Historical Student Data Exceptional Children 8.2%8.3%11.9% AIG4.8%5.3%2.4% Limited English Proficient 5.7%6.7% Total F/R Lunch 65.7%72.2%78.7%

Historical Assessment Data EOG Reading53.1%62.4%64% Math64.9%79.3%86.9% Composite57.1%69.6%73.8% Expected Growth High GrowthExpected Growth School of PrioritySchool 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

MAP (Measures of Academic Progress) Reading Historical Data

RtI Implementation – 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 – 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.) – 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) – 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 (2 nd 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 (1 st -5 th ) 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 Info Brad Richardson Principal Forrest Hunt Elementary (828) Michelle Campbell EC Teacher Forrest Hunt Elementary (828) Sandy Condrey Lead Teacher Forrest Hunt Elementary (828) Louanne Morrow EC Teacher Forrest Hunt Elementary (828)