Identify the school-based RtI Leadership Team.

Principal: 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.
Select General Education Teachers (Primary and Intermediate): 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.
Exceptional Student Education (ESE) Teachers: Participates in student data collection, integrates core instructional
activities/materials into Tier 3 instruction, and collaborates with general education teachers through such activities as coteaching and assisting them with implementation of Tier 2 interventions.
Instructional Coach(es) Reading/Math/Science:
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.
Reading Instructional Specialist: Provides guidance on K-12 reading plan; facilitates and supports data collection
activities; assists in data analysis; provides professional development and technical assistance to teachers regarding databased instructional planning; supports the implementation of Tier 1, Tier 2, and Tier 3 intervention plans.
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
assistance for problem-solving activities including data collection, data analysis, intervention planning, and program
evaluation; facilitates data-based decision making activities.
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 display.
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 systemic
patterns of student need with respect to language skills
Student Services Personnel: Provides quality services and expertise on issues ranging from program design to
assessment and intervention with individual students. In addition to providing interventions, school social workers continue
to link child-serving and community agencies to the schools and families to support the child's academic, emotional,
behavioral, and social success.

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

The Leadership Team will focus meetings around one question: How do we develop and maintain a problem-solving system
to bring out the best in our schools, our teachers, and in our students?
The team meets once a month to engage in the following activities:
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 the above information, the team will identify professional development and resources for the needs of our students. The team will also collaborate regularly, problem solve, share effective practices, evaluate implementation, make decisions, and practice new processes 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 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: 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 FAIR
End of year: FAIR, AIMS web, FCAT
Frequency of Data Days: twice a month for data analysis

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 in October.
The RtI team will also evaluate additional staff PD needs during the monthly 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 or above district averages in Reading.

Weaknesses: Across all grade levels, the lowest content area in Reading is words and phrases.

Instructional Calendar Development

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

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.

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.

Teachers will be responsible for determining the instructional focus of whole group lessons, and small
group/differentiated instruction.

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 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.


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. 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.

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

Reading: Words and phrases 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 were released, the administration determined student learning gains by teacher and
adjusted the master schedule to prevent low-performing teachers from teaching the same class again.

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?

The school offers students elective courses in art, gifted education, music, technology, media, and physical education.

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. Teachers are also provided reading materials and “bell ringers” that are
based on current events.

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?

NA

Direct the Instructional Focus

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

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.

Teachers will meet weekly for grade level meetings and will meet weekly during Professional Learning
Communities to share best practices and resources.

How are instructional focus lessons developed and delivered?

Focus lessons were developed by the instructional coaches and teachers for reading based on a review of previous assessments where students were struggling.

The focus lessons selected by the instructional coaches and teachers are aligned to the Benchmarks and standards for reading and cover those Benchmarks that are annually assessed on the FCAT.

The 30 minute focus lesson will be taught as a separate period each day.

Homeroom teachers will teach the focus lesson. In the future, depending on need, resource teachers may also teach focus lessons.

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

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.

Mini-assessments and assessment prompts based on the focus lessons will be administered.

Ten questions per Benchmark will be utilized for assessment purposes.

The assessments will be administered on a bi-monthly basis.

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

Mastery will be set at 80%. Mastery is set at 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.

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.

The meeting will be facilitated by the team leader or the AIF.
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 leadership team 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 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.

The AIF 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 AIF 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.

Our core instructional material is Trophies Harcourt. Kaplan Spell Read, Curriculum Associates Focus books, and the Harcourt Web site are supplemental programs.

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 or instructional software (e.g. Odyssey), in addition to Internet instructional Web
sites such as FCAT Explorer 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 after school.

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

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?

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 via SES or afternoon academy, as well as assistance during the regular school day from the leadership team or homeroom teachers during iii time.

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

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
Curriculum Associates Focus texts 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 program.

Describe how students are identified for enrichment strategies.

FCAT results, in addition to student progress in a specific strand, as well as assessment results that
demonstrate consistent proficiency/mastery are used to determine placement in higher level groups. Teacher recommendation is also taken into consideration.

Parent conferences are held with the recommending teacher and guidance counselor. The parents are counseled on the expectations for the student in the higher level course, as well as their continued parental involvement.