Identify the school-based RtI Leadership Team.

The Principal, Assistant Principal, Grade Level Chairs (one primary and one intermediate), ESE teachers, Coaches, school Psychologist, Speech Language Pathologist, Guidance Counselor and Technology Specialist.

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

The PS/RTI Leadership Team will focus 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 and First Grade 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 and First Grade 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: Across all grade levels, students are performing at/above district and state averages on the FCAT while scoring a sum total of 576 points as indicated on the 2008-2009 School Accountability Report.
94% of students met standards in writing. The number of students below grade level in math and reading has decreased.
Weaknesses: Math continues to be a concern as our Black students and Economically Disadvantaged students continue to score below our proficiency target with Measurement as our content are focus.

Instructional Calendar Development

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

When were the Instructional Focus Calendars (IFCs) created?
The IFCs were created three years ago and are updated as needed, using teams of teachers from all over the district. This was all part of the process of developing Curriculum Maps based on the Sunshine State Standards using the Learning Focused Strategies model.
• Was data used to develop the IFCs?
Multiple years of FCAT Data were used to develope the IFCs.
Were teachers included in the development of the IFCs?
Teachers were used across the district for district level committees for determining the instructional focus using the Curriculum Maps format.
• How were Benchmarks selected?
Benchmarks were selected based on student performance data. Benchmarks were selected as indicated by students' strengths and weaknesses, which were measured by progress on class work assignments, assessments, and primarily by data results as it relates to the Curriculum Maps under the confines of the Sunshine State Standards.
• How was the duration of instruction selected for each Benchmark?
The duration of instruction for each Benchmark was determined by the amount of time allotted in the IFC to ensure that students are exposed to all Benchmarks prior to FCAT testing. Within the amount of time allotted in the IFC, teachers will provide instruction on each Benchmark, allow the students an opportunity to practice, assess the students’ knowledge, and then re-teach the Benchmark as indicated by student progress, either in a whole group or small group setting as indicated in our district Curriculum Maps.
• How will the administration ensure the IFCs are used by all teachers?
Administration will implement a continuous cycle of making classroom visitations, evaluating lesson plans, monitoring teacher data, and conducting meetings with teachers to ensure that the Curriculum Maps (IFC) are being utilized and implemented effectively. Support will also be provided to teachers who are demonstrating signs of struggling with IFC implementation.
• How will assistance be provided to teachers who struggle implementing the IFCs?
Teachers who are struggling with implementing the Curriculum Maps (IFC) will be provided additional opportunities to attend professional development sessions where available, have a mentor assigned to them, and participate in the process of observing other teachers who are successful. The subject area coaches and/or grade level chairperson will provide additional assistance to the teacher. The teacher will participate in monthly Professional Learning Communities, and 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)?

We will use the district’s priority of reading by using curriculum maps for instruction and pacing.
Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading,
writing, mathematics, and science)?
• The explanation should be divided by subject area.
Reading: Main Idea/Purpose/Comprehension was the least proficient strand and will be given priority focus.
Writing: Organization was the least proficient strand and will be given priority focus.
Mathematics: Measurement was the least proficient strand and will be given priority focus.
Science: Scientific Thinking and Life and Environmental Sciences were the least proficient strand 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?

The Block schedule will assist the teachers in the planning process and will allow more time to review data and provide more time in the identification process for low performing students to receive differentiated instruction, along with after school tutoring. Disaggregation of FCAT data and monthly data PLCs (grade level/team) will use the data from FAIR and other progress monitoring tools to identify student needs and provide appropriate interventions.
Once FCAT scores were released, the administration began creating the class lists for each teacher by using the test data with great thought based on the strengths and weaknesses of the teacher and of the student. The administration adjusts the classes to ensure that each student will get the best possible learning environment to improve student achievement.

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

N/A

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?

N/A

Direct the Instructional Focus

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

Block scheduling will allow common planning time, lesson plans will be part of the planning process during this time. Aligned and prioritized curriculum maps and time lines are used in all core areas. Teachers implement the 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?

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 PLCs will use the EATS model for creating additional acquisition lessons. Best practices, coaching and support for using Learning Focused Strategies will be provided by the principal, assistant principal, and leadership team. Reading comprehension mini-lessons have been written for grades 3 - 10. Each grade level/department/team will schedule the pacing of the mini lessons as well as the time of delivery during the monthly PLCs 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?

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-throughs will be used to monitor the quality and effectiveness of the lessons.

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, Fast Forward, Harcourt Trophies, Voyager, 100 Book Challenge, Compass Odyssey, Reading Assistant, AR will be sources of ongoing formative assessments and data.

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

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?

Dates for ongoing assessments and spiraled review are built into the instructional focus calendar at the conclusion of each month’s comprehension focus. Additional learning opportunities will be offered to struggling students.

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.

PLCs (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 strategies 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 administrators and the leadership team facilitate PLCs with staff members/teams which address data, student work, instruction and curriculum. The administrators and the leadership team schedule coaching and monitoring visits to classrooms on a regular basis.

Supplemental and Intensive Instruction/Interventions

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

SUBJECT-Reading CORE-Harcourt Trophies SUPPLEMENTAL-FCAT Explorer, SRA, Elements of Reading Vocabulary INTERVENTION-Voyager Reading, Fast Forword, Kaplan Spell Read, Harcourt Interventions, Sing-Spell-Read-Write
SUBJECT-Math CORE-Scott Foresman Math SUPPLEMENTAL-FCAT Explorer INTERVENTION-Voyager Math, Brain Pop, DIP, Math Facts in a Flash
SUBJECT-Science CORE-Harcourt Science SUPPLEMENTAL-FCAT Explorer INTERVENTION-Brain Pop
SUBJECT-Writing CORE-Write Reflections SUPPLEMENTAL-Trophies WritingINTERVENTION-Write from the Beginning

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

Multiple opportunities for researched based extended learning activities including: extended time for math and /or reading, extended day, summer school, accelerating and previewing, as well as re-teaching.

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

The Learning Focused Implementation Tool will be administered at the start of the 2009 – 2010 school year to help identify areas of need for professional development.

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

Any student scoring Level 1 or 2; a student with an ASP; any student recognized as economically recognized as a student who is struggling with the Core instruction

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

Ongoing progress monitoring, mini-assessments, formative assessments, student data chats, and FAIR.

Enrichment

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

Philip O’Brien Elementary will use differentiated instruction to ensure that all subgroups receive effective instruction. We will also continue to use Thinking Maps (graphical organizers) to make learning more effective. The instructional staff will continue using previewing and acceleration to catch students up. Using Learning Focused Strategies as our framework and the District’s Curriculum maps to guide us, the instructional staff will implement effective strategies.

Describe how students are identified for enrichment strategies.

The instructional staff will use teacher-made assessments, curriculum assessments, and end of unit/chapter assessments to monitor student achievement and identify students in need of enrichment strategies.