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Dive into the fascinating intersection of neuroscience and mathematics with educators Jonily and Cheri. Discover the groundbreaking Quick Dots intervention, designed to bridge the gap for students with learning disabilities like dyslexia, dysgraphia, and dyscalculia. Learn how this innovative approach leverages visual learning to enhance number sense, pattern recognition, and mathematical confidence. Gain practical insights into creating an inclusive classroom environment where all students can thrive and reach their full potential.
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DisabilityLabs.com sponsors this video podcast. We are committed to IMPACT the journey of 200K teachers (3M students) by 2030 so they can reignite their passion for teaching.
DisabilityLabs.com sponsors this video podcast. We are committed to IMPACT the journey of 200K teachers (3M students) by 2030 so they can reignite their passion for teaching.
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RESOURCES/COURSES MENTIONED
- Fox News reports lower math scores (not the one mentioned in the video) https://www.foxnews.com/video/6314269101112
- Saturday Math https://www.eventbrite.com/e/saturday-math-september-7-2024-tickets-986159488577
- Purple X Mini Course https://disabilitylabs.com/courses/the-purple-x-deep-dive-mini-course
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BOOKS
Making Mathineers on Amazon: https://www.amazon.com/Making-Mathineers-Transformational-Experiences-Conceptual-ebook/dp/B08NFCZ64K
Handwriting Brain Body DISconnect Digital Version: https://disabilitylabs.com/courses/hwbbd
Both books are also available in paperback and hardcover versions. All versions are available wherever books are sold.
Math DYSconnected - To be released in 2025.
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TIME CODES
0:00 Introduction
0:54 Workshop Overview
3:29 The State of Math Proficiency
6:42 Action Research and Results
10:00 The Quick Dot Method
13:14 Visual Learning in Math
15:22 Student Perception of Math
22:32 Final Thoughts
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SUBSCRIBE and LISTEN to the Audio version of the podcast here on YouTube or your favorite podcast app.
AMAZON MUSIC/AUDIBLE: https://music.amazon.com/podcasts/89f67d1a-98b5-4592-a53c-8f4acb3d8029
This podcast is created from excerpts from the Tier 1 Interventions Workshop. To hear the full math intervention, subscribe to watch the event live monthly on the 3rd Saturday during the school year.
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MISSION
We are committed to IMPACT the journey of 200K teachers (3M students) by 2030 so they can reignite their passion for teaching.
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WORK WITH US:
Join Tier 1 Workshops. Complete episodes with bonuses are included in the course. New episodes are added after the live events. https://disabilitylabs.com/courses/tier-1-interventions-workshops
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FREE RESOURCES
7 Fixes for Broken Number Sense Download your free copy at the bottom of the page. https://mindsonmath.com/
DIY Handwriting Paper. Watch this free webinar. https://disabilitylabs.com/courses/diy-handwriting-paper
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Other ways to connect with Jonily and Cheri
Linked In: https://www.linkedin.com/in/cheridotterer/
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QUESTION
What is your biggest struggle in your classroom right now? Include grade level and your role. Share in the comments or email us at:
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HASHTAGS
#tier1interventions #mindonmath #jonily #cheri #dysgraphia #dyscalculia #first15days #focustriggers #IMPACTfocus #quickdots #mathintervention
Creators & Guests
What is Tier 1 Interventions?
Math intervention, writing intervention, neurobiology, and cognitive-based learning - Jonily Zupancic and Cheri Dotterer are sharing how to incorporate them into your classroom. Jonily is a secondary math teacher and instructional coach for math K-12. Cheri is an occupational therapist specializing in neurology-based treatment across the lifespan and a Strategy-based Interventionist. Jonily secretly calls Cheri her Lesson Plan Whisperer because Cheri is always in her head, reminding her of the foundations of development before academics begin.
They met in 2018 and have been talking ever since. Together, they have discovered the Miracle Math Classroom. This classroom embeds all math standards from Kindergarten to twelfth grade, plus neuro-based interventions that improve proficiency and boost student engagement. Both gifted and learning support students thrive using the interventions they share, plus all students in between. Using cognitive enhancing techniques strategically placed in the lesson plan, students learn more and enjoy school more, and fewer students get removed from critical instruction for Tier Three Interventions.
Jonily has discovered how to teach all Kindergarten through algebra math standards using twelve, that’s right, twelve Reference Tasks. They include the Pizza Problem, 120-Chart, Paper Folding, Making Rectangles, Quick Dots, Locker Problem, Jesse and Kay, Geoboard, Candy Problem, Paint Problem, Staircase, and the Function Machine.
Cheri uses Body-Brain Anchors to ignite the flame inside everyone’s brain for learning. Whether a person is five or 90, her strategy-based interventions will ignite that flame. These Brain-Body Anchors include the Handstand Flip, Interlaced Bilateral Integration, and the Body Sentence Alphabet.
Together, they connect the puzzle behind math instruction and instructional delivery alongside these cognitive-enhancing activities to maximize math education for all students.
Join us live on the third Saturday of the month, sans July, for the math behind the Reference Task. Every live event is approximately 2.5 contact hours. The first 30-ish minutes become this podcast. To hear the entire training, join our membership program.
Please note: we will not record on holiday weekends. Join our mailing list for updates on dates.
To join us live, register at Tier1interventions.com. The 2.5-hour sessions include the PowerPoint slides, additional audio files of Jonily teaching the Reference Task, resources from Cheri, and much more. A subscription to these 2.5-hour Workshops is $97/month or $947/year.
Membership includes:
*Approximately 27.5 hours of direct training per year
*Audio files of Jonily's Hear Me Teach segments - complete
*PowerPoint Slides to grab and use in your Magic Math Classroom
*Resources from Jonily and Cheri for you and your students
*A copy of Math DYSconnected when released.
Or, you can listen to the first segment on your favorite podcast app for free; no membership is required. No matter how you listen, you will come away with golden nuggets that will transform your classroom.
Reach out to Jonily: jonily@mindsonmath.com
Reach out to Cheri: info@cheridotterer.com
Tier1Interventions.com
Jonily : The reason this is so
powerful for our students that
have any type of learning
disability or any type of
disconnect, such as ADD and
ADHD, is it's accessible. Hi.
Cheri Dotterer: I'm Cheri
dotterer Here at tier one
interventions podcast. Today's
episode was recorded about two
years ago in an evening workshop
that we did. I have taken an
excerpt from that workshop, and
I want to share it with you
tonight. The full episode, you
will get to know a little bit
more about at the end of the
podcast, so make sure you stick
around to the end to find out
how to learn more. For now,
let's listen in and hear what
jonily teaching about quick
DUTs.
Jonily : Cheri and I have been
collaborating on her expertise,
which is neuroscience and
occupational therapy, my
expertise, which is the
mathematics and what you're
going to get tonight from us, is
not going to be content that you
see on Saturday mornings, if you
come to Saturday math, or if
you've been a part of any of
those opportunities that we've
had, we are taking a deep dive
into how to enhance the
complexity of mathematics with
our most struggling learners.
Now we're also focusing on
students with disabilities,
dyslexia, dysgraphia and
dyscalculia, and what the
disconnect is in their brain and
how quick dots and we'll tell
you what a quick.is but if
you've been around me, you know
what a quick.is how quick dots
will connect that disconnection
in the brain through lots of the
therapies that Sherry's can
teach you and then enhance the
mathematics that I'm going to
show you tonight. We are excited
to combine both of our expertise
and bring to you a combination
of what we both teach, and this
is for K through 12, even
preschool and higher ed. So
we're going to extend the math
all the way beyond. And I will
also give you examples of how I
use this mathematics with all of
my levels, kindergarten through
high school.
Cheri Dotterer: I bring in the
neuroscience every time I look
at the purple X, all I see is
the visual perception and the
visual motor. It has been a
journey to try and learn how to
connect it to me. I had to slip
this one in tonight. Just as I
was getting ready to come
upstairs to my computer, my
husband flipped on Fox News
after we were done with supper
to this report that said, in
Philadelphia, 23% of fourth
graders are proficient in math,
and 29 are proficient in
Chicago, that was on the Bret
Baier show. I tried to look up
the link, but because he was
still alive and online and
didn't have chance to take that
anywhere else, that was what he
said. I don't know where he got
those statistics, but that's
what my husband told me. I
missed it, but that's what I was
told tonight. But when you
really think about that, 23% of
fourth graders are proficient in
math. What? All I gotta say is,
what? And
Jonily : I think if you look
nationally, urban versus rural
versus suburban, these I'm a I'm
assuming are urban numbers. I
don't know. I'm assuming these
are urban numbers, and typically
you get an average for suburban
numbers and rural numbers.
However, in any of the numbers
based on any reports that
typically come out, we are not
seeing steady increases in math
over time. And as a matter of
fact, there are inconsistencies
in the increases and oftentimes
decreases in the number of
proficient based on a wide range
of worldwide and national
assessments. Obviously, you're
here tonight. We have struggles
in mathematics. I'll give you
another statistic of students
that have dyslexia, of students
that have dyslexia, about 40% of
those students could possibly
have a math learning disability
as well. Math Learning
Disability being called
dyscalculia. Dyscalculia
research is 20 to 25 years
behind where dyslexia is. So
although we've made some gains
in reading, some gains in
reading, there's still some
controversy and some gains with
our dyslexia students. I don't
even think we've hit the tip of
where we need to be, and we
definitely have not done that in
mathematics. And I will say
until now, what Sherry and I
have done together with our work
has been leading. Leading the
way for dyscalculia,
specifically in this country and
we're hoping around the world.
What you're going to hear
tonight is very cutting edge,
very new and ahead of the curve.
So very exciting for you to be
here tonight. But I want to say
to preface this evening is I
myself have my own action
research statistics from
multiple projects I've done over
the past 18 years, and in our
statistics, I'll give you a
couple of examples with a sixth
grade cohort group. We took them
with the model that we're
presenting to you tonight. We
took those students in less than
a year, from 27% passing their
fifth grade state math
assessment to 60% passing the
very next year, and 92% showing
growth. We saw a significant
increase as they moved to
seventh and eighth grade. It was
a school that had a lot of
transient students, but of the
students that were still at the
building, it was a title
building, we saw a steady
increase from the kids of that
cohort. I also am a part of a
recent project with current
fifth graders that I have been
using this model with since
they've been in kindergarten.
This has been an amazing
project, and the data that we
have on standardized tests is
that this cohort of students has
broken the bell curve. When you
look at math achievement on a
standardized assessment, you're
looking at percentile rankings.
50th percentile is average of
this cohort of students that
started in kindergarten, the
lowest percentile on the math
portion of the standardized test
was 71st percentile. Now, if you
know anything about that, that
is all on the far right side of
the bell curve, past the peak of
the bell curve. If you look at a
bell curve, the peak of it, the
center, is 50th percentile. So
these students were all high
achieving. But when you look at
their cognitive ability scores,
their cognitive ability scores
ranged anywhere from 87 to a
couple of them in the gifted
range, at 132, 141, this is
exciting action based research.
What we're going to share with
you tonight is one of our
interventions, and that is a
quick.we have multiple types of
interventions tonight. We're
going to focus on the quick dot,
and we want to know how to
expose more mathematics out of
these struggling students so
that it becomes habitual and a
way of life for them. We are
just excited to bring this to
you. If you've not seen a quick
dot before, we're going to show
you the next set of dots for
about four seconds. We're going
to show you in two different
ways, one with the grid behind
it, one without the grid. So two
seconds each, and at the end, I
want you to type in the chat.
How many dots Did you see? Is
Cheri Dotterer: everybody ready?
Here we go. How
Jonily : many dots Did you see?
Do the reason this is so
powerful for our students that
have any type of learning
disability or any type of
disconnect, such as ADD and
ADHD, is it's accessible. One of
the takeaways I want us to have
by the end of today is I want
mathematics to be accessible yet
complex at the same time. It's
very purposeful that I use the
same quick dots over and over
again, because when we use the
same task over again with
multiple grade levels, with the
same students. That's how we're
going to get our students with
disabilities, interactions over
time. Our gifted students need
one to two interactions before
they have forever learning. They
know it forever. Our bright kids
who play the school game, they
achieve well, but they're not
necessarily identified as
gifted. Might need five to seven
interactions before they know it
forever. And our students with
disabilities and our struggling
students are at risk. Students,
mathematically, might need 66
zero to 100 interactions. How do
we get more interactions over
time? By using the same quick
dots again and again, tonight,
we're going to show how the
complexity of mathematics can
happen much earlier than middle
school, specifically in first
and second grade. You're going
to be blown away a little bit
with the mathematics. However,
it's important that you
understand the mathematics. You
are telling me 72 you see the
overlaps. You see the three by
three grids. That is beautiful.
One of the deficiencies for our
students that have learning
disabilities is the struggle
with estimation and math facts.
When we're facilitating a quick
dot, you're going to do it
exactly like I did. I'm going to
show you this for four seconds.
Take it away. The. Reason you
have these facilitation slides
where these the border is light,
is to remind you that at this
point you could do a turn and
talk for students to talk to
each other about how the dots
were arranged. For all of you
right now, go ahead and type in
the chat. Kate already did this,
but type in the chat how you saw
the dots arranged. I want to
share why this is so essential
with students. We're not
necessarily solving anything
here. What we're doing here is
we are extracting student
perspective. Part of student
motivation and engagement is
about feeling a sense of
belonging and feeling like I'm
able to achieve what an exercise
like this does is changes the
mindset. I don't have to teach
fixed or growth mindset or
whatever climate and culture I
want to create in my classroom.
I don't have to teach that. I
can just provide a task that's
going to give kids a sense of
belonging, a sense that she
cares, what I think, a sense of
accessibility. Most importantly,
aside from the mathematics, we
want to tap into those positive
emotions, this reaches over into
Sherry's expertise, which
negative emotion hinders the
ability to learn? The quick dot
you saw was the image for stage
three. What we're going to show
you now are images for stage
two. I get this question many
times, and the question is, why
don't you start with stage two,
with students with disabilities?
Because there are fewer dots and
it will be easier for them. I
want to answer that in a couple
of different ways, because
that's an important question.
Number one, if we begin with
something too trivial, and
students feel like they get it
incorrect, then their mentality
is, I can't even get the easy
one. In my experience delivering
a more complex but easily
accessible stimulus, like this
quick.in stage three, and
especially if I'm giving this to
a whole class of students, and
not just my students that I
pulled for intervention, I can
naturally differentiate, because
with the complexity of stage
three, my gifted or higher level
students really have equal
access with My lower level
students, if the higher level
students are struggling with it,
then look at the mentality shift
that takes with our lower level
students. Oh my gosh. Johnny
always gets these problems, but
this time, Johnny wasn't quite
sure. This is really cool,
because I may have guessed
better than Johnny. This is a
complete shift in prompting to
level the playing field for all
ability levels of students, and
I can't stress that enough. I
Cheri Dotterer: love what Nicole
puts in the chat. Some of my
lower special education students
get quick dots right away,
Jonily : and Nicole, if you want
to unmute and expand on that,
I'll expand first, but I'd love
to hear your testimony on Nicole
is actually one of our certified
coaches who has been heavily
implementing but the one thing
I'll Expand on Nicole's comment
is that this changes the outcome
of the game, or the question of
who's good at math, because our
students with disabilities are
actually better in general than
our higher achieving student
With these specific quick dots,
it completely changes where
students position themselves
mathematically within their
cohort. Nicole, do you want to
add on to that, in your
experience with your eighth
graders,
Cheri Dotterer: I would say with
my experience, it's because it's
a visual. That's why so many of
them catch on quicker than some
of the you could say higher
students.
Jonily : Absolutely, there is a
disadvantage for many of our
high achieving students when we
represent math visually, it's
exactly what our students with
disabilities need. However, it
becomes a struggle for our high
achieving students, because what
are those students good at?
Those students are good at
symbols and notations and
mimicking and memorizing when we
change it to this visual aspect
and make math visual first we
change. Who has the better
access to it, and that is our
students with disabilities.
Great point. Nicole,
Cheri Dotterer: my daughter is a
gifted student with a struggle
in writing. She will tell you, I
can do integrals and what are
the what's the other one?
Integrals, derivatives,
derivatives. Thank you. In my
sleep, but don't ask me to add,
subtract, multiply and divide.
What
Jonily : I'm going to ask you to
do is and some of you have seen
this before, and this is also
purposeful. Some of you have not
seen this before, and this is
purposeful. I want to show you
an analogy right now of how our
students with disabilities
intake and perceive mathematics
and what a challenge it is to
them, because what I'm going to
show you next is a visual, but
it's not a connected visual, and
I'm going to talk about what
that means, this disconnect with
students that struggle with
pattern recognition and making
connections, which gifted Kids
can do very naturally and
innately and not even be able to
explain how they're doing it.
And it's absolutely brilliant.
The way that our students with
disabilities see mathematics is
very disjoint, disconnected in
our typical traditional
delivery. And I'm going to show
you what they feel right now.
Now if you are a mimicker and
memorizer, you're going to do
better on this exercise than if
you are someone who doesn't
mimic and memorize we're going
to show you nine symbols. The
nine symbols are listed
vertically and they're in
different orientations. We're
going to show you these symbols
for about five seconds. Once we
take it away, we're going to ask
you to write down the nine
symbols vertically in the same
order, in the same orientation.
So don't write until the slide
comes up that says, right, and
we take away the images. So in
whatever brain capabilities you
have, whether it's seeing
patterns, making connections, or
just simply memorizing. I want
you to use the strengths of your
abilities to remember as many as
you can. And then, once the
slide is taken away, there'll be
a slide go ahead and write down
those nine symbols
in the same order, in the same
orientation that you saw them. I
have to tell you a story before
I have you check your work. I
was doing a professional
development a couple of years
ago, and there was a teacher
that had been in a professional
development of mine eight years
prior. I had done this exercise,
and I was relating it to
something a little different,
because the topic of the
professional development was a
little different. After I showed
this, he got all nine Correct. I
didn't remember exactly who he
was, but at the end, when we
were sharing, he reminded me
that he was in a professional
development seven or eight years
prior I had done this exercise,
he hadn't had any interaction
with me since. He hadn't seen me
anytime since, and got all nine
correct because of the
connection that I made in the
delivery of my instruction when
I did this with his group eight
years prior, what I want you to
absorb is that when we can
explicitly and directly create
mathematical experiences that
are visual and help students
recognize patterns and make
connections, because students
with disabilities have a
disconnect with recognizing and
using patterns, which is why
they sometimes make the same
mistakes or the same core
behaviors over and over again.
They're not understanding the
connection of whatever
consequence it was. They truly
don't remember and relate, and
aren't able to see the own,
their own patterns of behavior,
and how that's negatively
affecting the interactions with
other students and adults.
Pattern Recognition is extremely
important, and it's one of the
things that students with
disabilities lack. So not only
with soft skills or social
skills. Do we want students to
improve their pattern
recognition? We also want them
to be able to do that
mathematically. So that carries
over to socially and quick dots
again is one of the ways to do
that. Let's check our work. I
want you to type in the chat how
many you have the correct
orientation and the correct
position. I'm going to show you
the alternative in how to
deliver and instruct mathematics
and how students can perceive
the connections and the
recognizing of patterns. And
this is exactly why. I this
person that I told the story
about that remembered these
symbols, this teacher had no
interaction, had no studying,
had seen this one time and
retained it forever. Now I did
ask him, the first time you did
it, how many did you get
correct? And he said, three.
What I want us to think about
is, how do we deliver
instruction mathematically so
that kids don't have to mimic
and memorize? They could, if
that's their skill. Like many of
our high achieving math kids,
they have a great ability and
skill to mimic and memorize, and
I do not want to take that away
from them. That's how I got
through math. I could save on a
mimic and memorize, and I was
high achieving. Now later on, I
found out I knew nothing about
mathematics or numbers. However,
I was able to achieve high
because I was able to mimic and
memorize. But how do we deliver
instructional experiences
mathematically for students so
they don't have to remember,
they don't have to mimic, they
don't have to memorize, they'll
just know it. It'll be ingrained
and become an innate part of
their understanding. And that's
the question that we're going to
answer for you tonight. We
Cheri Dotterer: have two
comments. They're saying that
they remembered all nine,
because they've done this with
you before. I wanted to ask
Debbie to unmute and can you
relate to the story that jonily
expressed? Is that how you
remembered this? Or was there
something else that happened
that helped you recall this task
I did? You see this with me. I
want to say three or four. How
about you? Nicole?
Jonily : Only can remember one.
Even though I have seen this
before, my brain is mush. I love
the examples that we have here
with previous interactions and
not previous interactions. I'd
like to hear from someone who
has not seen this with me
before. I'm going
Cheri Dotterer: to go with
Beverly.
Unknown: I have not seen this
before. I was in the few seconds
that we had. I was trying to
figure out a pattern, but I
really only got to correct
there. I'm looking forward to
finding out what the mystery is
how to solve this. I was the
same way Beverly. I'd
never seen this before, either,
and I was able to do the first
two in the last two, and that
new idea how to connect the rest
of them. I could do things full
on the pit too.
Jonily : What I love about this
is almost all of you have had
interactions with me before and
my teaching, but at different
phases. What I mean by that is
some of you are recent in the
last year or two. Some of you
it's been two to three years.
Some of you, it's been four to
five years. Some of you, it's
been seven to eight years since
we have had some major
interaction. What I'm delivering
to you has been the most
essential and most impactful and
most powerful impact for
students with disabilities, but
this point, everything that I've
done that has not been impactful
has been filtered out, and what
you're seeing tonight is the
evolution of what sticks. Just
to make that point, I think if
you guys walk away with nothing
else, it is to not start with
the most trivial example.
Because when students can't even
do the easiest one, and we don't
even have to say it, I can put
something up there that that
looks simple, but say, Oh, this
is a tricky one, like I'm trying
to insult their intelligence.
They know when things are
trivial and when they're
complex, because your frequent
flyers in the classroom that are
always answering every question
are going to be able to do it.
When that happens, that's when
students with disabilities
internalize, gosh, if I can't
even do the easy one, so we
might as well do the complex one
so that, gosh, I couldn't do
that. But she told us that was
really difficult, and I believe
her, that it was really
difficult, and I think that is a
counterintuitive approach to
delivering mathematics
instruction that has been a game
changer. I think it also is
counterintuitive for the
research that we have seen in
special education. Let me talk
about that for just a moment.
All of the facilitation and
instructional guidance that I'm
giving you is based on improving
student number sense and
conceptual understanding. Number
Sense is defined as the innate
intuitive understanding of
number, or the size of number.
It's inborn, and it's common
sense. And. I don't want to say
common sense in the fact that
everybody has it. It's a common
sense meaning if you have it and
if you don't, number sense
cannot be explicitly taught, but
it can be learned through
experiences. All of the Special
Education Research concludes
that students with disabilities
need explicit, direct
instruction in mathematics to
close gaps. However, in all of
that research, it is based on
the opposite of what I've just
described, the opposite of
improving number sense and the
opposite of improving conceptual
understanding, the explicit
direct instruction for special
ed students using line paper,
grid paper to line up numbers,
etc, etc. All of the research
has only been done on the
procedural and fact based
efforts of mathematics. I
completely agree with that. If
we're teaching the long division
algorithm, or we're teaching
subtraction with stacking and
regrouping, if we're teaching
solving linear equations, if
we're teaching solving
proportions, whatever the
content is, whatever the skill
is, if it's a procedure that
we're teaching, then students do
need direct, explicit
instruction. I don't want them
to create that procedure. Here
are the steps. Here's how to do
it. Now, try a few that has
typically been 100% of what we
teach in mathematics and 100% of
what we put on IEP goals. But if
we want to improve the
procedural and the fact based
abilities mathematically, we
will gain more leverage in
improving the procedures and the
facts if we, at the same time,
improve conceptual and number
sense. So I want to state that
tonight, I'm not focused on the
procedures. I am going to be
focused on the facts later, I am
focused on facilitation
strategies to create experiences
in which number sense and
conceptual thinking.
Cheri Dotterer: Today's episode
of tier one interventions was
brought to you by disability
labs. One of the courses that
they have contained in
disability Labs is the purple X
mini course. Click on the link
in the show notes, and if you
want to know the answer to that
symbol. Also click in the show
notes and download the purple X
mini course today. I'm Cheri
dotterer, one of your co hosts
here at tier one interventions
podcast. You.