Identify the school-based RtI Leadership Team.

ALL MEMBERS WILL MAINTAIN THE CONFIDENTIALITY OF THE INFORMATION SHARED IN PS/RtI LEADERSHIP TEAM MEETINGS.
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 performance was at district and state averages in the Words and Phrases as well as Reference/Research content areas. while grades 3 and 5 scored at district and state averages, for reading, in the comparisons content area. For Math, across all grade levels performance was at district and state averages in measurement, geometry, and algebraic thinking. Grade 5 scored at district and state levels in all content areas. Grade 3 scored at district and state average for data analysis while 4th grade did the same for number sense.
81% of students meet standards in writing, an increase from last year.
Weaknesses:
All grade levels scored below state and district averages in main idea/purpose. Grades 4 is also struggling more with comparisons. For math, grade 3 scored slightly below averages for number sense while grade 4 scored slightly below averages in the data analysis content area.

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 each school’s 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)?

Reading: Main Idea/Purpose will be given priority focus.
Writing: Organization was the least proficient strand and will be given priority focus.
Mathematics: Number Sense, and data analysis 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?

Disaggregation of FCAT data and monthly data PLCs (grade level/department/team) will use the 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?

LFS strategies are applied throughout the school. Unit and Lesson Essential Questions are posted and constantly reviewed so that students are given a purpose for learning any given skill. The transition of material from concept introduction to its utilization in a real world, application level is an integral part of student learning.

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?

Not applicable

Direct the Instructional Focus

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

Aligned and prioritized curriculum maps and time lines 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 - 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 of mini-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, AR 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 the leadership team facilitate PLCs with staff members/teams which address data, student work, instruction and curriculum. The administrators and the 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.

Apply to all students:
• Learning Focused Solutions Strategies are being incorporated by all teachers for all subjects. Teachers interact with the Student Learning Map throughout the lesson.
• Teachers will use Thinking Maps to help students organize thoughts. Students are taught the purpose of each map and how to create it. Maps will be used as the topic and assignment would benefit from this type of organization.
• Students use FCAT Explorer, Compass Odyssey, Soliloquy, Education City, and/or Earobics during their computer lab time. Soliloquy is used only for FCAT level 1 and 2 students. Typically Earobics is only used in K-1 classes. Both programs are used for ESOL students. Other students are assigned programming by the classroom teacher or network manager. Results from the students’ responses are monitored to customize assignments.
• All classroom teachers implement acceleration/previewing for all students. During whole group instruction students are introduced to as many as 40 new vocabulary words per week. These words come from the adopted text.
• Teachers instruct during a daily, minimal, uninterrupted 90-minute reading block, incorporating research-based reading strategies to ensure mastery-learning at all grade levels. The reading lessons are delivered in whole group, small group and as individuals based on the needs of the student(s). Resources used include LFS materials and Harcourt Trophiescore and intervention materials.
• Students are instructed using the six components of effective reading instruction: phonemic awareness, phonics, vocabulary, comprehension fluency and oral language. The reading lessons are delivered in whole group, small group and as individuals based on the needs of the student(s). This is done on a daily basis by classroom teachers using LFS materials and Harcourt Trophies core and intervention materials.
• Struggling readers, as identified by assessments in grades 3-5, will have 5 lessons per week, for 30-45 minutes using the Voyager Intervention program.
• High performing Kindergarten students, as identified by teachers and assessments, will begin participating in the AR (Accelerated Reader) program with the test results used to monitor progress.
• Teachers implement strategies in content area reading using Science and Social Studies leveled readers. This is used during the 90 minute Reading Block during small group instruction or independently during center time.
• The students have a variety of sources for reading material including AR books checked out from the library, classroom library inventory or appropriate books brought from home. Students read these individually selected works during center time on a daily basis.
• The Renaissance Accelerated Reading (AR) program is used in all classrooms 1-5 and ESE to encourage and increase recreational reading, starting at the beginning of the school year and continues throughout the year. The books that a child is able to test on are based on the score received during STAR assessments, which is administered three times a year.
• All classroom teachers implement a daily, minimal, uninterrupted, 60 minutes of math instruction in grades K-5, using research-based math strategies to ensure mastery at all levels. Class instruction includes purpose, review, explanation, demonstration, guided feedback, correction, and evaluation.
• All classroom teachers align the math curriculum with Sunshine State Standards and Polk County Curriculum Maps using the following materials (used in grades K-5 unless otherwise indicated):
o Scott Foresman/Addison Wesley Text (daily)
o BBY – What’s My Place/What’s My Value (done daily, with alternating month*)
o Shape Bait (done daily, with alternating month*)
o Rhymes ‘n’ Times (minimum of three weeks, or until mastery, in grades 3-5 only)
o Every Day Math Counts (daily)
o Gourmet Curriculum Grades 2-5 (daily)
• Classroom teachers provide a daily writing block of 30 minutes for grades K-3 and 45 minutes for 4th and 5th grade using Write Reflections Materials.
• Classroom teachers use Write Reflections materials to improve the use of standard writing conventions (grammar, punctuation, structure, etc.) in student work throughout the year.
• Classroom teachers improve the use of “voice” in student work using teacher-modeled writings throughout the year.
• Classroom teachers provide quality science instruction using scientific vocabulary, hands-on activities and FCAT format lessons for at least 90 minutes per week, school-wide throughout the year. The materials used come from a variety of sources including Harcourt Science text, leveled readers, SRA Snapshots (grades 3-5) and the Peoples Education materials (grades 2-5).
Relate to differential instruction:
• Class Analysis Charts developed through mini individual student assessment will be kept by classroom teachers and monitored by the Reading Coach. The charts track vocabulary and comprehension to provide immediate feedback on proper instructional focus, mini and maintenance lessons, as well as placement of all students K-5
• State provided testing results are used to differentiate student instruction in math. (After each assessment teachers review student deficiencies and alter instruction based on needs)
• Teachers administer assessments, on an as needed basis, to identify student areas of weakness or strength to be used in determining the need for assistance or enrichment.
Provide immediate interventions for students you have identified as struggling:
• Classroom teachers provide small group instruction for those students scoring in the lowest 25% on the FCAT SSS testing. This is done daily during respective subject area block and during the additional iii instruction. Trophies intervention materials are used with struggling reading students.
• Tutoring will be provided, as needed, to improve reading scores after school during the District provided SES program.
• Trained teachers provide Kaplan Spell, Read instruction to all Tier 2 and Tier 3 students as directed by the District.
• All students go to the Compass Learning Lab (Odyssey) a maximum of 2 hours weekly during scheduled computer lab time. Classroom teachers hand select lessons to be used by struggling students.
• Students that are struggling with the writing process have one on one conferences with their classroom teacher on an as needed basis.

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

Multiple opportunities for researched 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.

Gibbons Street Elementary Students that are identified as high achieving attend the Alpha Program at Highland City Elementary. Teachers of these students also use above level materials for them during small group instruction.

Describe how students are identified for enrichment strategies.

Teachers identify potential students, then the guidance counselor does further assessment.
If a child meets the criteria for the gifted program parents are invited to a conference to determine if the gifted program would be in the best interest of the student.