Identify the school-based RtI Leadership Team.

A. Principal- Robert Nelson
B. Assistant principal for curriculum – Gina Piloto
C. School psychologist – Jim Landers
D. Guidance counselor – Roberta Brogan
E. Department heads – Shawn Morgan, M.J. Ferguson
F. Reading coach – Virginia Kale
G. ESE Specialists – Tonya Thomas and Triana Mascaro
H. ELP Coordinator – Gina Piloto
I. School Improvement Committee chair- Donald Robinson
J. Classroom teacher(s)

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 and intervention matched to student needs and using performance and learning rate over time to make important education decisions that will guide instruction. The RtI team functions to address the progress of lower performing students and help them to meet AYP. The RtI will help students stay in regular education settings and improve long-term outcomes. The team uses a problem-solving model and all decisions are made with data.

Our RtI team will serve as the main leadership team of the school. The RtI Team will meet twice a month to use the RtI problem-solving model to

oversee a multi-tiered model of service delivery (“Core/Tier 1,” “Tier 2,” and “Tier 3”).
determine scheduling needs, curriculum, and intervention resources.
review and interpret student data (Academic and Behavior).
organize and support systematic data collection.
strengthen the Tier 1 (core curriculum) instruction through the implementation of PCLs and the use of school-based, scientifically validated instruction and interventions. This year our RtI team will focus on differentiated instruction practices.
plan, implement and oversee the supplemental and intensive intervention for student progression in Tier 2 and Tier 3.
work collaboratively with the PLCs in the implementation of the continuous improvement model and progress monitoring.
coordinate /collaborate with other working committees such as the Reading Leadership Team.
assist in the implementation and monitoring of the Differentiated Accountability Model.
identify professional development needs and resources.

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

The School Advisory Council (SAC) Chair is a member of the RtI team.

The RtI Team, along with the faculty and SAC, were involved in School Improvement Plan development activities that were conducted prior to school being out for 08-09 school year and during preplanning for 09-10
The School Improvement Plan is the document that guides the work of the Problem Solving Team. The large part of the work of the RtI Team is outlined in the Action Steps, Evaluation Process, Evaluation, and Professional Development of the School Improvement Plan.

Since one of the main tasks of the RtI 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.

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 RtI Team develops resources and staff development courses on RtI, these tools and staff’s 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?

Reading

In grade 10, 66% of students made AYP in FCAT reading compared to 79% in 2008.
52% of Hispanic students made AYP in FCAT reading in 2009 compared to 51% in 2008.
31% of Economically Disadvantaged students made AYP in FCAT reading in 2009 compared to 38% in 2008.
42% of Students with Disabilities made AYP in FCAT reading in 2009.

Mathematics

In grade 10, 87% of students made AYP in FCAT mathematics compared to 85% in 2008.
60% of Economically Disadvantaged students made AYP in FCAT mathematics compared to 56% in 2008.
59% of Students with Disabilities made AYP in FCAT mathematics.

Writing

94% of students met the state standard in writing compared to 96% in 2008.
77% of Students with Disabilities met the state standard in writing compared to 92% in 2008.

Graduation Rate

The 2010 graduation rate for all students was 93% in 2009, unchanged form 2008.
The 2010 graduation rate for Economically Disadvantaged was 76% in 2009, unchanged from 2008.

Attendance

The attendance rate for 2009 was 95.05%.

Instructional Calendar Development

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

Instructional Focused Calendars in reading, math, science and writing in FCAT tested grades are developed within departments and PLCs. In our district, these calendars are called school-based Reinforcement Instructional Calendars. The school-based Reinforcement Instructional Calendars do NOT replace the district- level instructional calendars or curricular guidelines; the two calendars coexist within the levels.
Plant’s Reinforcement Instructional Calendars outline lessons and assessments to be used across specific courses. Florida identifies essential standards, benchmarks, skills, stands and/or concepts. Using this information as a base, grade level and subject area PLCs develop school-based reinforcement instructional calendars for teaching, re-teaching and reinforcing specific skills that were identified, through data analysis, as weaknesses.
The purpose of the school-based Reinforcement Instructional Calendars is to ensure that the essential skills that were found as weaknesses in data analysis have been covered prior to the FCAT test.
Additionally, the Reinforcement Calendars outline Mini-Lessons and Mini-Assessments to be used across a grade level or subject-specific course. A Mini-Lesson is a ten minute lesson on one skill that still needs mastery or reinforcement. A Mini-Assessment is short (4-5 question) assessment on the skill that is receiving focus. Mini-Lessons and Mini-Assessments are taught along with the regular curriculum.
The framework for the Reinforcement Instructional Calendars is created at the beginning of the school year within PLCs along with the support of Instructional Coaches. However, the Reinforcement Instructional Calendars are fluid documents and are modified on a regular basis by P LC members after on-going data monitoring. At Plant, Reinforcement Instructional Calendars are updated an average of every nine weeks.
The data used to develop and modify the Reinforcement Instructional Calendars includes 2009 FCAT data, 2009 district-level baseline assessments, PLC common assessments, nine weeks exams, semester exams, FAIR data, and daily work performance.
PLCs will provide updated Reinforcement Instructional calendars attached to their PLC logs to administrators. PLC Reinforcement Instructional Calendars will be reviewed and progress discussed at biweekly RtI Team meetings.
All grade levels meet in Professional Learning Communities in the areas of Language Arts, Reading, Math, Science and Social Studies. In grades 9 and 10, Reinforcement Instructional Calendars are developed for regular and honors Language Arts. In grades 9 and 10, reinforcement calendars are developed for Algebra 1 regular and honors along with Geometry. In grades 9, 10 and 11, Reinforcement Instructional Calendars are developed for regular and honors Physical science, Biology and Chemistry. Reinforcement Instructional Calendars are developed for all reading classes. Administration and Instructional Coaches will have a copy of all updated Reinforcement Instructional Calendars.
Administration and Instructional Coaches will conduct classroom walkthroughs to ensure the implementation of Reinforcement Instructional Calendars. The goal will be to visit each teacher’s classroom at least two times a week.
Teachers who are struggling with implementing Reinforcement Instructional Calendars will have the support of their PLCs, as they meet two times a month for 45 minutes. If needed, Instructional Coaches will model and assist teachers in the use of the Reinforcement Instructional Calendars. In addition, these teachers will be allowed to observe other teachers who are successful, have a mentor assigned to them, and attend Professional Development sessions offered at the school site and at the District-level.

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

Based on the beginning of the year data, the following skills or benchmarks will be given priority order. However, theses skills and benchmarks might change on the Reinforcement Instructional Calendars based on ongoing progress monitoring data.

The following skill or benchmarks will be given in priority order

Reading:
9th/10th grade- Main Idea; Plot and Purpose; Reference and Research; author’s purpose; drawing conclusions; vocabulary in context

Math:
9th/10th grade- Data Analysis and Probability; Measurement

Science:
9th grade- Physical and Chemical Sciences; Earth and Space Sciences

10th grade- Science Inquiry Lessons (FCIM)

Writing:
9th/10th grade-support; vivid writing; transitions; diction; organization; modes of discourse

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

The administration examined the learning gains by teachers and adjusted the master schedule to ensure low-performing teachers would not teach the same students again.

The administration examined the learning gains by teacher to ensure that some of the strongest teachers are with the weakest students.

The district used an automated scheduling system, SILK, to ensure there are enough intensive, regular, advanced, honors, and AP courses according to student ability based on FCAT scores.

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

At our high school, students can select electives in the areas of Band, Chorus, Orchestra, Journalism, JROTC, Web Design, Drama, TV Production, Stagecraft, Photography…Many of these courses focus on job skills.

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?

Each year, our school offers an elective fair that exposes them to the curriculum of the elective course.

Students meet with counselors on an annual basis for guidance in filling out their Course Selection sheets for the following year. These Course Selection sheets are sent home for parent review and signature. Students also receive teacher recommendations

Where needed, administrators or guidance counselors conduct in-person or phone conferences with parents regarding students’ course placement.

Direct the Instructional Focus

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

Subject-specific PLCs will meet on Tuesdays after school two times a month or on early release days.
PLCs meet on a regular basis to accomplish the following:
Discuss “regular” District-level Curriculum Guides/Calendars
Using the district-level Curriculum Guides/Calendars, align daily lesson plans to ensure all students are receiving the same curriculum.
Identify common formative assessments (25-50 questions) every 4-9 weeks to check progress across a grade level or subject specific course.
Within the subject-specific PLCs, School Based “Reinforcement” Instructional Focus Calendars are built.
Within the reading, foreign language, science, and math PLCs, Instructionally Focused Mini-Lessons and Mini-Assessments are identified and developed.
Based on students’ needs and data, PLCs spend time sharing, researching, modeling, and implementing researched-based effective instructional strategies for the core curriculum lessons.
PLCs conduct research of student data (along with instructional Coaches and district-level personnel) to identify, develop, and implement effective instructional strategies within the core curriculum lessons.
The PLCs work on the implementation of effective teaching methods and strategies are recorded on PLC’s logs. PLCs share their findings with other PLCs within the school.

This year our school’s PLCs will focus on Research-based Strategies for Increasing Student Achievement. This strategies will include the following:
Identifying similarities and differences
Summarizing and Cornell note taking
Practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Cues, questions, and organizers

How are instructional focus lessons developed and delivered?

Instructionally Focused Mini-Lessons and Mini-Assessments are identified and developed. Mini-lessons and mini-assessments were provided by district personnel. These reinforcement tools are use by the classroom teacher and usually are done in ten-minute blocks of time.
PLCs use material from the district-adopted curriculum to develop their lessons and Mini-Lessons. Mini-Lessons are developed by PLCs with the support of Instructional Coaches and PLCs use materials from the district-adopted curriculum to develop Mini-Lessons. In the areas of science, reading, math, and foreign language, PLCs use the bank of Mini-Lessons that have been developed at the district level.
In the areas of FCAT skills practice, PLCs use the lessons and Mini-Lessons that fit the needs of their students.
All lessons have the following components:
Direct instruction
Teacher models and examples
Active involvement of students in the learning process
Guided and independent practice
Checks for understanding

How will instructional focus lessons be revised and monitored?

Administrators monitor the delivery of regular curriculum lessons, Mini-Lessons, and teaching techniques through administration walk-throughs, PLC meeting notes, and discussion of data at the RtI Team meetings.
PLCs discuss and implement alternative teaching strategies to use with current and future students. The PLCs will align lesson plans based on the district subject area calendar guidelines. The PLCs will make common assessments (PLC-created instruments, writings) and will use alternative strategies for students who continue to show non-mastery.
PLCs will include mini-lessons and assessments in their alternative strategies.
The principal will meet with each teacher three times a year to review individual data in relation to Individual Professional Development Plans and focused lessons.

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.

The following is a summary of the assessment used to measure student progress in core, supplemental, and intensive instruction.

Core Curriculum

State level/district level
FCAT-released tests
Schools follow a district calendar for baseline and mid-year assessments.
District generated assessments by the office of assessment.
Subject-specific assessments generated by district-level subject supervisors in Reading, Math, Writing, and Science
FAIR
DAR
DIBELS

Common assessments(given every 4-9 weeks)
A Common Assessment is a diagnostic tool. It covers a unit of instruction or series of skills/benchmarks.

A Common Assessment is an evaluation given to all students across a specific subject. It covers all of the skills taught within a certain time period. The purpose of the common assessment is to
determine if the lesson plans and teaching strategies used to teach the core curriculum are effective or need to be modified.

determine which skills need to be taught with alternative strategies.

determine which skills need to be re-taught within the core curriculum and which skills need to be moved to the reinforcement instructional calendar.

determine which students need differentiated instruction within the classroom and which students might need supplemental services.

A Common Assessment can be
a district-generated test provided by content supervisors.
a PLC-developed test using district-adopted curriculum assessment material/resources.
a PLC-developed test using the achievement series Scantron testing bank of question.
a chapter test.
a strand test.

In the area of language arts/reading, common assessments are given in the core curriculum every two weeks.

In the area of math, common assessments are given in the core curriculum every two weeks.

In the area of science, common assessments are given in the care curriculum every two weeks.

In the LA/Reading, Math, and science areas, the common assessments are usually 25-50 questions in length.

In the area of Writing, writing will be given monthly.

In Language Arts and Reading, PLCs will identify and build their own common assessments using District-Adopted Assessment Materials or Scantron test bank questions.

PLCs identify and build their own Mini-Assessments using District adopted assessment materials. The purpose of the Mini-Assessment is to determine student mastery of a skill and to determine the effectiveness of the Mini-Lesson.

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

Its is recommended that 75-85% of the students master a common assessment or mini- assessment before a teacher moves on to another targeted area. The students not mastering the targeted skills (the other 20-25%) will receive differentiated instruction within the classroom using alternative teaching strategies. After re-teaching using alternative strategies, re-assessment will occur to ensure mastery. Students who demonstrate mastery will be involved in enrichment/advanced instruction.

Maintenance

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

Maintenance helps reinforce skills and knowledge until they become a part of the students’ knowledge base. Maintenance is a school-wide learning strategy and is on-going.

Based on the results of common assessments, skills are moved by PLCs to a “maintenance level” of instruction on the Reinforcement Instructional Calendar. This will ensure that the skill level is maintained.

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.

As stated earlier, PLCs meet two times a month. When assessments have been given, data analysis will occur at the next PLC meeting. The focus of following PLC meetings will center on using the data to modify and improve instruction and determine grouping of students for differentiated instruction.
PLCs are led by a PLC Facilitator.
PLCs record their work on PLC logs. These logs are turned in to administration on a regular basis. The administration will review the logs and provide feedback to all PLCs.
The work of PLCs is public, and they share their efforts with other PLCs and with the Problem- Solving Team.
Minutes are taken at the RtI Team meetings and posted on Plant Internal for the entire school staff to review.

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.

Principal, Assistant Principals, and Instructional Coaches monitor the components of the Florida Continuous Model through classroom walk-throughs, PLC walkthroughs, PLC logs, and by attending RtI Team meetings.
Administration will provide feedback to all PLCs on their logs.
Where necessary, Instructional Coaches will assist teachers with providing instruction or core lessons by modeling through model classrooms.
The RtI Team, along with Administration and Instructional Coaches, will ensure that teachers are monitoring student progress. A progress monitoring system will track the process of teaching, assessing, re-teaching, and re-assessing.

Monitoring of practices currently taking place in our school include
principal-teacher Individual Professional Development Plan meetings.
administration-student data chats every nine weeks.
teacher-student data chats every month.
data notebooks.
student portfolios.
students charting their own progress.

Bi-monthly, the RtI Team meets so PLC facilitators, Instructional Coaches, and department heads can share the progress of their lesson alignment, use of effective teaching strategies within the core curriculum, results of Common Assessments, results of district-level assessments and implementation of the Reinforcement Instruction Calendars, Mini-Lessons and Mini-Assessments in science and math.
The RtI Team monitors data presented at the meetings. At our school, the Assistant Principal for Curriculum, along with Instructional Coaches and department heads, are responsible for the process of recording and charting student performance

Supplemental and Intensive Instruction/Interventions

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

The core program (Tier 1) is classroom-based instruction on the essential standards. It involves a core curriculum that embeds monitoring for all students. Within the core program, teachers use interventions such as research-based instructional strategies, flexible grouping for differentiated instruction and frequent progress monitoring to maximize student learning. These interventions are in addition to classroom learning, not in place of it.
This year our school is focusing on the following strategies, materials, and techniques in our core program:
Common Assessments (used for diagnostic purposes) every 4-9 weeks in the core areas.
Use of Reinforcement Instructional Calendars.
An academic recognition programs every nine weeks with Black and Gold Cards.
Research-Based Strategies for Increasing Student Achievement. These strategies include the following:
Identifying Similarities and Differences
Summarizing and Cornel note taking
Reinforcing Effort and Providing Recognition
Practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypothesis
Cues, Question, and Advance Organizers
CRISS strategies
Differentiated Instruction
Mid-term progress reports

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

Supplemental Programs (Tier 2)

Tier 2 involves immediate interventions systematically applied and monitored for any students not achieving. Tier 2 begins in the classroom and then moves on to supplemental programs. These interventions are in addition to classroom learning. Supplemental programs used in our school include
bi-weekly progress reports to parents.
data chats with students every three weeks by teacher and guidance counselor.
common departmental lunches for PLCs and planning.
Beta Tutor; ELP tutor for struggling readers.
AVID elective.
developmental Reading.
recognition programs for students who are showing progress every nine weeks with the Gold and Black Card Incentive Program.
regrouping of students within a grade level to offer additional instruction while other students receive enrichment instruction.
involve students in charting their own progress.
student goal setting every three weeks.

Intensive Programs (Tier 3)

Intensive Programs (Tier 3) are tailored to individual needs. Most often they involve specially designed instruction or classes, small groups and one-one-one tutoring at a frequent duration and longer intervals of time. Again, they are in addition to, not in place, of classroom learning. These include
Intensive Reading and Language Arts (as a double block) within the Read 180 program.
the reading resource teacher meeting daily with a small group or 3-4 students (5x per week for 30 minutes).
ELP tutoring during school (4x per week for 45 minutes) with a group of 3-4 students.
weekly progress reports to parents.
progress monitoring assessment weekly by individual teachers and their students.
one-on-one tutoring.
student goal setting weekly.
student charting of progress weekly by individual students.
parent notification of grades through the Edline program.

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

Principal-teacher Individual Professional Development Plan meetings.
Teacher needs and requests through IPDPs
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
Administrative walk-throughs and conferences with teachers
District-level personnel walk-through and conferences with targeted teachers
Teacher survey of needs

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

As a result of progress monitoring (district-level assessments and PLC assessments), students who consistently demonstrate poor academic progress will be discussed at the RtI Team. Students will receive supplemental and intensive services based on their needs and the recommendation of the team. Close progress monitoring of these students by the RtI Team will determine their movement either forward or backwards within the three tiers of services.
Plant has instituted the AVID (Advancement Via Individual Determination) program to encourage students who otherwise may not achieve as much as they should. The program requires 9th, 10th, and 11th grade students to take the most challenging coursework available and they must take Advanced Placement classes in their senior year. The AVID program works on reading and writing skills daily; learning logs and fifteen Cornell notes are due weekly. Students are tutored at a ratio of 7:1, with individual tutoring being available. Student progress is monitored with bi-weekly grade sheets and weekly parent contact. Additionally, the AVID program provides students with three college field trips per year, monthly guest speakers, assistance with college applications and essays, and SAT/ACT prep.

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

All assessments (common and formal) used in the core programs will also be used in the supplemental and intensive programs. All teachers providing supplemental or intensive services will meet with a member (or members of the RtI team) to discuss their evidence and/or documentation of strategies and interventions that have been utilized along with the progress monitoring data. Strategies that are not working will be discontinued and replaced with alternative interventions. Attendance and behavior will be discussed to see if they are a barrier to the progress.

Enrichment

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

Plant uses a variety of instructional delivery methods to support acceleration and enrichment activities. At all levels, classroom teachers differentiate instruction so that students who have mastered skills have opportunities to enhance their knowledge base.
At Plant, honors and advanced placement courses are offered in both academic and elective courses. These classes include AP Language and Composition; AP Literature and Composition; AP Chemistry; AP Physics; AP Environmental Science; AP World History; AP Human Geography; AP European History; AP Macroeconomics; AP Psychology; AP U.S. Government; AP Statistics; AP Calculus AB; AP Calculus BC; and AP French; AP Spanish Language, and Literature; and AP Latin Virgil. We also offer dual enrollment classes in math.

Describe how students are identified for enrichment strategies.

FCAT scores are used to schedule students into advanced and honors classes.
The district uses an automated scheduling system, SILK, to ensure that all students are placed appropriately into advance and honors classes
Students performance on assessments
Students performance on class work
Teacher recommendations
Counselor recommendations
Use of programming sheets to give students and parents the opportunity for input
When needed one-on-one conferences with students and parents
Testing for gifted programs