The document summarizes key points from an RTI conference about improving tier 1 classroom instruction. It states that if more than 15% of students are tier 2 and 5% are tier 3, tier 1 instruction needs reevaluation. Next steps include delivering tier 1 instruction and tier 2 interventions in the classroom during a dedicated 30 minute "WIN time." It discusses changing mindsets about tier 1 instruction and expanding tier 2 interventions in the classroom. It also provides examples of effective tier 1 instructional practices like flexible small groups, skill-based mini-lessons, using progress monitoring, leveled books, and individual student conferences.

1. Major Takeaways from the BER RTI Conference Changing our vision of what Tier 1 Instruction is in the classroom If more than 15% of kids are Tier 2 and more than 5% are Tier 3 then we need to reevaluate our Tier 1 instruction. There are Tier 2/3 interventions; not students

2. Next Steps… Year one = Tier 1 Tier 1 instruction and Tier 2 interventions happen in the classroom. WIN Time What I Need! 30 minutes everyday dedicated to delivering whatever support students need Use all available adults (eventually) Grades 2 and 6 begin WIN time-- want to join us?

3. How do we make this work??? Change our mindset about what Tier 1 instruction looks like in our classrooms Expand interventions/resources for Tier 2 Instruction in the classroom Pull-out systems alone do not work but should be part of our work in the classroom Flexible and Strategy Grouping

4. Making it work… Consistent use of the most effective instructional practices in our classrooms *Flexible small groups *Skill based Mini-lessons *Using progress monitoring to inform and guide our instruction *Level books *Individual Student Conferences

5. Making it Work… Taking short, efficient notes/tracking each student Goal-Setting by students Research says that small group and individualized instruction is more effective than primarily whole group instruction

6. “ The quality of a school as a learning community can be measured by how effectively it addresses the needs of its struggling students.”