Identify the school-based RtI Leadership Team.

Principal, Betty Fitzgerald, Assistant Principal, Timothy Alterio, Academic Intervention Facilitator, Jennifer Bridges who is on the team because she is very knowledgeable and interested in data and will be working closely with all classroom teachers; Guidance Counselor, Laura Hoskinson, she will be the Team Chairperson; Title One Program Facilitator, Kristan Fowler who is on the team because she will also assist with data as well as assist with other parts of the School Improvement plan and is the chair-person of the school SAC committee; Kindergarten classroom teacher, Elyshia Carleton who is on the team as a classroom teacher; Spell/Read teacher Janeen Cook who is on the team as general education teacher.

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

The PS/RtI Leadership Team will focus meetings on how to improve school/teacher effectiveness and student achievement using the Problem Solving Model. The PS/RtI Leadership Team will meet at least once per month (or more frequently as needed) to engage in the following activities: Review school-wide, grade level, and teacher data to problem solve needed interventions on a systemic level and identify students meeting/exceeding benchmarks as well as those at moderate or high risk for not meeting benchmarks. This will be done at least three times per year or more frequently if new data is available, help referring teachers design feasible strategies and interventions for struggling students by collaborating regularly, problem solving, sharing effective practices, evaluating implementation, assist in making decisions for school, teacher, student improvement, facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation, focus on improving student achievement outcomes with evidence based interventions implemented with fidelity and frequent progress monitoring. Intervention teams also foster a sense of collegiality and mutual support among educators, promote the use of evidence-based interventions, and support teachers in carrying out intervention plans.

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

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 (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.

Baseline data is gathered through August and September. FAIR data is processed through the Progress Monitoring and Reporting Network (PMRN). Kindergarten and First Grade data is gathered for the SBAR. First and Second Grade instructional data is gathered from the previous year SAT 10. Third through Fifth Grade instructional data is gathered from the previous year’s FCAT scores.
Progress Monitoring data is gathered mid-year and toward the end of the year. FAIR data is processed twice more through the PMRN. Kindergarten and First Grade data is gathered for the SBAR every nine weeks. Other Progress Monitoring data is collected as needed for classroom or student progress. This information may be obtained by probes, Quick Reads, Fluency checks, etc.
Diagnostic Assessment data is gathered through the FAIR, ERDA, and DAR
End of Year data is gathered through FAIR, SAT 10, FCAT, and SBAR.
Data is discussed and analyzed at least monthly at the PS/RtI Leadership Team Meetings.

Describe the plan to train staff on RtI.

Professional learning will be provided during the teachers’ common planning time and sessions will occur throughout the year. The PS/RtI Overview will be provided in mid-August/September. The District has five other mini-modules that will be provided throughout the year.
The PS/RtI Leadership Team will evaluate additional staff Professional Learning needs during the monthly PS/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 Reading, areas of strength are that 66% of our students are reading at or above grade level, 58% of our students made a year’s worth of progress and 56% of our struggling students made a year’s worth of progress. However, a weakness would be that our black students and our economically disadvantaged students need improvement in reading. A strength is that our third grade students scored consistently with the district and state scores. As a grade level they scored 6/9 in words and phrases and comparisons, 2/3 in references and research and 15/24 in main idea and purpose. In fourth grade our students also were comparable with the district and state scores scoring 5/7 in words and phrases, 10/17 in comparisons, 3/4 in reference and research and 13/23 in main idea and purpose. An area of weakness in reading is in fifth grade where students scored below the district and state scores including 3/6 in words and phrases, 9/15 in comparisons, 2/3 in reference and research and 12/21 in main idea and purpose.
In Math, areas of strength are that 56% of our students are at or above grade level in math, 55% of our students made a year’s worth of progress and 66% of our struggling students made a year’s worth of progress. Another strength is that our black students made AYP in math but an area of weakness is that our white students, Hispanic students, economically disadvantaged students and students with disabilities need improvement in math. A strength is that our third grade students scored consistently with the district scores as well as the state scores with scores of 8/12 in number sense, 5/8 in measurement, 5/7 in geometry, 4/6 in algebraic thinking and 4/7 in data analysis. An area in need of improvement is that our fourth grade students scored slightly lower than the district and state scores of 6/11 in number sense, 5/8 in measurement, 5/7 in geometry, 4/7 in algebraic thinking and 5/7 in data analysis. Another weakness would be in the fifth grade where students scored slightly below district and state scores with 6/12 in number sense, 5/11 in measurement, 7/13 in geometry, 6/11 in algebraic thinking and 5/12 in data analysis.
Science is an area of weakness where 20% of our fifth grade students are at or above grade level. These fifth grade students scored slightly below the district and state scores with 6/12 in physical and chemical, 7/13 in earth and space, 7/13 in life and environmental and 7/13 scientific thinking.
Writing is an area of strength where the total percent proficient increased from 63% proficient in combined to 68%, from 73% proficient in expository to 79% and from 53% proficient in narrative to 58%

Instructional Calendar Development

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

As an initial step towards implementing FCIM the school will focus on the area of reading. The district has created reading curriculum maps that are accompanied by a course timeline. The course timeline is the starting point for each school’s Instructional Focus Calendar. The district has also developed a timeline for Reading Comprehension Mini-Lessons which will serve as the school’s Reading Instructional Focus calendar. The implementation of the reading mini-lessons will be monitored by the AIF, school leadership team, and administration. Monthly PLC (grade level/department/team) meetings will be held to adjust the pacing of the mini-lessons.

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

The instructional benchmark that will be given priority in Reading is Words and phrases, it was the least proficient strand and will be given priority focus; in Writing, organization was the least proficient strand and will be given priority focus; in Mathematics, Measurement was the least proficient strand and will be given priority focus; and in Science, Scientific Thinking 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?

Disaggregation of FCAT data and monthly data PLCs (grade level/department/team) will use the data from FAIR and other progress monitoring tools to identify student needs and provide appropriate interventions.

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

Teachers model lessons using literature, technology, real-life applications and hands-on experiences in the classroom to help students see relationships between subjects and relevance to their future.

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?

Teachers encourage students to self-select appropriate books on their reading level to assist in academic and career planning as well as including personally meaningful activities/speakers for Great American Teach-In and Career Day.

Direct the Instructional Focus

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

Aligned and prioritized curriculum maps and time lines are used in all core areas. Teachers implement the EATS model for planning and delivery of core curriculum which includes essential questions, activating strategies, high-yield teaching strategies, summarizing and then reteaching as necessary. The district-wide Monthly Reading Comprehension Focus will be used as the basis of the reading mini-lessons.

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. Best practices, coaching and support for using Learning Focused Strategies will be provided by the principal, assistant principal, and leadership team. Reading comprehension mini-lessons have been written for grades 3 - 10. Each grade level/department/team will schedule the pacing of the mini lessons as well as the time of delivery during the monthly PLCs dealing with curriculum and instruction. The mini-lessons are organized by instructional day as well as strategy.

How will instructional focus lessons be revised and monitored?

Vertical teams and articulation centered on high quality student work and the results of mini-assessments will guide further revisions or refinements of the instructional focus lessons. Classroom walk-throughs will be used to monitor the quality and effectiveness of the lessons.

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, a comprehensive reading assessment; READ 180, Fast Forward, Harcourt Trophies, the District core reading program; Voyager, an intervention program; 100 Book Challenge, Compass Odyssey, a computer program in the district that works with students at their instructional level; and 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 is the current core reading curriculum, Voyager Passport is being implemented as supplemental and intensive instruction/intervention. Other interventions are part of the Harcourt Trophies series as well as LFS strategies for previewing/acceleration. The FAIR assessment can be given approximately every 20 instructional days and therefore will be used as a monitoring tool for teachers to provide timely intervention.

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?

The Learning Focused Implementation Tool which is an online survey 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.

Enrichment

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

ESE teachers will provide previewing and acceleration for vocabulary in reading, math and science as well as focus skills on a weekly basis.

Describe how students are identified for enrichment strategies.

Students who typically exceed mastery levels participate in ALPHA or the Gifted Program. These students also participate in Chess Club and are media helpers and TV production crew members. PLC’s in each grade level meet on a weekly basis to identify students in need of enrichment strategies based on data analysis.