida – The Elementary Literacy Block emphasizes the following strategiesReading instruction includes explicit instruction in the Six Major Components of Literacy: Oral Language, Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension.There are 3 types of classroom assessments – screening, diagnostic, and progress monitoringInstruction is explicit, systematic, scaffolded, differentiated, and print-rich.There are provisions for immediate intensive intervention (iii) with flexible grouping, accommodations, and universal design.The Santa Rosa District Schools K-12 Comprehensive Research-Based Reading Plan outlines all key components of literacy. 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. Technology integration in the curriculum provides foundational support for basic instruction, remediation, and enrichment.The Continuous Improvement Model recognizes that reliable and useful data is a key component to meet the individual needs of students. 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.Meaningful and effective parental/family involvement activities are critical to student progress. Full implementation of the Multi-tiered system of supports (MTSS) is underway.Data-driven professional development following the Staff Development Protocol is ongoing.Specific Program StrategiesThe Santa Rosa Early Intervention Program incorporates twelve specific program strategies:High expectations for allResearch-based core curriculum Differentiated Instruction for all studentsImplementation of a Multi-tiered system of supports (MTSS) for the most at-risk, low-performing studentsProfessional development to build and sustain instructional capacity, including assessment and data literacy training for teachers and administrators.Effective district, school administrator and teacher leadershipEngaging families, communities and schools to work as partnersExtended learning opportunities for students (before and after-school tutoring and summer school sessions)Placement of an Academic Intervention Specialist, a lead teacher position, at each elementary schoolEstablishment of a teacher leader position at the district level to support school-developed plans for implementationProgram evaluation provided by the University of West Florida CORAL Center.Description of Specific Program StrategiesHigh 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. 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 prehensive Core Reading Program (CCRP)Harcourt Florida JourneysComprehensive 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 CoachEarobics Imagine LearningEducational 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 ForWordSM5Imagine LearningIntervention Curriculum for Small Group InstructionBeverly 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.Differentiated instruction and developmental grouping for all studentsDifferentiation 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. 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:School wide screening dataEvidence-based instructional strategies used with fidelity at all tier levelsUse 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 EducationTier 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 studentsPreventive, proactiveApproximately 80% of the student populationTier 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 efficiencyRapid responseApproximately 15% of the student populationTier 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-basedIntense, durable proceduresApproximately 5% of the student populationRequired Components of MTSSUniversal 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:Directly assess specific skills in standardsAccess “marker variables” [demonstrated to lead to the ultimate instructional target, (e.g., reading comprehension)] Be sensitive to small amounts of growthBe brief, repeatable, and easy to useHave a direct relationship to instructional decision-makingSupplemental 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 InterventionSanta Rosa CountyIntervention: 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)Professional development must be individualized based on student achievement dataProfessional development must be provided to all district educatorsProviders of professional development (internal and external) must ground professional development in scientifically-based reading researchInstructional materials, reading programs, and strategies based on scientifically-based reading instruction – all centered around the six core components of readingProfessional development sessions related to the following topics will be provided:MTSSDifferentiated InstructionSmall Group InstructionData-Driven Decision MakingCore CurriculumParent InvolvementA Framework for Understanding Poverty (Ruby Payne)The 90 Minute Literacy BlockThe Common Core by Maureen Mclaughlin and Brenda J. OverturfComprehension Instruction through Text-Based Discussion by Linda Kucan and Annemarie PalincsarCreating and Using Learning Targets & Performance Scales by Moore, Garst and Marzano6. 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 partnersFamilies will an opportunity to participate in a minimum of 3 family involvement activities per munity 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 studentsSchools will offer before and/or after-school tutoring sessions for the most at-risk studentsThe 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)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. 1337310125730Implementation ofEarly Intervention Program00Implementation ofEarly Intervention Program1752600148590Implementation ofEarly Intervention Program00Implementation ofEarly Intervention Program2190750490855Observational ToolClassroom Walkthrough00Observational ToolClassroom WalkthroughStudentAchievementProfessionalDevelopmentStudentAchievementProfessionalDevelopmentMTSSDifferentiated InstructionSmall Group InstructionData-Driven DecisionsCore CurriculumParent InvolvementIndependentDependentVariableVariableEarly Intervention Program ProceduresParticipating SchoolsThe 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 ElementaryBerryhill ElementaryChumuckla ElementaryEast Milton ElementaryJay ElementaryCentral Pea Ridge ElementaryRhodes Elementary Holley Navarre IntermediateHolley Navarre PrimaryOriole Beach ElementarySS Dixon PrimaryWest Navarre PrimarySS Dixon Intermediate Targeted Assistance SchoolsWest Navarre Intermediate Non-Title I Schools (EIP funded through District Funds)Gulf Breeze ElementaryMultiple layers of support for the Early Intervention ProgramDistrict 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)School level administratorsSchool administrators will implement 100% of the Early Intervention Program Agreement.School administrators meet with the Title 1 coordinator twice yearly to assess progressSchool administrators are the literacy leaders of their schools. School administrators will attend trainingMTSS 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 CounselorAcademic Intervention SpecialistSchool psychologist (as scheduled)Paraprofessionals – as neededThe MTSS Team will select a facilitator whose primary duties are to complete the following tasks:Ensure pre-meeting preparationReview steps in the process and reinforce the desired outcomesFacilitate movement through the steps in the problem-solving processFacilitate consensus buildingSet follow-up schedulesCommunicate with all members of the teamEnsure parent involvementThe MTSS Team will select a recorder whose primary duties are to complete the following tasks:Record meeting minutesKeep current student assignments to groupsCollect, 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. District Academic Intervention Lead Teacher and On-site Academic Intervention SpecialistEach 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 CriteriaChildren 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 ProgramJourneys AssessmentsRigby Benchmark AssessmentsDiscovery Education AssessmentRunning RecordsHigh Frequency WordsSTAR Early Literacy or STARWord Study Assessments (Small Group Instruction by B. Tyner)SRIGrouping CriteriaAfter students have been selected for services, the Academic Intervention Specialist and school administrators group students according to common instructional needs. Criteria for movement between groupsEach 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 materialsBeverly 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:FluencyLead readingChoral readingRereadingWord Study (Phonemic Awareness and Phonics)Alphabet recognition and productionWritingSpelling patternsVocabulary building (including oral language development)Sight wordsOral vocabularyReading vocabularyComprehensionBefore reading strategiesDuring reading strategiesAfter 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 ProgramThe basic components of the program evaluation (in conjunction with UWF CORAL Center)Reading institute pre and post testsAnalysis of student data submitted to the Early Intervention Lead TeacherObservations to determine program outcomesNotification 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 programProfile sheets AIS lesson plansParent Involvement LogProfessional Development LogThe 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 InterventionAlternate Ranking Sheet (Appendix W)Kindergarten Retention GuidelinesREADING 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 endThe 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 AgreementEarly Intervention ProgramAcademic Intervention SpecialistPrincipal’s Agreement2015-2016The Early Intervention Program is designed to support the District K-12 Comprehensive Research-Based Plan. Prevent the cycle of academic failureReduce the over identification of students with disabilitiesProvide intensive reading intervention to all identified studentsCoordinate the school-based early intervention programPromote parent involvementIn 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 PrincipalDate_____________________________________School Appendix B: Job Description – Academic Intervention SpecialistTITLE:ACADEMIC INTERVENTION SPECIALISTQUALIFICATIONS: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 supervisorJOB GOAL:To lead students and teachers in grades K-5 toward the fulfillment of their potential for intellectual, emotional, and psychological growth and maturationESSENTIAL 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 studentsCollaborates with all other professional reading and support personnel in the delivery of integrated services for teachers and studentsPHYSICALREQUIREMENTS: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 personnelEVALUATION: Annual evaluation by the principal in accordance with the Master Contract, local policies, and state lawENVIRONMENTAL:Activities occur inside and outside; subject to indoor and outdoor environmental conditionsEQUIPMENT:Audio-visual equipment, instructional computersSUPERVISIONCONTROL: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 EducationQUALIFICATIONS: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 maturationESSENTIAL 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 studentsCollaborates with all other professional reading and support personnel in the delivery of integrated services for teachers and studentsPHYSICAL 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 SALARY: Based on the adopted salary schedule for instructional personnelEVALUATION: Annual evaluation by the principal in accordance with the Master Contract, local policies, and state lawENVIRONMENTAL: Activities occur inside and outside; subject to indoor and outdoor environmental conditionsEQUIPMENT: Audio-visual equipment, instructional computersSUPERVISION CONTROL: Is personally responsible for satisfying all of the above-referenced essential functions with minimal supervision.Appendix D: Job Description – Academic Intervention Specialist Lead TeacherTITLE:TEACHER ON SPECIAL ASSIGNMENT FOR COORDINATING EARLY INTERVENTION READING SERVICESQUALIFICATIONS: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 Five years of experience in elementary educationREPORTS TO: Director of Federal ProgramsJOB GOAL: To provide leadership for, coordinate and direct the planning, developing, implementing, and evaluation of the Early Intervention Reading ProgramESSENTIAL 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 PlanVisits school sites to verify program understanding and implementation and assess needsProvides appropriate inservice activitiesCoordinates district school-based training programs in compliance with the district K-12 Comprehensive Research-Based Reading PlanAssists in the selection, proper usage, and security of appropriate instructional materialsAssists the director in evaluation of all related activitiesWrites and facilitates grants, and collaborates in the development of the district K-12 Comprehensive Research-Based Reading PlanImplements, monitors, and evaluates the Title I parent involvement componentDevelops a comprehensive plan for the parent involvement component in cooperation with parents and other staffCollects, analyzes, and maintains information to document early intervention and parent involvement activitiesParticipates in activities for continued professional growthAssumes the responsibility to maintain a valid Florida teacher’s certificateProvides own method of transportation to various locations when required Perform other related duties as requiredAssists the Literacy Coordinator in the implementation of the K-12 Comprehensive Research-Based Reading PlanPHYSICALREQUIREMENTS: 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 daysSALARY: Based on the adopted salary schedule for instructional personnelEVALUATION: Annual evaluation by the Director of Federal Programs in accordance with the Master Contract, local policies, and state lawENVIRONMENTAL: Activities occur inside and outside; subject to indoor and outdoor environmental conditionsEQUIPMENT: Audio-visual equipment, instructional computersSUPERVISION Is personally responsible for satisfying all of the above-referencedCONTROL:essential functions with minimal supervision.Appendix E: Targeted Assistance Schools Implementation GuidelinesRequirements of a Targeted Assistance Program (NOTE: The Early Intervention Program meets these requirements.) Utilize a clearly established methodology, consistent with PL 107-110, Section 1115(b), to identify eligible students for participationUse resources under this part to help participating students meet challenging state student academic achievement standardsEnsure that planning for students served under this part is incorporated into existing school planningUse 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 classroomCoordinate with and support the regular education program of the schoolProvide instruction by highly qualified teachersProvide opportunities for professional development with resources provided under this partProvide strategies to increase parental involvementCoordinate and integrate federal, state, and local programsNotification of Parents 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. 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 ProceduresEarly Intervention ProgramStudent Selection Procedures2016-2017Children 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: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. 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.) 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. 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.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 Procedures2016 - 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: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 KindergartenLevel 5October of First GradeLevels 7Middle of First Grade Level 12End of First GradeLevel 18Middle of Second Grade Level 20End of Second Grade Level 23Middle of Third Grade Level 24End of Third GradeLevel 25Middle Fourth Grade Level 26End of Fourth GradeLevel 27Middle Fifth Grade Level 29 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 Grademid-year Stage 4B AssessmentSecond Gradeend 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-yearEvolving Reader Year 1 Cycle 1 Third Grade end of year Evolving Reader Year 1 Cycle 3Fourth Grade mid-yearEvolving Reading Year 2 Cycle 1Fourth Grade end of year Evolving Reading Year 2 Cycle 3Fifth Grade mid-year Maturing Reader Year 1 Cycle 1Fifth Grade end of yearMaturing Reader Year 1 Cycle 3 Satisfactory classroom performance as indicated on Report Card or other data source. *Retained StudentsStudents 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 Design90 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.Provide whole group instruction that addresses the ELA standards using Harcourt Journeys or other appropriate resources. 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 ? grade level below.If more than ? 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.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 - iiiWho 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”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.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.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. 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 RP 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.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. 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.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.The major focus for small-group instruction is to differentiate literacy instruction to meet the developmental needs of all students.Independent reading and writing activities should be closely related to each student’s developmental level.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. Consider using interactive read-alouds to enhance the teaching of vocabulary, comprehension. Include a variety of genres, including informational text. 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.The two research-based strategies that are the most powerful in terms of whole group instruction are vocabulary and comprehension. 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.Appendix I: Dr. Beverly Tyner’s School Visit Schedule 2009-2010 Dr. Tyner VisitsThurs. Friday MondayTuesdayWednesdayThursdayFridayOct. 1Oct. 2Oct. 5Oct. 6Oct. 7Oct. 8Oct. 9MorningEMESSDPJayPea RidgeHNPRussellOBEAfternoonBagdadAISBerryhillCentralWNPRhodesGBEThurs. Friday MondayTuesdayWednesdayThursdayFridayNov. 12Nov. 13Nov. 16Nov. 17Nov. 18Nov. 19Nov. 20MorningRhodesChumucklaHNISSDPWNPOBEBagdadAfternoonJayEMEWNIRussellHNPGBESSDIThurs. Friday MondayTuesdayWednesdayThursdayFridayJan. 21Jan. 22Jan. 25Jan. 26Jan. 27Jan. 28Jan. 29MorningHNPBerryhillEMESSDPWNIAIS/PrincipalsJayAfternoonWNPCentralRhodesBagdadHNIPea RidgeRussellThurs. Friday MondayTuesdayWednesdayThursdayFridayMarch 18March 19March 22March 23March 24March 25March 26MorningRhodesChumucklaWNPSSDPBagdadPea RidgeGBEAfternoonJayAISHNPBerryhillEMESSDIOBE2010-1011 Dr. Tyner Visits MondayTuesdayWed.Thurs. Friday MondayTuesdayWedThursdayFridayOct. 4Oct .5Oct. 6Oct. 7Oct. 8Oct. 11Oct. 12Oct. 13Oct. 14Oct. 15AMDay 2 trainingOBEWNIEMEHNIJayPea RidgeHNPWNPRussellPMDay 2 trainingGBEChumuckla/CentralBagdadRhodesBerryhillSSDPHNPWNPAIS/District teamMondayTuesdayWed.Thurs. Friday MondayTuesdayWedThursdayFridayNov. 8Nov. 9Nov. 10Nov. 11Nov. 12Nov. 15Nov. 16Nov. 17Nov. 18Nov. 19AMSSDISSDPRhodesNo SchoolChumucklaBerryhillCentralWNPGBEBagdadPMWNISSDPJayEMEPea RidgeRussellHNPOBEAIS/District teamMondayTuesdayWed.Thurs. Friday MondayTuesdayWedThursdayFridayJan. 17Jan. 18Jan. 19Jan. 20Jan. 21Jan. 24Jan. 25Jan. 26Jan. 27Jan. 28AMNO SCHOOLBagdadHNPWNPEME BerryhillSSDPWNIAIS/PrincipalsJayPMRussellHNPWNPCentralRhodesSSDIHNIPea RidgeChumucklaMondayTuesdayWed.Thurs. Friday MondayTuesdayWedThursdayFridayMar 21Mar 22Mar 23Mar 24Mar 25Mar 28Mar 29Mar 30Mar31April 1AMHNPSSDPCentralPREBagdadGBERussellHNIRhodesChumucklaPMWNPSSDPEMESSDIAIS/District teamOBEBerryhillWNIJayAIS2011-2012 Tyner Visit Schedule?Date76200542925?MorningBeginning/ending timeMorning LocationAll DAY?AfternoonBeginning/ending timeAfternoon location9/7/2011Wednesday7:45-10:45HNI?11:30-2:30HNP/PD funds9/9/2011Friday7:30Bagdadx2:30Bagdad9/12/2011Monday7:30- 11:00WNI?12:00-3:00ESE/CEIS funds at WNP9/13/2011Tuesday7:30EMEx2:00EME9/14/2011Wednesday8:25OBEx2:15OBE9/15/2011Thursday8:30SSDPx3:15SSDP9/16/2011Friday7:15Rhodesx2:45Rhodes9/19/2011Monday8:15Gulf Breezex3:15Gulf Breeze9/20/2011Tuesday8:00-11:00AIS/Principal mtg?12:00-2:55Russell9/21/2011Wednesday7:25PREx2:25PRE9/22/2011Thursday7:00HNPx2:30HNP9/23/2011Friday8:00Jay?3:00Jay9/26/2011Monday7:00HNP/PD funds?2:30HNP/PD funds9/27/2011Tuesday7:40Berryhillx2:00Berryhill9/29/2011Thursday8:40SSDI/ESE teachers/pd by PD funds?2:15SSDI/ESE teachers/pd by PD funds10/17/2011Monday8:00Chumucklax?Chumuckla10/18/2011Tuesday8:00Centralx2:30Central10/19/2011Wednesday7:30EME/PD fundsx2:00EME/PD funds10/20/2011Thursday7:30-11:00Bagdad?12:00-4:00Jay/PI funds10/21/2011Friday7:15Rhodes/PD funds?2:45Rhodes10/25/2011Tuesday8:30WNPx2:15WNP10/26/2011Wednesday8:30Russellx2:55Russell10/27/2011Thursday7:30WNI?3:00HNI10/28/2011Friday8:30-11:00ESE/CEIS funds at WNP?12:00-3:00AIS meeting10/31/2011Monday8:40-11:00SSDI?12:00-3:00ESE/CEIS funds at SSDI2011-2012 Tyner Visit Schedule Continued?Date76200542925?MorningBeginning/ending timeMorning LocationAll DAY?AfternoonBeginning/ending timeAfternoon location11/1/2011Tuesday7:00HNP/PD funds?2:30HNP/PD funds11/2/2011Wednesday7:30WNI/PD funds?3:00WNI/ESE funds11/3/2011Thursday7:00HNP/PD funds?2:30HNP/PD funds1/9/2012Monday7:00HNPx2:30HNP1/10/2012Tuesday8:00Jayx3:00Jay1/11/2012Wednesday7:45-10:45HNI?11:45-3:00Mosaic Classrooms1/12/2012Thursday8:30SSDPx3:15SSDP1/13/2012Friday8:25OBEx2:15OBE1/17/2012Tuesday8:40-11:00SSDI?12:00-3:00ESE/CEIS funds at Rhodes1/18/2012Wednesday7:25PREx2:25PRE1/19/2012Thursday7:30EMEx2:00EME1/20/2012Friday8:15GBE?3:15GBE1/23/2012Monday8:30Russellx2:55Russell1/24/2012Tuesday8:30WNPx2:15WNP1/25/2012Wednesday7:15Rhodes/PD funds?2:45AIS meeting3/19/2012Monday7:40Berryhillx2:00Berryhill3/20/2012Tuesday8:00Chumucklax?Chumuckla3/21/2012Wednesday7:30Bagdad?2:30SSDI3/22/2012Thursday8:30WNPx2:15WNP3/23/2012Friday7:15-11:30Rhodes/PD funds?12:00-3:00AIS meeting3/26/2012Monday8:30SSDPx3:15SSDP3/27/2012Tuesday8:00Centralx2:30Central3/28/2012Wednesday7:00HNPx2:30HNP3/29/2012Thursday7:30WNI?3:00HNI3/30/2012Friday8:40-11:00SSDI?12:00-3:00District leadersSeptember 2012SunMonTueWedThuFriSat??????123OUT45678910Visit 111 Visit 112 Visit 113Visit 114Visit 1151617Visit 118 Visit 119 Visit 120 Visit 121 Visit 1222324Visit 125 Visit 126 Visit 127 Visit 128 Visit 12930??????3152140220980000381094615VISIT #100VISIT #112128574612500SunMonTueWedThuFriSat?1 Visit 12 Visit 13 Visit 1678910111213141516171819202122232425262728293031???October 2012October 2012November 2012SunMonTueWedThuFriSat?12345678910111213141516171819202122PLANNING23 Visit 224 Visit 225 Visit 226 Visit 2272829 Visit 230 Visit 231 Visit 2???3810327025VISIT #200VISIT #2SunMonTueWedThuFriSat????1 Visit 22 Visit 2345Visit 26Visit 27Visit 28Visit 29Visit 2101112 OUT13 Visit 214 Visit 215 Visit 216 Visit 2171819FALL BREAK20 FALL BREAK21 FALL BREAK22 FALL BREAK23 FALL BREAK24252627282930?Nov 7 is ? day PD dayFebruary 2013March 2013SunMonTueWedThuFriSat?????1234567891011Visit 312 Visit 313 Visit 314 Visit 315 Visit 3161718OUT19 Visit 320 Visit 321 Visit 322 Visit 3233810154940VISIT #300VISIT #3SunMonTueWedThuFriSat?????1 Visit 3234Visit 35 Visit 36Visit 37Visit 38 91011 12 13 14 15 161718Spring Break19 Spring Break20 Spring Break21 Spring Break22 Spring Break23Santa Rosa County Tyner School Visits2013-2014DateSchoolFocusSeptember 6BRE Kindergarten TrainingSeptember 9, 10, 12BREFourth grade TrainingSeptember 13BRESecond grade TrainingSeptember 14Canal Street UWF mentorsSeptember 16BREFirst grade Training September 17BREThird grade TrainingSeptember 19ChumucklaSchool visitOctober 1BagdadSchool visitOctober 2BerryhillSchool visitOctober 3CentralSchool visitOctober 4GBESchool visitOctober 7EMESchool visitOctober 8RhodesSchool visitOctober 9HNPSchool visitOctober 10HNISchool visitOctober 11AIS/Principal/Reading CoachesBACOctober 14JaySchool visitOctober 15PRESchool visitOctober 16OBESchool visitOctober 17B. RussellSchool visitOctober 18SSDISchool visitOctober 22SSDPSchool visitNovember 4WNISchool visitNovember 5WNPSchool visitNovember 6OBE, GBE, WNIAIS observationsNovember 7SSDI, SSDP, RhodesAIS observationsNovember 12Bagdad, EME, AIS meetingAIS observations/meetingNovember 13PRE, Russell, BerryhillAIS observationsNovember 14HNP, HNI, WNPAIS observationsDecember 10Chumuckla, Jay, CentralAIS observationsFebruary 19BagdadSchool visitFebruary 20BerryhillSchool visitFebruary 21WNISchool visitFebruary 24ChumucklaSchool visitFebruary 25EMESchool visitFebruary 26HNISchool visitFebruary 27WNPSchool visitFebruary 28HNPSchool visitMarch 3JaySchool visitMarch 4OBESchool visitMarch 5PRESchool visitMarch 7RussellSchool visitMarch 10SSDISchool visitMarch 11SSDPSchool visitMarch 12GBESchool visitMarch 13CentralSchool visitApril 1RhodesSchool visitSanta Rosa County Tyner School Visits2014-2015DateSchool/LocationFocusAugust 25-26BACFifth Grade TrainingAugust 27BACNew Kindergarten TrainingAugust 28BACNew First/Second grade TrainingAugust 29BACNew Third/Fourth Grade TrainingSeptember 20Canal StreetUWF mentorsSeptember 24RussellSchool visitSeptember 25JaySchool visitSeptember 26ChumucklaSchool visitOctober 6EMESchool visitOctober 7CentralSchool visitOctober 8WNPSchool visitOctober 9RhodesSchool visitOctober 10GBESchool visitOctober 13HNISchool visitOctober 14BerryhillSchool visitOctober 15BagdadSchool visitOctober 16HNPSchool visitOctober 17OBESchool visitOctober 21PRESchool visitOctober 22SSDPSchool visitOctober 23SSDISchool visitOctober 24WNISchool visitDecember 1Berryhill, Chumuckla, SSDPAIS observationsDecember 2HNI, OBE, GBEAIS observationsDecember 3Bagdad, EME /AIS meetingAIS observationsFebruary 2Jay, Central, SSDIAIS observationsFebruary 3Rhodes, Pea Ridge, RussellAIS observationsFebruary 4BagdadSchool visitFebruary 5HNP, WNP, WNIAIS observationsFebruary 6HNISchool visitFebruary 9EMESchool visitFebruary 10JaySchool visitFebruary 11OBESchool visitFebruary 12SSDISchool visitFebruary 13RussellSchool visitFebruary 17RhodesSchool visitFebruary 18WNISchool visitFebruary 19PRESchool visitFebruary 20ChumucklaSchool visitFebruary 23BerryhillSchool visitFebruary 24GBESchool visitFebruary 25CentralSchool visitFebruary 26SSDPSchool visitFebruary 27WNPSchool visitMarch 2HNPSchool visitAppendix J: Kindergarten Institute AgendaKindergarten Institute AgendaJune 15 - 19, 2009 & August 10-14, 2009MondayWelcome, housekeeping details, parking lot, and an overview of the weekLet’s Grow a Garden activityStimulus Package Presentation (UWF)Reading 101 (by Dr. Heubach)What is RtI and how does it apply to the classroom teacher?What should all teachers know about teaching reading?What should we expect from kindergarten students?What is the kindergarten teacher’s role in teaching a child to read?TuesdayMorning:Warm- up activity- Master Gardeners SheetAssessments 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 instructionAfternoon:How to plan for small group instruction using Harcourt STORYTOWN A study of text levels and how to determine the correct leveled materials for studentsWednesdayBeverly Tyner’s first 26 lessons (watch videos of our kg students being taught and debrief)Extending small group instruction to independent/small group workBeverly Tyner’s lesson plans for stages 1-3ThursdayTimeline for next year- assessments, visits etc.RtI and student behaviorClassroom managementKg. teacher 1 & 2Breakout sessionLunchKg. teachers 3 & 4BreakoutBreakoutFridayMake notebooks of materialsAppendix K: First Grade Institute Agenda First Grade Reading InstituteJuly 12-14, 2010Berryhill Adminstrative ComplexDay 1 7:45-8:00Sign in8:00Welcome (Sherry Diamond, Karen Barber, Kenny McCay)8:05-8:15Pre- Assessment (Dr. Thompson, UWF)8:15-11:00 How Do You Bake A Reader?11:00-12:00 Lunch12:00-3:00Door prizes/How Do You Bake A Reader?Day 28:00- 8:15 Welcome- warm up activity8:15-11:00-Beverly Tyner11:00-12:00-Lunch12:00-3:00Door prizes/Beverly TynerDay 38:00-11:00Beverly Tyner11:00-12:00Lunch12:00-2:452:45-3:00Door Prizes/Beverly TynerPost-AssessmentAppendix L: Make up session for the First Grade InstituteMake up Session for the First Grade Institute (Make Up Session) August 18 & 19, 2010Day 17:45-8:00Sign in8:00Welcome (Sherry Diamond, Dr. Barber, Kenny McCay)Video8:45-11:30 Small Group Reading Instruction (Beverly Tyner)11:20-12:15 Lunch12:15-3:00Small Group Reading Instruction (Beverly Tyner)3:00-4:00Kindergarten, ESE, and Paraprofessionals (Beverly Tyner3:00-4:00First Grade Teachers (Martha Todd and Dr. Barber)Day 27:45-8:00Sign in8:00Welcome 8:45-10:30 10:30-11:20First 26 Lessons and Stage 1 (Beverly Tyner)Pair Teaching11:20-12:15 Lunch12:15-4:00Stages 2-4 (Beverly Tyner)Appendix M: Administrator Institute Agenda PUTTING THE “I” IN Instructional LeaderSanta Rosa County Reading Leadership InstituteJuly 15, 2010TimeSession8:00-8:20Sign In Refreshments- ExhibitsRoom A8:20-8:50General SessionRoom A 9:00-10:30Tyner 101 Presenter: Dr. TynerRoom AOral Language and Phonemic Awareness-Room B – Jeannette P & Vanessa Harcourt 3-5 Room C- Rachel Musser10:40-11:40Scheduling to Increase the Use of Support PersonnelPresenter: Dr. Tyner & Schools sharing schedule best practicesRoom A11:45-12:45Lunch Courtesy of SodexoRoom A12:45-2:00Monitoring for Success - Presenter: Dr. TynerRoom A2:10-3:40The Importance of Leveled Readers in a Balanced Literacy Model- Presenter: Dr. TynerRoom A 3:50-4:30Best Practices for Differentiating InstructionPresenters: School Administrators – Room AJuly 16, 2010TimeSessionLocationSessionLocationSessionLocation8:00-8:15Sign In Refreshments- ExhibitsRoom A8:15-9:05Vocabulary 3-5Beth LeesRoom AVocabulary K-2Dawn Taylor Dana PeakeRoom BRuby Payne Overview Diane LewisRoom C9:15-10:05Vocabulary 3-5Beth LeesRoom ADaily 5Rachel MusserRoom BImproving Fluency Through Karaoke/ Fluency Cindy Greene Room C10:15-11:15Data Meetings and Progress MonitoringPresenters: School Administrators- Room A11:15-12:15Lunch- Courtesy of SodexoRoom A 1:15-2:05Engagement During Reading Instruction - Beth LeesRoom ARunning Records and Using Leveled Books Jane SeeversRoom BComprehensionK-2 Kim McChesney, Allison Randall, Linda BrothersRoom C2:15-3:05Boys will be Boys- Martha ToddRoom A Running Records and Using Leveled BooksJane SeeversRoom BComprehension3-5 Suzanne PfeifferRoom C3:15-4:00Closing Session- Door PrizesPresenters: School Administrators- Room AAppendix N: Second Grade Institute AgendaSecond Grade Reading Institute AgendaWith Dr. Beverly TynerAugust 1-2 & August 3-4, 2011Day 18:30-Welcome8:40-Survey by the CORAL Center of UWF8:50- Dr. Tyner- Reading Research and its implications11:30-12:00 Lunch12:00-3:00- Dr. Tyner- Whole group instruction- What is the most powerful?Day 28:30- Welcome8:40- Dr. Tyner- Small Group Reading Instruction- prereader- Stage 211:30-12:00 Lunch12:00-3:00- Dr. Tyner- Small Group Reading Instruction- Stages 3-4Appendix O: Make up session for the Second Grade InstituteMake Up Session for the Second Grade InstituteAugust 17, 20117:45-8:30Sign in8:00Welcome (Sherry Diamond, Dr. Barber, Kenny McCay)Video8:45-11:30 Small Group Reading Instruction (First 27 lessons and Stage 1)(Beverly Tyner)11:20-12:15 Lunch12:15-3:00Small Group Reading Instruction (Stages 2-4)(Beverly Tyner)Appendix P: Third Grade Institute Agenda2012 Summer Reading InstituteJuly 20-21 & August 1 & 28:30-3:30 Day 1Welcome- District AdministrationCORAL Center Survey- UWFPuzzle activity- Martha ToddPutting the Pieces together for readers- Dr. Beverly TynerLunch (11:00-12:00)Dr. TynerDay 2WelcomeWarm up activityDr. TynerLunch (11:00-12:00)Dr. TynerCORAL Center Survey- UWFAppendix R : Third Grade Institute Make-up AgendaMake 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 Welcome8:15-11:30 Dr. Tyner11:30-12:30 Lunch12:30-3:30 Dr. TynerAppendix R : Mosaic Learning Lab DescriptionSanta 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 ElementaryFirst Grade: Shawn Wilcox- West Navarre PrimaryFirst Grade: Stephanie Alexander- Pea Ridge ElementarySecond Grade- Jenni Rose, West Navarre PrimaryJackie Zeiger- ESE, NorthPhyllis 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 teachinga place for teachers to see first-hand how the recommended research- based practices work with studentsa catalyst for change in teachers’ beliefs and practices through “on the job” professional developmentinstruction guided by student dataA 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 growtha classroom with the perfect teacher and the perfect studentsWhat will teachers observe in the Mosaic Classroom?The 90 minute literacy block, including whole group, small group, and literacy stations/independent workClassroom managementThe Tyner Model of small group reading instructionWhole group instruction guided by the standardsAssessment practicesReading/Writing connectionsAppendix S: Mosaic Learning Lab Visitation PacketWelcome 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 FormThis 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 doingWhat I see & hearWhat the students and teacher are doingThoughts, questions, commentsPersonal reflectionWhole GroupOrganization and Classroom ManagementWhat I see & hearWhat the students and teacher are doingWhat I see & hearWhat the students and teacher are doingThoughts, questions, commentsPersonal reflectionSmall GroupOrganization and Classroom ManagementExtensions (Stations)Organization and Classroom ManagementAppendix T: Evaluation- Fidelity of Implementation Observation SheetActivityOBS Num TimeActivity OBS Num TimeActivityOBS Num Time ActivityOBS Num TimeIceB1: concepts of printW1: phonemic awarenessIceB2/IceB4C1: picture walk narrativeIceB17/V4DR1: small group instruct systematic/comprehensiveF1: echo readingIceB6/IceB10W2: phonicsIceB4C2: questions before readIceB17DR2: activities are respectfulF2: choral readingIceB6/IceB11/IceB12W3: 1-1 matching wordsIceB4C3: intro vocab for readIceB15/ IceB17DR3: assessment is ongoing/linked to instructF3: whisper readingIceB6/IceB13/IceC1W4: segment/blend soundsIceB4C4: connections in readIceB17/IceB18DR4: students are constantly shuffled/evalF4: lead readingIceB6W5: sorting cardsIceB4C5: t-questions during readIceB17DR5: small group instruct in reading IceC3F5: partner readingIceB6/IceB8/IceB14/IceC2W6: Elkonin boxesIceB4C6: s-questions during readIceB17DR6: small group instruct in word study IceC3F6: timed reading W7: hear/record soundsIceB3/IceB4/IceB19C7: visualizing in readingIceB17DR7: small group instruct in writing IceC3IceB9: repeated readingW8: spelling sortIceB4/IceB5C8: retelling during readIceB17DR8: considers individual characteristics of childIceB10: model fluencyW9: guess my wordIceB4/V1C9: peer discuss in readIceB17/IceC2F7: other fluencyW10: bingoIceB4C10: predict during readIceB16/ IceB17E1: students listen intentlyW11: word scrambleIceB4/IceB5C11: graphic organizersIceB17/IceB18E2: students on taskV1: guess my wordIceB15/W9W12: word laddersIceB4/IceB5C12: summarizing reading IceB17E3: students responsiveV2: flashcard wordsIceB15W13: memory matchingIceB4C13: comparison after readIceB17/IceB18E4: students disinterestedV3: sight word gamesIceB15W14: spell checkIceB4/IceB5C14: questions after readIceB17E5: students participatingV4: picture walkIceB15/C1W15: sentence using wordIceB4C15: other before readIceB17E6: students not on taskV5: defining vocabularyIceB15W16: other word studyIceB4C16: other during readIceB17E7: students alert V6: introducing vocabIceB15C17: other after readIceB17E8: student nonresponsiveV7: revisiting vocabularyIceB15C18: other comprehensionIceB17E9: other engagementV8: summarizing vocabIceB15IceC1:students working aloneV9: illustrating vocabIceB15IceC2: students in pairsIceD1: multiple textsIceB19: dictationV10: other vocabIceB15IceC3: students in small groupsIceD2: single textIcdB20: independent writingIceB7: multiple-cueingIceC4: students full classIceD3: multiple materialsIceB21: grammarIceC5: other groupingsIceD4: other resourcesIceB22: handwritingAppendix U: HYPERLINK "" \t "ruleNo" 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 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; and3. 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; and2. 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; and3. 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; and2. 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 ListTraining2008-20092009-20102010-20112011-20122012-20132013-20142014-20152015-20162016-2017Book Study: On Solid Ground xBook Study: Sit & Get Won't Grow DendritesxBook Study: What Really Matters in Response to InterventionxLearning Community: The latest Research in ReadingxClosing the Loop online trainingxData Team TrainingxxxxxxxDiscovery Education Assessment xxxxDocumenting InterventionxxxxxxxExcel Basics and Online ResourcesxxFlorida Assessment in Reading (FAIR)xNinety Minute BlockxxxxxParent InvolvementxxxxxxxxxPrincipal/AIS/Reading Coach TrainingxxxxxReading Updates and CollaborationxxxxxxxxxResponse to InterventionxRunning RecordsxxSmall Group Reading InstructionxxxxxxxxxThe Daily FivexThe Use of STAR and SEL dataxxxxxTips for Working with TeachersxCommon Core BookxComprehension Instruction through Text-Based Discussion-book studyxReading Recovery StrategiesxxCreating & Using Learning Targets and Performance ScalesxOffice 365 computer toolsOneNotexxAcademic Intervention Specialist Training DescriptionsBook 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 directionsThe 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.center30480Who must receive Immediate Intensive Intervention (iii)?All students who score Level 1 or Level 2 on FCAT readingStudents whose FAIR Probability of Reading Success Score is 15% or less at any time during the yearStudents in grades 1,2, and 3 who scored Level 1 or Level 2 on the end of year Discovery Education AssessmentAny student who scores Level 1 or Level 2 on DEA Reading any time during this school yearAny student retained for a reading deficiencyAny 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.00Who must receive Immediate Intensive Intervention (iii)?All students who score Level 1 or Level 2 on FCAT readingStudents whose FAIR Probability of Reading Success Score is 15% or less at any time during the yearStudents in grades 1,2, and 3 who scored Level 1 or Level 2 on the end of year Discovery Education AssessmentAny student who scores Level 1 or Level 2 on DEA Reading any time during this school yearAny student retained for a reading deficiencyAny 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??????????????????RankingLast name, First Name*Rank students from highest to lowest.DEA LevelDEA Scaled Score STAR EL or STAR(scaled score) Rigby LevelSight WordsRetention/ What Grade?Excessive Absences or TardiesServices: Speech-S, ESE,ESOLiii required? Yes or No Teacher comments/ observations ??EOYEOYBOYEOYBOY????EXSmith, Jane213406501070Yes/1?ESEiii-yes1.?????????2.??????????3.??????????Appendix X: Parent Information LetterSanta Rosa County SchoolsEarly Intervention ProgramDear 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 regularlyAsk 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 SpecialistAppendix 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 ni?os 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 peque?o en el cual se enfatizara la ense?anza 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 a?o escolar. Estas son algunas actividades que puede hacer con su hijo/hija en la casa.Lea con su hijo/hija regularmenteDespués 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 AcadémicAppendix Z: Academic Intervention Specialist Staff Development LogTitle I/ESE Early Intervention Program2015-2016Staff Development Hours Documentation6400: 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. Mentoring Teacher Conferencing (discussing student data, interpreting data reports, classroom strategies, etc)Attendance at Early Intervention Program MeetingsWorkshop presentations (as facilitator)School based staff meetings (as facilitator)E-mail technical assistance correspondence (intervention services, student data, strategies, professional resources)Learning Communities (as facilitator)Training of practicum students, UWF Mentors, Paraprofessionals, reading volunteersEarly Intervention Program colleague visits Classroom presentations/ modeling 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:Calendar of events or personal calendarClass schedulesMonthly submission of Staff Development Documentation for Title I/Early Intervention Program with AIS SignatureTeacher(s) signature(s) required for all small group on one-on-one mentoringSign-in sheets and agendas required for all professional development sessionsStaff Development Documentation for the Early Intervention ProgramTeacher Name: ___________________________________ School Year:Work Location: ___________________________________ Month: _________________________________________DateActivity & Teacher name(s)Total Hours for This ActivityRunning Total for YearType 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 TeacherAppendix AA: Parent Involvement LogParent Involvement Activities School____________________DateTitle of ActivitySHORT descriptionof activityApproximate # ofparticipantsRole of AISin the event (planning, consultation, participation, provided materials, etc.)?????????????????????????????????????????????????????????????????????????????????????????Appendix BB: Academic Intervention Specialist’s Assessment Profile SheetProgress Monitoring Sheet for Students Receiving Tyner Small Group Instruction from the AISProgress Monitoring Sheet for Students Receiving Tyner Small Group InstructionStudent (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 SheetKindergarten- 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, FirstInstructional 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 weeks2nd 9 weeks3rd 9 weeks4th 9 weeks1st 9 weeks2nd 9 weeks3rd 9 weeks4th 9 weeks1st 9 weeks2nd 9 weeks3rd 9 weeks4th 9 weeksExample3813172B/173A/394/354/32(repeated 4)5275100Appendix DD: Coding Chart for Students Receiving Tyner InstructionThe 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.? Retained Y/N If so, what grade? Student IDLast 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) ???EIT HOSIPBC???All students have the EI code Tyner by class-room teacher in 90 min blockTyner by class-room teacher outside 90 min blockTyner with AIS out-side 90 min. blockEvery student taught by the AIS must have this codePush in Tyner during the block AIS, ESE, UWF or ParaTyner provided out-side 90 min. block by Para or UWFESE student Tyner by ESE teacher outside 90 min. block???? ???????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????Appendix EE: Academic Intervention Training ScheduleAIS Meeting Schedule2013-2014DateTimeAttendingFocusLocationAugust 148:00- 11:00New AIS(s)OrientationRhodes Reading CenterAugust 228:00 – 11:00AIS/Reading CoachesReview proceduresRhodes Reading CenterSeptember 512:00 – 3:00AIS/Reading CoachesPlans for 1st Tyner visitThird/Fourth Grade Procedure ChartRhodes Reading CenterOctober 41:00AIS2nd set of 4th grade materialsRhodes Reading CenterOctober 118:30 – 3:30AIS/Principal/Reading coachesDr. TynerRevisit InstituteInteractive Read AloudMTSS/EIP informationBACOctober 2412:00 – 3:00AIS/Reading CoachesRanking sheetsFourth Grade passagesRhodes Reading CenterNovember 1212:00 – 3:00AIS/Reading Coaches/Dr. TynerFeedback from visitsDevelopmental Word StudyRhodes Reading CenterNovember 2112:00 – 1:00AIS/Data ClerksCoding Chart TrainingPDCDecember 31:45 – 2:45AIS/Data ClerksCoding Chart TrainingWoodland Middle School Computer LabDecember 1212:00 –3:00AIS/Reading CoachesData Analysis Third set of 4th grade materialsRhodes Reading CenterJanuary 1612:00 – 3:00AIS/Reading CoachesText Dependent Questioning(PD)Beth LeesPlanning Time for Common Core BookSonja FryeRhodes Reading CenterJanuary 3012:00 – 3:00AIS/Reading CoachesCommon Core Book (chap. 7-10)How do we get started earlier in the year?Rhodes Reading CenterFebruary 1312:00 – 3:00AIS/Reading CoachesFormative Assessments (PD)Beth LeesCommon Core Book (chap. 11-13)Rhodes Reading CenterMarch 2712:00 – 3:00AIS/Reading CoachesCommon Core Book (chap. 14 – 16)Power of the Brain-Dr. BarberRhodes Reading CenterApril 1012:00 – 3:00AIS/Reading CoachesCommon Core book (finish)Professional Development-B. LewterRhodes Reading CenterMay 112:00 – 3:00AIS/Reading CoachesData Analysis Changes for next yearEnd of the Year Procedures and check listRhodes Reading CenterMay 2212:00 – 3:00End of the year summaryDiscuss summer trainingsEnd of the Year ProceduresTBDAIS MEETING SCHEDULE2014 – 2015DateTimeAttendingFocusLocationAugust 14Thursday8:00- 11:00New AIS ladiesOrientationRhodes Reading CenterAugust 21Thursday12:00 – 3:00AIS/Reading CoachesNew proceduresNew teacher trainingsRhodes Reading CenterSeptember 11Thursday12:00 – 3:00AIS/Reading CoachesNew ProceduresPlans for 1st Tyner visitRetention-Pam Smith Rhodes Reading CenterSeptember 23Tuesday12:00 – 3:00AIS/Reading coaches/AIS LiteracyRhodes Reading CenterOctober 30Thursday12:00 – 3:00AIS/Reading coaches/AIS LiteracyProfessional Development Coding chartsRanking sheetsReading Recovery StrategiesRhodes Reading CenterNovember 13Thursday12:00 – 3:00AISCoding chartsData/Ranking SheetsBook StudyRhodes Reading CenterDecember 3Wednesday1:00 – 3:00AIS/Dr. TynerDr Tyner will give us feedback from her school visits and provide professional development. Rhodes Reading CenterDecember 17Wednesday12:00 –3:00AISEIP ProceduresExcel tipsRhodes Reading CenterJanuary 15Thursday12:00 – 3:00AISProfessional DevelopmentProgress monitoring for students in EIP (folder)Rhodes Reading CenterMarch 12Thursday12:00 – 3:00AISProfessional DevelopmentData AnalysisRhodes Reading CenterApril 9Thursday12:00 – 3:00AISProfessional DevelopmentRhodes Reading CenterApril 23Thursday12:00 – 3:00AISProfessional DevelopmentChanges for next year to EIP Rhodes Reading CenterMay 6Wednesday12:00 – 3:00AISEnd of the Year ProceduresData Analysis Rhodes Reading CenterMay 15Friday12:00 – 3:00AISEnd of the Year ProceduresTBDAIS MEETING SCHEDULE2015 – 2016Date?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?Rhodes Reading Center?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?Rhodes Reading Center?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?Rhodes Reading Center?3/10/16?12-3Beth Lees comprehension PDAIS ladies sharing Ah-ha momentsRhodes Reading Center?3/31/16?12-3AIS ladies sharing Ah-ha momentsRussell4/28/16?TBA?Data AnalysisAIS ladies sharing Ah-ha moments??EOY Procedures and check listRhodes Reading Center?5/19/16?12 - 3?End of the Year Procedures?Changes for next year?TBA??DateTimeFocusLocationAugust 16Tuesday8:30– 11:30New teacher trainingsPlans for 1st Tyner visit4A & 4b materialsRhodes Reading CenterSeptember 16FridayNew ProceduresRunning RecordsRanking sheetsTitle One SurveyRhodes Reading CenterOctober 5Wednesday12:30 – 3:30Administrator/AIS MeetingDr. Tyner BACNovember 8Tuesday12:00 – 3:00Coding chartsRhodes Reading CenterDecember 19Monday12:00 –3:00EIP ProceduresRhodes Reading CenterJanuary 12Thursday12:00 – 3:00Professional DevelopmentProfessional Dev. CenterFebruary 7TuesdayProfessional DevelopmentData AnalysisParent InvolvementRhodes Reading CenterMarch 9Thursday12:00 – 3:00Professional DevelopmentRhodes Reading CenterMarch 30Thursday12:00 – 3:00Professional DevelopmentProfessional Dev. CenterApril 188:00– 11:00Professional DevelopmentChanges for next year to EIP Rhodes Reading CenterMay 2512:00 – 3:00End of the Year ProceduresChanges for next year to EIPTBDAIS MEETING SCHEDULE2016 - 2017Appendix FF: Responsibilities of the Academic Intervention SpecialistsAs 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.2013-2014- The AIS is to teach a minimum of 60 minutes and a maximum of 180 minutes.2014-2015- The AIS is to teach a minimum of 60 minutes and a maximum of 180 minutes.2015-2016- The AIS is to teach a minimum of 60 minutes and a maximum of 180 minutes.2016-2017- The AIS is to teach a minimum of 60 minutes and a maximum of 180 minutes.Appendix GG: Program Advisory CouncilEarly Intervention Reading ProgramAdvisory CouncilSanta Rosa District Schools2011-2012Name Title SchoolDr. Karen BarberDirector of Federal ProgramsSanta Rosa School DistrictSherry DiamondDirector of Elementary Ed.Santa Rosa School DistrictDavid JohnsonCoordinator of Continuous ImprovementSanta Rosa School DistrictKenny McCayCoordinator of LiteracySanta Rosa School DistrictLinda NovotaDirector of Exceptional Student EducationSanta Rosa School DistrictDr. Carla ThompsonEvaluatorUniversity of West FloridaCharlotte HolleyParentBagdad ElementaryPokey StanfordParentOriole Beach ElementaryTeresa EcklesTeacherGulf Breeze ElementaryPat JerniganTeacherSS Dixon IntermediateSusan CopelandTeacherWest Navarre IntermediateCarol JordanAcademic Intervention Spec.Jay ElementaryLinda BrothersAcademic Intervention Spec.West Navarre PrimaryMartha ToddLead Academic Intervention SpecialistSanta Rosa School DistrictMelissa KruegerSchool PsychologistSanta Rosa School DistrictSuzanne PfeifferReading CoachEast Milton ElementaryRoger GoldenPrincipalBerryhill ElementaryLiz WestPrincipalHolley Navarre IntermediateDawn AltPrincipalOriole Beach ElementaryDebbie AndersonPrincipalSS Dixon PrimarySherry SmithPrincipalChumuckla ElementaryAppendix HH: Kindergarten Retention GuidelinesKindergarten Essential Skills for Transition to First GradeFor Retention ConsiderationIn 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 32198312669540*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 reversalsSection 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 SummaryReport Card/Grade Reporting SummaryImportant 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.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.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”.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.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.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.Teachers should never “give grades”!! The grades must reflect an accurate picture of the child’s performance. ................
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