2. Historical Student Data 2007-082008-092009-10 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%

3. Historical Assessment Data EOG 2007-082008-092009-10 Reading53.1%62.4%64% Math64.9%79.3%86.9% Composite57.1%69.6%73.8% 2007-20082008-20092009-2010 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

4. MAP (Measures of Academic Progress) Math Historical Data

5. MAP (Measures of Academic Progress) Reading Historical Data

6. 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

7. 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

8. 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

9. 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

10. 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.

12. 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

13. 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

14. 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.

15. Questions and Contact Info Brad Richardson Principal Forrest Hunt Elementary brichardson@rcsnc.org (828) 245-2161 Michelle Campbell EC Teacher Forrest Hunt Elementary mcampbell@rcsnc.org (828) 245-2161 Sandy Condrey Lead Teacher Forrest Hunt Elementary scondrey@rcsnc.org (828)245-2161 Louanne Morrow EC Teacher Forrest Hunt Elementary louanne@rcsnc.org (828) 245-2161