Identify the school-based RtI Leadership Team.

The school-based RtI Leadership Team is made up of the Principal, Assistant Principal, Reading Coach, Resource Specialist, School Psychologist, Speech Language Pathologist, and Student Support Specialist.

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

The school-based RtI Team meets every other week to analyze reading, math, and behavioral data. The core team identifies strengths as well as areas of concern, and then formulates goals to address these areas. The team uses a problem solving approach. The data is reviewed to address changes at all three Tiers of instruction. Leadership Team representatives meet with grade level groups to problem solve implementation of interventions at each Tier of instruction.

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

The role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan is tied directly to data, achievement and behavior. The team determines, based on data, strengths and weaknesses, and then formulates the needs assessment for the school improvement plan. The team then develops methods to achieve the goals to strengthen the areas of concern. These plans are shared and reviewed with grade level personnel. A procedure is developed on how the improvement plan will be implemented to foster academic and behavioral growth with all students.

Describe the data management system used to summarize tiered data.

The data management system used to summarize the tiered data is Performance Matters (PM2), Progress Monitoring and Reporting Network (PMRN) and School Wide Information System (SWIS). These data management systems are used district wide and show patterns, trends, strengths and weaknesses. The data can be generated and viewed by school, class and individual student criteria. Providing Data in multiple formats allows schools to meet the needs at each of the three Tiers of instruction.

Describe the plan to train staff on RtI.

Staff trainings will be ongoing throughout the year. The core team will be trained first, and then the staff will be trained over the course of the year during curriculum meetings and Problem Solving/ Response to Intervention meetings. These trainings will start with a broad overview of requirements at each Tier of Instruction. Trainings will become more focused on specific issues (i.e. Progress Monitoring, Data analysis, Intervention Development) over the course of the year. As specific issues arise throughout the year they will be addressed with additional training to meet those needs.

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:

9th Grade FCAT Reading

SRHS had 51% of the 9th Grade students score Level 3 or above. This is 4 percentage points above the state average. In addition, the words and phrases strand was above the state average by 1 point. Specifically, the percentage of Level 1 students (19%) at SRHS is 3 percent lower than the state average (22%). The percentage of Level 3 students at SRHS was 32% which is 5% above the state average of 27%. SRHS was above the state average across the remaining levels.

9th Grade FCAT Math

SRHS was at the state average for points earned for 4 of the 5 math strands. SRHS was above the state average for Data Analysis earning 6 points in comparison to the 5 points of the state. SRHS had significant gain in the percentage of 9th grade students scoring Level 3 or above at 75% compared to the state average of 68%. We were well below the state average of students scoring a Level 1 or Level 2 (State Average L1 = 12% & L2 = 20%) (SRHS = L1 = 7%, L2 = 17%). Finally, we were at or above the state average of Levels 3-5.

10th Grade FCAT Reading

In 10th Grade Reading we were at the state average for mean points earned across strands. We were above the state percentage of Levels 3 or above by 2% (State Average = 37%, SRHS = 39%). SRHS had 28% of students obtaining a Level 1 in comparison to the state average of 34%. SRHS was at or above percentage points of Levels 3-5. SRHS had 63% of students passing in comparison to the state average of 57%. We were also above the state average of Mean Scale Score.

10th Grade FCAT Math

SRHS is at or above all strands points earned with Geometry being above the state average by 1 point. SRHS is above the state average by 8 percent in students scoring 3 or above (SRHS = 77%, State = 69%). SRHS was below the state average in Levels 1-2. We were above the state average in Levels 3-5 SRHS had 88% of students pass the FCAT Math in comparison to 81% for the state.

10th Grade FCAT Writes

SRSH was above the state average students scoring Level 3.5 or above in both Persuasive and Expository writing. We were also higher than the state average in Level 4 and above.

11th Grade FCAT Science

SRHS was at or above the state average in all strands with the Life and Environmental Science strand being 1 point higher. We are 3% higher than the state average in 3’s and above (SRHS = 40%, State = 37%). SRHS was below the state average of Level 1 students (SRHS =25%, State = 31%). SRHS was above the state average in students scoring Level 3 (SRHS = 34%, State = 30%). We were above the Mean Scale Score with


Weaknesses:

9th Grade FCAT Reading

Although SRHS was above the state average in most areas, we need to continue to push students to obtain a Level 3 or above. Only 51% achieved a Level 3 or above. At the benchmark level, the lowest benchmark was Reference and Research. This will be a priority.

9th Grade FCAT Math

SRHS will strive to improve our scores in Number Sense and Measurement. For each of those strands, SRHS students obtained roughly half of the points possible.

10th Grade FCAT Reading

Although SRHS was above the state average in most areas, we need to continue to push students to obtain a Level 3 or above. Only 39% achieved a Level 3 or above. At the benchmark level, the lowest benchmark was Reference and Research with students earning only 58.5% of the points possible. This will be a priority.

10th Grade FCAT Math

SRHS will strive to improve our scores in Geometry. For the Geometry strands, SRHS students obtained 42.4% of the points possible.

10th Grade FCAT Writes

Persuasive writing was lower than the combined school score. 10th grade students scored an average of 3.9 in comparison to a 4.0 for the expository.

11th Grade FCAT Science

FCAT Science scores dropped 6% from the previous year to 40% Level 3 or above. At the benchmark level, our lowest benchmark is Physical and Chemical Science at 54% of points earned.

Instructional Calendar Development

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

SRHS is organized by departments. Each department is assigned a department chair whose responsibility is to create and implement an instructional calendar that focuses on student achievement. In addition, the district has implemented benchmark testing in the areas of Reading, Math, and Science (in the near future). SRHS has also contracted with an outside vendor (WriteScore) to develop and score student writing tests 2 times per year. This data will be used to drive instruction in the classroom.

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

Reading: Reference & Research
Math: Geometry
Science: Physical & Chemical Science
Writing: Persuasive Writing

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

Benchmark Assessments (Common Assessments) are utilized by each of the core academic areas with the exception of social studies. The data acquired from these assessments are then utilized to help us make informed decisions regarding instruction. In addition, each content area is responsible for teaching specific reading and writing strategies across the curriculum.

SRHS is utilizing the Read 180 program to help increase the scores of the lower quartile performing students. FCAT Explorer and the Edge Curriculum are being used as well as reading strategies in every content-based curriculum. Higher level thinking questions are used on a daily basis with our students and our students are tested on a quarterly basis when they are in a level one program. We will also look at other resources for our level one readers.

Each department is focusing on strategies to increase student achievement. Our Social Studies Department is working with Accelerated Reading.

Our Vocational Department is working with Ruth Shaw through technical reading strategies. All departments are using the Cornell Method of note-taking to assist our students. Teachers are trained in the process by Martha Rubio, Reading Coach.

Our Math Department is working with their pacing guides to make sure all content areas are taught in a certain amount of time. Our science dept. is working on reading in the content area and teaching the strands that are used in the FCAT tests.
The Math Department and Reading Department are also using diagnostic tests for benchmark assessment.

All departments are writing across the curriculum areas and our English Department is also promoting the FCAT Explorer in their classes.
We are utilizing the S.I.M.P.L.E. program which includes the following:
- Student Inventory
- Literacy Inventory
- Strategies for Math classes, PE classes, History classes, Science classes, English classes
- Student Portfolios
- Team Planning Time
- 9th & 10th grade strategies
- Rubrics
- "Unravel"
- Stem Questions
- KWLH

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

SRHS offers several integrated science and mathematics courses as well as a wide variety of career and technical courses. Within these courses, students are provided with real-world, project-based instruction using the Intel Essentials training. Technology is a vital component to the process. Students are challenged to look at the big picture when making decisions about their future.

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?

Tech Prep Program
The Tech Prep/School-to-Work System is a college preparatory program where the students learn technical skills integrated with academic courses that prepare them for the workplace. Students are encouraged to continue their education at a community college, technical school, or a four-year university.

Students participating in this program obtain career-related experiences in a work-based setting which could include job shadowing, internships, mentoring, and/or cooperative education. Students may qualify for a Vocational Gold Seal Endorsement/Scholarship by meeting the requirements.

The Tech Prep/School-to-Work System is designed to provide to the business community work-ready graduates with the high-tech skills necessary to succeed in today's global environment. It parallels college prep but with an emphasis on technical work-related skills. Curriculum areas offered at Sebastian River High School include Business, Health Occupations, Industrials (Automotive Technology, TV Production, Commercial Foods).

It is important to note that choosing a course of study will not lock the student into that program for the remainder of his/her high school career. It can be changed or altered as necessary to fit the individual's goals.
Tech Prep/School-to-Work is designed so that those who do not follow a university preparatory program will have the necessary math and science courses required to attend many colleges. Those who wish to work after high school will have a skill that can be used to obtain a job. Tech Prep/School-to-Work gives the student more options when he/she graduates.

Direct the Instructional Focus

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

The district and school provides pacing guides in the core academic areas to ensure that instructional delivery is aligned across grade levels and subject-areas. We are organized by academies that will further plan units around their vocational curriculum. Furthermore, each department chair and administrator receives lesson plans from teachers on a weekly basis that are checked for appropriate benchmark coverage and pacing.

How are instructional focus lessons developed and delivered?

Our instructional focus lessons are developed by the district and individual departments based on needs.

How will instructional focus lessons be revised and monitored?

Focus lessons are revised annually based on test scores.

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.

Benchmark Tests: Reading & Math (Quarterly)
Students are given comprehensive reading and math tests quarterly to measure specific benchmark knowledge and growth. They are used to inform instruction and improve student achievement.

FAIR Test (Quarterly)
The FAIR test is given to students with FCAT reading scores of Level 1 or 2. They are designed to measure student ability in fluency, comprehension, and vocabulary.

SRI Test (Quarterly)
A test that ties vocabulary knowledge to reading comprehension. FCAT Level 1 & 2 only.

Teacher Developed Tests (Ongoing)
Teachers create tests based on their specific subject-area.

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

The FCAT Assessment is broadly used to determine student mastery. If a student scores at a Level 3 or above they are considered on-grade level. The above mentioned formative assessments utilize 60% or above as being on track to pass the FCAT.

Maintenance

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

The district provides quarterly benchmark tests that are followed by each department. Each department looks at the data after all testing is complete.

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.

For the 2009-2010 school year, SRHS will create a Data Leadership Team that will meet monthly. This team will consist of department chairs in each of the core academic areas. They will look at student data across all subject areas and make recommendations to improve student achievement. In addition, department chairs will then disseminate the data to each teacher which will drive lesson planning and instruction. Teams will also look at data when making instructional decisions.

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.

All members of the leadership team are expected to use data to make decisions. The principal and other members of the administrative staff will serve on the Data Leadership Team. Each department at the school has an administrator assigned to the department.

Supplemental and Intensive Instruction/Interventions

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

SRHS offers Intensive Intervention in both Reading and Mathematics. For reading, all Level 1 and 2 students receive a minimum of 61 minutes, 4 days per week of intensive reading instruction. If a student is found to be not fluent, that student will receive 90-minutes per day of intensive reading instruction. SRHS utilizes Read 180, Edge, and Wilson reading systems. For math, SRHS offers several options to struggling students. First, we purchased ALS software that has been used primarily for course recovery. Next, we provide after school tutoring in math for any student that needs additional help. In addition, we offer several Critical Thinking courses designed to provide students with more opportunities to grow and excel.

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

SRHS offers afterschool tutoring for all students with transportation on Tuesday and Thursday. We also offer FCAT and ACT prep on select Saturdays where students can attend to gain further instruction in reading, writing, math, and test taking skills. In addition, students are placed in appropriate classes that will help them to reach their potential.

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

The majority of professional development is offered through the district. As a school, instead of traditional faculty meetings we will be offering staff development using a variety of online (Moodle) and face to face instruction in areas that are essential to school improvement and student achievement.

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

Any student that scores a Level 1 or 2 on FCAT reading will receive supplemental and intensive instruction or interventions. Most students that score level 1 on the FCAT math in 9th grade will receive an additional PCSD Math Class designed to remediate struggling math students. In addition, any student designated ESE will receive additional instructional services as outlined by their IEP. Supplemental / Intensive instruction will also be available to any student as identified by the student support team at SRHS and is done on a case-by-case basis.

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

The effectiveness of all interventions will be measured by data. We will utilize all sources of data including benchmark test scores, teacher observation, discipline referral count, student grades, FCAT scores, and other measures.

Enrichment

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

SRHS offers a wide variety of opportunities for student enrichment. First, we offer IB, Dual-enrollment, AVID, Honors, AP, Gifted and MYP courses for accelerated courses. In addition, we have started the process of offering advanced level science courses for our students. At the classroom level,

Describe how students are identified for enrichment strategies.

SRHS offers highly motivated students the opportunity to obtain IB diploma and take AP course while at SRHS. Last year, 85.7% of IB diploma candidates earned the IB diploma. This is 10 points above the international average. We would like to maintain the pass rate. In addition, we had many students take AP tests and had only a 19% pass rate.