7:30 Move away from the 'wait to fail' mindset'. Early identification of at risk student. Early intervening strategies. Utilising research-based interventions and supports to do that. 8:01 Number 1 focus for strong and effective RTi systems is high quality classroom instruction at Tier 1. If you do not have sound instruction at Tier 1, RTi efforts at Tier 2 & 3 are dead in the water before you even started. Targeted teaching = standard-based GVC (curriculum unpacking->DOK->Learning Progression starting with foundational skills->Differentiation) + assessment (schedule for formative and summative assessment) + research-based instructional strategies (Professional Learning) + data-analysis (interpret student response to instruction and adapt) *Action point: Two Ts: Training (to know) and Time (to do) *Action point: establish a protocol for unit planning consistent across school 9:04 personal and resources: RTi identify Ss early, bring them back to grade level mastery filling their gaps before considerations for SpEd is needed 15:37 Specific information on how to run RTi (Response to intervention) 25:40 Selecting intervention strategies depend on the focused data -> check who has common skills to be addressed. No more of the same but differently (HITS 6 Multiple exposure) 27:30 Fidelity: consistency in processes and performance. It goes back to Tier 1: CORE targeted teaching 30:51 Solid CORE Tier 1 INSTRUCTION. Triangulated data informs standard-based GVC to determine and start intervention/instruction in the most foundational skills that is the basis of a learning Progression -> monitor student response to intervention at Tier 1 -> discuss Tier 2 needs, design intervention strategies (targeted support, when, where & how? during application? in or out of the classroom? what additional research-based practice can be used to re-teach the skill?) and incorporate them in the unit plan ****Action point: Establish sources of triangulated data ****Action point: Norms and protocols for PLCs across school to ensure collaboration, communication and collective responsibility for result -driven practices in order to ensure teachers and interventionists keep current data available Tier 1 and Tier 2 aim at standard mastery 42:01 Factors to consider for implementation ****Action point: collaboratively design intervention strategies, schedule progress monitoring, keep current data available for CTs to utilise data to adjust planning. Design interventions: when, where & how? after what # of lessons? during the application section? ****Action point: Professional learning on planning with fidelity for Tier 1 targeted teaching to avoid over identification of students to access RTi

RTI is not an effective approach for schools with a huge population of struggling students.