Identify the school-based RtI Leadership Team.

Identify the school-based RtI Leadership Team.
Leshelle Seay, 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 school wide; ensures resources are assigned to those areas in most need; and communicates with parents regarding school-based PS/RtI plans and activities.
Yvette Scarborough, 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.
Gwendolyn Ford, Maye Burton, Lydia Leonard, Barbette Steele, Paulette Sutton (ESE) Teachers: Participates in student data collection, integrates core instructional activities/materials/ instruction in tiered interventions; collaborates with general education teachers.
TBA-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.
Jessica Davis-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.

Sarah Chaney-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.
Elaine Lilly -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.
Nancy Haas-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).

Describe the role of the school-based PSRTI Leadership Team 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 Horizons Elementary, our teachers, and in our students?
The team meets as needed 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. 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

Describe how the school-based RtI Leadership Team in the development and implementation of the school improvement plan.
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 Horizons Elementary, our teachers and in our students?
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 (LFS strategies, Eight Tested Benchmarks, AR data, and Professional Learning Communities); 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: Progress Monitoring and Reporting Network (PMRN), Kaplan Spell-Read, Kaplan Data(if available), DIBELS, Florida Comprehensive Assessment Test (FCAT) SAT10, SESAT, K-Bit
Progress Monitoring: PMRN, Accelerated Reader (AR), FCAT Simulation
Midyear: Florida Assessments for Instruction in Reading (FAIR), AR,
End of Year: AIR, FCAT, SAT/10
Frequency of Data Days: Once per month

Describe the plan to train staff on RtI.

Describe the plan to train staff on PSRTI.
Professional development will be provided during the teachers’ common planning time and small sessions will occur throughout the year. The PSRTI team will also evaluate additional staff PD needs during the PTRTI 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: 87% of students met standards in writing.

Weaknesses: Across all grade levels students are performing below state averages in reading, math, and science. To address this weakness, all classrooms will be expected to implement LFS strategies consistently and pervasively with fidelity.

Instructional Calendar Development

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

Horizons will follow the district’s Focus Calendar, the district Curriculum Maps, and LFS strategies.

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

Reading: Main Idea/Purpose was the least proficient strand and will be given priority focus.
Writing: Expository- was the least proficient strand and will be given priority focus.
Mathematics: Number Sense was the least proficient strand and will be given priority focus.
Science: Physical and Chemical Sciences 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 and areas of instructional need for students. Lesson plans will be monitored weekly; classroom walkthroughs will be conducted to ensure that differentiated instruction is being used to meet the needs of students.

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 LFS strategies to be incorporated into reading, math, and science and classrooms will be checked to see that UEQs and LEQs are aligned with lesson plans, curriculum maps, and the Instructional Focus Calendar.

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?

The lesson plans and instructional delivery are aligned with the tested benchmarks and standards for each subject area to ensure that they cover the benchmarks that are annually assessed on the FCAT. Lesson plans will include differentiated instruction, which will meet the needs of all levels of students.

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. The focus lessons selected by the teachers are aligned to the benchmarks and standards for each subject area and cover those benchmarks that are annually assessed on the FCAT.

How will instructional focus lessons be revised and monitored?

Teachers will assess the effectiveness of the focus lesson by analyzing data results from focus lessons. As ongoing data is monitored teachers will identify proficiency of skills and benchmarks. The teachers will then address the needs of students by revising or re-teaching the focus lessons when proficiency has not been met.

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, 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.

Harcourt Trophies , Scott Foreman, STAMS, and CAMs,

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?

A survey will be taken at the beginning of the year. In addition, 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. (Individual schools may have other specific tools that can be listed here.)

Enrichment

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

Students will receive acceleration through Learning Focused Strategies Lessons. Also, enrichment will be provided through ALPHA/Network Instructor.

Describe how students are identified for enrichment strategies.

Classroom teacher data analysis.