Identify the school-based RtI Leadership Team.

Sue Stoops, Principal
Cindy Stewart, Assistant Principal
Michael Maine, Assistant Principal
Mary Weathersby, Behavior Specialist
Kimberly Eppley, Lauren Moore, Bill Carroll, Monica Lovette Guidance
Mary Grace Surrena, School Psychologist
Vanessa Hurd, ESE Teacher
Betty Draper, Assessment Teacher
Carol Ranfone, Speech Language Pathologist
Alice Hanley, Occupational Therapist

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

The team meets 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 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

Members of the RtI Leadership Team met with the School Advisory Council (SAC) and principal to help develop the SIP. The school-based RtI Leadership Team will meet on a monthly basis to review the overall progress of each grade level toward tiered interventions for reading, math, and writing. Members of the school-based team are also members of the School Advisory Council and will be providing information and data to the SAC quarterly. The RtI team will recommend available resources and interventions to meet the needs of students based on the dissagregated assessment results.

Describe the data management system used to summarize tiered data.

Baseline data: Progress Monitoring and Reporting Network (PMRN), Achievement Information Management Hernando Initiative (AIM-Hi),Florida Comprehensive Assessment Test (FCAT), Discovery Education Progress Monitoring: PMRN, AIM-Hi, FCAT Simulation, Voyager, Compass Learning
Midyear: Florida Assessments for Instruction in Reading (FAIR), Discovery Education

End of year: FAIR,FCAT, Discovery Education (Grade 2)
Frequency of Data Days: twice a month for data analysis

Describe the plan to train staff on RtI.

Professional development will be provided during teachers’ common planning time and small sessions will occur throughout the 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?

Reading:
-Challenger made AYP for the 2008-2009 school year.
-92% of the students met high standards in Reading.
-78% of lowest 25% making learning gains
-Areas of strength include words/ phrases and main idea/ purpose.
-Reference/ research and Comparisons are areas of weakness and need to be addressed in the School Improvement Plan.

Math:
-Challenger made AYP for the 2008-2009 school year.
-68% of lowest 25% making learning gains
-89% of the students met high standards in Math.
-Areas of strength include Number Sense/ Operations and Measurement.
-Data Analysis and Probability, Geometry and Spatial Sense, and Algebraic Thinking are areas of weakness and need to be addressed in the School Improvement Plan.

Science:
-Challenger made AYP for the 2008-2009 school year.
-68% of lowest 25% making learning gains
-68% of the students met high standards in Science.
-Areas of strength include Scientific Thinking
-Earth and Space Sciences, Physical and Chemical Sciences, and Life and Environmental Sciences are areas of weakness and need to be addressed in the School Improvement Plan.

Writing:
-Challenger made AYP for the 2009-2010 school year.
-98% of the students met high standards in Writing.

Instructional Calendar Development

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

• When were the Instructional Focus Calendars (IFCs) created?
The IFCs were created in August 2009. The IFC will be updated in October 2009 as determined by disaggregated data results from the initial FAIR assessments and Discovery Education for math and science,and again in January 2010 as determined by the disaggregated data results from the December assessments.

• Was data used to develop the IFCs?
The 2009 FCAT results were utilized to develop the IFCs. Data results from the September and December assessments will also be utilized.

• Were teachers included in the development of the IFCs?
Teachers will be responsible for determining the instructional focus of whole group lessons, and small group/differentiated instruction.

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

• How was the duration of instruction selected for each Benchmark?
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.

• How will the administration ensure the IFCs are used by all teachers?
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. Administration/Leadership team will work with teachers who are demonstrating signs of struggling with IFC implementation.

• How will assistance be provided to teachers who struggle implementing the IFCs?
Teachers who are struggling with implementing the IFC will be provided additional opportunities to attend professional development sessions, have a mentor/team leader assigned to them, and participate in the process of observing other teachers who are successful. 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/Research and Comparisons were the least proficient strands and will be given priority focus.

Math: Data Analysis and probability were the least proficient strands and will be given priority focus.

Science: Earth/Space sciences and Life/Environmental sciences were the least proficient 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?

Individual students and group needs are assessed during leadership team meetings, PLC's and data chats.

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

CK8 offers students unique elective courses in art, business/economics, technology, forensics, archeology and earth/space sciences. Many of these courses focus on job skills and real-world experiences.

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?

CK8 offers students unique elective courses in art, business/economics, technology, forensics, archeology and earth/space sciences. Many of these courses focus on job skills and real-world experiences.

Direct the Instructional Focus

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

• Did grade level teachers work together to create the IFCs?

Grade level teachers will meet weekly to determine the areas of students’ strengths and weaknesses as demonstrated by class work assignments and assessment results. Lesson plans will be created for differentiated instruction, which provides lessons for all levels of students, below mastery, at mastery, and above mastery.

• Will grade level teachers meet throughout the school year to share best practices and resources when implementing the IFCs?

Teachers will meet weekly for grade level meetings and will meet monthly during Professional Learning
Communities to share best practices and resources.

How are instructional focus lessons developed and delivered?

• How were instructional focus lessons developed?

Focus lessons were created by grade level teams based on a review of previous assessments where students were struggling.

• How was it determined which lessons will be used?

The focus lessons selected by the team are aligned to the Benchmarks and standards for each subject area and cover those Benchmarks that are annually assessed on the FCAT.

• When will the lessons be taught during the instructional period(beginning of the class, end of the
class)?

The 5 to 10-minute focus lessons will be taught at the beginning of each class period.

• Who will teach the focus lesson (content area teachers only?)?

Reading, math, and science teachers will teach the focus lesson that correlates with their subject area. Elective and social studies teachers will also teach focus lessons.

How will instructional focus lessons be revised and monitored?

• What will determine if the focus lessons need to be revised?
Student mastery on mini-assessments based on the focus lessons will determine if the focus lessons need to be revised and/or re-taught.
• How will teachers and administrators ensure that the focus lessons are effective?

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.

What is the assessment used to determine student comprehension, based on the IFCs?

Mini-assessments based on the focus lessons will be administered.
• How many questions will be used for each Benchmark?
Five to ten questions per Benchmark will be utilized for assessment purposes.
• How often will the assessments be administered?
The assessments will be administered on a weekly basis.

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

What will mastery be set at for the assessments? Explain the rationale for this decision.
Mastery will be set at 80%. Mastery is set at higher than the traditional score of 70% to ensure student
proficiency of each Benchmark.
• How will the assessment results be used to redirect the IFCs and focus lessons?
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.
• How will teachers differentiate their instruction based on assessment results?

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?

• How will teachers differentiate their instruction for students who are performing at mastery levels?

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.

• When and how often will teachers meet to review assessment data (formative and summative) by content area and grade level?

Teachers will meet weekly. The meetings will alternate each week as follows: one week the teachers will meet by grade level and the following week they will meet by content area (within their PLC). This rotation will continue throughout the year.

• How will these meetings be facilitated and documented?

The meetings will be facilitated by administration, team leaders, and/or the department chairperson.

A teacher will be designated to record notes from the meeting, and the notes will be submitted along with the agenda to the administrative staff. Members of the administrative staff will attend meetings 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.

• How will the Principal and Leadership Team ensure that data analysis of assessment results is being used to differentiate instruction based on students’ academic needs?

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. Progress Monitoring logs will also be utilized to document the process of teaching, assessing, re-teaching, and re-assessing.

Supplemental and Intensive Instruction/Interventions

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

• What materials or instructional strategies will be used 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 (e.g. Voyager/Compass), in addition to Internet instructional Web sites, such as FCAT Explorer/Discovery Education, will also be utilized. Teachers will utilize instructional strategies or best practices discussed in Professional Learning Communities to provide different methods of providing instruction to
students in non-mastered areas. Resources and strategies provided at professional development workshops will also be utilized. Students consistently demonstrating non-mastery may be required to participate in tutorial
sessions before or after school.

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

Data analysis? Administrative walkthroughs? Teacher requests?

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.

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

• Data analysis? Administrative walkthroughs? Teacher requests?

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?

• How will it be determined which students receive supplemental and intensive instruction/interventions?

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

• Will students not making mastery be offered after-school assistance (e.g. Supplemental Educational Services (SES) or be assisted during the regular schedule?

Students not making mastery in grades 1-5 will be offered after-school assistance via Lindamood Bell as well as assistance during the
regular school day from assigned teachers. Math remediation for elementary students is provided through differentiated instruction. Middle school students who score Level 1 or Level 2 on FCAT Reading are placed in daily remedial reading. The Voyager program is used for this remediation.

Math remediation for middle school students who score Level 1 or Level 2 on FCAT Math receive their math remediation through a remedial math class. In addition, these students are placed in study hall five days per week with a math teacher who works with these students to remediate areas of weakness.

Students in both areas who need remediation may participate in voluntary academic Saturday School.

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

•How will it be determined if the interventions applied to students not making mastery are successful?

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. Focus assessments through FCAT Explorer will also be utilized to determine the effectiveness of supplemental instruction.

Enrichment

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

• What courses or instructional programs are offered to students who exceed mastery levels?

Students who qualify for gifted have the option of attending the county's gifted center. Students may also enroll in higher level math and elective classes.

Describe how students are identified for enrichment strategies.

• What assessments are used to determine which students are placed in higher level courses and academic programs?

FCAT results, in addition to student progress in a specific course, as well as assessment results that demonstrate consistent proficiency/mastery are used to determine placement in higher level courses and academic programs. Teacher recommendation is also taken into consideration.
• Do students and parents have input in this process?

Parent conferences are held with the recommending teacher, guidance counselor, and a member of the leadership or administrative team. The parents are counseled on the expectations for the student in the higher level course, as well as their continued parental involvement.