1 00:00:00,350 --> 00:00:01,200 Speaker 2: Hey, everybody. 2 00:00:01,220 --> 00:00:03,619 It's Cheri Dotterer, your classroom coach. 3 00:00:03,699 --> 00:00:07,369 I am here today at Tier One Interventions Podcast. 4 00:00:07,449 --> 00:00:10,450 My sister podcast is The Writing Glitch. 5 00:00:10,460 --> 00:00:17,110 And this past week, we offered some really amazing things on both podcasts. 6 00:00:17,380 --> 00:00:23,640 On Saturday Math, we It was such a powerful conversation that we 7 00:00:24,580 --> 00:00:32,990 aired the entire hour and a half episode on Tuesday, and on Thursday, 8 00:00:33,580 --> 00:00:37,860 we aired Impact Wednesday, which was a follow up to that session. 9 00:00:38,409 --> 00:00:43,520 The conversation on Saturday Math was about cognitive science of math. 10 00:00:44,210 --> 00:00:51,345 And what are some of the terms that Jonily and I use when we are teaching 11 00:00:51,615 --> 00:00:56,085 the instruction methods that we are teaching, and that is spaced 12 00:00:56,085 --> 00:01:04,014 repetition, interleaving, spaced practice, and cognitive feedback. 13 00:01:04,014 --> 00:01:05,344 I hope I got them right. 14 00:01:05,344 --> 00:01:06,595 Jonily's shaking her head. 15 00:01:06,595 --> 00:01:07,045 Close enough. 16 00:01:08,805 --> 00:01:15,325 And in Impact on Impact Wednesday, we followed up with What parts of 17 00:01:15,335 --> 00:01:21,265 the brain turn on when those types of instruction are provided and 18 00:01:21,265 --> 00:01:23,465 what parts of the brain shut off? 19 00:01:23,755 --> 00:01:28,475 What we discovered in that second part was that anything that has to 20 00:01:28,475 --> 00:01:30,505 do with executive function shuts off. 21 00:01:30,705 --> 00:01:35,155 How are kids going to learn and make connections if those parts 22 00:01:35,155 --> 00:01:39,545 of the brain that kind of put things together get shut down? 23 00:01:39,735 --> 00:01:43,175 If we're not teaching using a cognitive science method. 24 00:01:43,585 --> 00:01:46,695 Go back, listen to the episodes from 25 00:01:49,025 --> 00:01:50,915 the second week in January. 26 00:01:52,225 --> 00:01:56,635 I will have the information in the show notes as to which episodes they are. 27 00:01:57,820 --> 00:02:05,030 And look forward to some more sessions that correlate to the science of math. 28 00:02:05,580 --> 00:02:10,170 And for anybody here at Tier 1 Interventions Workshop today, I have 29 00:02:10,220 --> 00:02:16,575 the slides tuned up here that we can take some time and look at those as as 30 00:02:16,575 --> 00:02:20,675 a group and go into them a little bit deeper here in Tier 1 Interventions. 31 00:02:21,075 --> 00:02:23,775 Rise and shine, good morning ladies! 32 00:02:28,695 --> 00:02:30,155 Teresa: Generally, just a quick question. 33 00:02:30,420 --> 00:02:32,760 As I'm OCD and have to know ahead. 34 00:02:33,120 --> 00:02:35,740 Anything I need to be prepped for the end of the month? 35 00:02:37,145 --> 00:02:40,475 Jonily: Being a lifetime certified coach, you get to go through all 36 00:02:40,495 --> 00:02:42,255 of the new cohorts coming in. 37 00:02:43,035 --> 00:02:48,345 We need our own self awareness and our own confidence, because we need 38 00:02:48,345 --> 00:02:51,235 to speak as if we're already doing it. 39 00:02:51,515 --> 00:02:54,034 So if you want to prepare your mindset, that's fine. 40 00:02:54,665 --> 00:02:58,335 What to prepare for, but physically, no, nothing you need 41 00:02:58,335 --> 00:03:00,105 to do before the first session. 42 00:03:00,155 --> 00:03:04,585 Teresa: I had an opportunity, I actually spoke to two teachers this week, but my 43 00:03:04,585 --> 00:03:10,135 thing is, I, language, because I'm not, I'm, it's coming, I think that's where I 44 00:03:10,135 --> 00:03:16,890 need to, because I can, I'm so excited to tell them about you and about everything 45 00:03:16,890 --> 00:03:21,080 and about what I want to work on, but when it comes to putting it out there, it's 46 00:03:21,080 --> 00:03:24,220 my mouth that doesn't, you know what I'm, you know what I'm trying to say is I don't 47 00:03:24,220 --> 00:03:28,520 have you, I don't have your mouth telling them math and this and that, and I want 48 00:03:28,520 --> 00:03:30,970 to tell them about interleaving and I want to tell them about all those good things, 49 00:03:31,290 --> 00:03:36,310 it's just, it doesn't flow out of me as quickly as, As my brain wants to say it. 50 00:03:36,650 --> 00:03:39,400 So those are the things I need to work on. 51 00:03:39,740 --> 00:03:43,500 Jonily: And it's interesting you say that, and I'm going to make a connection today. 52 00:03:43,790 --> 00:03:48,120 So as we're going through today, I want you to listen and look at 53 00:03:48,120 --> 00:03:50,280 what I do through that exact lens. 54 00:03:50,895 --> 00:03:55,565 Remember one of the things that I always say is that I plan in chunks. 55 00:03:55,795 --> 00:03:59,245 I do that when I teach kids and I do that when I teach teachers. 56 00:03:59,535 --> 00:04:05,905 When I start my paragraph with, I say I plan in chunks, I have 57 00:04:05,905 --> 00:04:10,805 three or four sentences that I always Replicate verbatim. 58 00:04:10,905 --> 00:04:17,475 What I do is I basically script all of my mini chunks for the first two or three 59 00:04:17,485 --> 00:04:21,595 sentences, so that when someone brings that up and I'm going to be responsive 60 00:04:21,595 --> 00:04:25,505 teaching and I'm going to teach on that chunk, I already know the two or three 61 00:04:25,515 --> 00:04:29,585 sentences that I'm going to say first, because really our hang up when we're 62 00:04:29,585 --> 00:04:34,720 speaking and presenting Our hangup are the first two or three sentences. 63 00:04:34,980 --> 00:04:39,110 Once we get the first two or three sentences out, then everything else flows. 64 00:04:39,410 --> 00:04:42,090 The intro is what's difficult. 65 00:04:42,430 --> 00:04:48,030 So those are the sentences that I practice and memorize so that when I'm teaching on 66 00:04:48,030 --> 00:04:50,990 that topic, it flows really beautifully. 67 00:04:51,280 --> 00:04:54,240 So that's just a little piece of how I do it. 68 00:04:54,340 --> 00:05:01,530 When I say I plan in chunks and not sequences, What I do is I 69 00:05:01,600 --> 00:05:07,280 document about 30 different chunks of topics that I present on. 70 00:05:07,740 --> 00:05:11,480 And for each of those, I write my best three sentences. 71 00:05:11,640 --> 00:05:15,300 That's an exercise that I do, and then I literally memorize those. 72 00:05:15,510 --> 00:05:17,560 Then I can ad lib after that. 73 00:05:17,815 --> 00:05:21,195 That is a really great question, and these are the things at the end of the month 74 00:05:21,195 --> 00:05:25,505 when we jump into certification, these are the things that I want to pull back the 75 00:05:25,505 --> 00:05:28,385 curtain and tell you exactly what I do. 76 00:05:28,405 --> 00:05:32,085 I used to not know what I did because people would say to 77 00:05:32,085 --> 00:05:33,935 me, Jonily, how do you do that? 78 00:05:33,935 --> 00:05:35,335 But how do you say it that way? 79 00:05:35,335 --> 00:05:37,795 And how do you get people on the edge of their seat? 80 00:05:37,795 --> 00:05:41,530 And how do you Make sure that you don't pause and it sounds awkward. 81 00:05:41,530 --> 00:05:44,350 How do you make it sound like you're not reading off a PowerPoint? 82 00:05:44,830 --> 00:05:49,740 And I used to not know, but what I've done in about the last eight to ten 83 00:05:49,740 --> 00:05:56,060 years is I've unpacked the processes that I use to speak clearly, change 84 00:05:56,060 --> 00:06:01,850 my tone, change my facial expressions, watch my hand gestures, and figure out 85 00:06:01,860 --> 00:06:03,880 what language comes through my lips. 86 00:06:04,110 --> 00:06:09,045 Teresa, you are so insightful and asking the exact correct questions, 87 00:06:09,395 --> 00:06:13,805 and that is what I have analyzed for myself so that I can better help others. 88 00:06:13,835 --> 00:06:16,195 Again, I never used to be able to do that. 89 00:06:16,635 --> 00:06:19,475 That's what we're going to focus on as we go into the end of this month. 90 00:06:19,545 --> 00:06:20,435 Great question. 91 00:06:20,865 --> 00:06:22,975 Other thoughts or questions on that topic? 92 00:06:23,580 --> 00:06:25,820 And you'll notice that I haven't gotten there yet. 93 00:06:26,320 --> 00:06:29,550 Tell us more about the let's talk about this for a moment. 94 00:06:29,730 --> 00:06:30,950 Sarah, good morning. 95 00:06:30,950 --> 00:06:32,030 You have your hand raised. 96 00:06:32,030 --> 00:06:32,760 Go ahead. 97 00:06:33,980 --> 00:06:34,170 Good 98 00:06:34,170 --> 00:06:34,780 Sarah: morning. 99 00:06:35,240 --> 00:06:40,310 I think for myself, that I started with Pam Harris a few years ago and 100 00:06:40,550 --> 00:06:44,180 then somehow, and again, I can't even conjure how I got connected. 101 00:06:44,350 --> 00:06:45,290 with your stuff. 102 00:06:45,800 --> 00:06:52,770 But what I know for Pam's work and her strategies it took me the 103 00:06:52,780 --> 00:06:57,410 time of listening again, going to another thing, practicing it myself, 104 00:06:57,600 --> 00:07:02,310 looking at the resources, like a long cycle of me doing it myself. 105 00:07:03,470 --> 00:07:08,030 And that led to more confidence communicating it to. 106 00:07:08,365 --> 00:07:10,515 Are teachers doing it with students? 107 00:07:10,795 --> 00:07:16,515 And I know I'm not there yet with what you have shared with me and taught me. 108 00:07:16,535 --> 00:07:21,145 And I and I think to Cheri's point, like sometimes, again, I know you 109 00:07:21,155 --> 00:07:24,945 know what you're doing, but my mind is like definitely more linear. 110 00:07:25,005 --> 00:07:26,345 And I'm like give me the book. 111 00:07:26,385 --> 00:07:29,145 Give me the And here's, kindergarten, first grade, blah, blah, blah, like 112 00:07:29,155 --> 00:07:31,105 all the like chapter by chapter. 113 00:07:31,135 --> 00:07:36,395 And I understand that's not like always the most beneficial way either, and 114 00:07:36,395 --> 00:07:40,555 we've talked about that, like brain development, like going here, then going 115 00:07:40,555 --> 00:07:42,535 there, then going here, coming back here. 116 00:07:42,595 --> 00:07:46,735 And so anyway, it's just taking time, but I think in some ways 117 00:07:46,945 --> 00:07:50,335 time is just time and experience. 118 00:07:50,745 --> 00:07:56,065 Helps to develop a little bit better understanding, and then when you really 119 00:07:56,135 --> 00:08:00,165 own something, then you're able to communicate it, if that makes sense. 120 00:08:00,595 --> 00:08:04,795 Jonily: It makes perfect sense and Sarah, I want to stamp something that you said 121 00:08:04,795 --> 00:08:09,935 to make it really solid and what you're describing is interactions over time. 122 00:08:10,265 --> 00:08:13,265 I preach that's how we need to be teaching kids. 123 00:08:13,325 --> 00:08:14,315 What are the chunks? 124 00:08:14,355 --> 00:08:15,685 What are the essential chunks? 125 00:08:15,855 --> 00:08:17,215 What are the power standards? 126 00:08:17,545 --> 00:08:23,985 And how do we deliver that in micro doses, interactions IV drip? 127 00:08:24,205 --> 00:08:29,155 But as adults, that's how we become experts also is interaction over time. 128 00:08:29,315 --> 00:08:34,065 When people say to me, I want to do what you do, I want to do it how you do it. 129 00:08:34,065 --> 00:08:36,575 First of all, I don't want you to do it how I do it. 130 00:08:36,935 --> 00:08:40,275 I want to teach you to be the best you. 131 00:08:40,495 --> 00:08:43,845 Because the way I do it, You can't pull off. 132 00:08:43,885 --> 00:08:46,275 The way Cheri does it, I can't pull off. 133 00:08:46,305 --> 00:08:48,625 The way Teresa does it, I can't pull off. 134 00:08:48,715 --> 00:08:56,205 And so we want to make us the best that we can be, but on the other side 135 00:08:56,205 --> 00:09:04,000 of that, I think that as we start to Analyze, we do that through Sarah, 136 00:09:04,020 --> 00:09:06,920 and I'm going to stamp exactly what you said because this is really good. 137 00:09:07,290 --> 00:09:10,100 Just watching it over and over and over again. 138 00:09:12,810 --> 00:09:17,690 This is a really exciting group we have here, and I'll tell you why. 139 00:09:18,160 --> 00:09:20,980 Actually, you all know why, because I think you all know each other. 140 00:09:21,290 --> 00:09:27,800 But a couple of things I know, Kirk, We were you, we'd wanna be you too. 141 00:09:28,260 --> 00:09:33,770 I tell my family all the time, if I were you, I'd wanna be me too. 142 00:09:33,970 --> 00:09:35,770 I'd wanna be me too. 143 00:09:35,910 --> 00:09:39,590 I'd want, and my kids are like, mom, please, come on. 144 00:09:40,090 --> 00:09:42,140 So yeah, let's just face it. 145 00:09:42,170 --> 00:09:47,420 No, anyway Natalie and Amy are certified coaches. 146 00:09:48,630 --> 00:09:51,300 Amy, I have not gone back and looked through all your texts. 147 00:09:51,380 --> 00:09:52,180 You know me. 148 00:09:52,560 --> 00:09:56,990 I will get to it and I will focus on it, but I need the time to 149 00:09:57,000 --> 00:10:00,240 do it and I appreciate you so much, but so much has happened. 150 00:10:00,750 --> 00:10:03,420 Amy, I did see your one question. 151 00:10:03,420 --> 00:10:04,680 What year were you certified? 152 00:10:04,710 --> 00:10:06,540 I think it was 2019. 153 00:10:07,050 --> 00:10:08,170 I think it was 2019. 154 00:10:08,450 --> 00:10:11,460 Natalie, do you remember the year you were certified? 155 00:10:14,520 --> 00:10:15,860 Was it 2021? 156 00:10:15,860 --> 00:10:16,020 I think 157 00:10:16,020 --> 00:10:16,180 Speaker 4: 2021. 158 00:10:17,930 --> 00:10:19,090 Speaker 3: Okay, that's what I think. 159 00:10:20,515 --> 00:10:26,440 So Amy and Natalie and Krista have continued to follow. 160 00:10:26,450 --> 00:10:33,760 So once you jump into your first cohort, like most of us are lifers 161 00:10:34,270 --> 00:10:36,730 and the program allows you to do that. 162 00:10:37,110 --> 00:10:40,360 I would like to announce to everybody here on this audience. 163 00:10:40,570 --> 00:10:41,890 Teresa, give us a wave. 164 00:10:41,900 --> 00:10:43,160 Sarah, give us a wave. 165 00:10:44,050 --> 00:10:47,960 They are brand new this year's cohort. 166 00:10:48,365 --> 00:10:52,885 Project 2026, Jumping into the Certified Coaches Program. 167 00:10:52,885 --> 00:10:54,325 So we start at the end of this month. 168 00:10:55,635 --> 00:10:58,855 I think you know some of our Certified Coaches, Natalie, Amy, 169 00:10:58,895 --> 00:11:00,325 Krista, that have been here. 170 00:11:00,545 --> 00:11:03,885 Life gets in the way and but when we talk about the first session of 171 00:11:03,885 --> 00:11:06,885 Certified Coaching and we start with the phrase, I'm the nation's leading 172 00:11:06,885 --> 00:11:12,695 expert in, certified coaching can be more than just math achievement formula. 173 00:11:12,975 --> 00:11:18,005 It can be thinking about lots of things that you want your face to be known for. 174 00:11:18,345 --> 00:11:19,405 Think about that also. 175 00:11:19,405 --> 00:11:23,545 Cheri I'm always hijacking our topic for today, but it's very exciting. 176 00:11:23,775 --> 00:11:26,675 If we look at this group, we've got current certified coaches and we've got 177 00:11:26,675 --> 00:11:31,555 people jumping into the program and We are all just so committed and move in 178 00:11:31,555 --> 00:11:35,925 this movement so that so many people can experience it and grow from it. 179 00:11:35,935 --> 00:11:36,735 Thanks for being here. 180 00:11:36,795 --> 00:11:40,185 Speaker 2: This was a good group to do that for because 181 00:11:40,185 --> 00:11:41,705 of all the certified coaches. 182 00:11:42,325 --> 00:11:43,445 that are here. 183 00:11:43,965 --> 00:11:47,015 And I wanted to hack the conversation a little bit. 184 00:11:47,045 --> 00:11:51,755 Of course, I know I go a little on the, this is what's happening 185 00:11:51,755 --> 00:11:53,555 in the world of disability labs. 186 00:11:53,995 --> 00:11:58,025 But one thing that Jonily and I have been thinking about, and I want 187 00:11:58,025 --> 00:12:03,795 your opinion on this, a couple of you got the Christmas, the holiday 188 00:12:03,795 --> 00:12:07,455 box, and you found the value in it. 189 00:12:08,335 --> 00:12:12,825 One of the things that we were thinking about is I've created these quick start 190 00:12:12,825 --> 00:12:16,905 guides for the different reference tasks. 191 00:12:17,295 --> 00:12:20,585 Would that be something that you would find value in if we did a 192 00:12:20,625 --> 00:12:25,135 digital subscription that Just highlighted those that you could 193 00:12:25,135 --> 00:12:26,865 print them off yourself digitally. 194 00:12:26,865 --> 00:12:31,255 Would that be something, you would pay for 195 00:12:35,555 --> 00:12:37,885 ? Because I was thinking about putting those together. 196 00:12:37,905 --> 00:12:43,085 I can start, I can set it up and do that, but I wanted to ask before I did it. 197 00:12:45,035 --> 00:12:46,035 Amy: I would say yes. 198 00:12:46,185 --> 00:12:47,045 That would make it, 199 00:12:47,045 --> 00:12:47,435 Cheri: okay. 200 00:12:47,945 --> 00:12:52,455 Then I will get that ready, and we'll talk about that in February. 201 00:12:53,405 --> 00:12:59,385 Today, we're going to be talking about the reference task called Staircase. 202 00:13:00,225 --> 00:13:04,745 Jonily is going to separate this into four different sections, and 203 00:13:04,745 --> 00:13:09,115 that is how to increase focus and engagement, how to individualize, 204 00:13:09,355 --> 00:13:13,815 how to make math accessible, and how to improve memory and retention. 205 00:13:16,615 --> 00:13:21,585 I know, we're talking about this math problem, and then none of those comments 206 00:13:21,585 --> 00:13:23,715 that we have there say anything. 207 00:13:24,020 --> 00:13:25,370 about mathematics. 208 00:13:25,870 --> 00:13:30,070 That is because NumberSense is the foundation of understanding concept. 209 00:13:30,660 --> 00:13:35,770 Not, NumberSense doesn't necessarily correlate or doesn't 210 00:13:35,770 --> 00:13:37,260 correlate with procedures. 211 00:13:37,850 --> 00:13:39,810 Procedures are a different animal. 212 00:13:40,770 --> 00:13:44,870 Today, we're going to be looking at NumberSense and the staircase. 213 00:13:45,190 --> 00:13:47,350 Jonily, take it away. 214 00:13:48,240 --> 00:13:53,350 Jonily: The biggest component of improving NumberSense is counting. 215 00:13:54,210 --> 00:13:56,930 The foundational gap filler. 216 00:13:57,430 --> 00:14:01,010 for any math deficit is counting. 217 00:14:01,630 --> 00:14:04,730 So we're going to take counting to the extreme today. 218 00:14:05,780 --> 00:14:09,090 We can do that in many ways, but today we're going to take counting 219 00:14:09,090 --> 00:14:12,000 to the extreme with Staircase. 220 00:14:12,670 --> 00:14:17,340 I'm going to back up and layer two other intros before we answer that 221 00:14:17,340 --> 00:14:20,200 first question with Staircase. 222 00:14:21,350 --> 00:14:26,365 The first intro is If we zoom out a little bit let's zoom in. 223 00:14:26,775 --> 00:14:28,175 Science of Math is coming. 224 00:14:28,245 --> 00:14:32,855 Cheri talked about the two podcasts, she talked about our intro opinions 225 00:14:32,935 --> 00:14:36,695 of Science of Math and Cognitive Science of Learning, and how we 226 00:14:36,695 --> 00:14:38,315 need a cognitive science method. 227 00:14:38,985 --> 00:14:44,185 If we zoom out, today is part of what we call Tier 1 Interventions podcast. 228 00:14:45,045 --> 00:14:50,335 The bigger umbrella of Tier 1 interventions is the Mastery Math Model. 229 00:14:50,405 --> 00:14:56,155 The Mastery Math Model is the cognitive science method Cheri was talking about. 230 00:14:56,815 --> 00:15:02,875 So Tier 1, and I like to write as I talk, so I want us to get a visual of this. 231 00:15:03,490 --> 00:15:11,520 If I have that bigger umbrella, and if we want everything focused within 232 00:15:11,640 --> 00:15:24,420 cognitive science, COGSci, we call that the Mastery Math Method, which is a 233 00:15:24,470 --> 00:15:30,850 core Tier 1 general classroom structure and approach to teaching and learning. 234 00:15:31,230 --> 00:15:37,030 That is when we talk about Tier 1 interventions, 235 00:15:39,400 --> 00:15:40,860 that's the big idea. 236 00:15:41,240 --> 00:15:48,790 If I go to a different color on this, one of the Tier 1 interventions topics 237 00:15:48,870 --> 00:15:53,350 is today's topic, and that is staircase. 238 00:15:57,130 --> 00:16:02,010 We also know that above and beyond Tier 1. 239 00:16:04,285 --> 00:16:12,865 We also have Tier 2 and Tier 3 math interventions that 240 00:16:14,005 --> 00:16:17,695 depend on a strong core Tier 1. 241 00:16:18,345 --> 00:16:20,805 That's not anything we're talking about today, but I want you all 242 00:16:20,805 --> 00:16:25,275 to see the big picture of where all of this falls, and all of this 243 00:16:25,285 --> 00:16:26,585 is grounded in cognitive science. 244 00:16:27,245 --> 00:16:27,555 And as 245 00:16:27,625 --> 00:16:32,545 Speaker 2: far as, I'm gonna cut you off, sorry, and as far as occupational 246 00:16:32,545 --> 00:16:40,435 therapists go, we do need a really good foundation in Tier 1 with the classroom 247 00:16:40,585 --> 00:16:47,565 so that when we have pull out sessions, Tier 2 and Tier 3 are also effective. 248 00:16:47,755 --> 00:16:52,855 That's why it's essential for you to be part of the Mastery Math Method 249 00:16:53,225 --> 00:17:02,035 because we're creating foundation for counting that is essential for these 250 00:17:02,035 --> 00:17:04,055 kids that are struggling so much. 251 00:17:06,125 --> 00:17:10,845 Speaker 3: Cheri, great point because the Tier 2 and Tier 3, when I use 252 00:17:10,875 --> 00:17:13,695 the phrase, are dependent on Tier 1. 253 00:17:14,495 --> 00:17:19,535 Most In most schools, these are completely separate. 254 00:17:20,245 --> 00:17:25,415 The strategies, the workings, the therapy, whether it's speech therapy, 255 00:17:25,455 --> 00:17:27,875 occupational therapy, behavioral therapy. 256 00:17:28,205 --> 00:17:32,205 In order to have a highly effective Tier 2 and Tier 3 in 257 00:17:32,205 --> 00:17:37,875 schools, we need the occupational therapist and the interventionist. 258 00:17:38,330 --> 00:17:44,640 And the regular math teacher, and the tier one math teacher, and the 259 00:17:44,640 --> 00:17:50,570 instructional coach and, we need all of these stakeholders to understand all 260 00:17:50,610 --> 00:17:59,310 of this, and Cheri, that is, I want to, yes, special ed, paraprofessionals, all 261 00:17:59,310 --> 00:18:08,080 stakeholders need to understand And I'll put a bigger umbrella, big cloud here. 262 00:18:08,590 --> 00:18:15,490 All stakeholders need to understand the entire vision and process. 263 00:18:16,170 --> 00:18:19,360 The entire vision and process. 264 00:18:19,360 --> 00:18:24,420 And the reason that I back us up before we jump into this part of the session 265 00:18:25,390 --> 00:18:32,580 is often when I present a topic, people get really amped up about it. 266 00:18:32,590 --> 00:18:36,540 We have some really good game changing takeaways and people 267 00:18:36,550 --> 00:18:39,860 send me testimonials all the time about, look at what my kids did. 268 00:18:39,860 --> 00:18:40,640 Look what they said. 269 00:18:40,640 --> 00:18:41,530 Here's a picture. 270 00:18:42,030 --> 00:18:42,980 They were so excited. 271 00:18:42,980 --> 00:18:43,740 It was so fun. 272 00:18:43,740 --> 00:18:44,810 It was so impactful. 273 00:18:44,810 --> 00:18:45,820 I uncovered this. 274 00:18:47,620 --> 00:18:52,940 But many times, what we're missing is where that fits into the big picture. 275 00:18:53,310 --> 00:18:56,710 Now, remember, in Tier 1 interventions, there are 12 of these. 276 00:18:56,720 --> 00:18:59,040 There's a dirty dozen set of tasks. 277 00:18:59,730 --> 00:19:06,600 Now, within all of this, I have to actually put a bottom umbrella. 278 00:19:06,710 --> 00:19:08,290 A bottom umbrella. 279 00:19:09,160 --> 00:19:13,160 Because, again, all of this is grounded in cognitive science. 280 00:19:13,885 --> 00:19:20,895 But the goal of everything is improving number sense and understanding of 281 00:19:20,895 --> 00:19:30,585 number, which I just said a few minutes ago is all about counting. 282 00:19:31,485 --> 00:19:36,415 So the whole board is about counting, like counting is the key. 283 00:19:37,055 --> 00:19:41,775 So this vision and this mission, and I'll move that away for a moment because I 284 00:19:41,775 --> 00:19:43,615 don't want us to get distracted by it. 285 00:19:44,675 --> 00:19:52,295 is really all embedded in a bigger picture of where all these pieces fit. 286 00:19:52,795 --> 00:19:54,405 I think that's important to say. 287 00:19:54,405 --> 00:20:00,415 The other important thing that I want to say, and I want to pull this up and draw 288 00:20:00,415 --> 00:20:08,175 it for you today, I want two different ways of visualizing big picture, and I 289 00:20:08,175 --> 00:20:16,465 thought I had it up, but I didn't, so give me just four seconds to do this. 290 00:20:24,690 --> 00:20:33,930 In order to make certain that we don't take a new model and implement 291 00:20:33,950 --> 00:20:39,240 it with our old beliefs, we have to talk about a new belief system. 292 00:20:40,680 --> 00:20:46,890 When Singapore math came to the United States, Singapore math is powerful. 293 00:20:46,950 --> 00:20:50,870 The strategies, the techniques. 294 00:20:51,705 --> 00:20:54,585 But they're grounded in a certain instructional philosophy. 295 00:20:54,975 --> 00:20:58,395 So when quote unquote Singapore math came to the United States in the 296 00:20:58,395 --> 00:21:03,835 form of a textbook, we as Americans completely butchered it because 297 00:21:03,865 --> 00:21:09,705 we were implementing this really powerful model without the inner 298 00:21:09,705 --> 00:21:12,395 philosophies and beliefs and frameworks. 299 00:21:13,225 --> 00:21:17,685 So we were Americanizing the Singapore math method. 300 00:21:18,105 --> 00:21:21,285 And it completely crashed and burned. 301 00:21:21,785 --> 00:21:29,255 In order to implement a new model, we have to invest in a new belief system. 302 00:21:30,545 --> 00:21:32,785 We call this belief system 303 00:21:35,295 --> 00:21:37,695 the Five Seasons of Mathematics. 304 00:21:38,155 --> 00:21:45,285 So if we start our year in August, and let's say we go to June, 305 00:21:47,905 --> 00:21:53,850 here's our entire year, In a typical traditional system, we have 306 00:21:53,860 --> 00:21:57,330 Unit 1, Unit 2, Unit 3, Unit 4. 307 00:21:57,650 --> 00:22:02,680 Some of the spacing is a little bit bigger, a little bit smaller, and that 308 00:22:02,680 --> 00:22:10,705 is our mastery way of thinking, but we need to have An implementation model 309 00:22:10,925 --> 00:22:16,685 that is an exposure way of thinking and it's what I call an exposure map. 310 00:22:17,185 --> 00:22:25,155 The mastery map is such that our district creates this pacing guide or 311 00:22:25,455 --> 00:22:27,665 our textbook becomes the pacing guide. 312 00:22:28,215 --> 00:22:31,565 If we have a mastery map, which is actually it's fine. 313 00:22:31,565 --> 00:22:35,365 I'm not telling us to get rid of The Mastery Map, which I'm 314 00:22:35,375 --> 00:22:36,435 going to list in pink here. 315 00:22:36,645 --> 00:22:42,805 We have Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, and then what happens is the 316 00:22:42,815 --> 00:22:47,195 end of the year gets near and then we're like, oh, we have to fit all these in. 317 00:22:49,505 --> 00:22:52,785 And so we shortchange a lot of our curriculum. 318 00:22:53,500 --> 00:22:54,820 And it happens every year. 319 00:22:55,380 --> 00:23:02,340 By the time March 1st comes, we're in this panic mode, and it's because we've tried 320 00:23:02,340 --> 00:23:06,160 new things, we've used a new textbook, we've tried to implement a new model, 321 00:23:06,330 --> 00:23:12,370 but we have not transitioned our mindset and our philosophy about the delivery. 322 00:23:12,950 --> 00:23:15,000 This new model 323 00:23:15,710 --> 00:23:22,600 This exposure map is the five seasons of mathematics throughout the year. 324 00:23:23,520 --> 00:23:27,390 The first season is the most essential. 325 00:23:27,970 --> 00:23:31,380 This first season is called First 15 Days. 326 00:23:32,570 --> 00:23:41,250 In the first 15 days, we expose every single one of these dirty 327 00:23:41,250 --> 00:23:49,670 dozen in an intro, very quick exposure, maybe in 12 minutes. 328 00:23:50,350 --> 00:23:52,990 And just get a taste of what that is. 329 00:23:53,540 --> 00:23:57,385 But for every single task, that we do. 330 00:23:57,835 --> 00:23:59,485 Kids get a little piece of it. 331 00:24:00,235 --> 00:24:03,785 Now, I'm going to stop sharing there because I don't want to 332 00:24:03,785 --> 00:24:05,935 share the whole five seasons. 333 00:24:06,415 --> 00:24:13,205 I want to go right into what Staircase looks like in season one and what 334 00:24:13,205 --> 00:24:19,725 our purpose is for this, which is, let's go back to our Staircase slide. 335 00:24:20,155 --> 00:24:24,690 You guys are going to be proud of me today because what I've done is I have 336 00:24:24,690 --> 00:24:27,620 about four linear maps going on right now. 337 00:24:28,310 --> 00:24:31,310 I'm teaching to you very linearly today. 338 00:24:31,520 --> 00:24:33,810 I want you to notice that I've done this for you. 339 00:24:33,830 --> 00:24:35,120 You're welcome, okay? 340 00:24:35,660 --> 00:24:39,590 But I actually have four linear presentations today. 341 00:24:40,350 --> 00:24:45,500 It's the staircase, Which is the counting and the number sense and all that. 342 00:24:45,640 --> 00:24:50,090 The second is this cognitive science brain base that Cheri is going to 343 00:24:50,090 --> 00:24:52,800 keep like bringing in as I present. 344 00:24:53,370 --> 00:25:01,345 The third is the model and then the fourth is The belief system of the model, 345 00:25:01,345 --> 00:25:03,385 which is the five season of mathematics. 346 00:25:03,605 --> 00:25:08,965 I've got four linear topics that I'm presenting today, but I'm going to 347 00:25:08,965 --> 00:25:11,685 be bouncing around between each one. 348 00:25:12,235 --> 00:25:16,565 Tier one math interventions, reference task number eight of the 349 00:25:16,565 --> 00:25:21,535 dirty dozen is the staircase, and the staircase is like a quick dot. 350 00:25:22,095 --> 00:25:25,895 The QuickDot module is another module. 351 00:25:26,095 --> 00:25:31,005 If you want to watch and listen to that before, if you're watching the recording 352 00:25:31,005 --> 00:25:35,985 of this, you might want to pause the Staircase recording and go listen to 353 00:25:35,985 --> 00:25:39,765 the QuickDot module because you'll get the foundation of what a QuickDot is. 354 00:25:39,765 --> 00:25:43,475 I'm not going to re explain that here, but I want to make that connection. 355 00:25:44,585 --> 00:25:51,250 Also, in this Staircase chunk, I remind us of all of the Dirty Dozen. 356 00:25:51,260 --> 00:25:57,020 The 12 reference tasks are exactly the same from preschool through high school 357 00:25:57,020 --> 00:25:58,990 for every grade level and every course. 358 00:25:59,210 --> 00:26:03,680 They're the exact same task, but they vary depending on the standards of 359 00:26:03,680 --> 00:26:08,180 the grade level and the ability level of the students in that grade level 360 00:26:08,290 --> 00:26:10,830 that we are exposing the task to. 361 00:26:12,700 --> 00:26:20,420 And for our non math and our non academic and our support staff. 362 00:26:20,915 --> 00:26:24,965 And for our parents and our interventionists. 363 00:26:25,385 --> 00:26:32,095 And those of us that are trying to improve executive functioning with kids, improve 364 00:26:32,105 --> 00:26:37,695 fine motor, improve visual processing, for those of us that are trying to just 365 00:26:37,695 --> 00:26:44,715 help kids function, and that is our main objective and goal for our students, not 366 00:26:44,715 --> 00:26:49,235 necessarily the math, these four focuses that we're going to go through today 367 00:26:49,235 --> 00:26:53,675 in presenting the staircase problem are exactly what those stakeholders need. 368 00:26:54,715 --> 00:26:57,770 Cheri has already mentioned these, but the first is How do 369 00:26:57,770 --> 00:26:59,600 we increase focus and engagement? 370 00:27:00,170 --> 00:27:05,050 Now, I will tell you, of the stakeholders that I mentioned, the regular math 371 00:27:05,050 --> 00:27:09,620 classroom teacher has been asking this million dollar question for years. 372 00:27:10,170 --> 00:27:13,200 My kids are not focused, they're not engaged, they're not on task, 373 00:27:13,230 --> 00:27:16,050 they can't work independently, there's no perseverance, there's no 374 00:27:16,420 --> 00:27:19,786 this is the complaint of everyone. 375 00:27:19,786 --> 00:27:23,199 How do we use Staircase to increase focus and engagement? 376 00:27:23,199 --> 00:27:24,223 In Season 1 377 00:27:26,958 --> 00:27:30,858 We present a drip of it and here's what that looks like. 378 00:27:31,688 --> 00:27:33,668 In a moment I'm going to show you a pattern. 379 00:27:35,298 --> 00:27:37,738 I want you to tell me about this pattern. 380 00:27:38,318 --> 00:27:43,033 Now you guys play along with me because this is not a reference 381 00:27:43,043 --> 00:27:45,623 task that I teach on a lot. 382 00:27:46,313 --> 00:27:50,413 The most frequent reference tasks that I teach on are paper 383 00:27:50,413 --> 00:27:54,753 folding, 120 chart, Jesse and Kay, pizza problem, making rectangles. 384 00:27:54,993 --> 00:27:59,423 Because those ones actually teach more mathematics than the staircase. 385 00:28:00,093 --> 00:28:02,403 So let's play along with me for a moment. 386 00:28:02,453 --> 00:28:05,963 Tell me about this pattern of blocks that you notice. 387 00:28:06,818 --> 00:28:08,538 Tell me about this pattern. 388 00:28:09,288 --> 00:28:10,718 How many stages are missing? 389 00:28:11,078 --> 00:28:13,508 Each column is one less than the column before. 390 00:28:15,043 --> 00:28:17,223 And Sarah, that's a great comment because I'm going to tell you 391 00:28:17,223 --> 00:28:18,683 what I experience with students. 392 00:28:18,693 --> 00:28:25,833 When I show this to students, Amy, your first graders usually say the 393 00:28:25,833 --> 00:28:28,313 first one is included in the next one. 394 00:28:28,793 --> 00:28:33,703 That, I don't think we, let's sit on that for a minute before 395 00:28:33,703 --> 00:28:34,903 I go back to Sarah's comment. 396 00:28:36,453 --> 00:28:39,213 I don't think we realize how brilliant that is for a first grader. 397 00:28:42,403 --> 00:28:48,693 And we never, in mathematics, we never give kids time to think and 398 00:28:48,693 --> 00:28:51,988 process and share their perspective. 399 00:28:52,888 --> 00:28:54,898 So if I go back to the question, 400 00:28:57,338 --> 00:29:02,748 how do we increase focus and engagement? 401 00:29:04,488 --> 00:29:06,958 We help kids feel like they belong and that they matter. 402 00:29:07,888 --> 00:29:09,008 And how do we do that? 403 00:29:09,018 --> 00:29:10,398 Here are the exact steps. 404 00:29:11,198 --> 00:29:12,878 Use my favorite three words. 405 00:29:13,238 --> 00:29:16,448 Show them a stimulus, something that's going to stimulate mathematical 406 00:29:16,458 --> 00:29:19,358 thinking, reasoning, and sensemaking, like what I've just shown you, 407 00:29:19,358 --> 00:29:20,858 this picture of these blocks. 408 00:29:22,828 --> 00:29:25,488 Do not ask a content related question. 409 00:29:25,838 --> 00:29:32,988 Use my favorite three words, not I love you, tell me about, and let kids share. 410 00:29:34,868 --> 00:29:37,978 What that tells them is, I care what you think. 411 00:29:38,228 --> 00:29:39,858 I care about your thinking. 412 00:29:40,678 --> 00:29:41,998 You belong here. 413 00:29:42,108 --> 00:29:43,208 You matter. 414 00:29:43,608 --> 00:29:45,928 Your perspective is important. 415 00:29:47,068 --> 00:29:49,678 So how do I get kids focused and engaged? 416 00:29:50,198 --> 00:29:52,448 This is the first step of the process. 417 00:29:53,368 --> 00:29:56,728 Now the stimulus, you notice, can't have a lot of noise. 418 00:29:56,738 --> 00:29:59,108 Not the noise we hear, but the noise we see. 419 00:29:59,228 --> 00:30:01,868 Words, questions that get in the way. 420 00:30:03,118 --> 00:30:08,178 Our stimulus cannot prompt answer getting and solving. 421 00:30:09,528 --> 00:30:14,178 My responses, go back and listen to the recording of this. 422 00:30:14,418 --> 00:30:17,338 What were my responses to the comments? 423 00:30:19,148 --> 00:30:20,078 Love that. 424 00:30:20,198 --> 00:30:21,518 Now we're fancy. 425 00:30:22,808 --> 00:30:23,258 Okay. 426 00:30:23,408 --> 00:30:26,888 I'm not confirming or denying anything. 427 00:30:28,578 --> 00:30:30,148 Now I'm gonna go back to Sarah's comment. 428 00:30:30,388 --> 00:30:32,458 Each column is one less than the column before. 429 00:30:32,968 --> 00:30:37,948 Many of my middle school, upper elementary students, even high school students 430 00:30:37,948 --> 00:30:42,818 will say, because of Sarah's comment, each column is one less than before. 431 00:30:43,028 --> 00:30:48,998 They'll say that as the pattern grows, there's one more each time. 432 00:30:50,043 --> 00:30:53,073 Therefore, it's a linear function. 433 00:30:55,783 --> 00:30:58,603 I'm going to tell you right now, I don't tell this to kids, but 434 00:30:58,603 --> 00:31:01,613 because I'm presenting to adults right now, this is not linear. 435 00:31:01,993 --> 00:31:03,423 There's not a constant rate. 436 00:31:03,923 --> 00:31:05,263 I just wanted to give that. 437 00:31:05,283 --> 00:31:09,493 I don't do that in the classroom with kids, but I say that in my trainings 438 00:31:09,503 --> 00:31:13,773 with adults, just So that I can continue to stimulate your thinking. 439 00:31:14,963 --> 00:31:18,923 I'll go back to what Natalie has said here, how many stages are missing. 440 00:31:21,343 --> 00:31:26,673 What I typically do next is I will define some things for students. 441 00:31:26,743 --> 00:31:30,833 I will say, look, in a moment we're going to get blocks and we're going to build. 442 00:31:31,193 --> 00:31:34,633 So in a moment you're going to get some blocks and you're going to build and play. 443 00:31:34,983 --> 00:31:37,923 Now this may happen the first day that I introduce it. 444 00:31:38,648 --> 00:31:41,768 If this is season one, the first 15 days of school, I 445 00:31:41,768 --> 00:31:43,358 might spend 30 minutes on this. 446 00:31:43,368 --> 00:31:44,078 It's okay. 447 00:31:44,848 --> 00:31:48,338 But if I don't want to spend a lot of time, I will say, the next time we come 448 00:31:48,338 --> 00:31:53,118 back to this problem, we're going to use blocks and you're going to get to play. 449 00:31:53,628 --> 00:31:58,458 And then I may not come back to this until season two in mathematics. 450 00:31:58,868 --> 00:32:00,238 Let me go back to that. 451 00:32:00,958 --> 00:32:01,298 Okay. 452 00:32:01,608 --> 00:32:04,838 So season two in mathematics. 453 00:32:05,843 --> 00:32:10,243 I want to get a different, I want to get blue here. 454 00:32:10,353 --> 00:32:10,763 Okay. 455 00:32:11,153 --> 00:32:20,453 Season 2 in Mathematics goes from about October to December. 456 00:32:20,763 --> 00:32:25,103 Season 2 in Mathematics goes from about October to December. 457 00:32:25,893 --> 00:32:27,293 to December. 458 00:32:30,983 --> 00:32:35,263 And this is where, after we have a very intense first 15 days, 459 00:32:35,273 --> 00:32:38,663 because we're exposing all of our curriculum we have to be on our game. 460 00:32:38,673 --> 00:32:40,973 We have to be creative, we have to be intense, we have to be 461 00:32:40,973 --> 00:32:42,583 the best facilitator we can be. 462 00:32:43,053 --> 00:32:46,783 During this season two, from October to December, we can 463 00:32:46,783 --> 00:32:48,183 chill out instructionally. 464 00:32:48,613 --> 00:32:51,723 This is a lot of times where people are like, okay, Jonily, I've done your 465 00:32:51,723 --> 00:32:55,693 first 15 days, I need to jump into my textbook, I need to get back to linear, 466 00:32:55,693 --> 00:32:59,173 I need to go to my pa This is where you can really do whatever you want. 467 00:33:00,703 --> 00:33:08,523 However, if you have done part of Staircase in Season 1, maybe mid October, 468 00:33:08,863 --> 00:33:17,643 you might bring Staircase back and say, We saw this pattern about a month ago. 469 00:33:18,863 --> 00:33:21,063 We saw this pattern about a month ago. 470 00:33:22,313 --> 00:33:24,543 What do you remember about this? 471 00:33:24,673 --> 00:33:28,573 Tell me about this pattern again, and today we're going to play with it. 472 00:33:28,723 --> 00:33:32,673 We can roll this out throughout the year, not in one sitting. 473 00:33:33,058 --> 00:33:35,788 That is the power of the model. 474 00:33:36,128 --> 00:33:39,558 And if we go back to what Cheri is talking about with the neuroscience 475 00:33:39,578 --> 00:33:45,008 and the cognitive science, what I've just done are two of them in, actually 476 00:33:45,018 --> 00:33:50,758 three of them, interleaving, spaced repetition, and retrieval practice. 477 00:33:51,028 --> 00:33:58,708 When I come, when I do a hint of staircase here, then I do my second interaction 478 00:33:58,708 --> 00:34:06,498 of staircase, I've left space I've left space between that, and I've done a lot of 479 00:34:06,498 --> 00:34:08,868 other mathematics unrelated to staircase. 480 00:34:09,368 --> 00:34:11,568 That's interleaving, out of context. 481 00:34:11,588 --> 00:34:16,508 It's also spaced practice because I've left space between the first 482 00:34:16,508 --> 00:34:20,808 interaction and the second interaction of the same chunk, of the same task. 483 00:34:21,388 --> 00:34:25,038 Then, if I grab a different color here, 484 00:34:28,923 --> 00:34:34,273 Then, when I'm at this point, instead of jumping in and me reminding 485 00:34:34,273 --> 00:34:38,263 students of what we've done before, I go back to my favorite three words. 486 00:34:38,503 --> 00:34:42,613 Tell me about this pattern and what we talked about the last time. 487 00:34:43,423 --> 00:34:46,003 That is the prompt for retrieval practice. 488 00:34:46,413 --> 00:34:52,203 The reason retrieval practice is so essential is because we need to forget. 489 00:34:53,388 --> 00:34:57,798 Kids are either going to say, Oh, I remember you were wearing that pink shirt 490 00:34:57,808 --> 00:35:01,768 because I loved it because the bottom was like a U and I kept looking at that. 491 00:35:01,988 --> 00:35:04,958 And then you had pink shoes, but they were a different shade of pink. 492 00:35:05,018 --> 00:35:08,848 It's going to be insane what kids remember about the moment. 493 00:35:09,898 --> 00:35:13,998 And memory is about the moment and the emotion. 494 00:35:14,198 --> 00:35:17,598 We, I'm going to trigger you Cheri, so be ready to say some things. 495 00:35:18,138 --> 00:35:25,248 Memory, deep memory, deep core memories are about the experience, the moment, 496 00:35:25,683 --> 00:35:28,323 And the emotion of that moment. 497 00:35:28,913 --> 00:35:32,463 So a month later, kids are going to remember the strangest things. 498 00:35:32,703 --> 00:35:35,313 Now on the flip side, some kids are going to be like, I forget, 499 00:35:35,373 --> 00:35:36,483 I don't remember doing that. 500 00:35:36,593 --> 00:35:38,943 Or they're going to be like, Oh, I was absent that day. 501 00:35:39,233 --> 00:35:39,833 I was absent. 502 00:35:40,173 --> 00:35:43,083 See, this model doesn't matter if kids are absent. 503 00:35:43,303 --> 00:35:48,123 If you have kids that are absent, 30 and 40 days every year. 504 00:35:48,673 --> 00:35:51,283 This model negates their absences. 505 00:35:51,783 --> 00:35:52,683 This does everything. 506 00:35:52,933 --> 00:35:53,613 It does everything. 507 00:35:53,983 --> 00:35:57,033 Kids will remember this, but that is retrieval practice. 508 00:35:57,063 --> 00:36:01,793 And when kids say I forget or I wasn't here, I will then celebrate forgetting. 509 00:36:01,893 --> 00:36:07,033 Forgetting is necessary because the process we do immediately after, the 510 00:36:07,043 --> 00:36:11,133 re remembering, is what deepens those grooves, deepens the neural pathways 511 00:36:11,133 --> 00:36:15,693 in the brain, and makes long term memory and retention of content. 512 00:36:15,693 --> 00:36:18,623 Speaker 2: And Staircase is up into Disability Labs 513 00:36:19,543 --> 00:36:20,983 Hey, listen in next week. 514 00:36:20,983 --> 00:36:25,663 when, Jonily, and I talk about how to in individualize and adapt. 515 00:36:26,173 --> 00:36:27,043 The staircase. 516 00:36:27,853 --> 00:36:28,663 See you next week. 517 00:36:30,112 --> 00:36:30,872 Speaker 3: love y'all. 518 00:36:30,992 --> 00:36:31,652 Bye everybody.