Identify the school-based RtI Leadership Team.

Principal: (Required Member) 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: 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: (Recommend at least one Primary Teacher and one Intermediate Teacher) – 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: Participates in student data collection, integrates core instructional activities/materials/ instruction in tiered interventions; collaborates with general education teachers.
Academic Intervention Facilitator: Develops, leads, and evaluates school core content standards/programs; identifies and analyzes existing literature on scientifically based curriculum/behavior assessment and intervention approaches. Identifies systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to be considered “at risk,” assists in the design and implementation for progress monitoring, data collection, and data analysis, participates in the design and delivery of professional development; and provides support for assessment and implementation monitoring.
School Psychologist: 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): 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: 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: 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: 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 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 Tenth 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 district and state averages in Geometry content. 88% of students meet standards in writing. 71% of students meet standards in reading. 70% of students meet standards in math. The number of students below grade level in math and reading has essentially remained the same.
Weaknesses: Across all grade levels, Black, Hispanic, Economically Disadvantaged, and ELL subgroups are not performing at high levels in reading or math.

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 in July 2009. The IFC will be updated in October 2009 as determined by disaggregated data results from the September Pre-Test, and again in January 2010 as determined by the disaggregated data results from the December Mid-Term Test.
• Was data used to develop the IFCs?
The 2009 FCAT results were utilized to develop the IFCs. Data results from the September Pre-Test, and December Mid-Term Test will also be utilized.
• Were teachers included in the development of the IFCs?
Teachers will be responsible for determining the instructional focus of whole group lessons, and small group/differentiated instruction.
• How were Benchmarks selected?
Benchmarks were selected as indicated by students’ strengths and weaknesses, which were measured by progress on class work assignments, assessments, and data results.
• 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.
• 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 IFC is being utilized and implemented effectively. Reading AIFs will also be assigned 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 IFC will be provided additional opportunities to attend professional development lessons, have a mentor assigned to them, and participate in the process of observing other teachers who are successful. The subject area coaches and/or department chairperson will provide additional assistance to the teacher. The teacher will participate in 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)?

Reading: In grades 3, 4, and 5, main idea, plot, and purpose was the least proficient strand and will be given priority focus. In grade 4, comprehension and cause/effect was also the least proficient strand and will be given priority focus.
Writing: In grade 4, narrative writing was the least proficient strand and will be given priority focus.
Mathematics: In grade 3, number sense was the least proficient strand and will be given priority focus. In grade 4, algebraic thinking was the least proficient strand and will be given priority focus. In grade 5, data analysis and probability was the least proficient strand and will be given priority focus.
Science: In grade 5, Earth and space and scientific thinking were the least proficient strands 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?

• Were the learning gains of teachers analyzed to determine which teachers should teach certain students?
Once FCAT scores were released, the administration determined student learning gains by teacher and adjusted the master schedule to prevent low-performing teachers from teaching low-performing students.
• Are the most effective teachers instructing the weakest students?
An analysis of learning gains allowed the strongest teachers to be paired with the weakest students.

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

• Explain elective courses that are offered to students for future employment or job skill training.
Elementary students do not have elective courses.
• Explain school-wide instructional initiatives or programmatic initiatives that ensure content relates to
students’ everyday experiences.
A daily focus of the school is for teachers and students to ask each other, “Why are we learning this?” to ensure
that instruction is always relevant.

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?

• Describe the courses that are offered to students outside the core and required curriculum.
The school offers student after-school clubs like Post Office and school store. Students are involved in E-team, Stamp Club, Art Club, Chorus, Rocket Club, Patrols, IBN Television Production, Yearbook Club, and Book Club.
• How are students encouraged to select these classes?
Students are exposed to extra-curricular clubs through advertisements on the daily news show.
• How do students select elective courses?
Students complete a job application and interview for participation in the club.

Direct the Instructional Focus

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

• Did grade level teachers work together to create the IFCs?
Grade level teachers will meet weekly to determine the areas of students’ strengths and weaknesses as demonstrated by class work assignments and assessment results. Lesson plans will be created for differentiated instruction, which provides lessons for all levels of students, below mastery, at mastery, and above mastery.
• Will grade level teachers meet throughout the school year to share best practices and resources when implementing the IFCs?
Teachers will meet weekly for grade level meetings and will meet monthly during Professional Learning Communities to share best practices and resources.

How are instructional focus lessons developed and delivered?

• How were instructional focus lessons developed?
Focus lessons were provided by the District instructional coaches/resource teachers for each subject area based on a review of previous assessments where students were struggling.
• How was it determined which lessons will be used?
The focus lessons selected by the instructional coaches are aligned to the Benchmarks and standards for each subject area and cover those Benchmarks that are annually assessed on the FCAT.
• When will the lessons be taught during the instructional period (beginning of the class, end of the
class)?
The 5 to 10-minute focus lessons will be taught at the beginning of each class period.
• Who will teach the focus lesson (content area teachers only?)?
The classroom teachers will teach the focus lesson that correlates with their subject area.

How will instructional focus lessons be revised and monitored?

• What will determine if the focus lessons need to be revised?
Student mastery on mini-assessments based on the focus lessons will determine if the focus lessons need to be
revised and/or re-taught.
• How will teachers and administrators ensure that the focus lessons are effective?
Teachers and administrators will ensure the effectiveness of the focus lessons by analyzing data results from
focus lessons as they are re-assessed intermittently throughout the year. Proficiency of skills and benchmarks
should also be evident in skills and Benchmarks that are taught as part of the whole group instruction.

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.

• What is the assessment used to determine student comprehension, based on the IFCs?
Mini-assessments based on the focus lessons will be administered.
• How many questions will be used for each Benchmark?
5-10 questions per Benchmark will be utilized for assessment purposes.
• How often will the assessments be administrated?
The assessments will be administered on a monthly basis.

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

• What will mastery be set at for the assessments? Explain the rationale for this decision.
Mastery will be set at 80%. Mastery is set at higher than the traditional score of 70% to ensure student
proficiency of each benchmark.
• How will the assessment results be used to redirect the IFCs and focus lessons?
The assessment results will be used to determine the instructional focus of whole group lessons. An Item-
Analysis of the assessment will be utilized to re-teach the questions that students missed most frequently.
• How will teachers differentiate their instruction based on assessment results?
Teachers will differentiate their instruction as indicated by assessment results to provide intensive instruction to
those students earning less than 50%, additional instruction and practice opportunities for those students
earning between 50-70%, and enrichment/advanced instruction to students earning 80-100%.

Maintenance

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

• How will teachers differentiate their instruction for students who are performing at mastery levels?
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.

• When and how often will teachers meet to review assessment data (formative and summative) by
content area and grade level?
Teachers will meet weekly.
• How will these meetings be facilitated and documented?
The meeting will be facilitated by the subject area coach, the team leader, and/or the administration. A teacher will be designated to record notes from the meeting, and the notes will be submitted along with the weekly agenda to the administrative staff. Members of the administrative staff will attend meetings on a rotating basis.

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.

• How will the Principal and Leadership Team ensure that data analysis of assessment results is being
used to differentiate instruction based on students’ academic needs?
The Principal and Leadership Team will meet with teachers either during weekly meetings, 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.
• What role will instructional coaches play with the IFCs and focus lessons?
The instructional coaches will assist teachers with providing instruction on the focus lessons either by modeling whole group instruction or assisting the teacher in providing small group instruction. The instructional coach will also help with the process of grading, recording, and charting student scores.

Supplemental and Intensive Instruction/Interventions

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

Reading: Core Program is Trophies Harcourt; Supplemental/Intensive intervention materials are Voyager Passport, Elements of Reading Vocabulary, Words Their Way, Spell, Read, Fast Forword, Compass Odyssey, and Hundred Book Challenge..
Math: Core is Scott Foresman; Supplemental/Intensive intervention materials are Touch Math, Super Speed Math, Compass Odyssey, Just Turn and Share Math Centers.

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

• What materials or instructional strategies will be used to re-teach non-mastered target areas?
Resources from the state adopted textbooks which are designed for intensive instruction will be utilized. Computerized programs or instructional software (e.g. Compass Odyssey), in addition to Internet instructional Web sites such as FCAT Explorer and United Streaming will also be utilized. 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. Students consistently demonstrating non-mastery may be required to participate in tutorial sessions before, during, or after school.

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

• Data analysis? Administrative walkthroughs? Teacher requests?
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?

• How will it be determined which students receive supplemental and intensive instruction/interventions?
As a result of progress monitoring (class work assignments and assessment results) and observations (classroom teacher, instructional coach, administrators, counselors, etc.) students who consistently demonstrate academic difficulty will receive supplemental and intensive instruction/interventions.
• Will students not making mastery be offered after-school assistance (e.g. Supplemental Educational
Services (SES)) or be assisted during the regular schedule?
Students not making mastery will be offered after-school assistance via SES, as well as assistance during the regular school day from instructional coaches, and personnel hired to provide tutorial services.

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

• How will it be determined if the interventions applied to students not making mastery are successful?
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. Focus assessments through FCAT Explorer and Compass Odyssey will also be utilized to determine the effectiveness of supplemental instruction.

Enrichment

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

• What courses or instructional programs are offered to students who exceed mastery levels?
Students who typically exceed mastery levels participate in the school’s gifted program.

Describe how students are identified for enrichment strategies.

• What assessments are used to determine which students are placed in higher level courses and
academic programs?
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 in higher level courses and academic programs. Teacher recommendation is also taken into consideration.
• Do students and parents have input in this process?
Parent conferences are held with the recommending teacher, instructional coach, guidance counselor, and a member of the leadership or administrative team. The parents are counseled on the expectations for the student in the higher level course, as well as their continued parental involvement.