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Historical Student Data

Historical Student Data. Historical Assessment Data. MAP (Measures of Academic Progress) Math Historical Data. MAP (Measures of Academic Progress) Reading Historical Data. RtI Implementation. 2006-2007 Forrest Hunt 1 of 3 pilot RtI schools in Rutherford County

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Historical Student Data

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  1. Historical Student Data

  2. Historical Assessment Data

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

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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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.

  10. 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

  11. 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

  12. 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.

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

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