# data[].attributes.body
focus on student response
small group instruction with resources/strategies matched to individual needs
problem solving to determine student needs and how instruction needs to be adjusted

# data[].attributes.headline
CORE is critical--issues with Core will likely impact supplemental services

# data[].attributes.subject
CORE is critical--issues with Core will likely impact supplemental services

# data[].attributes.body
MTSS-
a system intentionally focusing on leadership, professional development, and empowering culture within the context of assessment, curriculum, and instruction.
.

# data[].attributes.body
The first step to intervention is to identify students who need supports and attempt to provide them within the general education classroom Students who are identified as needing additional supports  The second and third tiers of support are supplemental to, not in lieu of, the instruction of the general education classroom

# data[].attributes.headline
We need to be ready to have in-depth conversations about instruction.  Those observing need to have in-depth knowledge in order to have those critical conversations.

# data[].attributes.subject
We need to be ready to have in-depth conversations about instruction.  Those observing need to have in-depth knowledge in order to have those critical conversations.

# data[].attributes.body
-Impacting instruction for ALL students
-Give students opportunities for a variety of learning- whole group, small group, peer tutoring
-MTSS framework offers support for students and staff
-Personalized instruction to ensure student success

# data[].attributes.body
-It is important to remember that tier 2 & 3 are supplemental and shouldn't be done in place of the core instruction.
-All core teachers and intervention teachers need to be collaborate and be aligned in their teaching.
-Core instruction should be focused on before interventions.
Jaime

# data[].attributes.body
Still discussing personlized education and what this looks like in the classroom...

Ensuring ALL students needs are met, lo and HIGH.

Customized learning paths for all.

Hard to do in virtual classrooms for some.

# data[].attributes.body
Alignment of best instructional practices ensures equity for our students.

Cheryl

# data[].attributes.headline
Tiered interventions tailor instruction to support students. Don't identify or label students based on their tiered interventions. Should not become a representation of a certain group of students. 

# data[].attributes.subject
Tiered interventions tailor instruction to support students. Don't identify or label students based on their tiered interventions. Should not become a representation of a certain group of students. 

# data[].attributes.headline
Core instruction must be of high quality.  You cannot intervene your way out of the core.  

# data[].attributes.subject
Core instruction must be of high quality.  You cannot intervene your way out of the core.  

# data[].attributes.body
This is not to be representative of a group of students and this is not the special education program. This should also be aligned with everyone involved so as to not cause confusion for the students.

# data[].attributes.body
It is important that Ts be able to "diagnose" what might not be working / what is not effective in their instruction and make sound, research-based adjustments to best meet needs of learners.

# data[].attributes.body
Core, Core, Core
Knowing which strategies and materials to use and how to adjust when not meeting needs

# data[].attributes.body
-Reflective practices to improve instruction. (ongoing).
-Differentiated instruction to meet needs of all students & students who need additional support.

# data[].attributes.body
* Control lies in classroom instruction
* Focus on student response to instruction, NOT deficits
* Classroom teachers must "faithfully implement effective teaching practices"
*Tier 2 and 3 is dependent on quality of tier 1
* admins and support persons must address core instructional deficits

# data[].attributes.body
We must intensify and customize interventions before we discontinue providing them to students who don't show progress. Referral to special education should be the last step....after all other avenues/strategies have been exhausted.

# data[].attributes.body
Student's success in a higher tier is dependent upon the quality of instruction in Tier 1.

# data[].attributes.body
Core instruction must make an impact on students.  If the instruction is not impacting students the instruction needs to be adjusted, not the student.

Teachers must be willing to adapt their practices to meet the needs of each student.

Administrators and coaches must be willing to help teachers make those hard, unwelcome changes.

Then, students who still need support will receive enhanced instruction.