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Hey everybody, it's Cheri Dotterer
from Tier One Interventions Today.

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Jonily is gonna uncover some new material.

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She didn't even tell me what
this time, so take it away,

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Jonily and let's get started.

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Mission accomplished.

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Mission accomplished.

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We are gonna unpack exactly what
that means in our first segment

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here of our live session today.

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And then we also have to think
what are the common themes that

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we're trying to develop throughout?

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And all of those themes need to be exposed
to our students in season one, in unit

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one, in chapter one of our school year.

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So when you think about our textbook,
chapter one or your pacing guide,

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unit one, or your scope and sequence
part one, that is not how any of

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those things are currently designed.

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They do not include all of your content
standards at the most basic level,

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but the novel model does, and this is
why I say we have a structure problem.

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Now we have an instruction problem
and we have a presenting problem,

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and we have a facilitation problem.

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But number one, first and foremost,
we have to fix the structure problem

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in how we are designing our year.

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This is what we call in our
masterclass pre-planning.

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The big pre-planning method is looking
at the entire year and setting up

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the entire year as your pre-plan.

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Then you can start planning your weekly
and monthly and daily lessons from

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that, but without a plea P, without a
pre-planning exercise, either by yourself

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or in collaboration with your grade level
team, or better yet, in collaboration

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with your entire district, without a
pre-planning deliberate and intentional

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exercise and structure, any planning
you do for lessons throughout the year

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are going to have much less of an effect
and impact on student achievement.

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So how do we do this?

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I'm going to lay out the steps right now.

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I'm not gonna define all the steps
until we are meeting with our

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tier one interventions, level two
team that are here live right now.

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But I'm gonna tell you exactly
what the steps are to create your

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novel model in your district and or
with your classroom specifically.

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Number one, and I've already exposed
some of this, but now I'm gonna put it

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in the streamlined checklist version.

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So number one, overarching question,
what story are you telling?

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Let's think about how now, I'm not
an expert in literacy or in literary

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development or in any of that.

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So if any of you are here live, and I'm
not making like the correct analogy, I

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want you to just flag me down and unmute
and say something else or add to it.

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Don't be afraid to interrupt
me from this point on.

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Okay?

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Don't be afraid to interrupt me.

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Amy, Cheri, Theresa, Kathy, Kirk,
Janet, don't be afraid to interrupt me.

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Just flag me down and then I
will pause for you to unmute.

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Don't wait, don't write it down.

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Don't hold that in here and
try to remember it later.

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I'm giving you permission and I'm
telling you it's gonna be necessary

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for you to interact with this as
I'm explaining it because you all,

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you're all the team of experts.

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For this structure.

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You all have been doing it.

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You've been creating from this
model, you've been implementing it.

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So don't wait.

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Don't be afraid to jump in.

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Okay?

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So think about this.

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If you're writing a novel now, I've
never written a novel and when I

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wrote my book I hired a ghost writer.

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So I'm not an expert in writing
a novel, but to use this analogy,

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I've done some research on what
people do when they write a novel.

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Okay?

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So if you're writing a novel, the
first thing you have to do is ask

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yourself this overarching question
what is the story you're telling?

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You have to have a general idea
of after people read the book,

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what are they gonna walk away?

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Taking away?

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Like you have to know that as the author,
which in mathematics, most educators can't

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answer this, or if they do answer it,
they actually answer it in the right way.

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They'll start listing math content
pieces, which is actually step

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two of the pro of this, which is
essential defining essentials.

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So think about this.

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Math and in writing this novel.

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So in mathematics, the first thing
we need to think about is what is our

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overarching outcome of telling this story?

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Now I'm gonna take it to a district
level, because yes, you can do this

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as a single teacher in a single year,
but if you can actually do this at

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a district level, you will be the
district everyone looks to, to follow.

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Because you have achieved such high
math achievement in your district

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with the masses that people are
gonna be like, what are you doing?

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And then you're gonna say, we
just followed the novel model.

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Easy as that.

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So number one, at a district level,

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you have to answer this question.

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What story are you telling?

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What story are you telling K 12?

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And to answer that question, you
need to define as your district,

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what is your ultimate math
achievement goal for your district?

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Not each year, but for your DIS district.

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What's your overarching end?

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What's your end goal?

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What's the punchline as the plot thickens?

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What do you hope people achieve?

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And then within that, what part of
the story is each grade level telling?

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What part of the story are
you responsible for telling?

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And I'm gonna give a couple of
examples of this in a moment.

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But I wanna design the whole outline.

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I wanna tell you the whole outline first.

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Outline first.

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Then I'm gonna give you a
couple of examples of each one.

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So at a district level, you need to ask
yourself, what is your ultimate math goal?

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What is going to show your
district at the end of 12th grade?

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What is your district going to use to
say, we have achieved math success?

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Now I'm gonna give you
some multiple choice here.

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You can choose any of these.

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You might say, you know what?

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In our district, we want the opportunity
for all kids to be able to take AP calc.

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Now with our current traditional
system, now, hold on.

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Hold your horses, put your pants back on.

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In our traditional, typical math
system, you're gonna be like, there's

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no way we can achieve that goal.

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No, not the way we're doing it.

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With the novel model, this
is a very reachable goal.

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I promise you,

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in your district, you might say,
you know what, if we just get kids

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to have success in high school
at the algebra one level, like

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if we can show from data that all of our
kids, a hundred percent of our, of kids

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in our district have achieved Algebra
one by whatever measure that is, we

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here in Ohio, we have the end of course
exam for Algebra one that kids take.

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Maybe that is your ultimate goal,
but you gotta pick one vision.

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You might say, you know what, our
school, like literally my district

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this year is switching to a CT.

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So you might say and in Ohio, students,
all of our juniors this year in

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our district must take the a CT.

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We're taking it during school.

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They're all taking the a CT, so
you might say, as a district,

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okay, what story are we telling
and what are we hoping to achieve?

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What's our ultimate goal?

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You might say a CT results.

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If you're not, if a CT isn't yours,
you're gonna say SAT results.

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Or you might say, and this was one that
we had for a while, and then it was

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abandoned because we weren't achieving it.

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And here's the thing.

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This is what's so wrong
with what we're doing.

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We were like, look, we can fix all of
our math problems if we make Algebra

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two a requirement for high school.

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That's what the powers beyond said.

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Now, I have a love hate
relationship with the powers beyond.

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Okay?

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Don't even get me started on that soapbox.

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You know who you are and
you know who they are.

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Okay?

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And I get snarky because y'all
don't know what you're doing.

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But a while back, just a few years ago,
actually, many states said, okay, we're

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gonna fix all of our math problems
if we just say the ultimate goal is

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for kids to succeed in algebra two.

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So we're gonna make algebra
two a high school requirement.

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How'd that work out for us?

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Huh?

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How'd that work out?

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It didn't.

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It failed miserably.

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So guess what?

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In Ohio, algebra two is not
a high school requirement.

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Algebra two, and let me be specific
'cause it's different everywhere.

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Algebra two end of course.

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Exam passing is not a
requirement for graduation.

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Anymore used to be Come
in, Kirk, talk to us.

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Oh, sorry.

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Oh.

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Somebody knocked on my door.

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I, for, I was gonna say something
earlier and it was snarky and not nice.

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So I bit my tongue, but I forgot to
unmute or forgot to mute myself again.

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Oh, I wish you wouldn't
have bit your tongue.

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I don't wanna be Mr. Negativity.

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I was just miss negativity.

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Oh, you were much nicer
than I wanted to be.

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That's what I was gonna say.

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You have a love-hate relationship.

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I just think they're stupid.

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Look,

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have to start putting things out there.

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We have to start getting fired up.

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We have to start being real.

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We have to start truth telling because
what needs to happen in mathematics

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education is a complete and total shift.

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It is not these little
minor tweaks all the time.

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It is not about policy change, it
is not about giving teachers merit

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pay based on their student success.

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Bill Gates.

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Now I said it, I said
Bill Gates, but love him.

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Hate him.

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I'm gonna tell you why, and I'm gonna give
some accolades to Bill Gates for a moment.

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Bill Gates.

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And he's given a lot
of money to education.

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So I don't wanna, I don't wanna,
bill Gates was behind an initiative

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in math education that said and he
was like, look, if we pay teachers

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for good student results, we're
gonna get better student results.

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Now, long story short, that didn't work,
but good for you, bill Gates, when you

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actually publicly came out and said, I
thought this would work, and it didn't.

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That takes a big person
to, to be able to do that.

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Now, when he said it in the beginning,
all educators were like, you are

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out of your ever loving mind.

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Do you realize how many
things are wrong with that?

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Do you realize we're putting
the children's fate in our

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hands as a do you real?

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This isn't a private company that we're
trying to increase productivity of the

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adults because the productivity of adults
that we're trying to increase in education

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we're relying on outcomes of kids.

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So like when Bill Gates came out
and did this, we were all like,

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I'm not even gonna say because.

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Kirk, I wanna just stay
nice, as nice as I can.

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Okay.

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But no sarcasm here.

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No sarcasm here.

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It did take a lot for him to come out,
bill Gates, to come out and say, look,

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we tried that and it failed miserably.

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It didn't work.

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Now educators were like, duh.

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But you know what?

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We had to try it to say it doesn't work.

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But guess what else we did?

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Guess what else we did?

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And this is where I get snippy with Minds
on Math and the Mastery Math method.

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And when school districts say to
me, what research based do you have?

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How do you know this works?

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We can't try it until we
have the research dah, whoa.

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All of the policies that were created
that were required for teachers to

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do AKA common core, merit pay algebra
two as a graduation requirement,

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the list could go on and on.

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All of the policies that were created
that then schools were required to

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do by the state, or federal levels
by the state or federal government,

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were an experiment.

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They were not backed by research.

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So don't give me the Jonily.

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We can't use your novel model
because it's not research based.

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First of all, it is research based.

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If you define what research based
actually means, and second of

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all, don't tell me you can't do it
because it's not research based.

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Because all of the policies that
have been given to us by government

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entities that schools have been
required to do, are not research based.

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Let me give you the most recent
example RIMS for reading.

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In Ohio, we have what are
called rims for reading.

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Kids that don't score a certain
measure on an assessment must have an

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individual plan, an individual customized
intervention plan that is called a ri.

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Now, since that's a policy, I'm
assuming that we're saying by

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making this policy, we're expecting
that reading is going to grow.

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Success in reading, reading
achievement is going to improve.

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See, we're implementing that,
but a rim has never been some

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kind of research project.

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So I just, I need you
to hear what I'm saying.

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And the reason I'm saying this
is the reason I'm saying this

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is you can't use the excuse.

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I can't use the novel model as our
structure and instruction delivery

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system because it's not research based.

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So I'm eliminating that excuse for you
because I'm proving other things that

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we've been required to do that have
not been through the research model.

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Now, research based doesn't mean the
actual thing that we're doing has been

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through a, an experiment already before.

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Research based means we take results
of other research, of other models,

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of other things, of other chunks
and apply it to the new model.

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Jonily, I wanna close out Tier One
Interventions podcast, and that is, if you

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are listening to this podcast and you are

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thinking, how do I get involved,
you wanna head over to your show

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notes and click on the link.

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We are offering you to come to a
session like this where you get all two

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and a half hours at one shot for $47.

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You can then join another
session for another $47.

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Or you can buy the whole year for
$497 plus you have to buy the.

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When if you're going to go buy
the whole year, you're gonna

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have to buy level one as well.

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But the coaching and these conversations
that we're having are $497.

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That sounds to me like a really good
deal for to really think the way you're

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thinking about not just mathematics,
but occupational therapist delivery,

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speech therapy, delivery, special
ed delivery, and how we're helping

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these kids rethink, reregulate,
relearn and think about life as whole.

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Good pause there to make
that ending connection.

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Love it.

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All right, kids, I'm gonna jump
'cause I'm on a time schedule today,

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so I'm gonna jump if you guys have
any other conversation, have at it.

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Love you guys.

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Oh my gosh, you're awesome.

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I was gonna sign off as well.

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You guys have a good, wonderful holiday.

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You as well.

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Bye bye.

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Lovely.

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All.