Identify the school-based RtI Leadership Team.

Instructional Leader/Resource Allocation - Principal Daniel Sims/Teacher Clay Dilmore

RtI Team Leader - Billie Ohler

Data Mentor - Albert Nix

Content Specialist - Tammie Newsome

Staff Liaison - Liza Speers

Record Keeper - Emelda Davis

Behavior Specialist - Michael Melvin

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

The school-based RtI Leadership team meets monthly. During these meetings, the Child Study/Response to Intervention School-Based Team(CST/RtI0, 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 the CST/RtI school-based team members:
Instructional Leader/Resource Allocation - 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 instruction program? What instructional interventions are most effective to address the area(s) of concern? 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 a 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 appropriate behaviors and in designing Behavior Intervention Plans when necessary. Also assiss 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 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

Several members of the RtI Leadership Team are also School Advisory Council members and work closely with others to help develop the School Improvement Plan based on FCAT data and improvements needed to help reach AYP. 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 test scores, diagnostic assessments, classroom performance data and other progress monitoring asssessments. CST/RtI school-based team will analyze universal screening results and standardized test 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(determinedby 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: In writing, Cottondale High School performed well across grade levels; 96% of 8th graders scored at level 3.5 or higher, and 78% of 10th graders scored at level 3.5 or higher. In Science, 11th graders at Cottondale High School showed improvement in physical and chemical sciences and scientific thinking while maintaining performance in earth and space science and life and environmental sciences. 8th grade showed improvement in earth and space science and scientific thinking while maintaining performance in physical and chemical sciences. In reading, 53% of students tested made learning gains and 48% of students scored at proficiency level. 6th grade showed improvement in words and phrases and comparisons while maintaining performance in main idea. 7th grade showed improvement in reference and research, comparisons, and main idea. 8th grade showed improvement in words and phrases and reference and research. 9th grade showed improvement in words and phrases, comparisons, and main idea. In math, 58% of students scored at proficiency level. 6th grade showed improvement in number sense and geometry while maintaining performance in measurement, algebraic thinking, and data analysis. 7th grade maintained performance in measurement and algebraic thinking. 8th grade showed improvement in algebraic thinking while maintaining performance in number sense, measurement, geometry, and data analysis. 9th grade showed improvement in geometry and data analysis while maintaining performance in data analysis. 10th grade showed improvement in algebraic thinking while maintaining performance in measurement and data analysis.Weaknesses: In science, 8th graders showed a decrease in proficiency in life and environmental sciences. In reading, only 49% of the lowest 25% made learning gains; white, black, and economically disadvantaged students did not meet AYP goals. 6th grade showed a decrease in proficiency in reference and research. 7th grade showed a decrease in proficiency in words and phrases. 8th grade showed a decrease in proficiency in comparisons and main idea. 9th grade showed a decrease in proficiency in reference and research. 10th grade showed a decrease in proficiency in words and phrases, reference and research, comparison, and main idea. In math, only 49% of the lowest 25% made learning gains; white, black, and economically disadvantaged students did not meet AYP goals. 7th grade showed a decrease in proficiency in number sense, geometry, and data analysis. 9th grade showed a decrease in proficiency in number sense and measurement. 10th grade showed a decrease in proficiency in number sense and geometry

Instructional Calendar Development

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

The instructional calendar for CHS will be created in August 2009 and will be updated in October 2009 and January 2010 based on disaggregated data results from start-of-school and mid-year testing. The initial calendar will be based on year-end testing from the previous year. Teachers will be included in the development if the IFC and will help to determine the instructional focus of both whole group and small group instruction. Benchmarks to be addressed will be based on student performance and need as indicated by the disaggregated data available. The time allotted to instruction in each benchmark area will vary based on the needs of students; weaker areas will be given greater attention by grade and subgroup. The time allotted will, however, allow adequate time for initial instruction, student practice, assessment, and re-teaching as necessary depending on student progress. Administration will ensure that IFCs are in use in the classrooms by implementing classroom walk-throughs, reviewing lesson plans, meeting with teachers and staff, and monitoring assessment data. Teachers who struggle with implementing IFCs may be provided additional opportunities, a mentor to work with, and/or classroom observations with another teacher who is successful in implement the IFC

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

Reading - reference and research was the least proficient strand school wide and will be given priority focus.Math - measurement was the least proficient strand school wide and will be given priority focus.Science - physical and chemical science was the least proficient strand school wide and will be given priority focus.Writing - expository writing was the least proficient and will be given priority focus.

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

In preparing a master schedule, the administration looks at each teacher's highly qualified status and certification area(s), as well as individual strengths and weaknesses, to determine which teacher will be assigned to teach each class. Students are then placed based on their needs.

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

CHS offers elective and vocational courses to help students apply what they are learning in their academic courses to real world and/or career studies.

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?

Each spring, students meet with guidance and career staff by grade level to discuss academic planning. At this time, students are given the opportunity to select the courses that they would like to enroll in for the coming year. The guidance counselor and career specialist review student selections, speaking with individual students as needed, and place each student in the appropriate classes for his or her academic and/or career track.

Direct the Instructional Focus

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

Teachers regularly communicate across grade and subject areas to determine student needs based on demonstrated strengths and weaknesses according to data and observed trends within the classroom. Lesson plans are then created to address student needs.

How are instructional focus lessons developed and delivered?

Focus lessons will be developed and delivered by subject area teachers (reading, math, and science) based on the Sunshine State Standards and instructional benchmarks that are assessed on the FCAT assessment. Teachers in other subject areas may also be asked to deliver focus lessons.

How will instructional focus lessons be revised and monitored?

Student performance will determine revisions in the instructional focus lessons, through assessment, demonstrated mastery or need, anecdotal records, and classroom observation.

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.

Mini-assessments will be administered on an on-going basis throughout the year based on the focus lessons. There will be approximately ten questions per benchmark for formative assessment purposes. Assessments will be administered on a monthly basis.

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

Students who obtain a score of 80% on benchmark assessments will be considered proficient. These results will then determine grouping for remediation and review and to redirect the focus of the whole group lessons. Teachers will differentiate instruction to provide the most intensive instruction to those lowest performing students who earned less than 50%, to provide additional practice opportunities for those students in the intermediate range who scored between 50% and 70%, and to provide enrichment or advanced instruction to those students scoring higher than 70%

Maintenance

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

Students who demonstrate mastery of any given benchmark will be given the opportunity to enhance or enrich their current skills in a variety of ways, such as hands-on activities, projects, or other skill reinforcing activities as determined by the teacher.

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 will meet at a minimum of once per month to review assessment data. A lead teacher and/or instructional coach will facilitate these meetings. Notes will be recorded at this meeting and submitted to administration. Administration will attend meetings as needed.

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/or leadership team will meet with teachers as needed, either one-on-one or in small groups, to discuss assessment results and make instructional decisions and/or revisions to the focus calendar. A variety of information sources may be used during these meetings, including lesson plans, data reports, student portfolios, etc., to provide evidence of instruction in the suggested benchmarks. Progress monitoring will also be used to document the teaching process, including re-teaching for those students who have not obtained mastery and enrichment for those who have. A lead teacher and/or instructional coach may assist and provide additional support as needed

Supplemental and Intensive Instruction/Interventions

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

State approved textbooks and materials will be used school-wide.

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

State adopted textbooks and materials will be used school-wide. Computer programs and software such as Classworks and FCAT Explorer will also be used. Teachers will implement best practices into their daily classroom instruction. Additionally, resources and strategies provided through professional development opportunities may be incorporated, as well as supplemental materials selected by various teachers for classroom use.

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

Administrators will implement walk-throughs to observe classroom instruction and will review lesson plans on a regular basis. Additionally, teachers will be surveyed formally or informally to determine areas of need.

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

Students will initially be targeted based on screening data and FCAT results. Ongoing student assessments, progress monitoring, and observations will determine changes in supplemental and intensive instruction/interventions.

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

The RtI process will be applied to determine the effectiveness of interventions throughout the year. Changes to the interventions will be made as needed; hindrances to success will be discussed and new strategies will be applied as needed.

Enrichment

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

Students are offered elective classes such as speech and foreign language, as well as career academies such as culinary arts and fashion design to support acceleration and enrichment.

Describe how students are identified for enrichment strategies.

Student progress, formal and/or informal observations, and teacher recommendation help to identify students for enrichment.