Identify the school-based RtI Leadership Team.

Ron Boyce: Principal
Lesley Perdue: Education Coordinator
Anthony Bowens: Director of Operations
Jane Cuizon: Case Manager
Rebecca Campbell: Business Manager
Nathan Shimer: Director of Treatment

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

Meetings are held weekly on Monday mornings and as needed. Data is assessed as it is received and prior to the formulation of the SIP. All areas of the school are reviewed, minutes are recorded and tasks assigned are tracked at the meetings.

The School-Based RtI Team Functions in conjunction with Treatment Team Meetings. If the teacher has a concern about a student, they will collect data, send the proper paperwork home to parents for approval and initially meet with the team to discuss the concerns and proper interventions. This process will continue through all three Tiers until success is reached with the individual student.

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

The team reviews the data, assesses trends and predicts future opportunities and threats during their weekly meetings. Different members of the team are responsible for the assessment and goal setting for their departments which are then reviewed by the whole group and approved in a quarterly Board of Director's meeting, then the School Board.

Describe the data management system used to summarize tiered data.

There will be a variety of resources used to summarize data that include DIBELS, FAIR, Pearson Reading and Math, Classroom Assessments, RTI Forms and Dashboard Data.

Describe the plan to train staff on RtI.

The ESE Director will attend various trainings through-out the district then train the Administration during Management Team Meetings. Next, the educational coordinator will be trained and in turn, will train their team members. There will be training provided to the Faculty on a Staff Development Day to assist in full implementation of RtI.

Data Disaggregation 2008-2009 FCAT Data

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

The majority of the youth transferred into the program are behind in school and have either not taken the FCAT or have failed it. The time that they are in the program prior to taking the FCAT on site can vary dramatically from 4 months to 4 days. FCAT scores for youth in the program consistently fall below the level 3 requirement in all subjects tested.

Instructional Calendar Development

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

Focus calendars are adopted from the local school district in all areas. Teachers meet as grade level groups to review 2009 test data and the state standards to be covered in each subject area. They develop IFCs to be followed by each teacher at that grade level. Benchmarks are determined by the needs of students as indicated by progress monitoring and test data. The elementary assistant principal meets monthly with each grade level to evaluate implementation, review pacing, and adjust plans as needed. Professional development is driven by the needs of the teachers and their strengths and weaknesses.
Teachers met in subject area teams prior to the beginning of the school year. They mapped out their specific academic area. During the school year, subject area teachers meet on a monthly basis with the secondary assistant principal to review and adjust curriculum maps and IFCs. Professional development will focus on areas of weakness for implementation of subject specific curriculum as noted by 2009 FCAT scores and progress monitoring data.

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

Reading:Reference/research
Writing:Organizational structures and development of the main idea.
Science: All strands will receive equal focus.
Math:Measurement

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. Assessments conducted periodically such as the FAIR and mini assessments completed weekly will be used guide individual instructional strategies.

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

West Florida utilizes the PSCD course code to integrate career development and exploration activities into the curriculum. In addition explorations of careers on food service, construction and animal care are offered using after school and weekend extension activities.

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 AMI program education designee under the advisement of the local school district presents guidance activities on topics such as:
• diploma options
• career preparation
• “Major” areas of interest (www.FACTS.org)
• ePEP Development or Annual Updates (www.FACTS.org)
• Post-secondary placement opportunities and credit histories to students regularly throughout the school year. The designee meets with students on an individual basis to discuss career planning, academic advisement (i.e. credit analysis, grade level, assessments, etc.), interpreting student information and the district’s policies and procedures and diploma options relative to student services.

The education designee, along with the Treatment Team and parent/guardian whenever possible, will review IAPs with non-ESE students once a month to discuss educational status, student progress and set new goals as necessary. In addition to advising students with regard to their abilities and aptitudes, educational and occupational opportunities, and diploma options, the Treatment Team will review these plans monthly to make sure goals are still relevant. All parties will initial the IAP/Treatment Team forms when reviewed.

The student, along with the program designee, will then set weekly goals, as documented on the students point card, which will be evaluated during Treatment Team Meetings and reviewed with the student in order to set new goals.

The education designee, along with program personnel will be responsible for:
• Assisting students in setting realistic interim educational goals for themselves with regard to their IAPs and IEPs
• Tracking students progress in achieving goals
• Developing strategies for accelerating student learning

The education designee and program instructional personnel will keep an open line of communication with parents and students regarding student progress thru phone calls, progress reports, report cards, and scheduled meetings.
The AMI program education designee will advise students based on the student’s performance on the entry assessment, student transcripts and history which will define development of educational plans. It will follow the local district’s Pupil Progression Plan, and the Florida Course Code Directory. This will include:
• Comprehensive performance objectives and goals
• Tracking process for progress towards short and long-term academic and vocational achievement
• Identification of remedial strategies
• Diploma Options
• Career/Technical opportunities (major/minor areas of interest)


Non-ESE Students:
Within 15 days of student entry (excluding weekends and holidays) into the AMI program, an age and grade appropriate IAP will be developed based on entry assessments, past performance records, and post-placement goals for academic and career/technical areas. These plans will include, at a minimum:
• Specific, measurable, and individualized long-term goals and short-term instructional objectives (at least 2 objectives per goal)
• Identified remedial strategies when appropriate
• A schedule for determining progress toward achieving the goals and objectives for reading, writing, math, and career/technical areas, at a minimum

These plans will be developed by the programs lead educator with input from the programs instructional staff. The final plan will be made available or distributed to all teachers who will then use them for instructional planning, advisement, and to track student’s progress. The “Master Copy” will be considered a “working” document and will be maintained in the student’s Academic File.

Direct the Instructional Focus

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

Instructional delivery will be based on functional and accurate assessments of student needs as determined by:
? The BASI Assessment
? Other approved educational assessments if deemed necessary or required by district
? Learning Style Assessment
? Interest Inventories (Choices Planner – Profiler)
? Academic History
? IAP’s or IEP’s

Teachers will document in their lesson plans the use of individualized instruction and varied instructional strategies for lessons being taught. Teachers will implement these strategies daily in the classroom setting.
The education designee will monitor teacher’s lesson plans to ensure that a variety of teaching methods are being used and modification and accommodations are in place. In addition, differentiated instructional strategies will be used to address all learning styles and student ability levels.

Long term goals and short term instructional objectives in students’ IAPs and IEPs will be used by all instructional personnel to assist in providing individualized instruction, differentiated instructional strategies and educational services to all students.

The education designee is to ensure that support services are utilized to augment the instruction of our diverse student population and special needs youth. These instructional supports may include:
? Assistance of ESE Liaison
? Volunteer/Mentor tutoring
? Peer tutoring
? Computers/Technology
? Videos
? Audios
? Field trips

Instructional strategies will include, but are not limited to differentiated instruction, thematic teaching, team teaching, direct instruction, experiential learning, cooperative learning, one-on-one instruction, audio/visual presentations, lecturing, group projects, and hands on learning strategies.

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) The assessments will be administered monthly.
3) 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?

Lessons in each subject area will include opportunities for enrichment and remediation depending on student mastery of benchmarks. Students will receive review material throughout the school year to ensure continued mastery of benchmarks.

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.

Teachers meet either weekly or monthly with the team leader or the education assistant to review assessment data and adjust focus lessons and curriculum maps to meet students’ needs.

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 amanagement team meets with teachers to review student data and their progress towards meeting benchmarks. Administrators review lesson plans and curriculum maps to make sure that instruction is being delivered to students at their instructional level. The instructional coach will model lessons and review progress monitoring data with individual teachers. In addition she will provide professional development in areas such as small group instruction and data analysis.

Supplemental and Intensive Instruction/Interventions

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

Core subject instruction is provided at all grade levels sixth through twelfth. Core subject teachers use state approved benchmarks and standards to guide their instruction. In addition, each core subject has state adopted core materials from which to plan lessons. State adopted supplement materials (when available) are used to supplement lessons for those struggling students who are in need of additional instruction in that subject area. Intensive instruction is provided in small, highly structured classes or groups, depending on the grade level. Teachers use intervention materials and spend additional time with struggling students.

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

Students are taught using supplemental instructional materials including both computer and web based programs. Teachers use instructional strategies which have been provided through professional development and mentoring by the instructional coach. Intensive classes are provided for those students who need additional instruction to master content.

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

Administrators continually provide feedback as a result of classroom observations and walk throughs. Teachers are surveyed for areas of need. Student data is reviewed for areas of strengths and weaknesses and professional development is provided accordingly.

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

Students who have been identified by teachers using classroom observations, data, and instructional performance receive additional instruction. Assistance is provided by additional classes within their class schedule or by supplemental subject area teachers.

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

Data is collected and reviewed by the teachers and administrators to assess the progress of students in intensive classes. Teachers and administrators provide feedback to the students and parents about their progress and address any additional factors that might impact student achievement.

Enrichment

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

Students who consistently excel within a given subject area are provided enrichment in that area. More computer lab time will be allotted for independent research guided by the lab instructor.

Describe how students are identified for enrichment strategies.

Students are recommended for enrichment in a number of ways. Teacher observation and recommendations are used as well as performance on individual and group assessments. Additional screening is provided for most students and the results are used to counsel students during class selection. Parents are involved in the discussions and are provided information about enrichment programs and additional requirements of enrichment programs.