Identify the school-based RtI Leadership Team.

Principal: Provides a common vision for the use of data-based decision-making, ensures that the
school-based team is implementing RTI, conducts assessments of RTI skills of school staff, ensures implementation of intervention support and documentation, ensures adequate professional development to support RTI implementation, and communicates with parents regarding school-based RTI plans and activities.
General Education Teacher: Provides information about core instruction, participates in student data collection, delivers Tier 1 instruction/intervention, collaborates with other staff to implement Tier 2 interventions, and integrates Tier 1 materials/instruction with Tier 2/3 activities.
Exceptional Student Education (ESE) Teachers: Participates in student data collection, integrates core instructional activities/materials into Tier 3 instruction, and collaborates with general education teachers through such activities as support facilitation.
Reading Coach: Provides guidance on Reading Plan, facilitates and supports data collection activities; assists in data analysis; provides professional development and technical assistance to teachers regarding data-based instructional planning; supports the implementation of Tier 1, Tier 2, and Tier 3 intervention plans.
Guidance Counselor: Participates in collection, interpretation, and analysis of data; provides support for intervention fidelity and documentation.

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

The team meets quarterly to review screening data such as FAIR results, FCAT Testing results, etc.

The team will meet as necessary to review specific students and determine Tier 1 and 2 interventions and efficacy.

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

The RTI Leadership Team met to discuss the data collected for the targeting of school improvement needs. The team explained the RTI process and the academic, social, and emotional areas that needed to be addressed.

Describe the data management system used to summarize tiered data.

Progess monitoring and Reporting Network (PMRN); Florida Assessments for Instruction in Reading (FAIR); Florida Comprehensive Assessment Test (FCAT)

Describe the plan to train staff on RtI.

Professional Development will be provided by PAEC during pre-school for all teachers.

Data Disaggregation 2008-2009 FCAT Data

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

Strengths:
1) 11th Grade FCAT Science scores are continuing on an upward trend
2) Percent of 9th and 10th students meeting proficiency in reading is continuing on an upward trend
3) Writing scores are consistently high, however, there was a dip for 2008-2009

Weaknesses:
1) The lower 25% of students are not making learning gains in reading or math
2) FCAT Math scores have declined over the past three years
3) Student attendance rates are declining

Instructional Calendar Development

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

1. Data meetings -- teachers from each department will meet to analysis FCAT data to prioritize strengths and weaknesses in subcategories
2. Department members will utilize information provided on the website
www.differentiated accountability.org to access pacing guides and instructional resources to develop lesson plans and Instructional Focus Calendars
3. District personnel and Principal will conduct frequent classroom walkthroughs verifying that lessons being taught are inline with teacher lesson plans and Instructional Focus Calendars that have been submitted to the Principal
4. Frequent assessments by benchmark will be conducted with students not meeting proficiency receiving remediation

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

Reading: Reference and Research
Mathematics: Geometry
Science: All 4 strands were within 5% of each other -- strands will receive equal focus
Writing: Writing scores dropped 18% points from Spring 2008 to Spring 2009, focus will be on FCAT Writing criteria

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

The master schedule is developed based on students' individual needs. In addition, student data, accessible by all teachers on Dashboard (a student data bank), will be obtained by each teacher and utilized for individual student instruction.

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

The school offers students elective courses in practical and perfoming arts, business and technology, culinary arts, agri-sciences, and JROTC. These courses focus on job skills and in the business and culinary arts classes students are able to earn certifications in those job markets.

Teachers use a variety of trade magazines and newspapers to relate content area to students' everyday experiences and future career involvement.

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 given the opportunity to request courses based on graduation requirements and on personal preference for elective courses. The master schedule is built around these student requests with student needs dictating the courses offered each year.

Direct the Instructional Focus

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

Departments meet during pre-school in vertical planning meetings to ensure that instruction in subject area benchmarks is seamless from grade level to grade level and that all benchmarks are taught.

Instructional Focus lessons are utilized by all teachers to ensure that students are given multiple opportunities to learn and apply benchmarks.

How are instructional focus lessons developed and delivered?

Instructional focus lessons are developed based on student need as evidenced by school assessment data. Lessons are delivered primarily in content area classrooms with other content area teachers, including teachers of electives, providing focus on benchmarks overlapping their instructional content.

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.

1) Mini-assessments based on the focus lessons will be administered.
2) Ten questions per benchmark will be utilized for assessment purposes.
3) The assessments will be administered monthly.
4) FAIR testing will be conducted 3 times during the year with two of the assessments occurring prior to FCAT Test administration.
5) Testing data will be obtained by utilizing testing materials provided by the Office of Differentiated Accountability for math and science.

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

1) Mastery on assessment will be set at 80%
2) 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 reteach the questions that students missed most frequently.
3) 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 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?

Conduct frequent student assessments to maintain and monitor the teaching and learning process.

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.

1) Grade level teachers will meet monthly to monitor the mini-assessment data.
2) Grade level facilitator will be named by the Principal and that teacher will call and conduct the meetings. A teacher will be designated to record and maintain notes of meetings. A copy of the meeting notes will be forwarded to the Principal on a timely basis.
3) Principal and Leadership Team 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.

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 and data binders will be utilized to provide evidence of instruction, assessment, and differentiation to address individual student needs.

Supplemental and Intensive Instruction/Interventions

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

1) State adopted textbook resources
2) FCAT Explorer
3) Resources and strategies provided at professional development workshops will be utilized
4) Ramp Up! reading program
5) Text Connections

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

1) Students consistently demonstrating non-mastery will be given the opportunity to participate in tutoring sessions before or after school
2) Students in Intensive Reading programs will utilize "Ramp UP!" reading program and Text Connections

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, instructional coach, administrators, counselors, etc) students who consistently demonstrate academic difficulty will receive supplemental and intensive instruction/interventions.

Students not making mastery will be offered after-school assistance by personnel hired to provide tutorial services.

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

Effectiveness of interventions will be discussed during monthly grade level meetings. Unsuccessful strategies will be discontinued and replaced. Student factors such as behavior and attendance will be addressed on an individual basis by contacting School administration.

Enrichment

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

Students who typically exceed mastery levels participate in the school's advanced courses including arts, foreign languages, advanced placement courses, and dual enrollment through the local community college.

Describe how students are identified for enrichment strategies.

Students are identified by results of mastery on FCAT assessment tests, specific course progress, grade point average, and teacher recommendation.

Parents and students have input in this process via meetings with school personnel including administration and classroom teachers.