Identify the school-based RtI Leadership Team.

Principal: Sue Braiman
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 school wide; ensures resources are assigned to those areas in most need; and communicates with parents regarding school-based PS/RtI plans and activities.

Assistant Principal: Patricia Butler
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.

General Education Teachers Deborah Ford - English, Deborah Ferguson - Mathematics, and Melissa Green - English Speakers of Other Languages (ESOL).
Provide information about core instruction; participate in student data collection; deliver Tier 1 instruction/intervention; collaborate with other staff to implement Tier 2/3 interventions; and integrate Tier 1 materials/instruction with Tier 2/3 activities.

Exceptional Student Education (ESE) Teachers: Norm Westover, LEA, Lachaundra Cox - Mathematics Co-teacher
Participate in student data collection, integrate core instructional activities/materials/ instruction in tiered interventions; collaborate with general education teachers
Academic Intervention Facilitators: Izora Bullock - Reading; Heidi Lawhorn - Mathematics, Jan Goaziou - Science.
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: Shelia Gibson
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): Pat Herrington, Dean of Discipline Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; assists with professional development relating to behavior concerns; assists in facilitation data-based decision making activities.

Speech Language Pathologist: Alison Batista
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: Gretchen Kovac, Guidance Department Head
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: Jason Gooden, Network Manger
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 Leadership Team will focus meetings around one question: How do we develop and maintain a problem-solving system to bring out the best in our schools, our teachers, and in our students? The team meets once a week 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 the necessary professional development needed for teachers so that classroom instruction can address the needs of the students as demonstrated by data. 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

The 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 strengths and weakness that needed to be addressed; helped set clear expectations for instruction; facilitated the development of a systemic approach to teaching (Learning Focused Strategies as the primary focus; and input into the Continuous Improvement Model.)

Describe the data management system used to summarize tiered data.

FAIR, PMRN, FCAT, Benchmark assessments, state math and science progress monitoring tools

Describe the plan to train staff on RtI.

The training will take place during the department professional learning communities monthly throughout the school year.

Data Disaggregation 2008-2009 FCAT Data

What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?

Reading 9 – Main Idea & Details
Reading 10 – Main Idea & Details
Math 9 – Data Analysis
Math 10 – Number Sense
Science 11 – Earth & Space Sciences, Scientific Thinking
Weaknesses:
Reading 9 – Reference & Research
Reading 10 – Words & Phrases, Reference & Research
Math 9 – Measurement
Math 10 – Geometry
Science 11 – Life & Environmental Sciences

Instructional Calendar Development

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

The Math Coach disaggregated data in order to set the order of benchmarks to be covered in mathematics. For writing, the county has put in place the Author’s Backpack curriculum to follow using the benchmarks tested. Reading focus lesson timeline is developed by the district for which months to teach the benchmarks. Science focus lessons and timeline is developed by the science department based on the previous school year’s testing data.
Implementation of the calendar is started as soon as the school year begins at Haines City High School. The Academic Dean, Reading Resource, testing coordinator, and other academic coaches, provide the teachers with the needed dates, resources, and materials in order to effectively teach the benchmarks.
Mini-assessments are given at the end of each benchmark-based focus lesson unit and the results compiled by 1st period teachers and submitted to the Academic Dean. The results are shared, graphed and analyzed to assess for growth and determine next steps (reteaching, etc.). Cumulative assessments have been developed to measure for long term mastery.
Monitoring of the instructional focus takes place through progress monitoring tools put in place by the Department of Education.

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

Reading: Reference and Research
Writing: Organization/Support
Mathematics: Geometry/Measurement
Science: Scientific Thinking

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

Disaggregation of FCAT data and focus lesson data will be discussed in PLC’s (grade level/department/team). Data from FAIR and other progress monitoring tools to identify student needs and provide appropriated interventions. Classroom walk-throughs and data from prior FCAT tests will be used to help identify teachers which may need additional professional development to help increase student performance. Every effort will be made to place master teachers with those students most at risk.

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

The school offers students elective courses in art, business, technology, child development, journalism, agriculture, culinary, and others that focus on job skills and offer hands-on student opportunities.
Teachers integrate the rigor and relevance of real-world experiences into their lessons.

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?

The school offers students elective courses in art, business, technology, child development, journalism, agriculture, culinary, and others that focus on job skills and offer hands-on student opportunities.
Every year, students are able to fill out a course request form that allows them to choose electives that interest them and provide them with skills and knowledge that will prepare them for career planning. Students and parents are also allowed to meet with their guidance counselor to help them choose the classes that meet their needs for graduation and interests.

Direct the Instructional Focus

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

Subject area teachers will meet weekly to determine the areas of student strengths and weaknesses as demonstrated by class work assignments and assessment results. Lesson plans will be created incorporating differentiated instruction, which provides lessons for all levels of students, below mastery, at mastery, and above mastery.
Teachers will meet weekly for department meetings and will meet monthly during Professional Learning Communities to share best practices and resources.

How are instructional focus lessons developed and delivered?

Focus lesson resources were provided by the instructional coaches for each subject area based on a review of previous assessments where students were struggling.
The focus lessons selected by the instructional coaches 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 at the beginning of each class period.
Reading focus lessons are taught school wide. Math and Science focus lessons are taught through their respective departments. Writing focus lessons will be taught through the English department.

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 provided by the Department of Education based on the focus lessons will be administered. 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 least 75%. Mastery is set at higher than the traditional score of 70% to ensure student proficiency of each benchmark.
The assessment results will be used to determine if the focus lessons need to be revised and/or re-taught.

Maintenance

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

Using the results of the standards-based assessments, teachers refocus teaching for optimal student learning. Department/teams will meet weekly to review the results and develop a plan of action for review and revisiting problem areas. Summaries of team/department meetings to plan for instructional improvement strategies based on assessment results will be kept in notebooks. Teachers participate in ongoing professional development related to using effective strategies/best practices. These strategies are modeled by peers and the teacher resource specialists (Academic Dean, Reading Resource, and AIFs) and occasional external consultants and trainers. As strategies are implemented, student assessment results are brought to the meetings for analysis and discussion in order to identify needs for both students and teachers and strategies to address those needs.

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 weekly to plan their lessons and units together. During these meetings teachers will use data to further develop their lessons and curriculum to meet the needs of their students. Teachers will make instructional recommendations to include both interventions as well as enrichment strategies for subgroups of students, as well as individual students. The meeting will be facilitated by the subject area coach, 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 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.

Principal and Leadership team will provide delivery of professional development related to Learning Focused best practices for the staff. Trend data will be reviewed with teachers, and progress monitoring data will also be made accessible to the teachers. They will also help to structure and participate in professional learning community meetings. . The leadership team will schedule coaching and monitoring visits to classrooms on a regular basis. Classroom walk-throughs will be utilized to observe interventions in practice.

Supplemental and Intensive Instruction/Interventions

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

Core: All level 1 and level 2 disfluent 9th and 10th grade reading students, based on MAZE scores and FCAT scores, are scheduled into a blocked reading class for a total of 110 minutes of reading instruction every day. All level 1 and level 2 fluent grade 9, 10, 11,12 grade reading students, based on MAZE scores and FCAT scores, are scheduled into a single block reading class for a total of 55 minutes of reading instruction every day.
Supplemental: At least 45 minutes each day of the double-block reading class is spent in the computer lab working on Fast Forward or Read 180.
Intensive: All grade 11 and 12, level 1 and level 2 students who did not pass the Math FCAT are scheduled into a single block intensive math class every day. All level 1 and level 2 disfluent 11th and 12th grade reading students who did not pass the FCAT are scheduled into a double-block reading class. All level 1 and level 2 fluent 11th and 12th grade reading students are scheduled into a single block reading class or in a class with a CAR-PD endorsed teacher who utilizes reading strategies in the content area.

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

Data is reviewed by teachers to determine the amount/intensity of supplemental and intensive instruction.
Lessons incorporating researched based previewing and acceleration strategies as well as extending and refining lessons are developed. Students receive extended time for math and /or reading, tutoring opportunities through extended learning after school hours, and summer school.

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

The principal and assistant principal’s use the Learning Focused Strategies walk-through model and student focus lesson data for to make decisions regarding professional development throughout the year. The academic dean and AIF’s also participate in observations of teachers’ lessons and use their walkthrough log to help determine areas of need.

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

Level 1 and Level 2 students are targeted, as well as the lowest 25% of the students in the school, and lowest 25% in each of the teachers’ classes.

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

Progress monitoring tools provided by the Department of Education will be used, as well as baseline assessments in reading, math, and science. Benchmark focus lesson data will also be used.

Enrichment

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

Students at Haines City High School have access to numerous Advanced Placement and International Baccalaureate classes. The exposure to these types of instructional delivery methods will further accelerate and enrich student knowledge. Teachers have also been trained to use learning Focused Strategies Extending and Refining Lesson Plan and document this in plans as such.

Describe how students are identified for enrichment strategies.

Students are identified using FCAT scores, as well as discovering individual student interests and teacher recommendations.