Identify the school-based RtI Leadership Team.

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.
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.
Exceptional Student Education (ESE) Teachers: Participates in student data collection, integrates core instructional
activities/materials into Tier 3 instruction, and collaborates with general education teachers through such activities as coteaching.
Instructional Coach(es) Reading/Math/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.
Reading Instructional Specialist: 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 databased
instructional planning; supports the implementation of Tier 1, Tier 2, and Tier 3 intervention plans.
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.
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 display.
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
Student Services Personnel: Provides 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).

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 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

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 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.

DIBELS, Florida Comprehensive Assessment Test (FCAT)
Progress Monitoring: PMRN, AIMS web, Curriculum Based Measurement (CBM), FCAT Simulation
Midyear: Florida Assessments for Instruction in Reading (FAIR), Diagnostic Assessment for Reading (DAR), Early Reading
Diagnostic Assessment (ERDA)
End of year: FAIR, AIMS web, FCAT
Frequency of Data Days: twice 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. Two PD sessions entitled: “RtI: Problem Solving Model: Building Consensus Implementing and Sustaining
Problem-Solving/RtI” and “RtI: Challenges to Implementation Data-based Decision-making, and Supporting and Evaluating
Interventions” will take place in mid-August and in October.
The RtI team will also evaluate additional staff PD needs during the weekly 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?

Grade 3-5 Reading: Our weakest area was Main Idea followed by Comparisons. Our strengths were in words and Phrases and Research and Reference across all grade levels.

Grade 5 we scoredlower in all areas compared to the 3rd and fourth grades. Our strengths were data analysis and geometry.

Instructional Calendar Development

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

The instructional calendars were developed by a team of teachers for each area while working with the district coordinator of that area. They are updated as needed with use of data. The most recent updates have been Summer 2009.
Teachers will follow the calendars and document this on their lesson plans. Their lesson plans will be turned in weekly to the assistant principal. Administration and our Leadership team will implement a continuous cycle of making classroom visits, evaluating lesson plans, monitoring teacher data and conducting meetings with teachers to ensure that the curriculum maps are being implemented effectively.
Teachers who are struggling with the CM will be provided opportunities for professional development with the assistant principal, AIF and Title One Facilitator.

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: The narrative prompts were 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: To meet our needs, all benchmarks in this area deserve the same amount of focus.

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

Teachers will have access to IDEAS, a data base, for the students they instruct. This will have the students previous test data and will allow teachers to teach to the weakness to the student. We have also built in our schedule a 30 minute instructional time for teachers to teach to the weakness of the students daily. Administration will meet with teachers during weekly meetings to discuss progress of deficient areas

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

The sixth graders will be offered elective courses in art, music, and technology. Many of these
courses focus on job skills.

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?

This was the first year for 6th grade electives. Students and parents were mailed electives choices and asked to return them by the 2nd week of August. Students that scored a Level 1 or 2 in Reading on the FCAT would only be allotted one elective. The other 2 electives would be an intensive reading program.

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. Sixth grade teachers will meet weekly to discuss progress of students they serve. Subject area teachers will meet weekly to discuss best practices. Professional Learning Communities will be created for our primary, intermediate and sixth grade teachers. These teachers will meet monthly to discuss best practices that they observed while visiting other classrooms and share best practices that are working in their classroom. From the data, identify at least one target group of students in need of specific intervention and describe what could be done for them. What could be effectiveness of an intervention, describe 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 Aclectics 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, Aclectics and teacher observations.

How will instructional focus lessons be revised and monitored?

The percentage of students mastering focus lessons along with input from grade level meetings with administration and the facilitator will determine if the lessons need to be revised and or re-taught.
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 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 will be set at 80%.

The assessment results will be used to determine the instructional focus of targeted group lessons. An Item-
Analysis of the assessment will be utilized to re-teach the questions that students missed most frequently.

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?

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.

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, and administration. Sixth grade teachers will once a week as a grade level and the next week as departments such as Language Arts, etc.

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 is composed of our reading resource, math resource, media specialist, tech resource, Title I resource, sixth grade resource, school psychologist, guidance counselor and administration. Depending upon the meeting focus one or more of the above will meet with teachers during these sessions. An administrator or both administrators will be at all meetings. Data will be analyzed during these meetings and individual student progress will be addressed.

Supplemental and Intensive Instruction/Interventions

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

The strategy that will be utilized will be a ninety minute reading block with a thirty minute intensive reading session daily. Teachers will utilize instructional strategies as outlined in the K-12 plan, best practices discussed in Professional Learning Communities and other research based strategies shared by the Academic Instructional Facilitator in reading and math. During the thirty minute triple I reading session students who have not mastered the basic core content areas will receive remedial intervention in the area of weakness. ESOL paraprofessionals as well as regular paraprofessionals will work in small grops in conjunction with the teacher to best meet the needs of the individual students. Children excelling in the core content area will receive enrichment activities to enhance their learning such as participating in novel reading groups utilizing FCAT Explorer and research projects.

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

Observations by the coaches and administration as well as student data will determine instruction interventions

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

Data analysis, administrative walkthroughs, teacher request and grade level meetings.

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

Students identified during weekly data analysis meetings with scores below the target score or proficient score of FAIR or Acaletics

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

Grade level analysis, teacher and paraprofessional input, resource and administrative visitations as well as members of the leadership team and our PBS coach will meet to determine what is hampering non mastery of skills. Parent conferences will be requested with the team.

Enrichment

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

Our sixth grade students will be enrolled in one of three elective courses offered this year. Our intermediate students will participate in a reading novel group and math superstars.

Describe how students are identified for enrichment strategies.

FCAT results, weekly assessments and teacher input.