1 00:00:04,830 --> 00:00:08,910 Jonily : We've all been through a math class in our lives. I 2 00:00:08,910 --> 00:00:12,660 want you to think right now about a green math experience 3 00:00:12,660 --> 00:00:18,210 that you've had. And I want you to think about a red math 4 00:00:18,210 --> 00:00:19,350 experience you've had. 5 00:00:19,650 --> 00:00:22,620 Cheri Dotterer: Hello, everyone. I'm Cheri Dotterer. And I'm here 6 00:00:22,620 --> 00:00:27,270 with Jonily Zupancic. And we are here at tier one interventions. 7 00:00:27,450 --> 00:00:27,840 In 8 00:00:27,839 --> 00:00:31,799 Jonily : mathematics, one of the biggest deficits that we see is 9 00:00:31,799 --> 00:00:36,179 for students having a lack of prerequisite skills. What's 10 00:00:36,179 --> 00:00:40,139 happening is, students are not getting the foundational 11 00:00:40,139 --> 00:00:47,399 instruction. That is allowing an opportunity for increased memory 12 00:00:47,399 --> 00:00:52,079 and retention for any content area. But we already know the 13 00:00:52,079 --> 00:00:57,779 deficits they're having in mathematics. And there is a 14 00:00:57,779 --> 00:01:03,539 direct correlation to the fine motor and handwriting piece. So 15 00:01:03,689 --> 00:01:07,559 the reason Sherry and I are having this conversation, this 16 00:01:07,559 --> 00:01:12,899 foundational conversation before we attack you, with some very 17 00:01:12,899 --> 00:01:17,729 intense content today, is it's important to understand the 18 00:01:17,729 --> 00:01:22,919 purpose and why we're presenting to you today's content. And what 19 00:01:22,919 --> 00:01:26,849 we hope for the results to be, we hope for the results to be 20 00:01:27,029 --> 00:01:32,579 that we increase focus, attention, memory, retention of 21 00:01:32,579 --> 00:01:37,559 content and engagement in the regular classroom, so that the 22 00:01:37,559 --> 00:01:42,929 majority of kids so that 85 to 90% of our kids get exactly what 23 00:01:42,929 --> 00:01:49,049 they need, in the 40 minutes of math class a day or any class. 24 00:01:49,709 --> 00:01:52,439 In the regular general classroom, which we're calling 25 00:01:52,469 --> 00:01:53,849 tier one, 26 00:01:54,180 --> 00:01:56,490 Cheri Dotterer: I want to share a thing called the megaphone 27 00:01:56,490 --> 00:02:01,140 effect, before you go and explain the tears. And that is 28 00:02:01,140 --> 00:02:07,770 for every year that a child is struggling and not maintaining 29 00:02:08,100 --> 00:02:14,460 the proficiency. In that subject area, the megaphone gets bigger 30 00:02:14,460 --> 00:02:21,750 and bigger. It takes five years, five years for them to catch up, 31 00:02:22,230 --> 00:02:30,630 where all their peers are moving ahead. They're back here. It 32 00:02:31,050 --> 00:02:39,060 they move here, their peers are moving ahead there. They have so 33 00:02:39,060 --> 00:02:42,960 much more difficult time. So if we can get these kids 34 00:02:44,460 --> 00:02:49,530 understanding, writing concepts, math concepts, reading concepts, 35 00:02:50,370 --> 00:02:54,840 in those state those early years kindergarten, first and second 36 00:02:54,840 --> 00:03:02,160 grade, they will, we can reduce that megaphone effect by the 37 00:03:02,160 --> 00:03:05,490 time that they're in secondary ed, which is where Jonily 38 00:03:05,490 --> 00:03:12,330 started yet, but has discovered that these gaps in mathematical 39 00:03:12,330 --> 00:03:19,950 education, we can reduce the megaphone, and we can help more 40 00:03:19,950 --> 00:03:22,710 kids with less expense. 41 00:03:23,909 --> 00:03:28,289 Jonily : Now, this is the really great news as I share with us, 42 00:03:28,829 --> 00:03:31,019 because I want to formally define each tear, we keep 43 00:03:31,019 --> 00:03:34,679 throwing out these terms and through this conversation. And I 44 00:03:34,679 --> 00:03:36,719 just want to make sure everybody listening understands what we're 45 00:03:36,719 --> 00:03:40,079 talking about. But there is absolutely great news. 46 00:03:40,379 --> 00:03:42,689 Absolutely great news. The content that Cheri and I are 47 00:03:42,689 --> 00:03:49,709 bringing to you today are minimal time interventions. We 48 00:03:49,709 --> 00:03:54,119 are streamlining and simplifying the entire intervention process. 49 00:03:54,119 --> 00:03:57,509 And when I say intervention, I mean for mathematics and non 50 00:03:57,509 --> 00:04:02,459 academic. So intervention for focus, memory, retention, 51 00:04:02,489 --> 00:04:05,279 engagement, and then interventions to understand the 52 00:04:05,279 --> 00:04:08,819 math content. That combination we've simplified, we've 53 00:04:08,819 --> 00:04:12,929 streamlined, and we've taken it down to the bare minimum bottom 54 00:04:12,929 --> 00:04:17,339 lines that we can do in the classroom. So not only are we 55 00:04:17,369 --> 00:04:20,669 reducing the time it's going to take to get these kids up to 56 00:04:20,669 --> 00:04:25,049 par. We're actually reducing the amount of things that we have to 57 00:04:25,049 --> 00:04:30,569 do. So we can actually do more in less time. Now, as we said 58 00:04:30,569 --> 00:04:34,649 before, and I'm going to go ahead and share my screen. So if 59 00:04:35,459 --> 00:04:38,129 so Sherry and I are going to be putting this conversation on a 60 00:04:38,129 --> 00:04:40,949 lot of different platforms. So just understand that if you're 61 00:04:40,949 --> 00:04:45,089 only on an auditory if you're only on a listening platform 62 00:04:45,089 --> 00:04:47,099 right now, like a podcast, you're not going to see my 63 00:04:47,099 --> 00:04:50,069 screen. I'm telling you everything that's on it. But for 64 00:04:50,069 --> 00:04:52,889 those of you that can see the visual and see the slide deck, 65 00:04:52,919 --> 00:04:57,299 it's just another another sense that you can see here, I'm just 66 00:04:57,299 --> 00:05:02,129 going to define each tears. We have three tiers to support our 67 00:05:02,129 --> 00:05:06,359 clients, our students, tier three, tier two, tier one. Tier 68 00:05:06,359 --> 00:05:10,409 three, is what Cheri was talking about, as far as occupational 69 00:05:10,409 --> 00:05:15,059 therapy, the typical servicing with occupational therapy is you 70 00:05:15,059 --> 00:05:18,599 pull one student out of the classroom and you work one on 71 00:05:18,599 --> 00:05:22,829 one, outside of the classroom, typically disconnected to 72 00:05:22,829 --> 00:05:25,079 whatever content they're teaching in the classroom. 73 00:05:25,259 --> 00:05:27,899 Sherry, correct me if I'm wrong, add anything to that. 74 00:05:28,950 --> 00:05:32,370 Cheri Dotterer: No, that's exactly what happens is we have 75 00:05:32,370 --> 00:05:39,450 these goals as an OT that we need to achieve. But a lot of 76 00:05:39,450 --> 00:05:42,870 times, they're not necessarily integrated with what's happening 77 00:05:42,870 --> 00:05:47,670 in the classroom. Then I tried when I was working with all my 78 00:05:47,670 --> 00:05:50,940 kids, I will be talking to the teacher before my sessions 79 00:05:50,940 --> 00:05:53,880 going, what's happening in spelling, what's happening in 80 00:05:53,880 --> 00:05:59,130 vocabulary? What's happening in math, where do you see the 81 00:05:59,130 --> 00:06:02,280 struggles, so that I could incorporate some of those 82 00:06:02,280 --> 00:06:07,620 activities into my sessions. But yet, there are some times that 83 00:06:07,860 --> 00:06:12,810 those foundational skills underneath there are so profound 84 00:06:13,050 --> 00:06:17,940 that incorporating academics does not happen. And 85 00:06:17,940 --> 00:06:21,750 Jonily : academically tier three, when we're in schools, 86 00:06:22,560 --> 00:06:27,360 logistically, it's not often possible to pull one on one. So 87 00:06:27,390 --> 00:06:30,000 even at a tier three intervention level, if I'm 88 00:06:30,000 --> 00:06:33,300 pulling students, as a specialist and intervention 89 00:06:33,300 --> 00:06:36,690 specialist, or any kind of therapist, any other kind of 90 00:06:36,690 --> 00:06:40,290 therapist or special support person, I may be pulling two or 91 00:06:40,290 --> 00:06:43,140 three students out of the classroom, because logistically, 92 00:06:43,140 --> 00:06:46,320 I just we just have too many numbers. And we can't serve 93 00:06:46,320 --> 00:06:49,920 everyone, there are a lot of adjustments that we make. But 94 00:06:50,070 --> 00:06:54,840 tier three out of the classroom, typically one on one, tier two 95 00:06:54,840 --> 00:06:58,920 intervention can happen in or outside of the classroom. For an 96 00:06:58,920 --> 00:07:03,600 academic teacher, I can do centers in my classroom, or 97 00:07:03,600 --> 00:07:07,080 stations in my classroom, or I could set up some kind of 98 00:07:07,080 --> 00:07:10,740 structure in my classroom, where I actually have the ability as a 99 00:07:10,740 --> 00:07:14,880 teacher to work in the classroom with a small group of students 100 00:07:14,970 --> 00:07:19,260 to provide what that small group of students needs. Tier Two can 101 00:07:19,260 --> 00:07:22,890 happen in the classroom, or I can have a specialist or support 102 00:07:22,890 --> 00:07:26,640 person that pulls students out in a small group and tier two 103 00:07:26,640 --> 00:07:31,770 can happen out of the classroom. Tier Two is not as critical of 104 00:07:31,770 --> 00:07:35,730 needs as tier three, when we're talking tier three and serving 105 00:07:35,730 --> 00:07:38,160 students at the tier three level, we're talking very 106 00:07:38,160 --> 00:07:41,190 critical needs, we're talking maybe one to 2% of our 107 00:07:41,190 --> 00:07:46,020 population, maybe up to 5%. But even that gets a little bit big, 108 00:07:46,410 --> 00:07:49,740 what we've been talking about as far as tier one. And the reason 109 00:07:49,740 --> 00:07:52,200 we're focusing on tier one, which I'll define in a moment 110 00:07:52,230 --> 00:07:55,650 is, as Sherry and I have been talking about the numbers that 111 00:07:55,650 --> 00:08:00,420 have been escalating for tier three services, there shouldn't 112 00:08:00,420 --> 00:08:03,990 be many more than 5% of our population that are in need of 113 00:08:03,990 --> 00:08:08,520 tier three services. If there are, we need to really evaluate 114 00:08:08,520 --> 00:08:11,310 what's happening in the regular classroom, because the regular 115 00:08:11,340 --> 00:08:15,630 classroom should be serving 85 to 90% of our kids. And it's not 116 00:08:15,630 --> 00:08:21,330 the kids, it's us. So that's what we're on a mission to 117 00:08:21,330 --> 00:08:26,850 spread conversation about is if we have that many kids that have 118 00:08:26,850 --> 00:08:30,180 tier three needs, then we need to change what's happening at 119 00:08:30,180 --> 00:08:35,370 tier one. Tier Two numbers have also been escalating. Tier Two 120 00:08:35,370 --> 00:08:38,460 are not as critical as tier three. So it's gonna be much 121 00:08:38,490 --> 00:08:43,410 easier to serve more of those tier two kids in the tier one 122 00:08:43,410 --> 00:08:47,100 classroom. And then finally, what we are focusing on because 123 00:08:47,250 --> 00:08:53,070 I believe wholeheartedly, and through my study of research 124 00:08:53,070 --> 00:08:58,110 that says good instruction, the techniques and tips and 125 00:08:58,110 --> 00:09:00,480 strategies that Sherry and I are going to give it to you today. 126 00:09:00,720 --> 00:09:04,500 Good instruction at the tier one level will reduce the number of 127 00:09:04,500 --> 00:09:06,840 students that are going to have those needs at tier two and tier 128 00:09:06,840 --> 00:09:09,900 three. Tier one is in the classroom, whole class 129 00:09:09,900 --> 00:09:15,240 instruction. full inclusion mainstream kids of all needs all 130 00:09:15,240 --> 00:09:21,030 ability levels, academic and non academic. Through differentiated 131 00:09:21,030 --> 00:09:23,730 instruction. Differentiated Instruction means that the 132 00:09:23,730 --> 00:09:26,730 classroom teacher is knowledgeable and trained and 133 00:09:26,730 --> 00:09:32,730 skilled in providing a lesson so that all students needs are met. 134 00:09:33,810 --> 00:09:37,410 That is what Cheri and I are focusing on as far as tier one. 135 00:09:37,770 --> 00:09:41,460 And the ultimate goal not only is to improve math, 136 00:09:41,460 --> 00:09:45,870 understanding and achievement, improved understanding of number 137 00:09:46,020 --> 00:09:49,530 improved Fact Fluency improve all of those math skills, but 138 00:09:49,530 --> 00:09:53,880 also to improve memory and retention of content, increased 139 00:09:53,880 --> 00:09:58,950 focus and engagement. Also increasing and improving 140 00:09:58,980 --> 00:10:05,040 motivation. so that we break down those barriers and allow 141 00:10:05,040 --> 00:10:11,550 more students access to learning. Sherry, thoughts on 142 00:10:11,550 --> 00:10:16,320 that, or any other additions to that before we get into our 143 00:10:16,350 --> 00:10:17,520 pizzas? 144 00:10:17,999 --> 00:10:22,079 Cheri Dotterer: Sure. So I had an experience when I was working 145 00:10:22,589 --> 00:10:27,539 with one of my contracts. And I was asked to see a kiddo who was 146 00:10:27,539 --> 00:10:33,389 four years old, he was in a pre K classroom, in a building that 147 00:10:33,389 --> 00:10:42,929 housed pre K through third, or fourth, third or fourth grade, 148 00:10:42,989 --> 00:10:48,299 so there was a lot of kids, the pre K kids had a special 149 00:10:48,299 --> 00:10:51,899 entryway, so they were not going through the entire school 150 00:10:51,899 --> 00:10:58,709 building. And when I first got to the school, I went through 151 00:10:58,739 --> 00:11:04,379 the main office got directed to where the classroom was. And I 152 00:11:04,379 --> 00:11:08,819 did pull out, the only place I had to work was the hallway, to 153 00:11:08,819 --> 00:11:13,229 work with his head, trying to get to know him. The teacher 154 00:11:13,229 --> 00:11:18,119 really realized what was going on. She said, Here, come into 155 00:11:18,119 --> 00:11:23,819 the classroom, and you sit here and work with this kiddo. We got 156 00:11:23,819 --> 00:11:27,149 to know one another a little bit because I was listening to her 157 00:11:28,379 --> 00:11:34,889 as she was getting ready to do centers with the kids. And I, at 158 00:11:34,889 --> 00:11:38,129 some point in time, after the kids had gone home, we had 159 00:11:38,129 --> 00:11:41,999 really long discussions. And so this was my first experience at 160 00:11:41,999 --> 00:11:47,609 tier two. And, and it wasn't really that I was working tier 161 00:11:47,609 --> 00:11:52,529 two, necessarily, but she gave me an opportunity to do 162 00:11:52,529 --> 00:11:59,309 something. And I ended up being a center myself, I would talk to 163 00:11:59,309 --> 00:12:02,459 her the week before find out what her overall theme of the 164 00:12:02,459 --> 00:12:05,669 week was going to be. And then I would come up with an activity. 165 00:12:06,359 --> 00:12:11,279 And I actually saw all of the kids in the class. I only got to 166 00:12:11,279 --> 00:12:14,999 build for the 30 minutes, I was seeing the kid, but I ended up 167 00:12:14,999 --> 00:12:19,919 spending two hours there every week. Now, that is not something 168 00:12:19,919 --> 00:12:24,059 in general OT is going to be able to do I know that. Okay. 169 00:12:24,419 --> 00:12:31,019 But what I learned from that was some of the thought process and 170 00:12:31,049 --> 00:12:38,849 some of the foundation of why am I not helping in a tier one 171 00:12:38,879 --> 00:12:42,509 classroom. When I got to one of my other buildings that I did 172 00:12:42,509 --> 00:12:46,409 have kindergarteners, I was working with those kindergarten 173 00:12:46,409 --> 00:12:52,919 teachers, when they were having their meanings. They have their 174 00:12:52,919 --> 00:12:56,759 session meanings once a week or whatever. Periodically, I would 175 00:12:56,759 --> 00:12:59,399 go into those meetings and we would talk about handwriting, 176 00:12:59,999 --> 00:13:06,599 this was all before COVID, long time before COVID. And I never 177 00:13:06,599 --> 00:13:10,499 made the connection to mathematics until you and I met 178 00:13:10,499 --> 00:13:16,859 but it's just like those areas of me that are so out there. 179 00:13:17,609 --> 00:13:25,199 It's going to take innovation, it's going to take changing the 180 00:13:25,199 --> 00:13:32,759 mindset of administrators to help make these changes. I 181 00:13:32,789 --> 00:13:36,149 mentioned that Theresa was on the call. Theresa is also an 182 00:13:36,149 --> 00:13:40,739 occupational therapist, and she and I were talking in one of our 183 00:13:40,739 --> 00:13:46,889 sessions this week, that administration does not see the 184 00:13:46,889 --> 00:13:53,819 benefit at this time of OT and teacher in the classroom at the 185 00:13:53,819 --> 00:13:59,279 same time, collaborating, co teaching on the same topic. They 186 00:13:59,279 --> 00:14:06,299 see it as double billing. And we need to change the mindset from 187 00:14:06,299 --> 00:14:09,209 the money standpoint, because that's what's the one of the 188 00:14:09,209 --> 00:14:11,039 barriers to our success. 189 00:14:12,419 --> 00:14:18,149 Jonily : Love it. Love it. And when we're thinking about 190 00:14:19,499 --> 00:14:24,659 regular classroom, we have people, a lot of times in our 191 00:14:24,659 --> 00:14:29,579 schools, we've got people and we're not logistically utilizing 192 00:14:29,579 --> 00:14:34,169 the people in probably the best ways to maximize services for 193 00:14:34,169 --> 00:14:39,989 kids. So I have a classroom right now that has 36 kids in 194 00:14:39,989 --> 00:14:43,829 it. Now it's not a public school. So we don't have any 195 00:14:43,829 --> 00:14:46,619 restrictions on ratio, but I've got a classroom we've got 36 196 00:14:46,619 --> 00:14:51,059 kids in it. And we are moving leaps and bounds with these kids 197 00:14:51,359 --> 00:14:55,139 that even though there's this huge number of humans in the 198 00:14:55,139 --> 00:14:59,669 classroom, and when I come in the classroom those days there's 199 00:14:59,669 --> 00:15:03,449 two Thus, teachers, the majority of the time, there's one teacher 200 00:15:03,449 --> 00:15:09,359 with those 36 kids. And we have structured tier one, we have 201 00:15:09,359 --> 00:15:12,899 structured that classroom. So these kids are actually learning 202 00:15:13,019 --> 00:15:16,889 more in less time, they're getting more individual needs 203 00:15:16,919 --> 00:15:20,819 met, they're getting more through tier one differentiated 204 00:15:20,819 --> 00:15:29,399 instruction. And instead of COVID, continually affecting our 205 00:15:29,459 --> 00:15:34,679 excuses, our emotions, our mental state our mindset, let's 206 00:15:34,679 --> 00:15:39,809 use it to our advantage. And let's try to figure out how we 207 00:15:39,809 --> 00:15:45,989 can do more with less, and bring back our joy, bring back the joy 208 00:15:46,019 --> 00:15:49,679 in schools, the joy in education. And we can do that 209 00:15:49,679 --> 00:15:57,299 very minimally, mathematically. All we need are 12 anchor 210 00:15:57,989 --> 00:16:03,359 problems and tasks. That's my most struggling students with 211 00:16:03,359 --> 00:16:07,979 the highest amount of ADHD students with dyscalculia 212 00:16:07,979 --> 00:16:13,439 dysgraphia, dyslexia, learning disabilities, ADHD, they are my 213 00:16:13,439 --> 00:16:18,629 students that remember the most. And what's hysterical is some of 214 00:16:18,659 --> 00:16:22,169 those students with learning disabilities, they'll be like 215 00:16:22,199 --> 00:16:26,279 Mr. Panic, I remember you have that green shirt on that day we 216 00:16:26,279 --> 00:16:34,499 did this. The amount of extreme memory and retention is unheard 217 00:16:34,499 --> 00:16:39,479 of. Because I've delivered mathematics in a way that has 218 00:16:39,479 --> 00:16:47,789 become an experience and not a lesson. Now, let me stop for a 219 00:16:47,789 --> 00:16:51,449 moment. Sherry, I was just gonna bring you in, because this is 220 00:16:51,449 --> 00:16:57,089 exactly your cue for giving us your perspective on what I just 221 00:16:57,089 --> 00:16:59,219 talked about. Yes. 222 00:17:00,360 --> 00:17:05,070 Cheri Dotterer: So from a neuroscience, an anatomical 223 00:17:05,100 --> 00:17:12,420 perspective. So thinking of your brain is, has different levels, 224 00:17:13,590 --> 00:17:17,220 you have the back of the brain, the brainstem, your brainstem 225 00:17:17,220 --> 00:17:20,520 goes up into the central part of your brain as called your limbic 226 00:17:20,520 --> 00:17:24,840 system. And then that goes to the cortex, which is the outer 227 00:17:24,840 --> 00:17:28,590 part, which is when you look at pictures of a brain, and you see 228 00:17:28,590 --> 00:17:33,000 all the curves and the swirls and stuff. That's what is the 229 00:17:33,000 --> 00:17:38,190 cortex. But that inner part of the brain is where all the 230 00:17:38,190 --> 00:17:44,400 memory gets stored in the limbic system. And it gets sorted into 231 00:17:44,400 --> 00:17:49,440 different parts of the brain then. But as we are filtering 232 00:17:49,470 --> 00:17:54,060 the messages coming in from the outside, that's the sensory 233 00:17:54,060 --> 00:17:57,990 system. You're bringing information in from the outside. 234 00:17:58,230 --> 00:18:05,100 So as you are encouraging the Tell Me More method in the way 235 00:18:05,100 --> 00:18:10,290 that you delivering your math. Hey, we just a couple of weeks 236 00:18:10,290 --> 00:18:14,250 ago, we did this, and you have the kids are saying, Yes, Mr. 237 00:18:14,250 --> 00:18:22,380 Pennsic, you wore that green shirt. That moment that they 238 00:18:22,380 --> 00:18:28,860 recalled that when you taught that before, notice the depth, 239 00:18:29,580 --> 00:18:34,800 the what you were wearing that day, what the temperature was 240 00:18:34,800 --> 00:18:40,590 outside, what was going on in the neighboring classroom that 241 00:18:40,590 --> 00:18:46,710 they overheard what was going on at home, that was all of those 242 00:18:46,890 --> 00:18:55,710 pieces all get put together into one memory, one experience. And 243 00:18:55,740 --> 00:19:02,370 that gets stored together. And I often say that it's like a 244 00:19:02,370 --> 00:19:06,840 filing cabinet. Every moment of your day gets put into a folder. 245 00:19:07,200 --> 00:19:10,860 And all of the components of it are little sticky notes on the 246 00:19:10,860 --> 00:19:14,880 outside. If it's a positive experience, think of the sticky 247 00:19:14,880 --> 00:19:18,480 note as green. If it's a negative experience, think of it 248 00:19:18,480 --> 00:19:23,280 as red. And if it's, maybe I'll do that again, but maybe not. 249 00:19:23,670 --> 00:19:28,770 It's going to be yellow. It's I don't know how many of you put 250 00:19:28,770 --> 00:19:31,530 it put this in the chat. How many of you have heard about the 251 00:19:31,530 --> 00:19:36,480 zones of regulation? This is where I'm going with this is the 252 00:19:36,480 --> 00:19:45,150 stickies on the outside of the folder are the are another way 253 00:19:45,180 --> 00:19:50,190 of relating to the term zones of regulation. So the zones of 254 00:19:50,190 --> 00:19:56,670 regulation are identifying the feeling that's associated with 255 00:19:56,670 --> 00:20:04,230 the emotion And so I see that some of you have heard about 256 00:20:04,230 --> 00:20:08,460 these in the past. Did you know that emotions and feelings are 257 00:20:08,460 --> 00:20:15,930 different? So when we are looking at that experience that 258 00:20:15,930 --> 00:20:23,070 happened four weeks ago, and the kids that are finally getting 259 00:20:23,070 --> 00:20:30,390 it, because of the way you approach the mathematics, you're 260 00:20:30,390 --> 00:20:34,020 going to see that difference. Does that make any sense? I'm 261 00:20:34,020 --> 00:20:40,020 getting a Yes, from Krista. And generally, did I answer that I 262 00:20:40,050 --> 00:20:44,760 did that? Answer that comment effectively enough. This 263 00:20:44,760 --> 00:20:48,660 Jonily : is so fantastic. Because the filing cabinet is 264 00:20:48,660 --> 00:20:54,360 some is a reference task, basically, of sherry. See, 265 00:20:54,360 --> 00:20:58,290 Sherry has her own reference anchors. And we are going to be 266 00:20:58,290 --> 00:21:02,130 talking about the filing cabinet a lot. And I love how she put 267 00:21:02,130 --> 00:21:06,390 it, the green is a positive, the red is a negative, I want you to 268 00:21:06,390 --> 00:21:09,720 reflect right now, on the typical traditional math 269 00:21:09,720 --> 00:21:13,860 classroom, whether you're a math teacher, yourself, or you're a 270 00:21:13,860 --> 00:21:17,250 therapist or occupational therapist, you don't have your 271 00:21:17,250 --> 00:21:20,160 own classroom, we've all been through a math class in our 272 00:21:20,160 --> 00:21:25,050 lives. I want you to think right now about a green math 273 00:21:25,050 --> 00:21:30,870 experience that you've had. And I want you to think about a read 274 00:21:30,930 --> 00:21:36,930 math experience you've had, I guarantee that 80% of our 275 00:21:36,930 --> 00:21:42,660 population, kids and adults, the majority of their math, 276 00:21:43,260 --> 00:21:46,080 classroom experiences are read. 277 00:21:47,250 --> 00:21:50,610 Cheri Dotterer: That goes along with in general, what we recall, 278 00:21:51,000 --> 00:21:58,890 we recall 80 to 90% of negative feelings over positive feelings, 279 00:21:59,130 --> 00:22:04,110 we really need to draw out the positive by drawing out the 280 00:22:04,110 --> 00:22:08,190 positive that let's go with that idea of the mountaintop 281 00:22:08,190 --> 00:22:12,900 experience that mountaintop experience that, oh my gosh, 282 00:22:12,930 --> 00:22:20,880 that excitement that I this was the main most amazing day is 283 00:22:20,880 --> 00:22:26,880 going to get forgotten much faster, then the drone of 284 00:22:26,880 --> 00:22:28,740 everyday climbing the mountain. 285 00:22:33,570 --> 00:22:39,510 Jonily : So when we are I gotta tell story, so many curriculum 286 00:22:39,510 --> 00:22:44,280 directors, as I'm consulting with school districts on this 287 00:22:44,280 --> 00:22:48,690 method of using reference tasks, and how we can improve our tier 288 00:22:48,690 --> 00:22:54,360 one whole classroom instruction in mathematics. Many curriculum 289 00:22:54,360 --> 00:22:58,500 directors will say to me, we've got to go through a new textbook 290 00:22:58,500 --> 00:23:01,290 rate re adoption, we've got to go through this whole process 291 00:23:01,290 --> 00:23:06,300 we've got. And it makes me cringe a little bit because even 292 00:23:06,300 --> 00:23:10,140 if we adopt a new curriculum, a new textbook, if we're not 293 00:23:10,140 --> 00:23:13,380 changing the instructional delivery, and the mindset and 294 00:23:13,380 --> 00:23:16,560 the facilitation techniques, we're just gonna go through the 295 00:23:16,560 --> 00:23:23,550 same dreaded circle again, just with a new resource. What I want 296 00:23:23,550 --> 00:23:29,790 to champion districts to do is to not worry so much about the 297 00:23:29,790 --> 00:23:34,620 actual resource. Because every textbook will work. You can use 298 00:23:34,620 --> 00:23:39,630 every textbook with this delivery method. Every reference 299 00:23:39,630 --> 00:23:43,500 task that I'm teaching you directly relates to multiple 300 00:23:43,500 --> 00:23:48,960 chapters in units in every textbook. So I almost say it's 301 00:23:48,960 --> 00:23:53,460 irrelevant what curriculum resource you choose. All of them 302 00:23:53,460 --> 00:23:59,460 will work. But at the same time, none of the more work. And we 303 00:23:59,490 --> 00:24:04,740 are prioritizing and focusing on the wrong things at the district 304 00:24:04,740 --> 00:24:10,500 level. Yes, I said it. We're prioritizing and focusing on the 305 00:24:10,500 --> 00:24:15,690 wrong things at the district level. So I'm not saying 306 00:24:15,690 --> 00:24:19,680 textbooks are good. I'm not saying they're bad. I'm just 307 00:24:19,680 --> 00:24:25,800 saying that is not the solution. That is not the solution. So I 308 00:24:25,800 --> 00:24:30,420 bring that up, because that usually after one of my 309 00:24:30,420 --> 00:24:36,240 trainings, that's usually what some people hear me say. That's 310 00:24:36,240 --> 00:24:43,530 all so we have to reconfigure what our priority is, and what 311 00:24:43,530 --> 00:24:49,290 we're focusing on, and how we're creating our math story in our 312 00:24:49,290 --> 00:24:55,110 districts, k 12. And the way that we need to create the math 313 00:24:55,110 --> 00:24:59,100 story is through these 12 reference tasks, that it doesn't 314 00:24:59,100 --> 00:25:02,250 matter what textbook The option you have, you can do it and 315 00:25:02,250 --> 00:25:06,300 coincide with anything. We're focusing on the wrong things. 316 00:25:07,500 --> 00:25:16,140 And how often do we give kids an opportunity for green stickies 317 00:25:16,170 --> 00:25:19,740 in math class? I just want us to really be deliberate and 318 00:25:19,740 --> 00:25:20,760 intentional about that 319 00:25:26,940 --> 00:25:30,270 Unknown: the Lima says tier one interventions was a sensitizing 320 00:25:30,270 --> 00:25:34,080 workshop systematically thought through put into an easy to 321 00:25:34,080 --> 00:25:36,810 understand framework and well presented. Thank you to you 322 00:25:36,810 --> 00:25:40,650 both. Thank you Nilima. You've been listening to tier one 323 00:25:40,650 --> 00:25:43,500 interventions with Jonily Zupancic and Cheri Dotterer. 324 00:25:44,280 --> 00:25:46,950 Tier one interventions is released on the first and third 325 00:25:46,950 --> 00:25:50,550 Tuesday of the month. The podcasts recorded live on the 326 00:25:50,550 --> 00:25:54,480 third Saturday of each month except July, first segment of 327 00:25:54,480 --> 00:25:58,260 podcast is released to your favorite podcast app. Hear the 328 00:25:58,260 --> 00:26:01,680 entire workshop, go to tier one interventions.com and register 329 00:26:01,680 --> 00:26:04,500 for our mailing list to get all the news about the next episode. 330 00:26:05,490 --> 00:26:07,800 Be sure to subscribe so you don't miss the next episodes 331 00:26:07,800 --> 00:26:08,310 release.