Identify the school-based RtI Leadership Team.

Identify the school-based RtI Leadership Team.

Principal: Lori Morrison
The Principal provides a common vision for the use of data-based decision –making, models the Problem Solving Process; supervises the development of a strong infrastructure for implementation of PS/RtI; ensures that the school-based team is implementing PS/RtI; conducts assessment of PS/RtI skills of school staff; ensures implementation of intervention support and documentation; ensures and participates in adequate professional learning to support PS/RtI implementation; develops a culture of expectation with the school staff for the implementation of PS/RtI schoolwide; ensures resources are assigned to those areas in most need; and communicates with parents regarding school-based PS/RtI plans and activities.

Assistant Principal: Denise Atwell
Assists Principal in providing a common vision for the use of data-based decision-making, assists in the development of a strong infrastructure of resources for the implementation of PS/RtI, further assists the principal in the assessment of PS/RtI skills, implementation of intervention support and documentation, professional learning, and communication with parents concerning PS/RtI plans and activities.

Selected General Education Teachers: Deborah LeGrant, Melanie Roberts, Sheree Keller, Susan Williams, Lydia Schaberg, Debbie Neilan
Provides information about core instruction; participates in student data collection; delivers Tier 1 instruction/intervention; collaborates with other staff to implement Tier 2/3 interventions; and integrates Tier 1 materials/instruction with Tier 2/3 activities.

Exceptional Student Education (ESE) Teachers: Rebekah Eckman, Edie Roden, Ann Zimmerman, Kim Kent
Participates in student data collection, integrates core instructional activities/materials/ instruction in tiered interventions; collaborates with general education teachers.

School Psychologist: Horn Diaz
Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides professional development and technical evaluation; assists in facilitation data-based decision making activities.

PS/RtI Behavior Representative (PBS): Edie Roden and Rebekah Eckman
Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; assists with professional development for behavior concerns; assists in facilitation data-based decision making activities.

Speech Language Pathologist: Ann Marie Wells and Susan Haley
Educates the team in the role language plays in curriculum assessment, and instruction, as a basis for appropriate program design; assists in the selection of screening measures; and helps identify systematic patterns of student need with respect to language skills.

Guidance Counselor: Amy McGlohorn
Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students. Communicates with child-serving community agencies to support the students’ academic, emotional, behavioral, and social success.

Technology Specialist: Heather Dodge
Develops or brokers technology necessary to manage and display data, provides professional development and technical support to teachers and staff regarding data management and graphic display.

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

The PS/RtI Leadership Team will focus meetings on how to improve school/teacher effectiveness and student achievement using the Problem Solving Model.

The PS/RtI Leadership Team will meet at least once per month (or more frequently as needed) to engage in the following activities:

o Review school-wide, grade level, and teacher data to problem solve needed interventions on a systemic level and identify students meeting/exceeding benchmarks as well as those at moderate or high risk for not meeting benchmarks. This will be done at least three times per year or more frequently if new data is available.

o Help referring teachers design feasible strategies and interventions for struggling students by collaborating regularly, problem solving, sharing effective practices, evaluating implementation, assist in making decisions for school, teacher, student improvement.

o Facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation.

o Focus on improving student achievement outcomes with evidence based interventions implemented with fidelity and frequent progress monitoring.

o Intervention teams also foster a sense of collegiality and mutual support among educators, promote the use of evidence-based interventions, and support teachers in carrying out intervention plans.

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

The PS/RtI Leadership Team met with the School Advisory Council (SAC) and principal to help develop the SIP. The team provided data on: Tier 1, 2, and 3 targets; academic and social/emotional areas that needed to be addressed; helped set clear expectations for instruction (Rigor, Relevance, Relationship); facilitated the development of a systemic approach to teaching (Gradual Release, Essential Questions, Activating Strategies, Teaching Strategies, Extending, Refining, and Summarizing); and aligned processes and procedures.

Describe the data management system used to summarize tiered data.

Baseline data is gathered through August and September. FAIR data is processed through the Progress Monitoring and Reporting Network (PMRN). Kindergarten data is gathered for the SBAR. First and Second Grade instructional data is gathered from the previous year SAT 10. Third through Fifth Grade instructional data is gathered from the previous year’s FCAT scores.

Progress Monitoring data is gathered mid-year and toward the end of the year. FAIR data is processed twice more through the PMRN. Kindergarten data is gathered for the SBAR every nine weeks. Other Progress Monitoring data is collected as needed for classroom or student progress. This information may be obtained by probes, Quick Reads, Fluency checks, etc.

Diagnostic Assessment data is gathered through the FAIR, ERDA, and DAR

End of Year data is gathered through FAIR, SAT 10, FCAT, and SBAR. Data is discussed and analyzed at least monthly at the PS/RtI Leadership Team Meetings

Describe the plan to train staff on RtI.

Professional learning will be provided during the teachers’ common planning time and sessions will occur throughout the year. The PS/RtI Overview will be provided in mid-August/September. The District has five other mini-modules that will be provided throughout the year.

The PS/RtI Leadership Team will evaluate additional staff Professional Learning needs during the monthly PS/RtI Leadership Team meetings.

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:
Carlton Palmore received a grade of an A for the 2008-2009 school year. 77% of our students met high standards in reading, 75% met high standards in math, and 93% met high standards in writing and 52% met high standards in science.

Weaknesses:
CPE did not make AYP. Our economically disadvantaged students did not meet AYP criteria in math, and our students with disabilities and black students did not meet AYP criteria in reading and math.

Economically Disadvantages 56% in Reading and 53% in Math

Black Subgroup-45% in reading and 49% in math

Students with disabilities=31% reading and 29% in math

Instructional Calendar Development

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

At CPE we have an academic calendar. All instructional staff will review data and disaggregate the data results on a “Data Day” in September. This data along with our on-going progress assessments and FAIR will be used to guide our instructional focus of whole group and small group/differentiated instruction. PLC Professional Learning Communities are being formed and these communities/groups will meet regularly to assess progress being made with students and to assess our curriculum.

Teachers will use the Polk County Curriculum maps to guide curriculum. We have gone to a school-wide lesson plan template that incorporates (LFS) Learning Focused Strategies. The curriculum maps and the NGSS New Generated State Standards will provide teachers with an appropriate timeline to ensure students are exposed to all Benchmarks prior to FCAT testing.

All instructional staff has been trained in LFS-Learning Focused Strategies during pre-planning days in August. Teachers will monitor student progress and will identify struggling students and work to provide the appropriate interventions in small flexible groups.

Administration will implement a continuous cycle of making classroom visitations, evaluating lesson plans, monitoring teacher data, and conducting meetings with teachers to ensure that our instructional focus is on track and teachers are meeting high expectations for their curriculum.

Any teacher who is struggling with implementing the curriculum maps or LFS will be provided additional opportunities to attend professional development sessions, and /or have a mentor assigned to them. All staff will participate in PLC’s professional learning communities and will utilize the support of their colleagues during weekly team meetings.

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

READING: Main idea

MATH: Geometry, algebraic thinking, data analysis

SCIENTIFIC: Scientific thinking, hands-on experiments, scientific
method, writing in the science content.

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

During data day all instructional staff will be given opportunities to review and disaggregate data to determine student learning gains and low performing students. Our school did not make AYP in the areas reading and math and data will be carefully analyzed to come up with interventions and strategies to increase scores.

Targeted students with disabilities receive academic instruction in an inclusion classroom with the regular education teacher.

Disaggregation of FCAT data and monthly data PLS (grade level/department/teams) will use the data from FAIR and other progress monitoring tools to identify student needs and provide appropriate interventions.

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

Teachers incorporate real world application in their curriculum to help students make the connection and see the relationship of how core subjects relate to the real world and their future.

Through our standard curriculum all students receive instruction in music, art, and technology. Additionally, intermediate students have the opportunity to participate in ITV, Chorus, and strings. Instruction regarding career paths is incorporated across the curriculum.

Each November we host a “Great American Teach-In” and guess speakers come in and talk to students about career paths and choices.

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?

Course options are not part of elementary curriculum. Career planning is embedded across the curriculum and the school incorporates career paths across the curriculum.

Direct the Instructional Focus

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

Teachers use the Polk County Curriculum Maps which are aligned with the Florida Sunshine State Standards and the benchmarks are addressed in a timely manner to ensure they are taught in time for FCAT testing.

PCSB curriculum maps are aligned across grade levels and in all core subject areas. Teachers implement the Learning Focused- (essential question, activating strategies, teaching strategies, and summarizing) EATS model for planning and delivery of core curriculum which includes essential questions, activating strategies, high yield teaching strategies, summarizing and then re-teaching as necessary. The district-wide Monthly Reading Comprehension Focus will be used as the basis of the reading mini-lessons.

How are instructional focus lessons developed and delivered?

All of our teachers have been trained in Learning Focus Strategies. LFS strategies are incorporated in our Lesson Plans that follow the PCSB curriculum maps and are completed weekly using a school-wide template.

Model instructional focus lessons were developed by master teachers and are posted within the district curriculum maps for all to use for core instruction. Collaborative PLSs will use the EATS model for creating additional acquisition lessons. Best practices, coaching and support for using the Learning Focused Strategies will be provided by the principal, assistant principal, and leadership team. Reading comprehensions mini-lessons have been written for grades 3-5. Each grade level/department/team will schedule the pacing of the mini lessons as well as the time of delivery during the monthly PLC’s dealing with curriculum and instruction. The mini-lessons are organized by instructional day as well as strategy.

How will instructional focus lessons be revised and monitored?

Teachers meet in PLC professional learning communities to evaluate and monitor progress of students. Teachers will continually monitor progress using a variety of assessment tools. Every teacher incorporates flexible groups for reading and math. Progress monitoring provides teachers information to address struggling students as well as provide the appropriate interventions for all learning styles and levels. Student mastery will determine if focus lessons need to be revised and /or re-taught.

Vertical teams and articulation centered on high quality student work and the results of mini-assessments will guide further revisions or refinements of the instructional focus lessons. Classroom walk-through will be used to monitor the quality and effectiveness of the lessons.

Formal assessments using the FAIR-Florida assessment for instruction in reading will be given three times a year. These results will also provide valuable information and be used as a monitoring tool for administration and teachers.

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.

FAIR-The Florida Assessment in Reading will be given to all students in grades KDG-5th three times a year. In addition Harcourt Trophies, Compass Odyssey, AR, and Fast Forward for all at risk students. will be sources of on-going formative assessments and data.

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

Teachers will differentiate their instruction as indicated by assessment results from FAIR to provide intensive instruction to those students earning less than 15%, additional instruction and practice opportunities for those students earning between 15-85%, and enrichment/advanced instruction to students earning 85-100%.

Achievement thresholds will be set for each grade level and subject area. Students not reaching the threshold will be targeted for additional support as well as monitoring. Formative benchmark assessments are consistently used: school-wide and in all core areas. They are given frequently and used for monitoring student progress as well as for planning and instruction.

Maintenance

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

Students at and above mastery level will receive opportunities to enhance or enrich current skills by participating
in project activities, hands-on activities, or other supplemental lessons which will reinforce the skill and maintain
the level of mastery/proficiency.

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.

PLC’s (grade level/department/team) will meet monthly to review the most current progress monitoring data and in turn make instructional recommendations to include both interventions as well as enrichment for subgroups of students, as well as individual students.

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 Administration will meet with teachers as a grade level, or one-on-one to
discuss assessment results and student progress. During these meetings, lesson plans, data binders, and
student portfolios will be utilized to provide evidence of instruction, assessment, and differentiation to address
individual student needs. Progress Monitoring logs will also be utilized to document the process of teaching,
assessing, re-teaching, and re-assessing.

Supplemental and Intensive Instruction/Interventions

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

Resources from the state adopted textbooks which are designed for intensive instruction will be utilized.
Computerized programs or instructional software in addition to Internet instructional Web sites such as FCAT Explorer will also be utilized.

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

Teachers will utilize instructional strategies or best practices discussed in Professional Learning Communities to provide different methods of providing instruction to students in non-mastered areas. Resources and strategies provided at professional development workshops will also be utilized.

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

Common areas of concern in the areas of instructional delivery, classroom management, etc., as evidenced by
administrators’ observations, teacher surveys, and student performance/data analysis, will determine the need
for professional development sessions.

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

As a result of progress monitoring (class work assignments and assessment results) and observations
(classroom teacher, administrators, counselors, etc.) students who consistently demonstrate
academic difficulty will receive intensive instruction/interventions in a flexible group setting.

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

All staff 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. Focus assessments through FCAT Explorer will also be utilized to determine the effectiveness of supplemental instruction.

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. Our Alpha (gifted) program is designed to provide accelerating and enrichment for our primary students. The intermediate Alpha Students in grades 3-5 are given an accelerated mathematics curriculum that centers on problem solving. In the area of reading, all students (who are reading) are required to participate in the school wide Accelerated Reader Program that is tailored to meet the needs of each individual student.

Describe how students are identified for enrichment strategies.

Pre and post testing, performance on FAIR, SAT 10, FCAT, Compass Odyssey, STAR, Guidance prescreening, Psychological evaluation, Accelerated Reader, SBAR and teacher observation are considered when determining which students should receive enrichment activities.

FCAT results, in addition to student progress in a specific course, as well as assessment results that demonstrate consistent proficiency/mastery are used to determine placement and academic programs. Teacher recommendation is also taken into consideration.

Parent conferences are held with the recommending teacher, guidance counselor, and a member of the leadership or administrative team. The parents are counseled on the expectations for the student and continued parental involvement