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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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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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And that's exactly what we've
done in the novel model.

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So it is research based.

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It is all research, it is all
science, and it is the science of

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mathematics, which is different.

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It's a different structure
than the science of reading.

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So let me back up.

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I don't wanna keep going on and on about
that, but I had to make those examples.

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As you're having conversations, as as
districts, those are all of the excuses

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that you are gonna come up with, with
why you're not going to use this model.

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So let's back up the
overarching essential question.

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What story are you telling K 12?

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What story are you telling
for your school year?

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What part of the story is your grade level
supposed to be telling mathematically?

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And the first step to answering
these questions is at a district

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level deciding what is the ultimate
goal of success you're going to use.

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Now, just for the purpose of our examples
today, I am going to use algebra one

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as the ultimate indicator of school
district math story success because

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that's the class that I'm teaching
this year that I am teacher of record

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of, that I have been experimenting
with, if you wanna call it that way.

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And at the end of the year, at the
end of course exam, we're gonna

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look and see what my results are.

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Now I'm gonna tell you right now, I
have put myself out there this year.

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I am being very vulnerable.

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I may not get the results I desire,
and I'll come on and tell you that.

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But guess what I'm gonna do?

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I'm gonna make some tweaks.

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I'm gonna try it again next year.

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That's what action research is.

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That's what research based,
that, that's how we get research

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based products is by experiment.

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And that's exactly what I'm doing
deliberately and intentionally.

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And I'm using Algebra one as
my ultimate achievement goal

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for my district as I'm helping.

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So yesterday I met with grade two
teachers for our planning meeting.

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And this is, this is ultimate
goal algebra one success.

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So in every planning meeting with second
grade teachers, we talk about the part

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of the story that they have to tell with
their content standards that are going to

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lead to this ultimate goal of achievement.

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So what does Algebra One success
look like in second grade?

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And that's some other steps of the model.

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But I give you that example to
say why this ultimate goal is

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so important to establish first.

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So for our purposes today,
we're using algebra one.

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So the second step, once
we say, okay, algebra one,

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the second step that we need to
define, which in the novel model, this

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is where that word chunks comes in,

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the essential chunks.

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Now, this is also multiple choice
because the novel model has researched

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for the last 20 years what some
of these essential chunks are,

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and we have that in spreadsheets.

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We have that in structures, we have
that in our mastery and exposure maps.

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We have that actually, basically
all of tier one interventions.

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Level one, the mastery math method.

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Hear this, if you're listening to this
podcast, all of tier one interventions,

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the Mastery Math Method, the course, the
self-study course that each individual

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teacher in your district needs to take.

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So let me say that again.

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Tier one Interventions, mastery Math
Method is a self-study course that every

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teacher in your district needs to take.

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That is a training course with
over a hundred contact hours that

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will show you each of the essential
chunks what they look like.

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It gives you the resis resources for
implementing them with your students.

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It gives you the slide decks, it
gives you the worksheets, it gives

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you the adaptations of the worksheets.

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It gives you the video training session
recorded for every single essential chunk.

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So the, so this is delivered in the novel
model through tier one interventions,

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level one, tier one interventions,
level one Mastery Math method, which is

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a self-study course that your district
needs to purchase for every individual

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math teacher at every grade level.

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Not only math teacher, but intervention
specialist, principal, curriculum

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developer, special service provider,
occupational therapist, speech therapist.

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Every stakeholder that is supporting
math education in your district

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must have their own username and
password to tier one interventions.

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Level one Mastery Math method

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self-study course, when the individual,
this is why it's individually based,

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but everybody in your district needs it.

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Of that stakeholder type.

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When you individually complete the The
mastery math method, level one, tier

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one interventions, level one, the.

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You will get a certificate.

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It's all digital.

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So we track your project
progress on the backend.

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We also have some uplevel that you can get
live coaching in that self-study course.

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So we don't just leave you on your own
if you want live coaching, but when you

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complete that as an individual person, you
will get a certificate for over a hundred

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contact hours that you can turn into your
district to transition those to CEUs.

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And so there's lots of benefits for this.

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Not only is it gonna completely transform
math achievement in your school district,

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you individually as a person that needs
to license, renew, or move up on the

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pay scale is going to generate over
a hundred contact hours that can be

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converted by your district to CEUs.

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So the second step after your
district has defined their ultimate

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goal of success is to define the
essential chunks that are gonna lead

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to, in our example, algebra one.

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What I'm telling you is we've already
defined a lot of those for you, and

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those chunks can be delivered every
single year in less than 20 days.

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Let me say that again.

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These essential chunks.

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Can be delivered every single
school year in less than 20 days.

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In less than 20 days.

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So when you're like, yeah,
but we have these textbooks.

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Yeah, but we have this.

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Yeah, but we have that.

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Okay, you don't have time for needle
moving, brain-based achievement,

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scaling 20 days of mathematics,

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then that's just sabotage.

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You're just sabotaging student
learning at this point.

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Now can these be extended to more days?

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Absolutely, for sure.

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But the reason we minimize the
time for it is so that you as a

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district, you as a teacher, still
have the autonomy and flexibility

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to add your own flavor and spices.

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So the first step is what is your goal?

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The second step is defining
the essential chunks.

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And I'm not gonna spend a lot of time
on this right now because if you've

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listened to any of the other tier one
interventions podcasts, or you've been

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to Saturday math, or you have interacted
with Cheri or I in any capacity, you

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know what some of those chunks are.

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Matter of fact, put 'em on the,
um, put 'em on school right now.

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Put 'em on school for today's
session in the comments on school.

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Put 'em on school right now.

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What are some of the essential chunks?

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You guys know these.

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If you're here live

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now, as well as putting them on school.

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Unmute and tell me what you're putting.

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Locker problem.

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Locker problem?

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Yep.

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Give us some more.

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Let's just start listing 'em.

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You as the listener.

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You're not gonna know
what these things are.

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That's why your kids aren't achieving.

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Okay, so it's not important
right now to know what these are.

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It's important to know the
names and have the list of them.

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Then we tell her how to figure them.

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Number, shape.

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Say it again.

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Number S. Shape Number.

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S. Shape.

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What else?

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Someone.

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Janet.

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Fractions.

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Fractions.

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I like all my F's.

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Fractions factors.

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Function.

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Fractions.

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Factors.

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Function.

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Fractions.

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Factors function.

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Say that 18 times fast.

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No, don't really.

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What else are they?

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One chunk or those three separate chunks?

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They're three separate chunks.

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Okay.

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I like my upwards separated.

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I'd consider the one 20 chart.

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One 20 chart.

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Boom.

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What else?

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Jesse and kay, Jesse and Kay.

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Making rectangles.

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Making rectangles.

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So you have an idea here.

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There are three other chunks
that are essential, and there are

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already podcasts that we've recorded
designing these three chunks.

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And Cheri, let's remind each other
that when this, this what I'm saying

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right now, when this part of the
podcast releases that maybe we put

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in the comments or the show notes,
the connection to the other podcasts.

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Um, and I'll say it now and then
somewhere, or you can comment to us.

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If you're listening to this podcast, you
can make a comment right now on, you know,

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if you don't see the connecting podcast.

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But three of the other essentials are
the three math rules that never expire.

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These are also three different chunks.

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These are three math rules that never
expire, and the podcasts teach you.

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The podcasts are the training
for these three rules.

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These three rules are what
we call transfer strategies.

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And they are inspired by a couple of
articles that were put out by some

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other authors years ago, which were
12 math rules that never expire.

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Or 12, sorry, I said that totally wrong.

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12 math rules that expire,
and 13 math rules that expire.

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So there were some other, um, authors
that put out two different articles

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about math rules that do, do expire.

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The podcast talks about those.

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For example, one of the rules that
expires that we teach in elementary

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is when you subtract, you get
a smaller number that expires.

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That's not always true, but we
ground this into kids' heads.

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And then we create the misconceptions
later on in seventh grade when

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we're subtracting negative numbers.

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So the other three chunks
that are essential that we've

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already created podcasts for,
so you you have free training.

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Free training.

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Just go back to these podcasts.

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The other three are math
rules that never expire.

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These are transferable strategies
that we can pound into heads.

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Number one, subtraction is distance.

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Number two, division is counting.

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And number three,
multiplication is rectangle.

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Subtraction is distance.

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Division is counting.

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Multiplication is rectangle.

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We teach operations all wrong and
we teach them in the wrong order.

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We start with addition and we should be
starting with division in kindergarten.

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I'm not going to explain that.

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I'm gonna leave you hanging
because there are answers to that

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on those other podcast episodes.

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The point here is the second step
to creating high math achievement

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through this novel model of telling
a story and designing your structure

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and developing your instructional
facilitation in your classroom.

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The first step, my goal is
algebra one for our district.

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The second step is defining all of
the essential chunks, and we've given

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you some examples of those right now.

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And the essential chunks can be delivered
and exposed in less than 20 days.

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Not mastered.

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See, when you read, when you read
chapter one of a novel, you don't

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know the whole story yet, but you
know most of the parts of the story.

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And in each chapter later
you find out more about what

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was developed in chapter one.

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Step number three,

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step number three.

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We are finally ready to map it.

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And I've already kind
of pre mentioned this

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at Mines on math.

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We structure our math year one
school year in what we call seasons.

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And this is exactly how we
need to map the school year.

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So from August to June, from August or
May, let's say from August to May, in a

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typical traditional pacing guide, scope
and sequence, we do typical, traditional.

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If you're following a check, uh, a
textbook, chapter 1, 2, 3, 4, 5, 6,

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7, 8, in your check, in your textbook.

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But we've already said that this does not
develop memory and retention of content.

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This is not how the brain learns
learning one thing at a time.

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We have to be, we have to learn in
chunks with everything delivered

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all of the time and uplevel it in
every season, but not everything.

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Only the essentials.

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Maybe it's not every part of our
curriculum, like for example,

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probability or statistics or data
analysis or some of those pieces of

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our curriculum may not be as essential.

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Subtraction is actually not
as essential as division.

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So not all standards are created equal.

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In another, uh, episode of mine in
Saturday math, and you can request

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this from us in the comments of
this podcast, I talk about the

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five fails of math instruction,
the five fails of math instruction.

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And maybe we should put this on the
Tier one interventions podcast because

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I've taught on this in a lot of
different places, but maybe we just

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make a podcast episode of it here.

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The five fails of math instruction, one
of them is teaching one thing at a time.

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Can't do it.

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That's the way a tr a traditional
textbook is set up, and that's

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not getting us achievement.

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Another fail of math instruction
is creating all standards equal.

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They're not.

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Some standards have more leverage and
more essential impact than others.

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And in tier one interventions
and in the novel model, we tell

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you what those essentials are.

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Another fail.

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Ooh, I'm just gonna put this
one out there because it's fun.

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Another fail of math instruction
is finishing, answering and solving

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everything by the end of the class period.

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Ouch.

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That's a fail.

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Finishing, solving and answering every
question and problem by the end of the

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class period or by the end of the week.

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That's a fail.

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You get the idea.

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These are targeting the things that
we are doing, that we think we're

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doing right, but it's what's causing
our failure in math achievement.

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So in the novel model, the way
that we structure our book,

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our math year, is in seasons.

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Season one

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is what we call first 15 days.

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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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00:20:36,480 --> 00:20:38,249
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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This was segment 3 of this series.

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We look forward to you joining
us next week for segment four.

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Before you go, don't forget to
subscribe and comment on our podcast.