Identify the school-based RtI Leadership Team.

Luis Alvarez, Principal; Jennifer Blackburn, Assistant Principal; Wanda Martinez Guidance Counselor; Stacey Pack, Academic Intervention Facilitator; Amanda Leach, School Psychologist; Jillian Gay, PBS Team Leader/3rd grade teacher; Heather Gibson, Speech Language Pathologist; Sandra Marra, Social Worker; and Select General Education and Exceptional Student Education Teachers. These team members will be available on an as needed basis.

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

We will meet monthly to discuss data and classrooms that are in need of more support. Also, once a month the team will meet with each grade level to discuss individual student needs.

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan

The team worked together to decide the intervention and new actions that need to take place in the 09-10 school year. The team will follow up and monitor the strategies each month in our meetings.

Describe the data management system used to summarize tiered data.

Baseline data: Progress Monitoring and Reporting Network (PMRN), FAIR, Florida Comprehensive Assessment Test (FCAT)
Progress Monitoring: PMRN, Curriculum Based Measurement (CBM), FCAT Simulation
Midyear: Florida Assessments for Instruction in Reading (FAIR)
End of year: FAIR, FCAT, Kaplan, Standardized Test for the Assessment of Reading (STAR)
Frequency of Data Days: Once 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. PD needs will be evaluated monthly during 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?

In 3rd grade our students were successful in Reading in the area of reference and research. However, in 3rd grade, Reading, our students need to improve in words/phrases, main idea/purpose, and comparisons. Our 3rd grade students were successful in Math in the areas of data analysis and geometry. However, in 3rd grade Math, our students need to improve in number sense and measurement.
Our 4th grade students in the area Reading was successful in the area of words and phrases. However, in 4th grade, Reading, our students need to improve in main idea/purpose and comparisons. Palmetto’s 4th grade students were successful in Math in the area of geometry and data analysis. However, in 4th grade Math, number sense, measurement, and algebraic thinking. In 4th grade Writing, we will continue to work on structure, support, and details and we will continue with our twice a month FCAT sessions.
Our 5th grade students were successful in Reading in the areas of comparisons and reference/research.

However, in 5th grade Reading, our students need to improve in words/phrases and main idea/purpose. Palmetto’s 5th grade students were successful in Math in the area of number sense. However, in 5th grade Math, we need to concentrate on measurement, algebraic thinking, geometry, and data analysis. In Science, our 5th grade students will need to focus in all areas.

Instructional Calendar Development

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

We look at the skills that are tested and the data from FCAT to see what our students need to focus on. We then plan accordingly. Each month, during our planning session with each grade level, we discuss what skill we have been working on and in what areas we still need support.

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

In 3rd grade, Reading, our students need to improve in words/phrases, main idea/purpose, and comparisons. In 3rd grade Math, our students need to improve in number sense and measurement.
In 4th grade, Reading, our students need to improve in main idea/purpose and comparisons. In 4th grade Math, number sense, measurement, and algebraic thinking. In 4th grade Writing, we will continue to work on structure, support, and details. We will continue with our twice a month FCAT sessions.
In 5th grade Reading, our students need to improve in words/phrases and main idea/purpose. In 5th grade Math, we need to concentrate on measurement, algebraic thinking, geometry, and data analysis. In Science, our 5th grade students will need to focus in all areas.

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

For Reading, the FAIR test will help with this process. The test is designed to pinpoint the specific needs of the student. Once the problem has been diagnosed the teacher will be able to help the student effectively. As for the other subjects, the teachers will meet with the leadership team on a weekly basis to discuss all students. We will identify those students that are struggling and discuss interventions/strategies that may be effective for those students. The following week we will meet to see how those students did with those specific interventions/strategies.

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

NA

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 in grades kindergarten, first and second grades will meet weekly to determine areas of strengths and weaknesses as demonstrated by class work assignments and assessment results. Third, fourth and fifth grades are departmentalized for reading and math. They will also meet weekly to determine strengths and weaknesses as they relate to class assignment results therefore any necessary changes will be made to accommodate individual child’s needs. Teachers will follow the district wide curriculum maps and work collaboratively using the LFS format to plan for their instruction. Professional Learning Communities will be created for our primary and intermediate teachers. These teachers will meet monthly to discuss best practices what they observed while visiting other classrooms and share best practices that are working in their classroom. From the data, they will identify at least one target group of students in need of specific intervention and discuss what should be done for them. The teachers will discuss the assessments that could be used (they might include observation checklists, teacher made tests, end of unit tests, rubric scored performances, etc.). Reflect with the group on how the meeting/visit went and how well you adhered to your norms/guidelines established at the beginning of the meeting.

How are instructional focus lessons developed and delivered?

The AIF along with the Leadership Team will monitor FAIR data to best meet the needs of students and assist teachers. Data from last years SAT, FCAT, DIBELS, Kaplan assessments will be used to assist students struggling in reading. SAT, FCAT, Kaplan and Acalectics data will be used to assist our Math Resource teacher monitor student progress and share with teachers during weekly meetings.
The focus lessons selected by the district and monitored by the instructional coach are aligned to the benchmarks and standards for each subject area and cover FCAT tested benchmarks. Focus lessons are also based on data received by FAIR results, text tests, Acalectics and teacher observations. Also, our ESOL teacher will work closely with our intermediate grades to increase student achievement within our ELL population.

How will instructional focus lessons be revised and monitored?

They will be revised through data collection with the administration and AIF during grade level meetings. Teachers and administrators will ensure the effectiveness of the focus lessons by analyzing data results from focus lessons as they are re-assessed intermittently throughout the year. Proficiency of skills and benchmarks should also be evident in skills and benchmarks that are taught as part of the small and whole group instruction.

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.

We will be using FAIR, Kaplan, Acaletics, Odyssey, FCAT Explorer and benchmark assessments to measure the success of the students.

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

Mastery for 1st QBA will be set at 40%, 2nd will be set at 60%, and mastery of the 3rd QBA will be 80%.
The assessment results will be used to determine the instructional focus of targeted group lessons. Teachers will differentiate their instruction as indicated by assessment results based on the individual student needs.

Maintenance

How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the Instructional Focus Calendar?

We have a MOCK FCAT once a month, classroom walk-throughs, running records, MOCK FCAT writing twice and month.

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.

The 3rd, 4th, 5th teachers will meet weekly. The meetings will alternate each week as follows: one week the teachers will meet by grade level and the following week they will meet by content area. These grade levels are departmentalized. Both meetings will consist of the facilitator, reading or math resource, and administration.

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 leadership team reviews data to determine that the skills are being taught and mastered. The team does walk-throughs and holds reflection meetings with each teacher. The leadership team will mentor and model with struggling teachers. The leadership team will also cover classes so that they may go and observe other classrooms.

Supplemental and Intensive Instruction/Interventions

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

CORE= We use Trophies for Reading, Scott Foresman for Math and Science.
SUPPLEMENTAL= SRA for 3rd grade retainees, McRel for 1st and 2nd, Acaletics, AR, Education City, Singapore Math, Odyssey, Soliloquy
INTERVENTIONS= Odyssey, Spell Read, Leveled text, and Co-teaching

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

Small group instruction with the teacher for an additional 20 minutes. Struggling students will also be allowed the opportunity the use of the computer labs for additional Odyssey/Soliloquy time. ESOL students will also be given intensive instruction with a certified ESOL teacher.

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

Through classroom walk-throughs, teachers surveys, TARGETS, and data collection. As the Administration meets with teachers to look over TARGETS, professional development for each teacher will then be determined.

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

The lowest 25%, ESOL, and ESE students.

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

Quarterly data collections, monthly meetings with teachers, setting school wide goals for proficiency standards, and devising a calendar for skill expectation implementation.

Enrichment

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

AR, FCAT Explorer, Education City, Soliloquy, Odyssey

Describe how students are identified for enrichment strategies.

Based on assessment results, parental requests, and students interests.