Identify the school-based RtI Leadership Team.

Identify the school-based RtI Leadership Team.
Faye Wilson, Principal and Sue Bizerra, Assistant 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.
Jessica Brooks, Ashley Dort, John Jones, Kathy Caraballo, Cleo Johnson, Robin Collins, Beverly Anderson, 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.
Mary Hartsfield, Exceptional Student Education (ESE) Facilitator: Participates in student data collection, integrates core instructional activities/materials into Tier 3 instruction, and collaborates with general education teachers through such activities as co-teaching.
Sharon Moser, Academic Intervention Facilitator (Reading) and Tina Wilson, Math Resource:
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. 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 data-based instructional planning; supports the implementation of Tier 1, Tier 2, and Tier 3 intervention plans.
Jim Maxwell, 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.
Cynthia Strazzulla, 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
Hiba Chehaib-Guidance Counselor, David Aranda-Social Worker and Lynne Wilkinson-Title 1: Provide 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).

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

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.

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.

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: 66% of students are reading at grade level proficiency levels; 69% of students made year’s worth of reading gains; 71% of struggling students made a year’s worth of progress in reading; 66% of 4th grade and 63% of 5th grade students were at AL 3 or higher in reading; 79% of 4th grade and 63% of 3rd grade students were at AL 3 or higher in math; all 3rd, 4th and 5th grade students scored 100% on math measurement.
Weaknesses: 53% of English Language Learners and 66% of Students With Disabilities (SWD)did not meet proficiency levels in reading; 59% of SWD did not meet proficiency levels in math; 51% of 3rd grade students did not make AL 3 in reading; 50% of 5th grade did not make AL 3 in math;

Instructional Calendar Development

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

Reading:
• Instructional Focus Calendars (IFC) were created in July 2009. The IFC will be updated in October 2009 as determined by disaggregated data results from the August Pre-Test, and again in January 2010 as determined by the disaggregated data results from on-going assessments.
• The 2009 FCAT results were utilized to develop the IFCs. Data results from the August Pre-Test, and on-going assessments will 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.
• 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 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 or grade level chairs will provide additional assistance to the teacher. The teacher will participate in Professional Learning Communities, and utilize the support of her/his colleagues during weekly team meetings.
Math and Science:
• The District Curriculum Maps guide teachers in Math and Science to ensure that all benchmark skills are given appropriate emphasis throughout the year.
Writing:
• Jesse Keen Elementary uses the Write Reflections Writing Program to guide writing instruction

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

Reading: 4th & 5th Grades: Words & Phrases; Main Idea, Plot & Purpose; Compare & Contrast, Cause & Effect
3rd Grade: All Clusters
Math: All Grades: Number Sense
3rd & 5th Grades: Geometry & Spatial; Algebraic Thinking; Data Analysis & Probability
Writing: Continue progress
Science: All four areas need equal emphasis

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.
• Students are grouped according to their performance on benchmark assessments for reading intervention groups.

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

A daily focus of the school is for teachers and students to ask each other “why do we learn this?” to ensure that instruction is always relevant. Teachers use real-life examples whenever possible to help students make connections.

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?

• Grade level teams meet weekly to write grade level lesson plans for each subject area. Based on students’ strengths and weaknesses as demonstrated by class work assignments and assessment results, lesson plans are created for differentiated instruction, which provides lessons for all levels of students, below mastery, at mastery, and above mastery.
• Teachers meet monthly in vertical teams to discuss specific subject areas, to share curriculum objectives from each grade level, and to verify that the curriculum is aligned across grade levels.
• Teachers will meet weekly for grade level meetings and will meet monthly during Professional Learning Communities to share best practices and resources.

How are instructional focus lessons developed and delivered?

• Focus lessons will be provided by the instructional coach for reading based on a review of previous assessments where students were struggling.
• The focus lessons selected by the instructional coach are aligned to the Benchmarks and standards for reading and cover the Benchmarks that are annually assessed on the FCAT.
• The mini-lessons will be taught during reading intervention groups.
• In math and science the instructional focus lessons are written by grade level teachers in accordance with the District Curriculum Maps.
• In writing the instructional focus lessons are part of the Write Reflections curriculum.

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 based on focus lessons will be administered in reading.
• Ten questions per benchmark will be utilized for assessment purposes.
• The 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 based on 80% Mastery. Mastery is set at a higher than traditional score of 70% to ensure student proficiency on each benchmark.
• The assessment results will be utilized 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 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 50-79%, 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.

Grade level teams will meet weekly. The meeting will be facilitated by the grade chair and/or the subject area coach. 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 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.

• Administration and Leadership Team will do regular classroom walk-throughs with follow-up reflection meetings.
• Administration 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 3rd grade 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 instructional coaches 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 instructional coach will also help with the process of grading, recording and charting student progress.

Supplemental and Intensive Instruction/Interventions

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

SUBJECT CORE SUPPLEMENTAL INTERVENTION
Reading Harcourt Trophies FCAT Explorer, SRA, 100 Book Challenge, McREL, Elements of Reading, STARS, CARS Soliloquy, Voyager Reading, Kaplan Spell Read
Math Scott Foresman Math FCAT Explorer, Voyager Math
Science Harcourt Science FCAT Explorer Small group tutoring
Writing Write Reflections Trophies Writing Small group tutoring

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, including SRA Reading Mastery Plus. Computerized programs or instructional software, including Soliloquy for reading and Voyager math and reading, in addition to Internet instructional Web sites such as FCAT Explorer will also be utilized. Teachers will utilize LFS instructional strategies and other 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 will be invited to participate in tutorial sessions before or 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. Specific professional development needs will be addressed individually.

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

Grade 3-5 level 1 and 2 students in reading and math are scheduled for Kaplan Spell Read, Soliloquy, and/or Voyager reading and/or math. All qualifying students are offered the opportunity to participate in Supplemental Educational Services tutoring after school. In addition, Jesse Keen offers after-school tutoring in reading and math to all levels 1 and 2 students in grades 3-5 and any other students recommended by their classroom teachers. Fourth grade teachers offer before-school tutoring to students struggling in the area of writing. In addition, during iii reading all students are divided into homogeneous groupings and work in small groups with a staff member using materials at their level.

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

Classroom mini-assessments, released FCAT practice tests, focus assessments through FCAT Explorer, FAIR and district progress monitoring assessments in math, writing and science will be used to determine the effectiveness of supplemental instruction. Data will be reviewed weekly by the Leadership Team. 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.

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. During iii reading, students who are working above grade level participate in enrichment activities and projects. In addition, Art, Music and Physical Education collaborate with the classroom teachers to reinforce benchmark instruction by tying the school-wide focus skill into their lessons. They also provide ongoing enrichment and reinforcement by incorporating standards from other subject areas.

Describe how students are identified for enrichment strategies.

• Assessment results (FCAT, FAIR, progress monitoring, classroom) that demonstrate consistent proficiency/mastery as well as student classroom performance are used to determine placement in an enrichment group.
• When considering gifted placement, a K-Bit is given, followed by a parent conference 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 gifted program, as well as their continued parental involvement.