Identify the school-based RtI Leadership Team.

Principal: provides leadership and vision to ensure data-based decisions, oversees and assesses implementation of the district RtI plan;
General Ed / ESE teacher: provides information about core instruction, gathers student data, provides interventions at Tier 1, works with others to implement strategies at the Tier 2 and 3 levels; Reading Coach: leads and evaluates core content standards, identifies student needs, identifies appropriate intervention strategies, assists with screening and on-going progress monitoring, data collection and analysis, provides professional development to support the implementation of Tier 1, Tier 2, and Tier 3 interventions; Guidance: provides information about core instruction, gathers student data, provides interventions at Tier 1, works with others to implement strategies at the Tier 2 and 3 levels, assists with screening and on-going progress monitoring, data collection and analysis, provides professional development to support the implementation of Tier 1, Tier 2, and Tier 3 interventions

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

The leadership team will work toward a common goal of achieving buy-in for RtI while implementing the district plan for RtI. The team will meet periodically to review data, identify at-risk students, discuss and share effective instructional practices, make plans regarding interventions, and document progress.

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

In our small, rural school, many of the members of the SIP team are also on the school-based RtI Leadership Team; therefore, knowledge of the RtI plan for our district was an integral part of the planning process of our school improvement plan.

Describe the data management system used to summarize tiered data.

A data management system is currently under development at the district level.

Describe the plan to train staff on RtI.

Two staff members attended master training sessions during the summer. A team of master trainers from our district met and developed a powerpoint presentation that will be utilized in training the faculty at BMS. We will present the information at faculty meetings in hour long sessions over the course of several weeks.

Data Disaggregation 2008-2009 FCAT Data

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

weaknesses: Fifth, sixth, and seventh grade exhibited weaknesses in math specifically in geometry and algebraic thinking. There were no level fives scored in eighth grade reading. In seventh and eighth grade reading, reference and research and words and phrases were low. In science, fifth and eighth grade scores were low in scientific thinking. Fifth grade science scores were lower in earth and space sciences.
strengths: Writing is a definite strong area for BMS. Environmental sciences were a strength in eighth grade science. Reading scores demonstrated strengths in main idea and purpose. Strengths in math for all grades include number sense, although seventh grade's strongest area was data analysis.

Instructional Calendar Development

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

A data study team met during the spring of 2009 and using the ThinkLink scores disaggregated school data. In the study of our weakest areas, the team determined that all of these areas could be improved through the use of hands-on activities. Thus, our calendars were developed, introducing hands-on activities for FCAT tested benchmarks. These calendars will be distributed to our faculty and activities will be presented at departmental meetings. Our principal will be monitoring the addition of these activities through classroom observation and verification in lesson plans.

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

Reading: Main Idea/ Purpose will be given priority along with vocabulary instruction. Math: Priority will be given to measurement at grades 5 and 6, and in grades 7 and 8, emphasis will be placed on geometry. Science: The nature of science will be the priority at 5th grade, while problem solving using the scientific process will be the priority at grades 6-8. Writing: Vocabulary will be emphasized in all grades.

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

Our schedule is developed by considering the instructional needs of individual students. By grouping students with similar needs, instructors are able to plan more effectively based on student needs. Small group instruction is included in all content areas. In addition, our data study team meets periodically to review data and check progress; thus, ensuring that instruction is meeting student needs.

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

Grade level teachers team together throughout the year to teach the components of their respective content areas
concurrently with other content areas. This allows our students to experience a connection between classes and to see how
different subjects relate to each other. Working together demonstrates to students that teachers value other content areas
and provide real-world applications.

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?

Academic and Career Planning is handled through a career course (EPeP) that 8th grade students complete. Students
complete an online course in which they declare a major area of interest that can be reviewed and revised as they move
through high school.

Direct the Instructional Focus

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

Departmental meetings and grade level meetings are held each month. The reading coach, principal, and assistant principal attend different meeting to help ensure that the groups maintain focus. Teachers sign-in at meetings and also are required to turn in minutes.

How are instructional focus lessons developed and delivered?

Our data study team met in the spring of 2009 to disaggregate data from our final ThinkLink administration. Through this data study, the team developed a singular instructional focus for all content areas: hands-on activities. The team divided into subject area triads to develop the activities for each of the content areas. The activities will be delivered at departmental meetings by the data team member that developed them.

How will instructional focus lessons be revised and monitored?

The data study team will meet and review mid-year data to determine if progress is being made. If adequate progress is not apparent, the data team will revise the 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.

Reading: BMS will be using the FAIR and the reading assessments from the Florida Differentiated Accountability website to monitor student progress. Math: BMS will utilize the Florida Differentiated Accountability website assessments for progress monitoring. Writing: BMS will continue to use school-wide "WOW" writing assessments to monitor student progress. Science: BMS will utilize the Florida Differentiated Accountability website assessments for progress monitoring.

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

Teachers utilize assessments results to shape their instruction. By disaggregating data and following through with data study, students not obtaining mastery of skills are identified.

Maintenance

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

Benchmark mastery will be monitored by classroom teachers utilizing classroom assessments, both formal and informal. Progress monitoring will be accomplished through the use of the assessments on the Florida Differentiated Accountability website.

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.

BMS has departmental and grade level meetings on a monthly basis. At these meetings, data will be reviewed and discussed in order to identify changes that need to be made in instruction in order to improve student achievement. Teachers meet after school, sign-in, review data, identify patterns or trends, recognize improvement or growth, and discuss solutions. Minutes are maintained and turned in to be kept on file.

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.

Different members of the leadership team will meet with teachers at grade level and departmental meetings on a regular basis. Lesson plans, assessments, data, and interventions will be reviewed at these meetings. The reading coach will be available to offer help in providing instruction, developing interventions, and with collecting, recording, and analyzing data.

Supplemental and Intensive Instruction/Interventions

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

At the core level, teachers will deliver instruction in various methods: whole and small group, lecture, demonstration, and direct instruction. For supplemental instruction, small group strategies to re-teach skills will include graphic organizers, additional vocabulary strategies to address differing modalities, and peer tutoring. At the intensive level, teachers will address instruction utilizing an additional curriculum such as My Sidewalks and Read 180.

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

Students in need of remediation are identified through FCAT scores and our baseline data assessments. Resources from our core texts are utilized as our first intervention followed by supplemental programs such as Great Leaps. Computer programs such as Successmaker and Autoskills are also used. FCAT Explorer is another tool that teachers use to bring students up to mastery level. Teachers are involved in professional learning communities to receive information about hands-on strategies and how to implement those strategies in order to improve student mastery.

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

Professional development needs are identified in several ways: analysis of school and classroom data, observation of principal, and teacher request.

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

Students are identified by FCAT performance. The lowest performing students are placed into intensive classes.

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

The BMS data team will review data of our progress monitoring assessments to determine if the interventions in place are meeting the needs of our students.

Enrichment

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

Students are placed into math and reading classes according to FCAT performance. This allows the teacher to adjust pacing appropriately. In addition, our 8th grade students may be placed into an Algebra I class which is determined by FCAT performance and prior year performance.

Describe how students are identified for enrichment strategies.

Students are identified by FCAT performance and prior year performance in that course. Parents and students are counseled on the expectations for the student placed in Algebra I at orientation.