Hey everybody, it's Cheri Dotterer from Tier One Interventions Today.
Jonily is gonna uncover some new material.
She didn't even tell me what this time, so take it away,
Jonily and let's get started.
Mission accomplished.
We are gonna unpack exactly what that means in our first segment
here of our live session today.
And then we also have to think what are the common themes that
we're trying to develop throughout?
And all of those themes need to be exposed to our students in season one, in unit
one, in chapter one of our school year.
So when you think about our textbook, chapter one or your pacing guide,
unit one, or your scope and sequence part one, that is not how any of
those things are currently designed.
They do not include all of your content standards at the most basic level,
but the novel model does, and this is why I say we have a structure problem.
Now we have an instruction problem and we have a presenting problem,
and we have a facilitation problem.
But number one, first and foremost, we have to fix the structure problem
in how we are designing our year.
This is what we call in our masterclass pre-planning.
The big pre-planning method is looking at the entire year and setting up
the entire year as your pre-plan.
Then you can start planning your weekly and monthly and daily lessons from
that, but without a plea P, without a pre-planning exercise, either by yourself
or in collaboration with your grade level team, or better yet, in collaboration
with your entire district, without a pre-planning deliberate and intentional
exercise and structure, any planning you do for lessons throughout the year
are going to have much less of an effect and impact on student achievement.
So how do we do this?
I'm going to lay out the steps right now.
I'm not gonna define all the steps until we are meeting with our
tier one interventions, level two team that are here live right now.
But I'm gonna tell you exactly what the steps are to create your
novel model in your district and or with your classroom specifically.
Number one, and I've already exposed some of this, but now I'm gonna put it
in the streamlined checklist version.
So number one, overarching question, what story are you telling?
Let's think about how now, I'm not an expert in literacy or in literary
development or in any of that.
So if any of you are here live, and I'm not making like the correct analogy, I
want you to just flag me down and unmute and say something else or add to it.
Don't be afraid to interrupt me from this point on.
Okay?
Don't be afraid to interrupt me.
Amy, Cheri, Theresa, Kathy, Kirk, Janet, don't be afraid to interrupt me.
Just flag me down and then I will pause for you to unmute.
Don't wait, don't write it down.
Don't hold that in here and try to remember it later.
I'm giving you permission and I'm telling you it's gonna be necessary
for you to interact with this as I'm explaining it because you all,
you're all the team of experts.
For this structure.
You all have been doing it.
You've been creating from this model, you've been implementing it.
So don't wait.
Don't be afraid to jump in.
Okay?
So think about this.
If you're writing a novel now, I've never written a novel and when I
wrote my book I hired a ghost writer.
So I'm not an expert in writing a novel, but to use this analogy,
I've done some research on what people do when they write a novel.
Okay?
So if you're writing a novel, the first thing you have to do is ask
yourself this overarching question what is the story you're telling?
You have to have a general idea of after people read the book,
what are they gonna walk away?
Taking away?
Like you have to know that as the author, which in mathematics, most educators can't
answer this, or if they do answer it, they actually answer it in the right way.
They'll start listing math content pieces, which is actually step
two of the pro of this, which is essential defining essentials.
So think about this.
Math and in writing this novel.
So in mathematics, the first thing we need to think about is what is our
overarching outcome of telling this story?
Now I'm gonna take it to a district level, because yes, you can do this
as a single teacher in a single year, but if you can actually do this at
a district level, you will be the district everyone looks to, to follow.
Because you have achieved such high math achievement in your district
with the masses that people are gonna be like, what are you doing?
And then you're gonna say, we just followed the novel model.
Easy as that.
So number one, at a district level,
you have to answer this question.
What story are you telling?
What story are you telling K 12?
And to answer that question, you need to define as your district,
what is your ultimate math achievement goal for your district?
Not each year, but for your DIS district.
What's your overarching end?
What's your end goal?
What's the punchline as the plot thickens?
What do you hope people achieve?
And then within that, what part of the story is each grade level telling?
What part of the story are you responsible for telling?
And I'm gonna give a couple of examples of this in a moment.
But I wanna design the whole outline.
I wanna tell you the whole outline first.
Outline first.
Then I'm gonna give you a couple of examples of each one.
So at a district level, you need to ask yourself, what is your ultimate math goal?
What is going to show your district at the end of 12th grade?
What is your district going to use to say, we have achieved math success?
Now I'm gonna give you some multiple choice here.
You can choose any of these.
You might say, you know what?
In our district, we want the opportunity for all kids to be able to take AP calc.
Now with our current traditional system, now, hold on.
Hold your horses, put your pants back on.
In our traditional, typical math system, you're gonna be like, there's
no way we can achieve that goal.
No, not the way we're doing it.
With the novel model, this is a very reachable goal.
I promise you,
in your district, you might say, you know what, if we just get kids
to have success in high school at the algebra one level, like
if we can show from data that all of our kids, a hundred percent of our, of kids
in our district have achieved Algebra one by whatever measure that is, we
here in Ohio, we have the end of course exam for Algebra one that kids take.
Maybe that is your ultimate goal, but you gotta pick one vision.
You might say, you know what, our school, like literally my district
this year is switching to a CT.
So you might say and in Ohio, students, all of our juniors this year in
our district must take the a CT.
We're taking it during school.
They're all taking the a CT, so you might say, as a district,
okay, what story are we telling and what are we hoping to achieve?
What's our ultimate goal?
You might say a CT results.
If you're not, if a CT isn't yours, you're gonna say SAT results.
Or you might say, and this was one that we had for a while, and then it was
abandoned because we weren't achieving it.
And here's the thing.
This is what's so wrong with what we're doing.
We were like, look, we can fix all of our math problems if we make Algebra
two a requirement for high school.
That's what the powers beyond said.
Now, I have a love hate relationship with the powers beyond.
Okay?
Don't even get me started on that soapbox.
You know who you are and you know who they are.
Okay?
And I get snarky because y'all don't know what you're doing.
But a while back, just a few years ago, actually, many states said, okay, we're
gonna fix all of our math problems if we just say the ultimate goal is
for kids to succeed in algebra two.
So we're gonna make algebra two a high school requirement.
How'd that work out for us?
Huh?
How'd that work out?
It didn't.
It failed miserably.
So guess what?
In Ohio, algebra two is not a high school requirement.
Algebra two, and let me be specific 'cause it's different everywhere.
Algebra two end of course.
Exam passing is not a requirement for graduation.
Anymore used to be Come in, Kirk, talk to us.
Oh, sorry.
Oh.
Somebody knocked on my door.
I, for, I was gonna say something earlier and it was snarky and not nice.
So I bit my tongue, but I forgot to unmute or forgot to mute myself again.
Oh, I wish you wouldn't have bit your tongue.
I don't wanna be Mr. Negativity.
I was just miss negativity.
Oh, you were much nicer than I wanted to be.
That's what I was gonna say.
You have a love-hate relationship.
I just think they're stupid.
Look,
have to start putting things out there.
We have to start getting fired up.
We have to start being real.
We have to start truth telling because what needs to happen in mathematics
education is a complete and total shift.
It is not these little minor tweaks all the time.
It is not about policy change, it is not about giving teachers merit
pay based on their student success.
Bill Gates.
Now I said it, I said Bill Gates, but love him.
Hate him.
I'm gonna tell you why, and I'm gonna give some accolades to Bill Gates for a moment.
Bill Gates.
And he's given a lot of money to education.
So I don't wanna, I don't wanna, bill Gates was behind an initiative
in math education that said and he was like, look, if we pay teachers
for good student results, we're gonna get better student results.
Now, long story short, that didn't work, but good for you, bill Gates, when you
actually publicly came out and said, I thought this would work, and it didn't.
That takes a big person to, to be able to do that.
Now, when he said it in the beginning, all educators were like, you are
out of your ever loving mind.
Do you realize how many things are wrong with that?
Do you realize we're putting the children's fate in our
hands as a do you real?
This isn't a private company that we're trying to increase productivity of the
adults because the productivity of adults that we're trying to increase in education
we're relying on outcomes of kids.
So like when Bill Gates came out and did this, we were all like,
I'm not even gonna say because.
Kirk, I wanna just stay nice, as nice as I can.
Okay.
But no sarcasm here.
No sarcasm here.
It did take a lot for him to come out, bill Gates, to come out and say, look,
we tried that and it failed miserably.
It didn't work.
Now educators were like, duh.
But you know what?
We had to try it to say it doesn't work.
But guess what else we did?
Guess what else we did?
And this is where I get snippy with Minds on Math and the Mastery Math method.
And when school districts say to me, what research based do you have?
How do you know this works?
We can't try it until we have the research dah, whoa.
All of the policies that were created that were required for teachers to
do AKA common core, merit pay algebra two as a graduation requirement,
the list could go on and on.
All of the policies that were created that then schools were required to
do by the state, or federal levels by the state or federal government,
were an experiment.
They were not backed by research.
So don't give me the Jonily.
We can't use your novel model because it's not research based.
First of all, it is research based.
If you define what research based actually means, and second of
all, don't tell me you can't do it because it's not research based.
Because all of the policies that have been given to us by government
entities that schools have been required to do, are not research based.
Let me give you the most recent example RIMS for reading.
In Ohio, we have what are called rims for reading.
Kids that don't score a certain measure on an assessment must have an
individual plan, an individual customized intervention plan that is called a ri.
Now, since that's a policy, I'm assuming that we're saying by
making this policy, we're expecting that reading is going to grow.
Success in reading, reading achievement is going to improve.
See, we're implementing that, but a rim has never been some
kind of research project.
So I just, I need you to hear what I'm saying.
And the reason I'm saying this is the reason I'm saying this
is you can't use the excuse.
I can't use the novel model as our structure and instruction delivery
system because it's not research based.
So I'm eliminating that excuse for you because I'm proving other things that
we've been required to do that have not been through the research model.
Now, research based doesn't mean the actual thing that we're doing has been
through a, an experiment already before.
Research based means we take results of other research, of other models,
of other things, of other chunks and apply it to the new model.
Jonily, I wanna close out Tier One Interventions podcast, and that is, if you
are listening to this podcast and you are
thinking, how do I get involved, you wanna head over to your show
notes and click on the link.
We are offering you to come to a session like this where you get all two
and a half hours at one shot for $47.
You can then join another session for another $47.
Or you can buy the whole year for $497 plus you have to buy the.
When if you're going to go buy the whole year, you're gonna
have to buy level one as well.
But the coaching and these conversations that we're having are $497.
That sounds to me like a really good deal for to really think the way you're
thinking about not just mathematics, but occupational therapist delivery,
speech therapy, delivery, special ed delivery, and how we're helping
these kids rethink, reregulate, relearn and think about life as whole.
Good pause there to make that ending connection.
Love it.
All right, kids, I'm gonna jump 'cause I'm on a time schedule today,
so I'm gonna jump if you guys have any other conversation, have at it.
Love you guys.
Oh my gosh, you're awesome.
I was gonna sign off as well.
You guys have a good, wonderful holiday.
You as well.
Bye bye.
Lovely.
All.