Historical Student Data

2007-08 2008-09 2009-10

Exceptional Children 8.2% 8.3% 11.9%

AIG 4.8% 5.3% 2.4%

Limited English Proficient

5.7% 6.7% 6.7%

Total F/R Lunch 65.7% 72.2% 78.7%

Historical Assessment DataEOG 2007-08 2008-09 2009-10

Reading 53.1% 62.4% 64%

Math 64.9% 79.3% 86.9%

Composite 57.1% 69.6% 73.8%

2007-2008 2008-2009 2009-2010

Expected Growth

High Growth Expected Growth

School of Priority School of Progress

School of Progress

Did Not Meet AYP

Met AYP with Safe Harbor

Met AYP – 13 of 13 Target Goals

MAP (Measures of Academic Progress) Math Historical Data

-15

-10

-5

0

5

10

Kindergarten1st2nd3rd4th5th

MAP (Measures of Academic Progress) Reading Historical Data

Diff Winter

08

Diff Sprin

g 08

Diff Fall 0

8

Diff Winter

09

Diff Sprin

g 09

Diff Fall 0

9

Diff Winter

10

Diff Sprin

g 10

Diff Fall 1

0

-15

-10

-5

0

5

10

Kindergarten 1st

2nd 3rd

4th 5th

RtI Implementation• 2006-2007

– Forrest Hunt 1 of 3 pilot RtI schools in Rutherford County– RtI Leadership Team attended training presented by Tom

Jenkins– Shifted from SSMT to RtI model in K-5– Attended PBIS training and began implementing school-wide

PBIS• 2007-2008

– Focused on training teachers to identify students for RtI process, utilize assessment data, and determine and administer interventions

– Most training was in-house and focused on teacher clarification of the process

– Participated in developing county-wide protocol for RtI

RtI Implementation (contd.)

• 2008-2009– All K-2 teachers attended Reading and Math Foundations training

/ 3-5 Math Foundations Only– Recognized and addressed need to create core reading program

(curriculum pacing guide)• 2009-2010

– Implemented FHES created reading curriculum guide and county-wide adopted EnVision Math program

– Granted the right by the state to “entitle” students into the exceptional children’s program through the RtI process

– Established schedule in grades 3-5 that provided specific core instructional time and leveled groups in reading and math

Current RtI Program

• Math– EnVision Math in K-5 (Core Instruction/1 hr. 15 min)– Leveled Math in K-4 (30 min)

• Reading– K-2 Core Reading (2 hours)

• Saxon Phonics/Guided Reading Groups/Comprehension Toolkit/Reading Street Series (2nd grade only)

– 3-5 Core Reading (1 hour 15 minutes)• Reading Street Series/Comprehension Toolkit

– Leveled Reading• K-2 Literacy Rotations/RtI Tier 3 pullout for 30 min• 3-5 Leveled Reading Groups (30 min. all students)/ 30 min. pullout for RtI

Tier 3 students

Assessments• Universal Screening Assessments– Brigance and AIMSweb Letter Naming and Number

Identification/Quantity Discrimination (Kindergarten Only)– MAP is used as a screener for all students; AIMSweb will

only be used for students scoring at or below 25%ile on MAP

– Measures of Academic Progress (MAP) 3 times per year/AIMSweb Reading CBM / Math Computation CBM (1st-5th)

• Tier 1 and Tier 2 Assessments– AIMSweb CBMs, Running Records, Star Math or Reading,

DIBELS, K-2 Skills Checklists

Progress Monitoring

• Tier 1– Progress monitor once every 3 weeks

• Tier 2– Progress monitor every other week

• Tier 3– Progress monitor 2-3 times per week

• These are minimum guidelines for progress monitoring. More frequent progress monitoring is acceptable.

Tier 3

• Reading – “My Sidewalks” intervention companion to Reading Street / FCRR activities

• EnVision – Reteaching skills and utilizing “Investigations” lessons

• These students are also receiving interventions in the regular classroom setting.

• Progress monitoring through AIMSweb

Meetings• Tier 1 – Teacher and parent – Initial face-to-face meeting– Regular communication at least each 6 weeks

• Tier 2 – Grade Level meetings– At least once per month focusing on individuals and groups

of students– Teacher, Grade Level Representative, and Parent meet to

transition to Tier 2 and at least each grading period• Tier 3 – K-2 and 3-5 alternate weeks to meet as RtI

Leadership Team with student’s teacher– Discuss individual student’s interventions and progress

monitoring results

Lessons Learned• Establish a strong core instructional program BEFORE fully

implementing interventions.• Build understanding and buy-in among all instructional

staff before full implementation.• Consider phasing in the RtI process at the K-2 level.

– Our tendency was to try to “fix” the 3-5 issues with RtI. Instead, we needed to focus on building the foundation at the K-2 level.

• Develop efficient and effective protocol for paperwork and documentation before roll-out.

• RtI is NOT “one size fits all.” Adapt the process to meet the needs of your population.

Questions and Contact InfoBrad RichardsonPrincipalForrest Hunt Elementarybrichardson@rcsnc.org(828) 245-2161

Michelle CampbellEC TeacherForrest Hunt Elementarymcampbell@rcsnc.org(828) 245-2161

Sandy CondreyLead TeacherForrest Hunt Elementaryscondrey@rcsnc.org(828)245-2161

Louanne MorrowEC TeacherForrest Hunt Elementarylouanne@rcsnc.org(828) 245-2161