# data[].attributes.body
If you change to stream view, we can see everyone'should comment! :)

# data[].attributes.body
We use the RTI Model to identify 4th graders for System 44 and Title

# data[].attributes.body
Students are progress monitored weekly to be-weekly based on level of intervention needed. Then, based on aimlines, teachers create small group instruction , whether we

# data[].attributes.body
Students are progress monitored bi

# data[].attributes.body
Students are progress monitored

# data[].attributes.body
Students are progress monitored weekl

# data[].attributes.body
Students are progress monitired

# data[].attributes.body
Students are progre

# data[].attributes.body
Students are progress monitored

# data[].attributes.body
Students are progress monitir

# data[].attributes.body
Students are pro

# data[].attributes.body
Students ar

# data[].attributes.body
St

# data[].attributes.body
"Power hour" all students participate in 30 minutes of supplemental reading and 30 math instruction outside of Core Instruction

# data[].attributes.body
we progress moniter through 8th grade & provide support & individual choice throughout our k12 school. Similar to nancie Atwell's reading zones.

# data[].attributes.body
We use the RTI team during Walk to Math for first grade. We have four teachers and have placed students based on their tier and ability level. We have one group that is Tier 3 students only and SPED students. Another group is Tier 2 only. The third group is a mix of Tier 1 students with a few Tier 2 students. Each group receives an RTI push-in who helps students get the intervention they need. For example, Tier 2 students receive 30 minutes of Tier 2 instruction three days a week

# data[].attributes.body
Are teachers give short

# data[].attributes.body
Are teachers give short quizzes base in what they taught for the week. As a grade they score and analyze the data and them group kids based on the skills the missed. We send 4 additional aids into the class for 50 min. mom-thurs. for both literacy and math. Teachers plan interventions for each group and work with kids on exactly what they were missing.

# data[].attributes.body
All students in our school receive RtI services for 30 minutes each day to meet theri

# data[].attributes.body
Analyzing data and growth from interventions implemented. Additional services for those not making growth.

# data[].attributes.body
Analyzing data and growth from

# data[].attributes.body
We use RtI to determine eligibility for Title I reading support.

# data[].attributes.body
Design intervention groups

Identify student

# data[].attributes.body
We have 4 Tiered Levels in which teachers provide

# data[].attributes.body
We have 4 Tiered Levels in which teachers provide intervention and support for student who are placed on the RTI list. Each teacher is given a caseload and collects data on the students' progress throughout the year. Every month, teachers meet with their team and the Special Education Aministrator, to discuss the students

# data[].attributes.body
We have 4 Tiered Levels

# data[].attributes.body
Daily morning RTI for building foundational literacyskills in reading & math (7:45-8:15)

# data[].attributes.body
We have

# data[].attributes.body
Success forr

# data[].attributes.body
Tammy

# data[].attributes.body
Tammy, .Data Chat, intervention level, teacher assistance team, PTC