Identify the school-based RtI Leadership Team.

The following people make up the membership of our PS/RtI Team:
Principal: 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 school-wide; 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.

General Education Teacher from Each Grade Level: 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.

ESE teacher: Participates in student data collection; integrates core instructional activities/materials/instruction in tiered interventions; collaborates with general education teachers.

Academic Intervention Facilitator for Reading: 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 (PBS) Representative: 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.

Title I Program Facilitator: Assists AIF to develop, lead, and evaluate school core content standards/programs; identify and analyze 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.
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 three times per year, following assessment windows to review data to problem solve needed interventions on a systemic level, and to facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation. PS/RtI subgroups will meet monthly to review school-wide, grade level, and teacher data to problem solve needed interventions and identify students meeting/exceeding benchmarks as well as those at moderate or high risk for not meeting benchmarks; 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; focus on improving student achievement outcomes with evidence based interventions implemented with fidelity and frequent progress monitoring; 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 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 three times per year, following assessment windows to review data to problem solve needed interventions on a systemic level, and to facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation. PS/RtI subgroups will meet monthly to review school-wide, grade level, and teacher data to problem solve needed interventions and identify students meeting/exceeding benchmarks as well as those at moderate or high risk for not meeting benchmarks; 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; focus on improving student achievement outcomes with evidence based interventions implemented with fidelity and frequent progress monitoring; 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

PS/RtI subgroups met to 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; facilitated the development of a systemic approach to teaching; 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. 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 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 Sub-committee 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?

According to data from 2009 FCAT SSS, 3rd grade reading scores decreased 10% from 2008 which is well below the target of 65% proficient. 3rd grade math scores also declined 5% from the previous year. 4th grade reading and math scores both increased and exceeded the state targets with a 9% increase in both reading and math from the previous year. 4th Grade writing scores increased 5% from 2008 to 94% proficient in FCAT SSS Writing. 5th grade made nominal increases in reading (2%) and math (1%), but decreased 3% proficient in science. The clusters and strands for focus remain on Main Idea/Author’s Purpose in reading, and Number Sense in math.

Instructional Calendar Development

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

As an initial step towards implementing FCIM the school will focus on the area of reading. The district has created reading curriculum maps that are accompanied by a course timeline. The course timeline is the starting point for Elbert’s Reading Instructional Focus calendar. The district has also developed a timeline for Reading Comprehension Mini-Lessons which will serve as the school’s Reading Instructional Focus calendar. The implementation of the reading mini-lessons will be monitored by the AIF, school leadership team, and administration. Monthly PLC (grade level/department/team) meetings will be held to adjust the pacing of the mini-lessons.

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

The instructional benchmarks that will be given priority focus based on need for each subject area are as follows:
Reading: Main Idea/Author’s Purpose
Math: Number Sense
Science: Strand H Scientific Method

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

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.

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

All curriculum areas scaffold on the learning that happens at each level to prepare them for the next step on their educational learning path. Secondary students select majors as eighth students. Integration is accomplished in elementary literacy centers and math centers as much as possible so that students apply skills across subject areas.

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?

Elbert Elementary has Title I Family Nights in which we partner with the parents by encouraging students to achieve post-graduate careers. We bring in various speakers of diverse backgrounds to encourage children to attain their educational goals. Every year we have a large turn-out for our Great American Teach-In where community and business members share life and career experiences with our students. They also encourage children to continue their education at their fullest potential.

Direct the Instructional Focus

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

Aligned and prioritized curriculum maps and timelines 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 reteaching 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 through 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 on many 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, Read 180, Fast Forward, Harcourt Trophies, Voyager, 100 Book Challenge, Compass Odyssey, Reading Assistant, and Accelerated Reader 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 leadership team facilitate PLCs with staff members/teams which address data, student work, instruction and curriculum. The administrators and 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.

Reading:
Core – Harcourt Trophies
Alternate Core for Retained Students – SRA Reading Mastery
Supplemental Programs include – Compass Odyssey, Kaplan Spell Read, Soliloquy, Leap Frog, Houghton Mifflin Harcourt Elements of Vocabulary, Leap Frog, Fast Forward, CARS and STARS
Intensive Instruction and Interventions – Include any of the above programs in a small group instructional setting which is adjusted periodically based on data from ongoing assessments.

Math:
Core – Scott Foresman Math
Supplemental – What’s My Place? What’s My Value?, Shape Bait, Money Bait, SMAD, CAMS and STAMS
Intensive Instruction and Interventions – Include any of the above programs in a small group instructional setting which is adjusted periodically based data from ongoing assessments. Touch Math is also a program used for immediate intensive intervention groups.

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

Multiple opportunities for research 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 a level 1 or 2; a student with an ASP; or 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.

Based on FCAT scores, we have targeted children for acceleration and enrichment activities. Our focus is to move our AL 3’s to AL 4’s and AL 4’s to AL 5"s. One of our activities is increased time in computer lab and focusing Accelerated Reading on non-fiction science content area reading.

Describe how students are identified for enrichment strategies.

Students are identified based on prior year FCAT or Stanford test scores as well as ongoing progress monitoring data.