# data[].attributes.body
Educators need to organize the RTI model in a way that allows for tiered instruction to be implemented by the available person. The main differences is in the development of an IEP for the identified students that cause multiple accommodations across many parts of the student's school life, beyond the instructional process taking place at any level of the tiered model.
Keeping good data in RTI process allows teachers and staff to all be involved in planning for every student's academic performance.  Working as a team makes more educators accountable for student progress and aware of the diversity of needs among students.
The IEP meeting focuses first on the general education classroom and the general education curriculum, and on what is needed to support the child in that setting. The general education teacher assists the IEP team in better understanding of the intricacies of the general education curriculum and how best to provide support to the student in the classroom.

# data[].attributes.body
1. Within tier 1 of the RTI process, all students are all given high-quality instruction. Students are screened in order to get a baseline for all students and to identify learners who need extra support. They can provide this high quality instruction by figuring out which way the core curriculum is best presented for the students to learn. For example, the teacher could play games to teach the children. The teacher can then test all students and identify the children who are struggling to learn. Supplemental instruction can be given to those students, and the students' process is monitored through things such as curriculum based examinations. The students who do not show adequate improvement move on to tier 2 in the RTI process.

2.The role of data in the RTI process is to give feedback on the performance of the student. It can also show which methods are working to teach the student and can see if the student needs to move on to a different tier.

3.The role of the general education teacher in the IEP process is to make sure the student is learning in a way that is properly fit to their needs. They are also teamed up with special education teachers to report back any struggles that are observed and have an overall idea of the student's performance.

# data[].attributes.body
1. In Tier 1 of the RTI process, educators can provide a high quality education by getting to know their students and establishing a strong relationship with them. After this foundation is established, the educator should have a better understanding of how to tailor lessons and assignments to their small groups. Educators can also provide the appropriate behavioral support for their students. Gathering an substantial amount of data is Tier 1 is dependent upon the foundation that the teacher has created with her students.
2. Data is vital to the RTI process, because this is how the classroom teacher will show what the student is struggling with, specifically, and what has been done to enhance that students performance. Data gives a detailed background of the student's academic history, in terms of assessments, behavior, and social interactions. However, if the teacher hasn't established a strong relationship with his/her student(s), this date may not be a dependable source.
3. In the IEP process, the general classroom teacher's role is to describe how the student's behavior and/or social interactions are affecting their academic performance. It is also the educator's responsibility to be able to provide information about the student's overall sense of understanding in the classroom.

# data[].attributes.body
1. Educators provide high quality instruction in tier 1 of the RTI process by paying attention to the research that suggests, among other things, print-only modalities are not as good as multiple modalities such as communication through media, sound, music, movement, dance, and other arts-related activities. These activities are ideally engaging and exciting for the students. I think more important than anything, high quality education is the produce of ongoing assessment measures that guide the specifics of the next lesson's content and methodology.
2. The role of data in the RTI process is to give a constant feedback loop to the team, so that instruction and methods can be tailored to fit the needs of the student. We must prove that the plan is working or else we need to adopt a new plan.
3. The general ed team should be viewed as partners in the whole process - from the initial moment when a special education assessment is recommended and including when inclusion is used to educate the child.

# data[].attributes.body
Educators can provide high quality instruction in tier 1 of the RTI process by first developing a strong relationship with the learner, with a strong relationship the teacher will be able to identify what the students strengths and weaknesses are. Work on the weakness in a more individualized or smaller setting and adapt to the learners way of learning to see if this helps. (e.g. I am a person who learns best by visuals and examples while others are more auditory learners.) This helps aid is seeing the possible failures before they occur.
2. Data is important in the RTI process because it shows the early attempt to try to help and provide assistance early enough before failure arises.If a referral happens then documentation is present and shows how the student progresses or not meeting goals as stated in the RTI.
3. General Education teachers are like a first line of defense They work first hand with students and are able to speak to what happens in classroom and knows how the students behave and how the student learns. General Education teachers are instrumental in the IEP process when it comes  to general curriculum , standards and assessments.

# data[].attributes.body
1.) Educators may provide high quality instruction in tier 1 of the RTI process by being open to alternatives in teaching to accommodate different learning styles and needs. For instance, a person struggling in multiplying traditionally in their head may prefer to see multiplication in a visual manner. The lines method in Japanese multiplication grants visual access to an otherwise traditionally in-head calculation.

2.) Data shows which methods have done well for the student and what methods have been attempted for the student in the past. This shows objective analysis in what the student has found better accommodated for them by how well they learned due to early intervention. If a method has shown not to work well for the student in the past, there are other alternatives to see if the student responds better to them.

3.) The duties of the general ed teacher is to be mindful of the students' backgrounds and learn with them to provide a fair learning environment. This would allow the students to all achieve equal performance and opportunity in the learning and social setting. Inclusion triumphs over exclusion as to reach this goal. After seeing their responses to what the teacher has done, it will be reported to the special education staff for further data.

# data[].attributes.body
1. In the Tier 1 of the RTI process, the educators primary goal is to provide good instruction for all. Tier 1 also helps teachers identify the level of intervention necessary to better the student. By implementing quality teaching strategies, an educator can provide high quality instruction to all students.
2. Data allows for teachers to know the progress or need for more progress of a child during RTI. by collecting strong, accurate data, educators have a better understanding of the intervention needs of a student.
3. In the IEP process, the general educator provides information about the students performance in the classroom academically and socially. The general educator also help implement the IEP for the student.

# data[].attributes.body
In order to provide a high quality education, I think a foundation must be created within the classroom by the teacher. Once a foundation has been established that will be conducive to learning. Next the teacher will need to develop a relationship with both the students and their parents to gain a full grasp of the various learners that makeup the classroom. Establishing relationships will allow the teacher to gain the trust of the student and support of the parents in the educational journey of the child. In the chapter we learn about universal screening, I think this would be a great way to learn what the students know in the beginning of the academic school year, so that once the struggling students are identified we can track their growth.
2. The role of the data  in the RTI process is to shed light on the student's progress and whether strategies used are benefiting the students development. It also allows us to track students growth to see if student needs to remain in a tier, move into another tier and so on.
3. The role of the general education teacher in the IEP process is collect as much data as possible during the student's educational journey with them by way of teaching the students utilizing various strategies and keeping an extensive record of the students progress so that student can effectively receive the necessary accommodations and support needed for their growth.

# data[].attributes.body
1. One way my mentor teacher and I try to provide high quality instruction in Tier 1 is by being mindful of incorporating multiple modalities for learning. I teach mathematics and have learned some students learn better seeing numbers, some with words, and some with visuals. We teach our concepts in different ways using equations, manipulatives, artistic assignments, and having students write out their understanding so students can embrace their learning style and try several different approaches.
2. Data is crucial in the RTI process because it determines whether students need to move up a tier level. Based off is students are progressing they either stay at the tier they are in, move down a tier (i.e., if met goals already), or move up a tier (i.e., are not progressing or meeting goals). If a student ends up being referred to special education, the data will be a main aspect the SST will use during staffing.
3. The general education teacher starts off the IEP process and is a crucial part of implementing interventions and tracking process. The general education teacher is the one who notices a student is struggling, signaling a start to RTI, which then gets the students to the IEP process. The general education teacher then brings their data from the RTI process to the IEP meeting so the team can know where the student stands in relation to the other students in the class. The general education teacher may help determine the feasibility of interventions/supports suggested in the IEP meeting. The general education teacher will then have to apply the interventions in their classroom and continue to monitor student progress. Finally, at least at our school, the teacher will meet with the team again during IEP meetings to check on the progress of the student and whether they are meeting their goals.

# data[].attributes.body
1. An educator can provide high quality instruction in tier 1 of the RTI process by patiently teaching students in small groups and one on one sessions to see what skills that each individual may need to  develop, because no one thing works for all children.
2.The role data plays in the RTI process is selecting students for tiers of intervention, also monitoring the progress of the students and develop instructional strategies.
3. In the IEP process the role of a general education teacher is to help the student learn the required material in a way that properly accommodates their needs, while also observing them and reporting their progress with the special education staff.

# data[].attributes.body
1. Educators might provide high quality instruction in tier of the RTI process by teaching students by one on one so that educators could see each student's abilities more clearly through teaching one on one and they are able to find each student's needs for further education

2. The role of data in the RTI process is to measure how students progress is going by screening and monitoring students.

3.The role of the general education teacher in the IEP process is to report feedbacks and progress to the special education teacher through their observation of students so special education teachers are able to find out what the student is lacking and they could help on that

# data[].attributes.body
1.) A educator showing high quality in tier 1 would demonstrate the curriculum in different ways because no one thing works for everyone. Doing this will allow the teacher to learn their student multiple intelligence skill.
2.)The role of data in RTI process is to provide extra assistance if needed and to find students in need earlier.
3.)The role for a general special education teacher in the IEP process is to help the student reach their goals and objectives, and also to report their progress.

# data[].attributes.body
1.) Educators are able to provide high quality instruction in Tier 1 of the RTI process by being flexible and patient. As a mother of two sons, I have learned that no one child is the same nor do they learn the same. Educators have to be able to explore varies of learning techniques and never get stuck in a certain way of teaching.
2.) The role of data in the RTI process is used to measure the learning progress of each individual students which provides in detailed information on how to teach the student basics on their needs.
3.)The general education teacher's role in the IEP process is be able to teach the student by modifying and accommodating the class material to their needs while tracking their progress so that they can communicate all updates to the special education teacher.

# data[].attributes.body
1. A way that educators can provide high quality instruction in Tier 1 is by being open-minded. They can't be stuck on one way of teaching and have to be able to explore different methods. People learn in different ways, and different speeds and being an educated you have to understand that and be adaptable.
2. The role of data in the RTI process is so that the student's academic performance and progress can be monitored by educators. Then, with that information they can be aware of the student's needs.
3. A general ed teacher is to present their students performance level, strengths, weaknesses, and educational goals as far as them progressing forward.

# data[].attributes.body
Question 1: The way educators can provide high quality instruction for their tier 1 students is to be patient and respectable of each one's different learning techniques and strategies, and to keep in mind every child does not understand and process information the way.
Question 2: The data in the RTI process measures the progress of a student's learning and gives the teachers the correct information in order to education the child effectively.
Question 3: A general ed teacher is supposed to accommodate for the children with special needs with differentiated instruction depending on the level of the child.

# data[].attributes.attachment_link.description
See all the wonderful things barbarawalke has made

# data[].attributes.body
Question 1: Educators can provide high quality instruction to their students by working with small groups or (in small classrooms) work with individuals and provide different methods of teaching because one way of teaching does not work for every student.

Question 2: The role of the data in the RTI process lets teachers screen and monitor students allowing (if necessary) early intervention. RTI assigns a different set of resources and energy to teaching students what they need to know in order to succeed in general educations.

Question 3: The general ed teacher is supposed to accommodate, modify, and adapt to children with special needs. Then they report and collaborate with the special needs instructors on what level the student is on and how they can progress from there.

# data[].attributes.body
Question 1. High quality instruction would involve knowledgeable, patient instructors who utilize multiple methods to engage different learners, and can then fill in the other instructors who may work with the child with the methods that work.
Question 2. A child cannot be properly accommodated without clear potential problems being identified, and then measures taken to properly attend to that child's situation. The screening and monitoring process is meant to help in doing this.
Question 3. The general Education teacher is meant to be made aware of the students needs, and given parameters for accommodations or modifications that would be set in place. They are meant to communicate with the special ed staff the observations they have on the students progress or struggle.