Identify the school-based RtI Leadership Team.

Principal: Dr. Martha Santiago provides a common vision for the use of data-based decision-making, ensures that the school-based team is implementing RtI, conducts assessment of RtI skills of school staff, ensures implementation of intervention support and documentation, ensures adequate professional development to support RtI implementation, and communicates with parents regarding school-based RtI plans and activities.

Assistant Principals: Angie Wilder, Dwight Frazier, and Samantha Sitek will assist the Principal in all of the implementation, monitoring, and communication of the RtI program.

Program Facilitator: Sandra Moore provides information about core instruction, participates in student data collection,delivers Tier 1 instruction/intervention, collaborates with other staff to implement Tier 2 interventions, and integrates Tier 1 materials/instruction with Tier 2/3 activities.

Instructional Coach/Science: Christy Aycock- 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.

ESE Facilitator: Mary Pat Boggs- participates in student data collection, integrates core instructional activities/materials in to Tier 3 instruction, and collaborates with general education and ESE teachers through such activities as co-teaching.

Reading Instructional Specialist:

Technology Specialist:

Speech Language Pathologist:

Student Services Personnel:

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

The RtI Leadership Team will meet once a week to determine how to develop and maintain a problem-solving system to bring out the best in our school, our teachers, and our students. Once a week the team will review universal screening data and link to instructional decisions; review progress monitoring data at the grade level and classroom level to identify students who are meeting/exceeding benchmarks, at moderate risk or at high risk for not meeting benchmarks. Based on this information, the team will identify professional development and resources. The team will collaborate regularly, problem solve, share effective practices, evaluate implementation, make decisions, and practice new processed and skills. The team will also facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation.

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

The RtI Team met for several full day sessions and evaluated the needs of the school to make learning gains, meet AYP, and improve academic and social/emotional areas. The RtI Team members are key personnel and had a hands-on role in developing the SIP. The data provided on the Tier 1,2, and 3 targets helped set clear expectations and facilitated the development of a systemic approach to teaching with rigor, relevance, and building relationships being the focus. Learning Focused Strategies in accordance with the Florida Continuous Improvement Model align process and procedures and will produce amazing results.

Describe the data management system used to summarize tiered data.

Baseline data: Progress Monitoring and Reporting Network (PMRN), Assessment and Information Management System (AIMS web),Florida Comprehensive Assessment Test (FCAT)
Progress Monitoring: PMRN, AIMS web, Curriculum Based Measurement (CBM), FCAT Simulation
Midyear: Florida Assessments for Instruction in Reading (FAIR), Diagnostic Assessment for Reading (DAR), Early Reading Diagnostic Assessment (ERDA)
End of year: FAIR, AIMS web, FCAT
Frequency of data days: twice a month

Describe the plan to train staff on RtI.

Professional development will be provided during teachers' common planning time and small sessions will occur throughout the year.Two PD sessions entitled: "RtI: Problem Solving Model: Building Consensus Implementing and Sustaining Problem-Solving/RtI" and "RtI: Challenges to Implementation Data-based Decision-making, and Supporting and Evaluating Interventions: will take place in mid-August and October.

The RtI Team will also evaluate additional staff PD needs during the weekly 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, 61% of struggling students made a year’s progress in Math and Reading, 87% of students met standards in Writing, and in Science, students were 22% proficient which was comparable to district level percentages.
Weaknesses: Across all grade levels in math, the lowest content area is number sense and measurement scoring in the 36% to 50% range. In grades 6 and 7 students’ reading scores in main idea/purpose and compare/contrast plus cause and effect were in the 36% to 55% range. AYP was 64% school wide.

Instructional Calendar Development

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

The Instructional Focus Calendars (IFC) were created in August 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.
The 2009 FCAT results were utilized to develop the IFCs. Data results from the September PreTest and December Mid-Term Test will also be utilized.
Teachers will be responsible for determining the instructional focus of whole group lessons, and group/differentiated instruction. They meet twice weekly to determine the results of teaching strategies.
Benchmarks were selected as indicated by students' strengths and weaknesses, which were measured by progress on class work assignments, assessments, and data results.
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 and opportunity to practice, assess the students' knowledge, and then re-teach the Benchmark as indicated by student progress, either in a whole or small group setting.
Administration will implement a continuous cycle of making classroom visits, evaluating lesson plans, monitoring teacher data, and conducting meetings with teachers to ensure that the IFC is being utilized and implemented effectively. Coaches will also be assigned to teachers who are demonstrating signs of struggling with IFC implementation.
Teachers who are struggling with implementing the IFC will be provided additional opportunities to attend professional development sessions, 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.
The administration will meet with each teacher individually to analyze data for each student assigned to the teacher. Learning gains will be constantly monitored and strategies in place. Teachers will work with AIF in each subject area for reinforcement.

Boone Middle School is a Learning Focused Strategies school following the Florida Continuous Improvement Model and all teachers follow the guidelines in teaching the Essential Question throughout each lesson in each class on campus. The students know what they are learning and why to ensure relevant instruction. Summarizing is the focus throughout the lessons to reinforce learning and increase knowledge.

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

Focus instructional Benchmarks:
Reading: Main idea and cause and effect were the least proficient strands in 6th, 7th, and 8th grades. Inference and summarizing will be utilized throughout the campus to improve reading scores. Research shows these two high yield strategies will increase student achievement.
Writing: Organization was the least proficient strand and will be given priority focus.
Mathematics: Number Sense and measurement were the least proficient strands and will be given priority focus.
Science: Scientific Thinking was 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?

Once FCAT scores are released each student is placed in classes that will give high yield results for success. Boone Middle School is a Learning Focused Strategies school following the Florida Continuous Improvement Model and all teachers follow the guidelines in teaching the Essential Question throughout each lesson in each class on campus. The students know what they are learning and why to ensure relevant instruction. Summarizing is the focus throughout the lessons to reinforce learning and increase knowledge.

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

The electives offered at Boone Middle School include Art, Technology, Band, TV production, Chorus, Agriculture, Family and Consumer Science for teaching life skills and career study, and Orchestra. Many career and life skills are learned through these courses to prepare our students for the future. Our Robotics team meets once a week to prepare for the ASPIRE competitions. Our TSA (Technology Student Association) students regularly win state and place at national competitions. Students choose electives based on FCAT scores and interests. Parents meet with the guidance counselors and give input in the choices their child makes.

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?

Our students excel in technology, music, art, and television production. Boone Middle School won first place for best video at the county competition last year. The students attain great satisfaction from the teamwork and a job well done which prepares them for the real world. Our Robotics team meets once a week to prepare for the ASPIRE competitions. Our TSA (Technology Student Association) students regularly win state and place at national competitions. The E Team and Math Counts teams meet weekly to prepare for competition. The Boone Middle Chess Club hosts the Ridge Chess Tournament once a month and places in the top three teams. Students choose electives based on FCAT scores and interests. Parents meet with the guidance counselors and give input in the choices their child makes.

Direct the Instructional Focus

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

All grade level teachers will meet weekly by subject area to determine the areas of students' strengths and weaknesses as demonstrated by class work assignments and assessment results. Lesson plans will be created according to the curriculum map guide in the Learning Focused Strategies format for differentiated instruction which provides lessons for all levels of students, below mastery, at mastery, and above mastery.
Teachers will meet weekly for department/subject area meetings for vertical alignment of the curriculum and weekly as grade level teams in Professional Learning Communities to share best practices and resources.

How are instructional focus lessons developed and delivered?

Focused lessons will be provided by the instructional coaches for each subject area based on a review of previous assessments where students were struggling.
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.
The 5-10 minutes focus lessons will be taught at the beginning of each class period.
Reading teachers will teach the focus lesson that correlates with their subject with the emphasis on summarizing and inferences. Math teachers will teach the focus lesson that correlates with their subject area with the emphasis on number sense and measurement. Science teachers will teach the focus lesson that correlates with their subject with the emphasis on scientific method and data analysis. Elective and Social studies teachers will also teach focus lessons which include all the aforementioned areas of need according to their subject where applicable.

How will instructional focus lessons be revised and monitored?

Student mastery on mini-assessments based on the focus lessons will determine if the focus lessons need to be revised and/or re-taught.
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.

To determine student comprehension, based on the IFCs, mini-assessments will be administered by the teachers. Ten questions per Benchmark will be utilized for assessment purposes and will be teacher made according to the progress of their students. These assessments will be administered on a monthly basis.

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

Mastery will be set at 80% which is higher than the traditional score of 70% to ensure student proficiency of each Benchmark. 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.
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?

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. Our Math/Science Rally is a two day hands-on activity for all students on campus. The stations are manned by the students at and above mastery level to enable them to mentor students struggling with concepts that may be difficult. Many of our PreAP students are above mastery level and are mentors to other 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.

Teachers will meet weekly to review assessment data (formative and summative) alternating by content area and the next time by grade level.
The meeting will be facilitated by the subject area coach/AIF, team leader, the department chairperson, and/or 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 administration. A uniform documentation sheet will be distributed to the leaders in each area. 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.

The Principal and the Leadership Team will meet with teachers either during weekly meetings, or one-on-one to discuss assessment results and students 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.

The core subjects are Reading, Math, Language Arts, Science, and Social Studies. Supplemental subjects, also known as Electives, are art, band, chorus, orchestra, agriculture, family consumer science, technology, and ITV. Intensive instruction involves scheduling students into additional reading and math classes. Interventions in each class include on a daily basis whole group explicit instruction, small group differentiated instruction, independent practice monitored by the teacher, infusion of SSS benchmarks specific to the subject area, and a focus on informational text at a ratio matching FCAT. Each struggling student must be given the instruction that best fits his or her needs. As a school wide focus, RtI will provide additional support.

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

Resources from the state adopted textbooks which are designed for intensive instruction will be utilized. Computerized programs including FastForward, Read 180, and Compass Odyssey Lab in addition to FCAT Explorer will also be utilized. Teachers will utilize instructional strategies or best practices discussed in Professional Learning Communities on a consistent and pervasive basis. Learning Focused Strategies Professional Development courses such as Catching Kids Up provides instructional strategies that give the most impact in achievement. Extended thinking skills strategies can yield a 45% gain in achievement levels, and summarizing can yield a 34% percentile gain. Students consistently demonstrating non-mastery may be required to participate in tutorial sessions before or after school. Tutoring is provided and the students are encouraged to attend in small group settings.

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

Thorough data analysis, administrative walkthroughs, and teacher requests or surveys provide evidence of common areas of concern in the areas of instructional delivery, classroom management, etc. The need for professional development sessions will be determined according to those findings and will be implemented.

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, instructional coach, administrators, counselors, etc.) students who consistently demonstrate academic difficulty will receive supplemental and intensive instruction/interventions. Students not making mastery will be offered after-school assistance from SES tutoring, as well as assistance during the regular school day from instructional coaches, and personnel hired to provide tutorial services. We are recruiting volunteers from the community and business to tutor/mentor students who are struggling.

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

All personnel (see above) 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 such as attendance, behavior, etc. hindering implementation of intervention strategies will be addressed and resolved by the implementation of RtI. 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 or PreAP program. Students also enroll in Art class, ITV production, Technology, and Honors Algebra.

Describe how students are identified for enrichment strategies.

FCAT results, student grades 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. 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.