Identify the school-based RtI Leadership Team.

Identify the school-based RtI Leadership Team.
Principal, Dr. Blackburn, Assistant Principal, Damien Jones, and Dean,Teddy Brown,Provide 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, Leadership Team Members, Christina Rios, Kelly McCann, Rebecka Sare, Eddie Congdon, Ken Cooper, Katie Mixon. All Leadership Team Members have taking the RTI modules and have submitted a certificate for their personal file. Provide 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, Hattie McDowell,Thaina Morris, Kitty Karus,Stephanie White,AnthonyStevens, Bobbie Smith-Powell, Clarise Framstead, Wendy Stewman: Participate 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, Lubertha DePrimo, Shondra Jones, and Kerri Collins:
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, Mary White: 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).

• Explain when the team will meet and what the focus of the meetings will be.
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.

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.

Describe the data management system used to summarize tiered data.
Baseline data: Progress Monitoring and Reporting Network (PMRN), Assessment and Information Management System
(AIMS web), 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).
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.

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 was completed by the Leadership Team in November.
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?

Strengths: 94% of 8th grade students are at or above grade level according to the statewide writing assessment. The strongest area across all grade levels in reading is in the area of Words and Phrases.

Weaknesses: Across the board, students are performing below state standards in reading, math, and science on all strands tested. Of particular concern are the low science scores on the strand of Life and Environmental science, with only 38% of the students meeting state assessment standards. In reading, the lowest strand is Reference and Research for 6th and 7th grade and Comparison for 8th grade. In math, 6th grade is lowest in the areas of Number Sense and Measurement, 7th grade is the lowest in Geometry, and 8th grade is the weak in Measurement.

Instructional Calendar Development

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

The district has created curriculum maps that are accompanied by a course timeline. The course timeline is the starting point for each school’s Instructional Focus Calendar. The school based IFCs were created in August 2009 using 2009 FCAT results. Subject area teachers will be responsible for determining the instructional focus of whole group lessons, and small group/differentiated instruction. The county wide curriculum maps and needs assessments were used to select each benchmark and duration of instruction. Administration will ensure IFCs are followed by continuous classroom visitation, evaluating lesson plans, monitoring teacher data, and conducting meetings with teachers. Additional assistance by administration and resource teachers will be provided for teachers struggling to implement IFCs.

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

Reading- Reference and Research was the least proficient strand and will be given priority focus.
Writing- Expository writing was weaker and will be given a priority focus.
Math- Measurement was the least proficient strand and will be given priority focus.
Science- Life and Environmental Science 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?

Monthly subject area meetings will use the disaggregated FCAT data, data from FAIR, and other progress monitoring tools to identify student needs and provide appropriated interventions.

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 the students elective classes in the areas of agriculture, computers, music, and graphic design. The guidance department provides all students with career and educational planning options through their Social Studies classes. The school participates in the Junior Achievement program, where volunteers from State Farm teach the students about career and educational options

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 guidance counselors assist the students in the selection of elective classes and explain how each elective class could facilitate their skills and interests. The guidance department also offers the students computer-based career planning and interest surveys during the course of the school year.

Direct the Instructional Focus

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

Aligned and prioritized curriculum maps and timelines are used in all core areas. Grade level teachers meet monthly to review the Instructional Focus Calendars. The high yield teaching strategies of summarizing and vocabulary in context are used school wide across all subject areas. Each subject area also has representation in the school Leadership Team, which meets weekly to align school policies and procedures.

How are instructional focus lessons developed and delivered?

Subject area resource teachers develop lessons and model them for the instructional teachers. Teachers are then monitored and feedback is provided on the delivery of the lessons.
Instructional focus lessons are developed through collaborative planning with the district curriculum maps as a timeline. The lessons are delivered by following the sequence of the LFS format

How will instructional focus lessons be revised and monitored?

The lessons are monitored by administration and are revised based on biweekly professional learning community sessions and administrative feedback. The results of mini-assessments will guide further revisions or refinements of the instructional focus lessons. Classroom walk-through 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.

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, Read 180, Fast Forward, Voyager, 100 Book Challenge, Compass Odyssey, Reading Assistant, AR
Reading – 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 consistency used; school-wide and in all core areas. They are given frequently and are used for monitoring student progress, as well as for planning and instruction.

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

Mini-assessments are conducted at the completion of focus lessons for ongoing assessment along with Pre/post tests; diagnostic tests; specific concept based tests

Maintenance

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

The administrators and the leadership team address data, student work, instruction and curriculum. The administrators and the leadership team schedule coaching and monitoring visits to classrooms on a regular basis. In addition,ongoing assessment will be administered according to the completion date of the concept according to the curriculum map timeline.

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.

Data analysis will take place during biweekly meetings of professional learning communities scheduled by subject area. The administration and the leadership team representatives will meet with the teachers to discuss assessment results and student progress. Every two weeks, subject area teachers will have a working lunch session with the principal to review assessment results and student achievement progress. Strategies will be discussed and implemented to adjust to student needs for success.

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 will develop the implementation plan, and they will select two high yield exemplary teaching practices that will be school wide. A professional development calendar will be developed to support the strategies. Professional development opportunities will be offered weekly for summarizing and teaching vocabulary in context. Administrators will conduct walk-through observations and provide feedback and additional professional development if necessary to support exemplary teaching. Teachers will be supported by observing other teachers who have mastered the skills, have Resource Teachers model in the classrooms, and one-on-one sessions with APC, Resource Teachers, or Principal.The Administrative team will monitor the implementation plan and adjust according to teacher needs.

Supplemental and Intensive Instruction/Interventions

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

Core – resource teacher pull students out for intensive interventions
Supplemental – skill-based learning incorporated into elective classes
Intensive – provided for reading and math classes; inclusion teachers in the classroom, 90 minute block classes, computer based instruction, hands-on learning, and small group instruction.

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

Extended learning opportunities include extended time for math and reading, summer school, accelerating and previewing, re-teaching, use of FCAT Explorer, and school wide high-yield strategies.

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

Professional development needs are identified by teacher requests, data analysis, and suggestions by the leadership team.

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

Students who are targeted for supplemental and intensive instruction/interventions are students who score at either Level 1 or Level 2 on state FCAT testing results, as well as some additional ESE students and students who are considered at-risk in AYP categories

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

Ongoing progress monitoring, mini-assessments, formative assessments, student data chats, and FAIR. In addition, teacher collaboration with on-going communication about student progress will take place bi-weekly

Enrichment

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

Alternative instructional delivery methods for acceleration and enrichment activities include a gifted student program, previewing for ESE and at-risk students and additional elective opportunities to allow students the opportunity to grow as a member of the community.

Describe how students are identified for enrichment strategies.

Students are identified for enrichment strategies by FCAT results, parent,students,and teacher recommendations.