Identify the school-based RtI Leadership Team.

Director: Provides common vision for the use of data-based decision-making, ensures the Rtl plan is implemented, provides all necessary resources and supervises process.
Select General Education Teachers: Provides information about core instruction, participates in student data collection, delivers instruction and collaborates with staff to implement intervention
ESE Teacher Provides information about ESE instruction, participates in student data collection, delivers instruction and collaborates with staff to implement intervention
Assistant Director for Curriculum: Develops, leads and evaluates school core content standards and programs, Identifies systematic patters of student need while working with district personnel to identify appropriate, evidence based intervention strategies, and assist with identification of students “at risk”
Reading Teacher 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 database instructional planning
H.S. Guidance Counselor. Provides quality services and expertise on assessment and intervention with individual students. In addition to providing interventions, links child-serving and community agencies to the schools and families to support the child's academic, emotional, behavioral, and social success.
Additional Staff: Selected additional staff may be added based on need and expertise.

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

The Rtl team will meet monthly to review progress and problem solve instructional challenges. Meetings will be organized to address programs: academics and vocational, attendance, discipline and material needs. The team will develop solutions and check progress.

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 director to help develop the SIP. The team provided data on; 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

Describe the data management system used to summarize tiered data.

Baseline data: Progress Monitoring and Reporting Network (PMRN), Test of Adult Basic Education (TABE)Florida Comprehensive Assessment Test (FCAT) Comprehension English Language Leaning Assessment (CELLA)
Progress Monitoring: PMRN, Curriculum Based Measurement (CBM), FCAT Simulation Midyear: Florida Assessments for Instruction in Reading (FAIR) and SRA
Diagnostic Assessment TABE, CBM
End of year: FAIR, FCAT,CBM
Frequency of Data Days: twice a year 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. Academic and vocational Instructors will focus on improving math, reading and writing scores .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?

Ridge Career Center focuses on students who are in the 11th and 12th grade and Teen Parents from 6-12 grades.
The overwhelming need identified by FCAT and other required test is in the area of Reading.
The Teen Parent Program showed increases in writing scores last year.

Instructional Calendar Development

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

Ridge Career Center is an open entry/open exit school of choice. Classes are individualized based on student need. It is impossible for the school to follow a Universal Instructional Calendar

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

Academic teachers will meet monthly 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 monthly for academic meetings and will meet monthly during Professional Learning Communities to share best practices and resources.

What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?

Focus lessons were provided by the instructors for each subject area based on a review of previous assessments where students were struggling.
The focus lessons selected by the instructors are aligned to the Benchmarks and standards for each subject area and cover those Benchmarks that are annually assessed on the FCAT.
The 5 to 10-minute focus lessons will be taught throughout the class period based on student need.
The reading, math, and science teachers will teach the focus lesson that correlates with their subject area. In the future, depending on need, elective and social studies teachers may also teach focus lessons.

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

All students at Ridge Career Center including the Teen Parent students are enrolled into a Career Program of their choice which incorporates appllied and integrated studies relevent to a career.

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?

Ridge Career Center incorporates Career Scope to aid in the decision making of the student's course of study.

Direct the Instructional Focus

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

Academic teachers will meet monthly 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 monthly for academic 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 were provided by the instructors for each subject area based on a review of previous assessments where students were struggling.
The focus lessons selected by the instructors are aligned to the Benchmarks and standards for each subject area and cover those Benchmarks that are annually assessed on the FCAT.
The 5 to 10-minute focus lessons will be taught throughout the class period based on student need.
The reading, math, and science teachers will teach the focus lesson that correlates with their subject area. In the future, depending on need, elective and social studies teachers may also teach focus lessons.

How will instructional focus lessons be revised and monitored?

Student mastery based on CBM

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.

CBM will be used to check progress. 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 set at 70%. Mastery is set with the traditional score of 70% to ensure student
Proficiency of each benchmark.
The assessment results will be used to determine the instructional focus of group and individuals lessons. An Item-Analysis of the assessment will be utilized to re-teach the questions that students missed most frequently.
Teachers at Ridge always differentiate their instruction as indicated by assessment results to provide intensive instruction to those students in need.

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 monthly.
The meeting will be facilitated by the team leader, and/or the department chairperson. 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

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 Director and Leadership Team will meet with teachers either during monthly 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.
The will Leadership Team assist teachers with providing instruction on the focus lessons either by modeling whole group instruction or assisting the teacher in providing small group instruction.

Supplemental and Intensive Instruction/Interventions

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

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. New Century), 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 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.

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, as well as assistance during the regular school day from instructional coaches, and personnel hired to provide tutorial services.

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

All personnel providing services to students not making mastery. 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 FCAT Explorer will also be utilized to determine the effectiveness of supplemental instruction.

Enrichment

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

Students can enroll in elective classes.

Describe how students are identified for enrichment strategies.

Ridge Career Center provides academics for high school students with a primary focus is Career Education. Student who have mastered there academics are encouraged to enroll in more career courses.