Identify the school-based RtI Leadership Team.

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.
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.
General Education Teachers: Provides information about core instruction, collects student data, delivers instruction/intervention (Tier 1), collaborates with other staff to implement Tier 2/3 interventions, and integrates Tier 1 materials/instruction with Tier 2/3 activities.
Exceptional Student Education Teachers: Participates in student data collection, integrates core instructional activities/materials /instruction in tiered interventions; collaborates with general education teachers.
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.
Guidance Counselor: Quality services and expertise will be provided on issues ranging from program design to assessment and intervention with individual students. Or school’s social worker connects schools and families to community agencies within the community. This connection helps promote the academic behavior, emotional and social success of each student within the school setting.

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

The team meets once a month to engage in the following:
Review data and instructional decisions; review progress monitoring data 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 routinely, problem solve, share effective practices, evaluate implementation, make decisions, and practice new processes and skills.

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

The RTI Leadership Team met with the 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; help 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). Sixth through Tenth Grade instructional data is gathered from the previous year’s FCAT scores.
Progress Monitoring is gathered mid-year and toward the end of the year, FAIR data is processed twice more through the PMRN. 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.
End of Year Data is gathered through FAIR and FCAT.
Data is discussed and analyzed at least monthly at the PS/RtI Leadership Team meetings.

Describe the plan to train staff on RtI.

Professional development will be provided during teachers’ planning period and small sessions will occur during throughout the year. PS/RtI Overview will be provided in August/September.
Problem Solving Model: Building Consensus Implementing and sustaining Problem-Solving/RtI
RtI:Challenges to Implementation Data-based Decision-making, and Supporting and Evaluating Interventions-these will be provided throughout the year.

Additional staff professional development will be evaluated by the RtI team during the routine 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: 96% of students meet standards in writing. Students scoring below average in math and reading continue to increase.

Weaknesses: Across all grade levels, the lowest content area in math is measurement. Grade 6 and 7 scored well in algebraic thinking while grade 8 scored lower. Grade 10 scored well in data analysis while grade 9 scored lower. In grades 6-9 students in levels 3-5 increased and students in grade 10 in levels 3-5 decreased.

Instructional Calendar Development

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

• July 2009 Build the IFC. Revisit and update in October and January, 2010. Use data from disaggregated data from pre-test given in September and December mid-term.
• Information used for IFC – 2009 FCAT results will be used when developing the IFCs. Utilize data results from the September Pre-Test and December Mid-Term Test.
• Teacher utilization - Teachers will be required to construct lessons for the whole group and small groups that include differentiated instruction.
• Benchmarks – Assessment of students’ strengths and weaknesses will indicate the benchmarks to be selected. Teachers will select students’ class work, other assessments, and data results to determine this.
• Time element for benchmark – The amount of instruction allocated for the benchmark will be dictated by the IFC and the allotment of time given to assure all students exposure to each benchmark by the time of FCAT testing. Each student must be guaranteed by the IFC that teachers provide instruction on the benchmarks, each student has practice time, then the students can practice the skill, the skill can be assessed, then the skill can be re-taught as necessary as indicated by the students’ progress either whole group or small group setting.
• Assurance of use – Administration will execute a schedule for making classroom visits, monitoring teacher data, scheduling meetings with teachers to insure the calendar is being utilized and implemented effectively, and evaluating lesson plans. Assign coaches to teachers who are having difficulty implementing the IFC.
• Assistance provided - Teachers who have difficulty implementing the IFC will be given additional opportunities to attend professional development sessions. A mentor will be assigned to any teacher having difficulty with the IFC. These individuals will have the opportunity to observe successful teachers. The reading coach/math coach and the department chair will also be able to assist those needing help. The teacher will participate in Professional Learning Communities and use this time to gain the support of colleagues during weekly team meeting.

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

Reading: Words and Phrases and Reference and Research were the least proficient and will be given priority focus.
Math: Measurement was the least proficient and will be given priority focus.
Science: Physical and Chemical Science and Earth and Space Science were the least proficient 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?

Disaggregation of FCAT data and monthly data PLCs (grade level/department/team) will use data from FAIR and other progress monitoring tools to identify student needs and provide appropriated interventions.

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

• Course offerings pertaining to future employment/job skill training:
Students are offered elective courses in career study, business, technology, and art. Several of these focus on job skills and offer internships for the students.
• Initiatives related to content and students’ everyday experiences:
Focus: Teachers and students need to inquire from each other the reason for learning to assure learning is relevant. Appropriate reading materials are provided to teachers based on high interest content.

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?

• Selection of classes
Students are introduced to next year’s curriculum and exposed to the course selection by the guidance counselors.
• Selection of electives
Students meet with the elective teachers to determine what classes they will select. Registration forms are sent home for parent signatures for final course selection.

Direct the Instructional Focus

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

• Middle School
Teams will meet monthly and determine the areas of students’ strengths and weaknesses demonstrated by assessments and class work. Create lesson plans including differentiated instruction providing lessons for students at above mastery, at mastery, and below mastery.
• High School
Departments will meet monthly and determine the areas of students’ strengths and weaknesses demonstrated by assessments and class work. Create lesson plans including differentiated instruction providing lessons for students at above mastery, at mastery, and below mastery.
• Meeting Times
Monthly meetings will take place for each Professional Learning Community to share best practices and resources.

How are instructional focus lessons developed and delivered?

• Development of Lessons
Instructional coaches provide focus lessons for subject area based on students’ area of need.
• Determination of lessons to be used
Instructional coaches select focus lesson, align it with benchmark and standards for the subject area that is annually assessed on the FCAT.
• Assign time to teach lesson
Focus lesson will be 5-10 minutes and will be taught at the beginning of the class period.
• Responsible for teaching lesson
Content area teachers, reading, math, and science will teach the focus lesson that correlates with their subject area.

How will instructional focus lessons be revised and monitored?

• Needed revisions
Revisions will be based on the mini-assessments of students’ mastery on the focus lessons. Based on this information we will determine if the lessons need to be revised and/ or re-taught.
• Lesson Effectiveness
By analyzing data results from focus lessons intermittently throughout the year, teachers and administrators will ensure the effectiveness of the focus lessons. Whole group instruction that includes skills and benchmarks will also produce proficiency of skills and benchmarks.

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.

• Assessment to determine comprehension
Routine/regular mini-assessments based on the focus lessons will be given.
• Number of items per benchmark
Ten questions for each benchmark will be used for assessing.
• Frequency of administration
Tests will be given each month.

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

• Determining mastery - Rationale for this decision
80% will be set for mastery. To insure a student has mastered the benchmark mastery is set higher than a traditional score set for passing.
• Using results to redirect focus lessons and IFCs
It can be determined from the assessment results the instructional focus of whole group lessons. In order to re-teach the questions students missed most frequently, an analysis of the assessment can be done.
• Differentiating instruction
Teachers can use assessment results to provide instruction to students in three categories: enrichment and advanced students earning 80-100%, students needing additional instruction and practice-students earning 50-70%, and struggling students earning less than 50%.

Maintenance

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

• Differentiating students at mastery levels
Many opportunities will be provided to students who are at and above mastery level to enhance or enrich current skills. Various hands-on activities, projects, and/or supplemental lessons will reinforce the skill and maintain the level of proficiency/mastery.

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.

• Meeting times-assessment data by content area/grade level
Weekly meetings will be established and will alternate between grade level and content area. This will be on-going during the year.
• Facilitation and documentation of meeting
Facilitator of meeting can be either the coach, team leader, or the department chairperson. One of the teachers will be designated as the recorder to record notes from the meeting to submit, along with the agenda to the administration. A representative from administration will attend meetings.

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.

• Role and Involvement of Principal in the teaching and learning process
Administration will meet with teachers during team meetings/department meetings and will discuss student progress and assessment results. Use various components to diagnose student needs. Look at data, lesson plans, and student sample work. Determine if proper instruction, assessment, and differentiation has occurred and if individual student need has been met. The process of teaching, assessing, re-teaching, and re-assessing can be determined using Progress Monitoring logs.

Supplemental and Intensive Instruction/Interventions

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

•
Opportunities are provided to assist all students interested in improving their academic performance. Tutoring is available in Reading and Math two afternoons each week from 2:30 – 3:05. The Nova Net lab is used for a credit recovery program.

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

Structuring instruction and materials for re-teaching
• Utilize resources including FCAT Explorer and state adopted textbooks for intensive instruction. Also strategies will be used that are suggested and shared during the Learning Community meetings. Teachers will focus on different methods to provide instruction to students in the areas that are not mastered. Teachers will also be able to use strategies and resources obtained from workshops and/or professional development. Tutoring sessions will be available after school to those students who consistently demonstrate need in skills.

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

•
Aligning Professional Development and Instructional Strategies
Observation of classrooms (delivery of instruction and classroom management), student performance (data analysis), and teacher surveys (preference for training based on need) will give indication of the area professional development is required.

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

• Targeting students (L1 and L2 FCAT Reading)
Using appropriate tools, students demonstrating difficulty academically will receive instruction and intervention both supplemental and intensive. Progress monitoring and observation will be two important tools used during this process.
• Other services to students not making mastery
A tutoring program is provided after school for students who consistently demonstrate academic difficulty. Assistance is also available during the regular school day.

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

• Measuring effectiveness of the interventions (Progress monitoring – PMRN/FAIR)
A meeting will be necessary with all parties that provided strategies and interventions to evaluate the effectiveness and determine factors that hindered the progress. Resolve strategies to be discontinued and add alternative interventions.

Enrichment

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

•

Challenging the advanced students
Students need to be scheduled in the honors classes, AP classes, and gifted classes who exceed the mastery level. Elective classes they enroll in include foreign language and art.

Describe how students are identified for enrichment strategies.

• Placing students in higher level courses
Several areas are considered when placing a student in a higher level academic course. Assessment results, specific course results, and FCAT results are good indicators for placement. Consideration is also given for teacher recommendation
• Input in the process
Conferences are held with stakeholders including parent, teacher, instructional coach, guidance, and administration to discuss expectation of the student, the course, and parental involvement.