Identify the school-based RtI Leadership Team.

Identify the school-based RtI Leadership Team.
1. Veronica D. Knight, Principal
2. Glen Stewart, APC
3. Jena Bolasny, School Psychologist
4. Barbara Meshna, Guidance Counselor
5. Marshall Schroeder, Guidance Counselor
6. Yvette Robitaille, Reading Coach
7. Grace Hutchinson, Social Worker
8. Windell Roberson, Program Advisor
9. Kenneth Myers, SAC Chair

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

The purpose of the RtI team in our school is to provide high quality instruction/intervention matched to student needs and using performance and learning rate over time to make important education decisions to guide instruction. The RtI team functions to address the progress of low performing students, help meet AYP and help students stay in regular education setting and improve long term outcomes. The team uses a problem solving model and all decisions are made with data.

• We will receive training on how to implement RtI.

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

• Kenneth Myers, the School Advisory Council (SAC) Chair is a member of the Problem Solving Team.
The Problem Solving Team along with the faculty and SAC were involved in School Improvement Plan
• The School Improvement Plan is the document that guides the work of the Problem Solving Team. The large part of the work of the Problem Solving Team is outlined in the Action Steps, Evaluation Process, Evaluation Too, and Professional Development of the School Improvement Plan.
• Since one of the main tasks of the Problem Solving Team is to monitor student data, it will monitor the effectiveness of the Action Steps and suggest modifications if needed.

Describe the data management system used to summarize tiered data.

Academic teachers are responsible for maintaining TABE pre, interim and post assessments.

Describe the plan to train staff on RtI.

• The RtI PowerPoint presented to Principals during School Improvement Training will be shared with staff.
• As the District’s Problem Solving Team develops resources and staff development courses on RtI, these tools and staff development sessions will be conducted with staff when they become available.
• Professional Development sessions will occur during Tuesday faculty meeting times.

Data Disaggregation 2008-2009 FCAT Data

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

D.W. Waters Career Center 2009-2010 beginning school data based on the TABE:
Reading Average Grade Level: 5.5 Math Computation Average Grade Level: 5.0
Language Average Grade Level: 4.2 Applied Mathematics Average Grade Level: 6.2

Instructional Calendar Development

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

• Our instructional calendar aligns with the district’s calendar to include all district and state assessments (FCAT, FAIR, CELLA, ACT/SAT, TABE and GED). We use these assessments to provide data to drive instruction.
• There are specific benchmarks that each and every student must accomplish in order for proper credit to be given. The TABE test which is given 3 times a year, drives the course assignment that each and every student is assigned based on ability and results. Teacher made tests, quizzes and lesson reviews are done through the course of the nine weeks to monitor progress.
• Each teacher monitors their individual classes and makes academic adjustments as necessary.
• Instructional calendars and curriculum pacing are altered to meet students’ needs.
• We have a pilot program (Program Excel) that serves 39 middle schools 15 soon to be 16 year olds. This is a program we have that addresses specific academic curriculum.
• Our Career Center program was designed to be a two year program in order to meet our school’s benchmarks: 11 total credits (8 academic and 3 technical), pass FCAT reading and math and pass the GED.
• We have active committees that include: 1) Best Practices for both academic and technical programs, 2) Peer teachers and peer support groups, 3) Various school improvement committees and 4) Constant communication via internal email, and walkthroughs.
• Assistance is provided to struggling teachers through peer teachers, open individual conversations, workshops and the opportunity to observe other teachers.

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

Reading:
o 9th grade - Main Idea, inferences…
• Math:
o 9th/10th grade – Quadratic equations …
• Science:
o 8th grade – Scientific thinking, vocabulary…

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

The process begins with teacher input, based on observations and assessments, followed by counselor evaluations and support. The administration is able to look at the student performance information in Sagebrush to get an overall picture of individual student grades given, assessment gains, and to monitor their progress and needs.

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

The school’s goal is for students to become industry certified so they can go out into the workforce and be successful.

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 school’s goal is for students to become industry certified so they can go out into the workforce and be successful.

Direct the Instructional Focus

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

• PLCs meet twice a month. At these meetings, teachers share best practices, as all of our teachers work with at-risk students who are at different academic levels. All teachers use 10 minutes at the beginning of each period to provide a mini-lesson based on student need.

How are instructional focus lessons developed and delivered?

PLCs work together to build mini-lessons. PLCs also work together to share and build lessons for their core curriculum.

How will instructional focus lessons be revised and monitored?

• Administration monitors the delivery of the regular curriculum lessons and Mini-Lessons through administration walkthroughs, and monitoring of the discussion.
• PLCs discuss and implement alternative teaching strategies and lessons for students who continue to show non-mastery. These discussions build a database list of effective teaching strategies for the PLC to use with current and future 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.

Core Curriculum
• FAIR – reading assessment
• TABE – reading, math and language arts assessment
• PLATO – core courses
• FCAT
Supplemental/Intensive Instruction
• Students receiving Supplementary Services and Intensive Services will use all the assessment tools listed above.

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

The TABE is used to identify students who have or have not mastered targeted skills. These students are regrouped within the classroom and given additional instruction.

Maintenance

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

The TABE is used to identify students who have or have not mastered targeted skills. These students are regrouped within the classroom and given additional instruction.

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.

TABE data is discussed within PLCs. Best practices are shared to be incorporated into lessons to increase student achievement.

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 leads the leadership team meetings, attends PLC meetings and monitors overall student attendance, TABE testing, and FAIR testing.
• The APs monitor master calendar, plan and conduct PLCs, monitor and make changes to assessment calendar and intervene on a need basis anything having to do with academic progress.
• The leadership team monitors the data analysis on a quarterly basis and makes recommendations for curriculum adjustments where needed.
• The principal and APC conduct classroom walkthroughs to monitor the teaching and learning process.

Supplemental and Intensive Instruction/Interventions

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

Core Curriculum
• Through Project Excel, overage middle school students are able to move to 10th grade
• Through the Teen Parent Program, students are able to continue their education during their pregnancy and return to their neighborhood schools without falling behind in their academic studies.
• Through the Career Academies Programs, students earn industry certification.
• Through core curriculum, students who pass the FCAT (or ACT), earn required academic and career credits, and pass the GED are able to receive a regular high school diploma.

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

Students who are experiencing difficulty in the core curriculum attend ELP during the school day.

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

• Data analysis at the beginning of the school year of teacher’s past year data and current student data
• Teachers’ reflection on the Action Steps within the School Improvement Plan
• Teachers’ reflection on the Professional Development listed in the School Improvement Plan
• Teacher needs and requests through IPDPs
• Administrative walkthroughs and conferences with teachers
• Instructional Coaches conferences with teachers

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

• Students who are not successful in the core curriculum (per progress reports) are targeted for ELP services.
• Students earning high school credits who are demonstrating non-mastery through PLATO reports, receive targeted interventions and parental communication.

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

• TABE is administered three times a year, teacher-made tests are administered at the end of a chapter/lesson, quizzes are done weekly on a need basis and end of course exams are administered at the end of each quarter.
• FAIR Data
• PLATO Report

Enrichment

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

• At all levels, classroom teachers differentiate instruction so that students who have mastered skills have the opportunity to enhance their knowledge base.
• We have a pilot group of middle school students (Project Excel) that are assigned specific courses related to those students who are in transition.
• At the middle level, the following high school courses are offered: Algebra 1, Intensive Math I, Integrated Science, Intensive Reading, American Government, Law Studies, and English I.

Describe how students are identified for enrichment strategies.

• Student performance on assessments
• Student performance on class work
• Teacher recommendations
• Counselor recommendations
• When needed, one-on-one conferences with students and parents