Identify the school-based RtI Leadership Team.

ALL MEMBERS WILL MAINTAIN THE CONFIDENTIALITY OF THE INFORMATION SHARED IN PS/RtI LEADERSHIP TEAM MEETINGS.
Principal: (Required Member) 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 schoolwide; ensures resources are assigned to those areas in most need; and communicates with parents regarding school-based PS/RtI plans and activities.
Assistant Principal/ESE Facilitator: 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.
Exceptional Student Education (ESE) Teachers: Participates in student data collection, integrates core instructional activities/materials/ instruction in tiered interventions; collaborates with general education teachers.
Academic Intervention Facilitator: 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: 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.
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 systematic patterns of student need with respect to language skills.

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:
o 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.
o 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.
o Facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation.
o Focus on improving student achievement outcomes with evidence based interventions implemented with fidelity and frequent progress monitoring.
o 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 will meet with the principal to help develop the SIP. Due to the small size of the school and severity of the students needs, a variety of tools are used in measuring growth. The team provided data on 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). 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. Students exempt from FAIR, SAT 10 and FCAT are monitoring through COR(Prek-5) , Brigance (K-5) and FAA depending on grade and functioning level.
Progress Monitoring data is gathered beginning, mid-year and toward the end of the year. FAIR data is processed twice more through the PMRN. 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, Brigance, COR
End of Year data is gathered through FAIR, SAT 10, FCAT, FAA, Brigance, and COR.
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

Data Disaggregation 2008-2009 FCAT Data

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

Children in the severely impaired category did not meet expected goals in the area of math. 08-09 was the first year OCA had students in grades 3-5. The two students in grade 3-5 who took FCAT were not proficient in math.
According to the guidelines set forth in the OCA Accountability Plan, OCA students met all reading and writing goals.

Instructional Calendar Development

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

Our program is focusing on improving our continuous monitoring, teaching and exposing the students to academic strategies and concepts.

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

We will continue to work towards attaining IEP goals.

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

Disaggregation of Brigance and classroom assessments will be used as 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?

Instructional goals and approaches are driven by the students IEP

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?

Aligned and prioritized curriculum maps and time lines are used in all core areas. Teachers implement IEP objectives for planning and delivery of core curriculum which includes activating strategies, high-yield teaching strategies, summarizing and then reteaching as necessary.

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. IEP objectives drive instruction. Best practices, coaching and support for using best practices will be provided by the principal, assistant principal, and leadership team. OCA utilizes research based curriculum identified on the state adopted curriculum guide.

How will instructional focus lessons be revised and monitored?

Classroom walk-throughs will be used to monitor the quality and effectiveness of the lessons. Weekly planning meetings are held to ensure adequate support for teachers/staff. Assessments (Brigance, COR) are done 4 times per year, staff and parents are informed of student progress and Action Plans are developed for those students not making adequate progress.

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.

Brigance, COR, FAIR, Voyage, SRA, ZooPhonics and Letter People are the reading materials used in classrooms to help monitor and measure student growth/progress. Saxon Math and Touch Math are the math materials used in the classroom.

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

Achievement thresholds are set as part of OCA’s accountability plan. Children are grouped according to ability for K-5 for each functioning 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. Additional learning opportunities are offered.

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.

Teams 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. IEP’s meetings are held at least annually to update goals/objectives.

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 team meetings 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.

Brigance, COR, FAIR, Voyage, SRA, ZooPhonics and Letter People are the reading materials used in classrooms to help monitor and measure student growth/progress. Saxon Math and Touch Math are the math materials used in the classroom.

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, accelerating and previewing, as well as re-teaching. Direct Instruction, small group and individual instruction is used to teach/reteach content.

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

Staff Survey’s completed at the end of the school year address needs. Formal and informal classroom observations and goal setting activities during annual reviews pinpoint needs. Due to the nature of students, ongoing behavior training and improvement in academic achievement is always needed.

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

Any student scoring a Level 1 or 2; a student who failed to meet the goals set forth on the accountability plan. Due to the student’s disabilities and needs, all of our students require intensive instruction/intervention. We maintain a low student: staff ratio.

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

Ongoing progress monitoring, Brigance, COR, FAA, formative assessments, student data charts, and FAIR.

Enrichment

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

Natural Language Experiences, Classroom learning Centers, Small student:staff ratio, Language experts in each classroom (Speech/Language Pathologist), Smart Board and a variety of other technological enhancements (eye-max, Dynavox, PECS)

Describe how students are identified for enrichment strategies.

Teacher observations during classroom instruction and/or performance on ongoing assessments.