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Speaker 4: Hey everybody!

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Welcome to Tier 1 Interventions,
where we work on helping you

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gain the core in your classroom.

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I am Cheri Dotterer, your classroom coach.

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That's Cheri with a C
and Dot with a stutter.

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I'm here today with Jonily Zupancic,
your instructional coach on mathematics.

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And we are here to help learn, help
you learn how to deliver your math

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instruction in a very unique way.

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Today we are going to talk
about the pain problem.

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Jonily

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Speaker 6: get us started!

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Hey everybody.

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I'm Jay-Z.

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Jay-Z in the house, Jonily Zupancic and
Tier one Interventions is, as Cheri said,

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strengthening your core regular classroom.

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So this is for specifically the
classroom teacher, partnering with the

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intervention specialist, instructional
coach, curriculum leader, principal.

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Special Service Provider, Occupational
Therapist, Speech Therapist.

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How can kids get exactly what they need in
the Tier 1 Core Regular General Classroom?

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Too often we have kids leaving the
room to be pulled out for small

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group Tier 2 or Tier 3 intervention.

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Speaker 11: Last week, we stopped
the video when John Lee asked why.

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Let's tune in this week and
find out how I answered.

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Speaker 6: And then he, for the next
10 minutes, was so focused and engaged

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and in tune and working independently.

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See, focus, a focus trigger for
him, he's got to spin and jump.

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Then he can attune to the task.

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And he was listening
to every word you said.

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Why?

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Speaker 4: Why, Cheri?

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Because he was shifting his brain the
way he knew how to make attention.

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The movement was turning off
parts of his brain that he needed

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so that he could auditorily
understand what you were saying.

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If you would have just had him sitting
there, his brain would have been, I need

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to spin, I need to spin, I need to spin,
and that's all his brain would have heard.

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It would have never heard.

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The stuff that you were trying
to tell him by spinning that

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part of his brain was occupied.

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So the other part of his brain could work.

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Speaker 6: And so in typical traditional
school setting, we make everybody sit, we

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make everybody look at us with their eyes.

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We make everybody comply.

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And the three or four kids that
Look like they're listening.

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We explain all the directions
and we release them.

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And then you get the, what are we doing?

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Oh my gosh, I just told you.

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The way that you were making them
comply when you were explaining

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negated the whole phrase that you said.

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Now I can't have 17 kids up
and spinning and acting a fool.

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But you've got 2 or 3.

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And they might need to do this.

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As we're giving directions, because
nothing frustrates a teacher more

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than when we explain all these
directions so articulately, and then

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five kids are like, what are we doing?

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So then we release them
and then we get frustrated.

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Then learn how to teach
and explain directions.

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So why can't the whole classroom

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Speaker 4: do spinning activity?

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Why can't they stand next to their desk,
do an activity that's controlled by the

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teacher that increase, that facilitates
movement, that facilitates proprioception,

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that facilitates the interoception and the
vestibular systems as well, so that for a

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short amount of time, they're all engaging
in that and then do the instruction.

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And that is what I've been
preaching for the last two years.

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Speaker 6: Janet, what are you doing?

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You're giving us video.

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Explain to us.

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Janet, you teach 7th grade.

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Talk to us.

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Speaker 10: Yeah, I see a lot
of, I have two standing tables.

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I have one standing
table that's on wheels.

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And this one kid goes back and
forth because he can't sit.

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I've got a yoga ball and
our chairs naturally rock.

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And they're all, woo!

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And I still have to do the crazy eight.

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I don't know if I call it crazy yet.

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I call it whatever we need to refocus.

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I'll have them push against the ceiling.

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I'll say we'll do an
upside down handstand.

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And I tell them to push harder because,
I'm a lot heavier than they are.

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And then they cross their hands
and we make an eight with our arms.

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And then I'll have them do their name
in cursive because that's just funny.

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And they giggle because they like,
Don't know how to do cursive.

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And we're all just going,
ah sometimes I do angles.

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I'll say, give me a, cute angle.

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And then I'm like, give
me a straight angle.

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And then we'll do vertical angles
because that's all part of the

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seven gate curriculum and they
don't tend to remember them.

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So we just keep doing
it over and over again.

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And it also helps us refocus.

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And I sneak those extra
experiences in there.

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Love

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Speaker 6: it so much.

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And what's interesting is those are
examples again of focus triggers and a

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couple that you mentioned cross midline.

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Now, I did one yesterday
on the kindergarten audio.

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I was very intentional and deliberate
in this kindergarten class because I

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wanted to put as much in there that
people could analyze as possible.

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So when we were transitioning from
one thing to another and I wanted.

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Everybody's attention, and
I wanted all eyes on me.

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I don't always want this, but I
wanted it because we were going to

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do something a little more complex.

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Now, my expectation is I want everybody
looking at me, and I want everybody

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listening, but my expectation is I know
there's going to be five or six kids

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that aren't going to know what I'm doing.

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After I say it anyway, and as
long as we have that expectation

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when we do that's fine.

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The reason I wanted everybody focused is
I put pencils down and we wiggled fingers

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because I wanted to transition their
brain to another topic, to another skip

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counting number, to a different shape.

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And I said, okay, wiggle your fingers
and I waited for everyone's attention.

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We touched ears.

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Opposite ears, opposite ears.

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And we did that five or six times.

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And what that does is it
just, it's a focus trigger.

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It crosses midline.

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It gets everybody in tune.

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And then I can tell them
we're switching gears.

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The brain is ready now for a next step.

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These subtle focus triggers, there are
so many categories of them, and there are

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so many simple things that you can do.

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Cheri's handstand flip
that Janet mentioned.

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These are all specific focus triggers
that will re engage and refocus students.

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at any time.

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Speaker 3: I also wanted to make
a point that you may be finding

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some kids who can't transition
from the board to your table.

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So those are the kids you're
going to have to watch for that.

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If you're doing something
at the board now, I know you

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brought them closer to you.

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You may have picked up on some of the
kids that was good to have the paper

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and give it to them because those are
the kids that can't go up and down.

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It's vestibular.

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Also I been finding a lot of kids
lately that have really a lot of trouble

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with tracking and those are the kids
you're going to find that maybe can't

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go across your one 20 chart and are
going to need to have the use their

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finger or a pointer going across.

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So you're going to have to
watch where their head in an

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alignment kind of thing goes.

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Speaker 12: There is so much more
to mathematics than meets the eye.

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It's not just computation.

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There is so much cognitive aspect
going on that's why we bring you these

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episodes of tier one interventions so
that you can learn how complex the mind

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is as it's working through the math.

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Kids that are struggling have
difficulty making those connections.

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I hope you turn in next week to hear our
next episode of Tier 1 Interventions.

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Until then, make sure that you click that
subscribe button, leave a comment, and

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share this with five of your friends to
let them know that we are out there and

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we are hoping that this is helping you
understand what's happening behind the

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scenes, as they say, or in the brain.

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With tier one interventions

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Speaker 13: and

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Speaker 12: how do we keep our classrooms
coherent, even working alongside the

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related service provider or other
professionals and paraprofessionals

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that are working the classroom.

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See you next week on
Tier one Interventions.