Identify the school-based RtI Leadership Team.

Duane Barber, Vicki Bennett, Sharon Leonard McCrone, Loraine McClellan, Donna Traylor, Sandra Waller, Michele Futch, Tracy Basford, Allyson Howell, Teresa Estes.

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

The team will meet once a month to engage in the following activities: Review universal screening data and link to instructional decisions; review progress monitoring data at the grade level and classroom level to identify students who are meeting/exceeding benchmarks, at moderate risk or at the high risk for not meeting benchmarks. Based on the above information, the team will identify professional development and resources. The team will also collaborate regularly, problem solve, share effective practices, evaluate implementation, make decisions, and practice new processes and skills. The team will also facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation.

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

The RtI Leadership Team takes an active role in the development and implementation of the SIP. The problem-solving process utilized by the RtI team is essential to both problem identification and implementation of effective solution focused interventions necessary for school improvement. The RtI Leadership Team has identified a variety of concerns across all tiers, which include not only the academic needs but the social/emotional needs of students as well. To address the needs of students at BHS, the RtI Leadership Team has recommended initial intervention strategies which include, but are not limited to, the following: clear expectations for instruction, alignment of processes and procedures, and increased progress monitoring/data analysis.

Describe the data management system used to summarize tiered data.

Baseline data: Progress Monitoring and Reporting Network (PMRN), FAIR,mini-assessments given from Instructional Focus Calendars developed by the state, and FCAT
Midyear: Florida Assessments for Instruction in Reading (FAIR), mini-assessments given from Instructional Focus Calendars, Progress Monitoring data
End of Year: FAIR,Calhoun Writes, FCAT

Describe the plan to train staff on RtI.

Professional development will be provided to teachers throughout the year. One session was held last May to introduce teachers to the RTI process. Another session was held on 8/3/09 during pre-planning. The RtI team will evaluate additional staff professional development needs during team meetings.

Data Disaggregation 2008-2009 FCAT Data

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

The DART model was used to identify strengths and weaknesses in student performance on the FCAT reading. The 9th grade results were at or above the state average on the subtests for words/phrases 78%, main
idea/purpose 74% and comparisons 75%. The results were below the state average for reference/research 44%. The 10th grade results were at the state average for main idea/purpose 65% and comparisons 63%. The results were below the state average for words/phrases 50% and reference/research 50%.

The DART model was used to identify strengths and weaknesses in student performance on the FCAT math. The 9th grade results were at or above the state average in number sense 50%, measurement 57%, geometry 64%, algebraic thinking 60% and data analysis 75%. The 10th grade results were at or above the state average in number sense 56%, measurement 60%, geometry 36%, and algebraic thinking 57%. The results were below the state average for data analysis 45%.

The DART model was used to identify strengths and weaknesses on the FCAT Writing. The 10th grade results were below the state average on combined scores 68%, expository 68%, and persuasive 68%.

Instructional Calendar Development

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

The IFCs were created in July 2009. The IFCs will be updated in October 2009 as determined by disaggregated data results from the September ThinkLink and FAIR results and again in January as determined by the disaggregated data results from the December Mid-term Test.

The 2009 FCAT results were utilized to develop the IFCs. Data results from the progress monitoring tools, ThinkLink and FAIR September Test and December Test will also be utilized.

Teachers will be responsible for determining the instructional focus of whole group lessons and small group/differentiated instruction.

Benchmarks were selected as indicated by students’ strengths and weaknesses, which were measured by progress on class work assignments, assessments, and data results.

The duration of instruction for each Benchmark was determined by the amount of time allotted in the IFC to ensure that students are exposed to all Benchmarks prior to FCAT testing. Within the amount of time allotted in the IFC, teachers will provide instruction on each Benchmark, allow the students an opportunity to practice, assess the students’ knowledge, and then re-teach the Benchmark as indicated by student progress, either in a whole group or small group setting.

Administration will implement a continuous cycle of making classroom visitations, evaluating lesson plans, monitoring teacher data, and conducting meetings with teachers to ensure that the IFC is being utilized and implemented effectively. Coaches will also be assigned to teachers who are demonstrating signs of struggling with IFC implementation.

Teachers who are struggling with implementing the IFC will be provided additional opportunities to attend professional development sessions, have a mentor assigned to them, and participate in the process of observing other teachers who are successful. The reading coach and/or department chairperson will provide additional assistance to the teacher. The teacher will participate in Professional Learning Communities, and utilize the support of their colleagues during weekly team meetings.

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

Reading: Reference and research was the least proficient strand and will be given priority focus.
Writing: Expository writing was the least proficient strand and will be given priority focus.
Mathematics: Geometry and data analysis were the least proficient strands and will be given priority focus.
Science:Life and Environmental Sciences was the least proficient strand and will be given priority focus.

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

As teachers work through the instructional focus calendar and assess students' mastery of the skills, they will reteach to the students who have not mastered the assessed benchmark. Other students will be offered enrichment opportunities.

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

Teachers work to integrate lessons that demonstrate real world applications into the instructional calendar. Nonfiction articles are used to incorporate current events into lessons.

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?

Students are required to select a Major Area of Interest before entering 9th grade. All 9th, 10th,and 11th grade students work through CHOICES, a program to help them identify career interests. Each student is assisted by the guidance counselor and career specialist on which classes to take in support of his or her MAI. The 12th grade students also participate in Career Fair in Jackson County and Career Shadowing.

Direct the Instructional Focus

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

Subject area teachers will meet biweekly to determine the areas of students’ strengths and weaknesses as demonstrated by class work assignments and assessments results. Lesson plans will be created for differentiated instruction, which provides lessons for all levels of students, below mastery, at mastery, and above mastery.
Teachers will meet weekly to share best practices and resources.

How are instructional focus lessons developed and delivered?

Focus lessons were provided by for each subject area based on the review of previous assessments where students were struggling. The focus lessons selected are aligned to the Benchmarks that are annually assessed on the FCAT.
The 5-10 minute focus lesson will be taught at the beginning of each class period.
will teach the focus lesson that correlates with their subject area.

How will instructional focus lessons be revised and monitored?

Student mastery on mini-assessments based on the focus lessons will determine if the focus lessons need to be revised and/or re-taught.
Teachers and administrators will ensure the effectiveness of the focus lessons by analyzing data results from focus lessons as they are re-assessed intermittently throughout the year. Proficiency of skills and benchmarks should also be evident in skills and Benchmarks that are taught as part of the whole group instruction.

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.

Mini-assessments based on the focus lessons will be administered.
The assessments will be administered on a monthly basis.

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

The assessment results will be used to determine the instructional focus of whole group lessons. An Item-Analysis of the assessment will be utilized to re-teach the questions that students missed most frequently.
Teachers will differentiate their instruction as indicated by assessment results to provide intensive instruction to those students earning less than 50%, additional instruction and practice opportunities for those students earning between 50-70%, and enrichment/advanced 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?

Students at and above mastery level will receive opportunities to enhance or enrich current skills by participating in project activities, hands-on activities, or other supplemental lessons which will reinforce the skill and maintain the level of mastery/proficiency.

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 meet weekly. The meetings will either be grade level or content areas. These meetings will continue throughout the year.
A teacher will de designated to record notes from the meeting, and the notes will be submitted to the administrative staff. Members of the administrative staff will attend meeting on a rotating basis.

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.

The Principal and Leadership Team will meet with teachers either during weekly meetings, or one-on-one to discuss assessment results and student progress. During these meetings, lesson plans, data binders, and student portfolios will be utilized to provide evidence of instruction, assessment, and differentiation to address individual student needs.

The instructional coaches will assist teachers with providing instruction on the focus lessons either by modeling whole group instruction or assisting the teacher in providing small group instruction. The instructional coach will also help with the process of grading, recording, and charting student scores.

Supplemental and Intensive Instruction/Interventions

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

Read 180, Reading Advantage, Impact, Rev It Up, Jim Burke’s 50 Essentials`

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

Resources from the state adopted textbooks which are designed for intensive instruction will be utilized. Computerized programs or instructional software in addition to Internet instructional Web sites such as FCAT Explorer will be utilized. Teachers will utilize instructional strategies or best practices discussed in professional development worksops to provide different methods of providing instruction to students in non-mastered areas.

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

Common areas of concern in the areas of instructional delivery, classroom management, etc., as evidenced by administrators’ observations, teacher surveys, and student performance/data analysis, will determine the need for professional development sessions.

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

As a result of progress monitoring (class work assignments and assessment results) and observations (classroom teacher, administrators, instructional coach, counselors, etc.) students who consistently demonstrate academic difficulty will receive supplemental and intensive instruction/interventions.

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

All personnel providing services to a student not making mastery will meet to discuss their evidence and/or documentation of strategies and interventions that have previously been utilized. Factors hindering implementation of a strategy (attendance, behavior, etc.) will be addressed and resolved. Strategies that are unsuccessful will be discontinued and replaced with alternative interventions. DA Baseline assessments from the Instructional Focus Calendar will also be utilized to determine the effectiveness of supplemental instruction.

Enrichment

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

Students who typically exceed mastery levels participate in the school’s gifted, honors, dual enrollment, and advanced placement classes. Students may also enroll in elective classes that include foreign language, music, vocational courses, etc.

Describe how students are identified for enrichment strategies.

FCAT results, in addition to student progress in a specific course, as well as assessment results (ACT, SAT, CPT) that demonstrate consistent proficiency/mastery are used to determine placement in higher level courses and academic programs. Teacher recommendation is also taken into consideration. If students indicate proficiency on benchmarks, teachers will indorporate advanced academic materials.