Identify the school-based RtI Leadership Team.

Instructional Leader/Resource Allocation— Cheryl McDaniel
RtI Team Leader- Cindy Applewhite/Carolyn Pilcher
Data Mentor- Jan Johnson
Content Specialist- Carolyn Pilcher
Staff Liaison- Melinda Carpenter
Record Keeper- Jan Johnson
Behavior Specialist as needed- PBS District Specialist
Teacher of the referred student
Parent/Guardian of the referred student
Speech/Language Pathologist as needed- Kirsten Alday
ESE teacher as needed- Leann Arnold/Amy Glass/Theresa Hatcher

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.

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?

Strengths: Across all grade levels, students are performing at or above district and state averages in all standards. The number of students below grade level in reading, math, science, and writing has decreased.

Weaknesses: While our lowest 25% of students have increased significantly in reading learning gains, they have decreased in math learning gains.

Instructional Calendar Development

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

Teachers and their respective grade groups returned to Sneads Elementary School at various times during the summer break in order to Curriculum Map each subject (reading, writing, mathematics, and science) area by grade group. Benchmarks were selected based on the Florida Sunshine State Standards, with extra emphasis on the New Generation Sunshine State Standards which will go into effect in the 2010-2011 school year. Each teacher will use these calendars to complete weekly lesson plans. This will ensure all students are on the same instructional pace. Teachers will spend adequate time on each benchmark, revisiting the weaker benchmarks as needed and spiraling instruction throughout the year so students will maintain proficiency on previously taught standards. Individual teachers will address classroom weaknesses in small group settings through individualized instruction using computer software such as Classworks, ThinkLink probes, and SRA Intervention guides. These programs will also be used to differentiate instruction with higher-performing students to challenge them to make the gains they are capable of making. Teachers will be participating in Professional Learning Communities which include Lesson Study Groups to provide each other with support and share creative ideas to teach the benchmarks during weekly team meetings.

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

Math:
3rd Grade Math: Measurement was the least proficient strand and will be given priority focus
4th Grade Math: Measurement was the least proficient strand and will be given priority focus
5th Grade Math: Measurement was the least proficient strand and will be given priority focus

Reading:
Third Grade Reading: Reference was the least proficient strand and will be given priority focus.
Fourth Grade Reading: Comparisons was the least proficient strand and will be given priority focus.
Fifth Grade Reading: Reference and Words/Phrases were the least proficient strand and will be given priority focus.

Writing: No relative weaknesses in 4th--continue as previously indicated

Science: All grade levels
Scientific Thinking and Earth/Space Sciences were the least proficient strands and will be given priority focus. (Sneads Elementary has increased over the past 3 years, however, this is still the lowest relative subject of proficiency. Sneads Elementary had 66% showing proficiency in Science, while our district average was 44%.)

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

Teachers analyze FCAT and Stanford 10 results to find strengths and weaknesses in the students’ scores. These are used to identify particular concepts, benchmarks, and strands that are not being learned and/or taught as effectively as possible. Teachers work together in grade groups to share effective teaching strategies and best practices to assure increased results for all students.
Students are continuously progress monitored throughout the school year utilizing results from FAIR, Thinklink, Classworks, teacher observation, reading fluency checks, and weekly tests.
Teachers are using RTI techniques to address learning exceptionalities.

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

In all content areas, teachers build students’ background knowledge with various media including relevant United Streaming videos before introducing the concept/subject to be taught. Furthermore, teachers map the social studies and science curriculum to correspond with stories in the reading series in order to build relevancy between subjects. As research has shown, this helps students with limited background knowledge and life experiences to make connections to the real world in which we live. Students use more technology today than ever, whether it is a learning program in the computer lab, watching educational videos, learning to make a PowerPoint presentation in place of a book report or traditional reporting methods.

Teachers participate in learning communities and many have read “The Framework of Poverty” by Ruby Payne in order to understand the "social rules" for the economically disadvantaged students in our population. This knowledge will help the teachers understand how to bridge the gap from the students’ home environments and societal norms to the school's environment and norms.

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?

Not Applicable

Direct the Instructional Focus

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

Grade level teachers will meet weekly to discuss lesson plans, methods of instruction, progress monitoring, and assessment. Lessons will be created for all students, allowing for diffentiated and targeted instruction.

How are instructional focus lessons developed and delivered?

Focus lessons will be based on areas of relative weakness according to the Florida Benchmarks.

How will instructional focus lessons be revised and monitored?

Teachers will monitor focus lessons based on student mastery and mini-assessments. This will determine if the skill needs to be retaught, if the instruction needs to be modified, and/or more time needs to be spent on the lesson.

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.

Students are assessed formatively through our SRA reading program's benchmark assessments. Based on data from these, ThinkLink, and FAIR, students are monitored for progress in learning.

ThinkLink probes will be used to target specific Benchmarks in Reading, Math and Science. Students will be assigned specific tasks for Benchmarks not mastered and ongoing progress monitoring will ensue through Thinklink. Teachers will share created probes by skill strand within our school.

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

Embedded within Thinklink is ongoing progress monitoring by benchmark which Sneads Elementary will begin utilizing in the coming school year. These probes can be used to test the Focus Lessons.
Five questions per probe will be administered. Probes will be given on a weekly bases at the minimum. Mastery will be set at
80%. Item analysis will be utilized to point out why certain answers were incorrect and why the correct answer is the right
choice.
If a student does not meet mastery, they will be retaught and retested. In order to meet the needs of differentiated
instruction, students scoring less than 50% will receive additional instruction and practice, those scoring between 60-70%
will receive more practice, and 80-100% will receive enrichment/advanced instruction.
A baseline benchmark test will be given within the first few weeks of school, and subsequent tests will be given at various
times during the year to assess progress on the benchmarks, as well. Teachers can run individual and class reports to assess students' progress.

Maintenance

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

In addition to ThinkLink testing, our core reading program, SRA Imagine It! has benchmark assessments built into the program to be used as designed throughout the school year. These assessments are included in Curriculum Mapping.

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.

When data is received through FAIR, ThinkLink and SRA Benchmark Assessments, each teacher analyzes the data on a whole-class basis as well as individual student basis. Teachers look for common threads that would indicate strengths/weaknesses in instruction. Teachers meet during their weekly grade group session to analyze data and problem-solve to identify instructional modifications to increase student achievement.

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 the leadership team meets weekly to discuss progress monitoring data, PBS program, instructional and assessment calendars, concerns, and school climate as related to curriculum, safety, instructional and other issues in education. The principal conducts walk throughs looking for best practices.

Supplemental and Intensive Instruction/Interventions

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

State-adopted textbooks will be utilized for differentiated and individualized instruction. Instructional software such as Headsprout, Classworks, Accelerated Reader, Thinklink and FCAT Explorer will be utilized to supplement instruction.

In addition, teachers will be sharing personal best practices within their Professional Learning Communities, including Lesson Study Groups. Resources used in professional development workshops with Kathy Oropallo (Reading), Linda Walker (Math), Jennifer Hawthorne (Writing) and Donna Szpyrka (Science)will enhance teaching and learning..


Tutoring labs are set up before and after school for students needing extra instructional time. Teachers are prescribing work for these students according to their specific instructional needs.

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

Teachers base presciptive assignments on test results from the curriculum and software assessment results. Also, ThinkLink probes and test results are used to determine weaknesses. ThinkLink is presciptive in nature and when a child does not master a skill, it redirects instruction and retests the skill. Teachers monitor ongoing curriculum assessment to determine those students not mastering specific benchmarks in order to reteach and retest.

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

Teachers complete a Needs Assessment online through PAEC in order to determine professional development needs.

Administration reviews test score data through Snapshot and Climate Surveys through the School Improvement Advisory Council to determine the needs for the coming year.

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

Teachers determine the lowest 30% of their students at the beginning of the year to get students placed in remediation early on, based on previous year's test scores and grades. These students are given priority for remediation and preferential seating in the classroom.

Also, "bubble" students which are those on the borderlines of FCAT Levels are targeted so that they do not drop to the next level.

After-school tutoring programs are offered to all students scoring below grade level on Stanford 10 and FCAT.

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

Tutoring teachers will provide the classroom teacher with progress updates throughout the year. Progress updates will be based on Clasworks reports and analysis of scores on prescriptive probes with ThinkLink. Strategies that are not showing growth will be discontinued and new interventions will be implemented.

Enrichment

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

Students who qualify for our gifted program are transported to our county-wide gifted program one day per week.

Leveled Readers are used in content areas to supply students who are reading at advanced levels with material at their reading proficiency. Students who are mastering content quickly are challenged to explore and present subject matter with a variety of media such as PowerPoint and Electronic Book Reports.

Within the software programs Thinklink and Classworks, teachers have the ability to assign skill levels above the current grade which will provide individualized instruction that is more challenging and providing opportunity for these students to advance.

Describe how students are identified for enrichment strategies.

Student referrals are made to guidance for students who are believed to be cognitively advanced by the homeroom teacher. Students are screened and tested by a county psychologist for the Project Venture Gifted Program.

Students that do not qualify for the gifted program are enriched within the classroom by the classroom teacher using the above programs or individual teaching strategies as determined by the classroom teacher.