Identify the school-based RtI Leadership Team.

Harriet Taylor, Principal
Ivan Beach, Administrative Assistant
Leah Margulies, RtI Coach
Nicole Montgomery, Guidance Counselor
Susan Sanders, ESE Representative
Carissa English, Regular Education Representative
Linda Pitts, Reading Coach
CeCe Brown, Behavioral Specialist
Nell Burdette, AYP Intervention Teacher

Principal and Administrative Assistant: Provides a common vision for making decisions based on data, ensures the school is implementing RtI, intervention support and documentation, and communicates with parents regarding the RtI process.

AYP Intervention Teacher: Assist in disaggregating data to determine AYP needs, evaluate and report disaggregated data to the instructional staff, provide assessment support to teachers through collaborative analysis of student work and formal and informal assessments, monitor the progress of students in AYP deficit areas and offer suggestions for interventions to meet the students’ needs, assist the classroom teacher in diagnosing difficulties and creating prescriptions for those identified students, assist in the planning of sustained professional development based on AYP needs and in alignment with goals in the School Improvement Plan, collaborate with other schools/districts to acquire successful and innovative strategies. work with the district departments to promote district initiatives, model scientifically research based instructional strategies for teachers, implement staff development activities to acquaint teachers with scientifically research based instructional strategies in the areas not making AYP, provide, as needed, intensive intervention instruction for students in areas not making AYP, administer individual student assessments as needed and appropriate to AYP status, perform other related duties that will promote AYP success as needed.

Exceptional Student Education (ESE): Provides information about instruction strategies and implementation of interventions to teachers, and collaborates with general education teachers through team teaching.

Regular Education Representative: Provides information about instruction strategies and implementation of interventions to teachers, and collaborates with general education teachers.

Response To Intervention (RtI) Coach: Works cooperatively under the leadership of the district’s RtI administrator, assists teachers to implement the four steps of the problem-solving process and facilitates this process with a school-based team, assists teachers to ensure the implementation of universal screening and progress monitoring data collection in primary content areas of reading/literacy, mathematics, and behavior, assists teachers in using school-based data to determine the effectiveness of academic and behavior instruction at the core and supplemental instruction/intervention levels, assists the classroom teacher to use screening and progress monitoring data both to inform the development of interventions and the evaluation of those interventions, facilitates the development of school-based instruction and intervention maps at the core, supplemental (targeted) and intensive levels of instruction/intervention, ensures that all academic and academic support services have a place in the RtI triangle and that supplemental (targeted) and intensive interventions are integrated with core instruction, assists teachers in the evaluation of the fidelity of core instruction and skills to provide the technical support to ensure fidelity of supplemental (targeted) and intensive interventions, assists teachers in developing a documentation system to ensure sufficiency of supplemental (targeted) and intensive interventions, assists teachers in evaluating the types (positive, questionable, poor) of response to instruction/intervention for large groups, small groups and individual students, assists teachers in involving students and families in the development and evaluation of and engagement with supplemental and intensive interventions, builds and sustains relationships with educators from various disciplines that result in a shared vision of high academic and behavioral performance for all students, creates an environment in which educators trust that their input is respected, facilitates group consensus through listening, questioning, paraphrasing, summarizing, synthesizing information, displaying empathy, and provides assertive but tactful feedback, provides approved RtI workshops and in-service trainings for teachers at various times throughout the year, performs other related duties as assigned and approved by the District RtI administrator.

Reading Instructional Specialist (Reading Coach): Provides guidance on K-12 reading plan; facilitates and supports data collection activities; assists in data analysis; provides professional development and technical assistance to teachers regarding data-based instructional planning; supports the implementation of Tier 1, Tier 2, and Tier 3 intervention plans.

Guidance Counselor and Behavior Specialist: Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students. In addition to providing interventions, school social workers continue to link child-serving and community agencies to the schools and families to support the child's academic, emotional, behavioral, and social success.

Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).

Springfield RtI team will hold meetings every 3 weeks to identify students in need of RtI services, define and adapt strategies for students, review and track progress monitoring, and to provide staff development and teacher support for the implementation of the RtI process.

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan

The RtI team met with the School Advisory Council (SAC) and administration to help develop the school improvement plan.

Describe the data management system used to summarize tiered data.

Baseline Date: Florida Assessments for Instruction in Reading (FAIR), Florida Comprehensive Assessment Test (FCAT) Scores, SuccessMaker, Snap Shot, Positive Behavior Support Model (PBS), ThinkLink, and Progress Monitoring and Reporting Network (PMRN)

Progress Monitoring: PMRN, FCAT Simulations, and ThinkLink

Midyear: FAIR and ThinkLink

End of year: FAIR, FCAT, and ThinkLink

Describe the plan to train staff on RtI.

Professional Development of the RtI implementation and process will be given to the teachers during their planning time throughout the 2009-2010 school year.

Data Disaggregation 2008-2009 FCAT Data

What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?

• In 3rd grade Reading, the students matched the state at 67% in Words and Phrases, Comparisons, and Reference/Research. In Words and Phrases, a 4% gain was made in 2009 from 2008. In Comparisons and Reference/Research, an 7% gain was made in 2009 from 2008. In Third grade Math, the students matched the state of 67% in Algebraic Thinking. A 14% gain was made in Geometry and Data Analysis. In Algebraic Thinking, a 17% gain was made in 2009 from 2008. In area of Math, the weakness are Measurement, Geometry, Number Sense, and Data Analysis.

• In 4th grade Reading, the students matched the state of 75% in Reference/Research. In Reference/Research, a 25% gain was made in 2009 from 2008. In the area of Reading, the weakness are Words and Phrases, Main Idea and Comparisons. In 4th grade Math, a 10% gain was made in 2009 from 2008 in Number Sense and a 13% gain in Measurement. In Algebraic Thinking, a 14% gain was made in 2009 from 2008. The students matched the state of 63% in Measurement. In 4th grade Writing, students who made a 3.0 and 3.5 or higher scored higher in narrative writing than expository writing. Combined scores were below the district and state’s scores.

• In 5th grade Reading, the students matched the state of 67% in Comparisons and Reference/Research. In Comparisons, a 3% gain was made in 2009 from 2008. In Reference/Research, a 7% gain was made in 2009 from 2008. In 5th grade Math, the students matched the state of 55% in Measurement. The students made gains in 2009 from 2008 in Number Sense, Geometry, and Algebraic Thinking. In 5th grade Science, the students matched the state of 62% in Life and Environmental. In Earth and Space a 112% gain was made in 2009 from 2008. In Life and Environmental, a 16% gain was made in 2009 from 2008.

Instructional Calendar Development

What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading, writing, mathematics, and science?

The Instructional Focus Calendar was created in July and August of 2009 by teachers and administrators while reviewing FCAT data. This calendar will focus on benchmarks that were selected according to students’ strengths and weaknesses measured by progress on class work assignments, assessments, and data results. Administration will do classroom visitations, evaluating lesson plans, monitoring teacher data, and conducting meetings with teachers to ensure that the instructional calendar is being implemented effectively. Coaches will also be assigned to teachers who need additional assistance and support. For monitoring, we will use FAIR test results to discuss and adjust the instructional calendar.

Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics, and science)?

Reading: Main Idea, Words and Phrases, and Comparisons
Math: Number Sense, Measurement, Geometry, Data Analysis, and Algebraic Thinking
Writing: Both Expository and Narrative writing
Science: Physical/Chemical, Earth and Space, and Scientific Thinking

What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?

Quarterly Mini-assessment/RtI strategy meetings will be conducted to discuss strategies for low-performing students. Teachers will analyze student data spread sheets. During “Meeting Strand” sessions with Title I Resource teacher for Restructuring, teachers will be given staff development time to assess, analyze, and implement new strategies and lessons.

Based on those needs, we will utilize ESE services, mentoring, SES tutoring, Enrichment classes, RtI strategies, and AYP services. In addition, we have the services of reading, math, and science coaches.

How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

Parents will be encouraged to participate in Family Reading/Math night that will occur throughout the school year. In addition, students will participate in a school wide science fair. Teachers will integrate science and social studies into reading curriculum. In addition, art and physical education teachers will integrate those skills into their curriculum. The PBS Model will be implemented.

How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

The PBS Model will be implemented. Teachers introduce a variety of careers by discussing community helpers and having classroom visitation from community members. 5th grade is departmentalized in subject areas.

Direct the Instructional Focus

How are lesson plans and instructional delivery aligned across grade levels and subject areas?

Teachers will meet bi-monthly to discuss standards and lesson planning. Lessons will be created for differentiated instruction to provide lessons for all students at various academic levels. Teachers can share best practices and resources at faculty meetings. Teachers will also have meetings and staff development with the AYP Intervention teacher, RtI coach and reading coach to review data and progress monitoring. Teachers will be involved in cross grade level meetings.

How are instructional focus lessons developed and delivered?

Teachers will develop and deliver standards based instructional strategies utilizing learning centers, Enrichment classes, SMILE Writing, CRISS strategies, and SMART Strategies. Coaches will be available to give support for lessons and assessments. Teachers will use the first 5 to 10 minutes of each core lesson to explain topic, standard, and purpose for said lesson.

How will instructional focus lessons be revised and monitored?

Instructional focus lessons will be revised and monitored based upon on-going student assessments to include both formative and summative assessments, FAIR, SuccessMaker, and tutorial assessments. Lessons will be monitored and revised based on the need of students.

Assessment

Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention.

Formative assessments will include running records, classroom assignments, teacher observations and assessments.

How are assessments used to identify students reaching mastery and those not reaching mastery?

Teacher analyzes on-going Pre and Post assessments, teacher developed assessments, and unit assessments. Mastery is set at 80% to ensure student proficiency of each benchmark. Teachers will differentiate their instruction as indicated by assessment results to provide intensive instruction to those students earning less than 50% accuracy, additional instruction and practice for those students earning between 50-70%, and enrichment instruction to students earning 80-100%.

Maintenance

How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the Instructional Focus Calendar?

On-going assessments results are analyzed to determined the focus for teaching and the time allotment for benchmark mastery through the use of the Instructional Focus Calendar.

Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.

Teachers will be involved in meetings such as RtI strategy meetings, Mini-assessment meetings, meetings with the principal, Leadership team meetings, bi-monthly grade level meetings, and staff development with District Resource teachers. The documentation of said meetings will include a sign in sheet and minutes from the meeting.

Monitoring

Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

Classroom Walk Through (CWT), staff development, IPDP planning, and monthly Leadership team meetings will assist with the monitoring and on-going implementation of strategies. Instructional coaches will offer support to the teachers through staff development, providing resources, and modeling whole group instruction.

Supplemental and Intensive Instruction/Interventions

Identify the core, supplemental, and intensive instruction and interventions.

State adopted programs to include Harcourt Story Town Reading, Harcourt and SRA Science. The supplemental programs are Saxon Math, Write Source, Times For Kids, Social Studies Weekly, Orchard, Waterford, EdMark, FCAT Explorer and Test Maker, Accelerated Reader, SuccessMaker for reading, science, and math. The interventions are SRA Reading Mastery, Harcourt Reading Intervention Program, and Center Stage.

How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas?

Teachers will provide RtI individual/small group remediation 30 minutes during SME time. Teachers will also pull students for small group instruction during the 90 minute Reading block. Paraprofessionals will offer additional support through tutorials.

How does the school identify staff’s professional development needs to improve their instructional strategies?

Staff development will be identified by teacher input, surveys, CWT, and FCAT data.

Which students will be targeted for supplemental and intensive instruction/interventions?

All subgroups which include blacks, low-socio economically disadvantaged, SWD, and Lowest 25%,Level 1 and Level 2, and previously retained students will be targeted for supplemental and intensive instruction/interventions.

How will the effectiveness of the interventions be measured throughout the year?

Effectiveness will be measured throughout the year by progress monitoring, pre/post test, teacher observations and assessments.

Enrichment

Describe alternative instructional delivery methods to support acceleration and enrichment activities.

We have enrichment classes that include 2nd through 5th grade. Lessons pertain to academic standards and benchmarks for reading, math, science, and writing. Enrichment through differentiated instruction is also provided.

Describe how students are identified for enrichment strategies.

Students are identified from the highest academic level of students and the lowest 25% of students. These students are identified from previous and current assessments. Teacher recommendation is also taken into consideration.