In every school across the nation, there are students who are at-risk. As early as kindergarten, differences in students’ learning styles and academic abilities are apparent. Factors that influence these differences are previous formal schooling experiences, parental involvement, and exposure to basic language, math, and reading skills. Therefore, the question was not “Do we have students that are at-risk?” But rather, “Which students are at-risk and what interventions do we need to implement to provide additional support to the student and the regular education classroom teacher?” To answer this question, my principal, assistant principal, resource teachers, and classroom teachers collaborated and created an RTI (Response To Intervention) committee. The committee’s purpose was to create a plan that every teacher could use to: identify at-risk students, implement suggested strategies, collect data on student progress, involve parents, and monitor student progress continuously to reevaluate the effectiveness of each students’…