Identify the school-based RtI Leadership Team.

·Instructional Leader/Resource Allocation— Doug Powell
·RtI Team Leader- Lisa Orlando/Erin Bruner
·Data Mentor- Jean Gause
·Content Specialist- Joy Patrick
·Staff Liaison- Angela Cross
·Record Keeper- Jean Gause/Lisa Orlando
·Behavior Specialist as needed- Tiffany Benton/Michael Clark
·Teacher of the referred student
·Parent/Guardian of the referred student
·Speech/Language Pathologist as needed- Angela Cross
·ESE teacher as needed- Tiffany Benton/Michael Clark

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

The Child Study/Response to Intervention School-Based Team (CST/RtI), will set regularly scheduled meeting times to analyze data of students who are identified as being at risk by the CST/RTI school-based team, classroom teachers, school staff, students and/or parent/guardians. Roles/Functions of CST/RtI school-based team members:

·Instructional Leader/Resource Allocation: (Principal)—Ensures fidelity of the RtI process. Makes decisions on how T2 and T3 services will be delivered to struggling students

·RtI Team Leader: The team leader directs the activities of the CST/RtI team. Receives referrals to the CST/RtI team which can be generated from school staff, students, parents/guardians or referrals made by the CST/RtI team as a result from the team’s review of data by grade level and/or classroom, to search out struggling students. The RtI Team Leader also sets meeting times and ensures that the proper documentation and data collection (including progress monitoring information) are maintained, and sets dates/times for timely follow-up meetings.

·Data Mentor: Expertise in collecting, organizing, displaying, analyzing and interpreting data. This person should not be the sole person who works with the data, but rather should assist all in understanding and using data. Presents data in easily, understandable visual displays

·Content Specialist: Assists in making key decisions such as: What does our assessment data tell us about the student(s) instructional needs? What elements need to be included in an effective core instructional program? What instructional interventions are most effective to address the area(s) of concerns? Also assists in training the interventionist in using curricular materials/interventions when necessary.

·Staff Liaison: Key communicator with staff who are not members of the CST/RtI school-based team. Establishes procedures to gain staff input and communicates with staff members.· Record Keeper: Documents/completes all paperwork required in the meetings. Also serves as timekeeper. Announces agreed-upon time periods for discussion and other activities, and informs team when time is running short.

·Behavior Specialist: (as needed) Assists in identifying function of inappropriate behaviors and in designing Behavior Intervention Plans when necessary. Also assists in training the interventionist on behavioral strategies when necessary. In addition to the core CST/RtI school-based team, the following individuals should also be invited to the meetings:

·Teacher: of the student whose needs are being addressed

·Parent/Guardian: of the student whose needs are being addressed

·Speech/Language Pathologist as needed

·ESE teacher as needed

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

The role of the CST/RtI school-based team is to utilize data-based methods for collecting and analyzing student data, along with implementing an effective problem-solving method, to make educational decisions for students who are struggling in academic and/or behavior domains. Once the CST/RtI has analyzed and identified the “specific” skill deficit, the team develops an intervention plan matched to the student(s) “specific” skill deficit(s) and determines how student progress will be monitored and evaluated throughout the intervention period. In addition to developing and evaluating the intervention plan, the CST/RtI also, supports and provides resources for the interventionist(s) implementing the intervention plan.

Describe the data management system used to summarize tiered data.

Describe the data management system used to summarize tiered data.The CST/RtI school-based team will utilize data-based methods for measuring student performance and identifying struggling students. Such data includes but is not limited to universal screening results, standardized tests scores, diagnostic assessments, classroom performance data and other progress monitoring assessments. CST/RtI school-based team will analyze universal screening results and standardized tests results at T1 to identify students at risk. Students identified as at risk in T1, will then be referred for T2 services. Students with T2 intervention plans will be monitored with ongoing progress monitoring assessments (determined by the CST/RtI team), which will aide CST/RtI teams with information on whether or not a student is responding positively, questionably or poorly to interventions in place. CST/RtI evaluates progress monitoring information in T2 to determine whether or not a student is in need of even more intensive instruction/intervention in T3. Students receiving T3 services will also be monitored with even more frequent progress monitoring assessments (which are determined by the CST/RtI team). CST/RtI team will again analyze data collected from progress monitoring results and other student performance assessments, to determine the effectiveness of instruction/interventions at T3.

Describe the plan to train staff on RtI.

School Representatives designated by School Administrator will continue ongoing RtI trainings offered by the State. (Year 2 RtI State Training)School-Based CST/RtI team will participate in ongoing District training for School-Based CST/RtI Teams.

Data Disaggregation 2008-2009 FCAT Data

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

In Reading Malone School students showed proficiency in grades 3 and 7 by scoring higher than the District and State in percent scoring level 3 and above. In Words and Phrases all grades except 10th grade scored at or above the mean points earned by the District and State. In Main Idea all grades except 9 and 10 scored at or above the mean points earned by the District and State. In Comparisons all grades except 4, 9 and 10 scored at or above the District and State. In Reference all grades except 6, 9 and 10 scored at or above the District and State. In Math Malone School students showed proficiency in grade 3 by scoring higher than the District and State in percent scoring level 3 and above and grade 4 scored higher than the State. All of the other grades scored below District and State percentages. In Number Sense all grades scored at or above the District and State mean points earned. In Measurement all grades except 5, 8 and 10 scored at or above District and State mean points earned. In Geometry all grades except 5, 6, 7, 10 scored at or above District and State mean point scores. In Algebraic Thinking all grades except 5, 6, 7, 10 scored at or above the District and State. In Data Analysis all grades scored at or above the District mean points earned while only grade 9 scored below the State. In Writing the mean score of the 4th grade students was 3.7 which was below the District mean of 3.9. The mean score of the 8th grade was 3.8 which was slightly below the District mean of 3.9. The mean score of the 10th grade was 3.6 which fell below the District’s mean of 3.9. In Science the 5th grade scored below the District and State mean points earned in all clusters except for Environmental Science. In 8th grade Malone students scored at or above the District and State mean points earned on all four areas. In 10th grade Malone students scored at or above the District and State mean points earned in all clusters except Environmental Sciences.

Instructional Calendar Development

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

We used the Florida plan for developing an Instructional Focus Calendar by eliminating every day that was not an instructional day. We prioritized benchmarks by using disaggregated data. We determined how many days would be necessary for teaching each benchmark and developed a calendar by grade level and or subject area. Implementation is seen in grade level and subject area lesson plans and calendars which are posted. Monitoring occurs through district and school leadership team classroom walk throughs and direct observation of lesson plans.

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

The Reading benchmarks which have been determined to have priority focus are in the Reading Process and related to reading comprehension in all grades 3-10. They are comparison and contrast and identifying correct meaning of words in context. The Math benchmark that will have priority focus is related to algebraic thinking. In grade 3-8 the benchmarks relate to solving equations. In Grades 9 and 10 it will be changing parameters. The Science benchmark which will have priority focus is from the Life and Environmental Science cluster and is Grade 5: Nervous System, Grade 8: Respiratory System and Grade 11 Cell Functions.

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

Each student who scores level 1 or 2 on the FCAT reading and or math test will have an Progress Monitoring Plan (PMP) that is developed by the teachers and implemented in their classes for each student. Teachers have been given professional development on differentiating instruction in their classrooms. Lesson plans will be evaluated by the administration and classroom walk throughs will occur to monitor differentiation. Data notebooks are required for each teacher for each student and are monitored by the administration. Remediation classes, immediate intensive intervention (iii), and after school services (SES), are in place for students who qualify.

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

Students in 8th grade must complete a Personal Career and School Planning course. They complete an ePeP on FACTS.org and decide on a Major Area of Interest. Students are scheduled based on their major area of interest in applied and integrated courses. The courses are in the vocational areas of Family and Consumer Science, Agriscience and Business Technology. Students are also given opportunities to Dual Enroll in workforce programs and in “On the Job Training” (OJT) courses.

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?

Every entering freshman has an ePeP on FACTS.org and a decided Major Area of Interest (MAI). His schedule is designed so that he has elective credits in his MAI. Middle school students are given the opportunity to enroll in career exploration classes to help them find a career path that is interesting to them. Career awareness is incorporated across all subjects and grades. Guests are asked to visit classrooms, make presentations, and help students become more aware of career possibilities. Local field trips further develop awareness of opportunities for careers.

Direct the Instructional Focus

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

Each grade group and subject area meet to develop common lesson plans. They have common lesson plan templates and common planning times where possible. Subject area maps have been developed by all elementary grades and are in development in middle and secondary subject areas. An instructional focus calendar in used school wide.

How are instructional focus lessons developed and delivered?

The instructional focus calendar which is compiled by the Leadership Team’s data analysis is made to address common benchmarks across the grade groups. It is then given to every teacher for implementation into their lesson plans. Each class begins with highlighting the instructional focus. There is a warm up with a brief review. Direct on grade level instruction is delivered at the beginning of class for all students. The new content is focused on by all teachers of that grade level and or subject area.

How will instructional focus lessons be revised and monitored?

Teachers of all grade levels and subject areas will evaluate and assess the success of each focus lesson. Lessons will be revised as determined by student assessment. Monitoring will occur by each teacher using data analysis of student progress. Teachers of the same grade level and subject areas will use student data analysis to determine the strengths and weaknesses of the focus lessons. If necessary the Leadership Team will revise the instructional focus calendar. The administration will monitor lesson plans and teaching with classroom walk throughs and observations.

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.

Teachers will use Florida’s Assessments for Instruction in Reading (FAIR) for students in grades K-12. The K-2 component has a Broad Diagnostic Inventory and the 3-12 component has a Diagnostic Toolkit. The test which will be administered 3 times a year is also a Progress Monitoring Tool. ThinkLink is another monitoring tool which will be administered to grades 3-10 in reading, math and science is planned to be given three times a year.
Students in grades K-2 will have formative math assessments developed by the county three times a year. Teachers also will use the Probes component of the ThinkLink assessments to get individualized student information. Malone will also use the STAR component of the Accelerated Reader Program. Classworks and FCAT Explorer also offer formative assessment for our students. Every teacher is responsible for designing and using formative assessments relating to their grade and subject area and these will be kept in their lesson plans and monitored by the administration walk throughs and observations They have access to FCAT Test Maker to design appropriate assessments. The SES after school tutoring programs will also have assessments that will drive student interventions

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

Each teacher has a data notebook with the results of the various assessments posted for every student. The teachers use this data to design differentiated lessons plans for their classes. In reading and math classes the teachers use the data to set up intense immediate intervention groups (iii) which will target the specific weaknesses of each student. The data will also show which students need enrichment activities which can be done during small group, center or iii times.

Maintenance

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

The calendar which is compiled through school wide data analysis by the Leadership Team and the Administration is divided into appropriate grade level calendars. The focus lessons may vary slightly due to the range of grades at Malone School but they remain in the same broad benchmark.

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.

The grade groups and subject area teams meet when the results of each school wide assessment have been received. They look at the data for each grade and subject area to determine if progress is being made. If there are achievement gaps in the tested standards and benchmarks, the teams review the instructional focus lessons, the instructional calendar, curriculum maps, and the lesson plans to make adjustments for the needed instructional modifications. The school Leadership Team and Administration meet with the grade and subject area groups to determine which instructional modifications need to be implemented.

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 led the School Improvement Plan planning process. They led the faculty Data Analysis of 2009 scores in June with the objective of discerning the strengths and weaknesses of the curriculum and discovering the achievement gaps of each demographic group. They then led the faculty in the same process at the beginning of the 2009-10 school year when students had been assigned to the teachers. Each teacher is required to compile a data notebook of these results and to turn in a copy of their analysis to the administration. They led faculty committees during the School Improvement planning process. Each Goal area committee: Reading, Math, Writing, Science and Parental Involvement was led by a teacher leader and monitored by the administration. Every goal area has a teacher leader chairman who will be monitoring the implementation of the strategies. The Leadership Team will meet monthly to discuss progress and concerns with the Administration.

Supplemental and Intensive Instruction/Interventions

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

The core reading series for grades K-3 is SRA Imagine IT, Harcort Reading for grades 4-6, Elements of Literature for grades 7-12. The core math series for grades K-6 is Harcourt Math, for grades 7-12 is Glencoe Math. The supplemental interventions include the core reading and math program’s supplemental materials, teacher constructed materials using the ThinkLink probes, Classworks individualized student lessons, Headsprout for Kindergarten individualized lessons, and FCAT explorer student lessons. Intensive instruction and interventions include: one on one teacher instruction using materials from the core programs, the above mentioned individualized computer programs, and SES after school programs.

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

The supplemental and instructional interventions and tutorials are structured to re-teach non-mastered target areas by providing time in every school day to implement these strategies. The teacher’s lesson plans identify the students who need supplemental as well as intensive interventions. They also show the exact time of day they will occur. Progress monitoring will be done in each classroom.

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

Every teacher is required to write an Individual Professional Development Plan (IPDP) which is entered on the PAEC website. The plans are based on data analysis of student achievement and the goals and strategies of the School Improvement Plan. The Administration reviews the plans with every teacher at the beginning of the school year, in the middle of the year and at the end of the year to discuss each teacher’s professional development plan’s progress. A summary of every plan is compiled for each school by PAEC and is reported to the Administration on request. This summary is used to design school wide professional development.

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

Students who are identified by the FAIR tests, FCAT data analysis, ThinkLink progress monitoring, STAR testing and teacher’s formative assessments will be targeted for supplemental and intensive instruction and interventions.

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

The effectiveness of the interventions will be measured by formative teacher assessments, ThinkLink progress monitoring, FAIR testing, STAR assessments, SES assessments.

Enrichment

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

The Jackson County School Board provides an accelerated program known as Venture for the students who have been identified as “gifted”. The students who qualify for this program are transported to it once a week. Malone teachers make accommodations for the students who are in this program for the time they are attending the Venture classes. In the classrooms during small group activities teachers provide enrichment activities for the students who have shown mastery of the subject matter. These activities include individualized computer work, advanced reading opportunities and peer teaching.

Describe how students are identified for enrichment strategies.

Students are identified for the gifted program by criteria set by the Jackson County School Board. In the classroom students are identified by assessments such as FAIR, ThinkLink, STAR and teacher’s assessments.