Identify the school-based RtI Leadership Team.

The school-based RtI Leadership Team is comprised of the following members: principal, assistant principal, ESE contact, ELL contact, school psychologist, classroom teacher, reading/math/science coaches, RtI/Inclusion Facilitator (LFT), and guidance staff.

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

The school-based RtI Leadership Team will meet regularly to review universal screening data, diagnostic data, and progress monitoring data. Based on this information, the team will identify the professional development activities needed to create effective learning environments. After determining that effective Tier 1-Core Instruction is in place, the team will identify students who are not meeting identified academic targets. The identified students will be referred to the school-based RtI Leadership Team. The SBT will use the Problem Solving Model to conduct all meetings. Based on data and discussion, the team will identify students who are in need of additional academic and/or behavioral support (supplemental or intensive). An intervention plan will be developed which identifies areas of deficiencies and appropriate research-based interventions to address these deficiencies. The team will ensure the necessary resources are available and the intervention is implemented with fidelity. Each case will be assigned a case liaison to support the interventionist and report back on all data collected for further discussion at future meetings.

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

Members of the school-based RtI Leadership Team will meet with the School Advisory Council (SAC) and will help develop the SY10 SIP. Utilizing the previous year’s data, information on Tier 1, Tier 2, and Tier 3 targets and focus attention on deficient areas will be discussed. The RtI Facilitator will provide professional development for the SAC members on the RtI process.

Describe the data management system used to summarize tiered data.

Baseline data: Florida Comprehensive Assessment Test (FCAT), Curriculum Based Measurement, PBC Fall Diagnostics, Palm Beach Writes, Diagnostic Assessment for Reading (DAR), Progress Monitoring and Reporting Network (PMRN), Comprehensive English Language Learning Assessment (CELLA), Discipline Referrals, Retentions, Absences. Midyear data: Diagnostic Assessment for Reading (DAR), Palm Beach Winter Diagnostics, Palm Beach Writes, Progress Monitoring and Reporting Network (PMRN). End of year data: FCAT, FCAT Writes.

Describe the plan to train staff on RtI.

Professional development will be offered to RtI/Inclusion Facilitator by district staff every Monday during SY10. The school-based RtI/Inclusion Facilitator will provide in-service to the faculty on designated professional development days (PDD). These training opportunities will include the following: Problem Solving Model, consensus building, Positive Behavioral Intervention and Support (PBIS), data-based decision-making to drive instruction, progress monitoring, selection and availability of research-based interventions, tools utilized to identify specific discrepancies in reading.

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 grades 6-8, 84% of our students achieved high standards in reading and 73% made reading gains. 82% of our students in grades 6-8 achieved highs standards in math and 75% made learning gains.
Weaknesses: Across all grade levels, cluster 1 and 2 specifically: main idea, plot, drawing inferences and words in context were areas of weakness. Measurement and number sense are areas of weakness in grades 6-8.

Instructional Calendar Development

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

The IFCs were developed in July-August 2009. The IFC will be updated in October and again in January as determined by disaggregated data from the Fall and Winter Diagnostics.

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

Reading: Clusters 1 and 2 will be given priority focus.
Writing: Organization was the least proficient strand and will be given priority focus.
Mathematics: Number Sense will be given priority focus.
Science: Scientific reasoning will be given priority focus.

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

Once FCAT scores were received, the administration determined student needs and adjusted the master schedule accordingly. Teachers that showed greater learning gains were also placed with less proficient students. By offering high school level classes at IMS we allow our students to reach higher levels and offer them a better chance of succeeding at higher level classes in high school and college.

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

IMS offers elective courses in art, business, technology, foreign languages and career studies. These classes teach students job and/or employability skills to prepare them for internships and future careers.

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 elective courses in business education,foreign languages, art, business and technology teach the students necessary employability skills. Additionally, our Guidance Department meets with all eighth graders to complete an electronic Personal Education Planner (ePEP).

Direct the Instructional Focus

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

Grade level, Departmental and LTMs will occur on a regular basis to ensure that lesson plans and instructional practices are aligned and meet the needs of all students from mastery to below mastery.

How are instructional focus lessons developed and delivered?

The instructional focus lessons were developed by the District with input from teachers and District staff. All instructional staff attended training on Curriculum Frameworks and work collaboratively to adjust the lessons accordingly to meet student needs.

How will instructional focus lessons be revised and monitored?

Student performance on the embedded assessments as well as student work samples will determine when/if instructional focus lessons need to be revised and or re-taught.

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.

Our district provides embedded assessments that are aligned to our scope and sequence, as well as Diagnostic Assessments that are aligned to the Sunshine State Standards. The formative assessments are used on an on-going basis as determined by each teacher and his/her student needs.

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

District-provided embedded and teacher made assessments define mastery as 80% and above. District-provided Diagnostic Assessments define mastery as Level 3 and above. When a student does not perform well on an embedded assessment/formative assessment, the teacher then determines which students need to be re-taught or provided enrichment opportunities.

Maintenance

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

Teachers will differentiate their instruction based on student needs/performance. Those students demonstrating mastery or above will receive opportunities to enrich or enhance current skills by participating in projects, hands-on activities, or other supplemental lessons.

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 on a regular basis either in departmental or grade level meetings to review to review data and adjust their instruction accordingly. The Department Chair or grade level team leader will facilitate the meeting and a member of the administrative team will attend each of these meetings. In turn, the administrative team will meet frequently to analyze data and look at trends.

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 will meet with the teachers either during weekly meetings, or one-on-one to discuss student performance and progress. Lesson plans, student work samples, SAL-P data, and other assessment data will be discussed. The process of teach, assess, re-teach, and re-assess will be discussed and monitored.

Supplemental and Intensive Instruction/Interventions

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

Resources approved by the District will be utilized for core academic areas. V-Math will be utilized for the intensive math students. Gizmos will be utilized as a resource in math/science. Read 180 will be utilized as the intensive reading program. Additionally, CORE, FCAT Explorer and FLVS may be used as supplemental instructional resources. ComPASS Learning and our Tutorial program will be used to assist students below proficiency in any of the core academic subjects.

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

V-Math, Read 180 and ComPass are all aligned with the State benchmarks and therefore allow students to work on those target skills/ areas that need specific intervention/remediation

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

IMS has a Professional Development Committee (PDC) that meets to determine staff development needs.

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

Any student that demonstrates that he/she is scoring below proficiency in either math or reading will be targeted for supplemental or intensive instruction.

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

All personnel providing services to a student not making mastery will meet to discuss their evidence and/or documentation of strategies and interventions that have previously been utilized. Factors hindering implementation of a strategy (attendance, behavior, etc) will be addressed and resolved. Strategies that are unsuccessful will be discontinued and replaced with alternative interventions.

Enrichment

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

Students who typically exceed mastery levels participate in the school’s gifted program or advanced courses. Students also enroll in elective courses that include foreign language. Additionally, students may enroll in FLVS for acceleration purposes.

Describe how students are identified for enrichment strategies.

Data analysis, teacher recommendation, parent conferences are all methods utilized for identifying students for enrichment activities.