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. Hey everybody and welcome to Tier One
Interventions podcast, where we look

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at your core classroom and we try to
maximize your gifts and help you reach

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every student with their math, with their
writing, and with their reading skills.

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But we concentrate mostly on math here
at Tier One Interventions podcast.

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And our math leader, miss Jonily, is
ready to share some gold nuggets today.

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Welcome to the podcast Jonily, and
they are gold nuggets because these

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last few weeks have been a whirlwind.

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I'm gonna kinda take us back a little
bit, and there's another community that

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I teach called a Math teacher Mastermind,
and I'm going to launch our session today.

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I didn't erase the notes on purpose
because I'm gonna make some of those

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connections to our tier one interventions,
and I do have to say that this is

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tier one interventions level two.

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So we come out of the gate with
the mathematics and a pretty

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high level of mathematics.

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So if you're listening to this recording
and you're thinking, okay, that came

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on strong, I teach third graders.

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You need to just go back and listen
to other podcasts or tier one

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interventions, level one because you'll
get the pieces that will help third

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graders understand this level up.

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Because what I'm going to teach you
today is for third graders and beyond.

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It is for third graders and beyond.

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It's going to look at first glance
like it's for secondary students, but

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it is for third graders and beyond.

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Now I have to say this 'cause I've
been on a rant in the last few weeks.

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NAP scores national achievement scores.

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Math is awful.

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It is dismal, it is terrible.

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I'm gonna speak for the
United States for a moment.

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Our country is falling very
short mathematically, and

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that is not my opinion.

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That is shown in data.

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And oftentimes if I don't agree with
the data, if I'm like, okay, yeah, but

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this, or, yeah, but that, I'll tell you.

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But I agree with the data because
I'm in classrooms all over the

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place and the kids don't know.

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They don't know.

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And that is a system problem.

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That is a tier one problem.

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See that is not an intervention problem.

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That is not a tier two, tier three.

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We need more support.

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Tier two and tier three is overpopulated
in mathematics in our schools.

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So not even some random test
company, if you wanna say that.

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Even though they've
been around for a while.

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And I believe that NA is very credible.

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The sample populations they use, I
think are very selective, very good.

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And I'm pretty skeptical on
data, but I back that up.

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But even in schools, even in your local
schools, if you go to like dozens of local

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schools, one of the biggest complaints
is our kids don't get mathematics.

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So we're saying it in the schools also.

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So ultimately we are agreeing
and we're saying our school,

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our kids don't get mathematics.

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And we have, we don't have
enough personnel to serve tier

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two and tier three intervention.

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Now, we're, some of you are probably
gonna kick yourselves if you're

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listening to this, that you've
said that in the past few weeks.

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Because what I'm going to say is,
if that's the problem, it's a tier

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one core general classroom problem.

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And I'm gonna tell you first
and foremost, this comes back

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to the math classroom teacher

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does the math.

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Classroom teacher need supports.

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Absolutely supports like Sherry and
Theresa and Beth, occupational therapists,

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special service areas, intervention
specialists, instructional coaches,

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all of us need tier one interventions.

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All of us, whether you're the regular
math classroom teacher or not,

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principals, assistant principals,
curriculum directors, hear me loud.

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If you are a curriculum director,
assistant superintendent of a school

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district, perk up now if you're
listening to this, because you all

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are the ones that create the climate,
culture, and flavor for your school.

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And I'm telling you right now, if you
want to completely reverse math deficits,

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you've got to get everyone who works
with math students in your building to

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take the tier one interventions course.

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The reason is, it's the answer to the
biggest problem that we've ever had.

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Oh, do I dare say the biggest problem
that we've ever had in education?

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I'm gonna say it because I think
we've made a lot of gains in literacy.

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We've made a lot of gains in reading.

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We've made a lot of gains in literacy.

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There are lots of solutions for literacy.

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Are we where we wanna be?

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No.

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I don't think we'll ever
be where we wanna be.

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That's not the point.

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But we've made a ton of gains and
we've we have a lot of options and

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solutions for literacy in mathematics.

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We are still running the hamster wheel.

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We're trading one bad product for another.

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A, a new company or an old company
will create a new math textbook.

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And this is the answer,
and it's not the answer.

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I'm telling you right now the answer
to filling gaps, because we have

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exposed some really extreme data
on scaling math achievement with

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what we're talking about here.

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And it is tier one interventions.

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The bigger umbrella name
is Math Mastery Method.

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We need mastery with our students.

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Now, I'm gonna say this all because this
has been part of my journey this year.

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If any of you don't know, I have
not been teacher of record for a

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group of kids for about 14 years.

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I have been on tour.

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For lack of a better phrase, in lots of
schools, school districts, classroom.

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I've been working with hundreds of
teachers and thousands of students

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over the past 14 years to figure out
what is the real issue by actually

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getting into the trenches, getting
into actual teachers classrooms, and

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listening to teachers, and listening to
students, listening to school leaders,

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principals and curriculum directors.

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So for the past 14
years, I have done that.

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And then I have run some experiments,
some action research projects that have

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taken passing rates of math assessments,
specifically in fourth grade, from 54%

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to 84% in two years and in sixth grade,
taking kids who were a select group of

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very at-risk kids from 27% passing to 60%
passing with 92% showing growth, taking

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a group of second graders that don't have
a state assessment, but using whatever

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the standardized assessment is or using
whatever the math assessment type is.

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When I say math assessment type
and math I, I say this lightly math

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intervention type things like maps, Alex.

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Star.

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There are many others that actually
continue to monitor students' growth

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because these are special ability not
testing companies, but special ability

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math progress monitoring programs that
will help us gauge whether students are

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the lowest in red or yellow, the next
lowest or blue or green, the highest.

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The colors don't matter.

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Usually there's like a color
system in whatever you use,

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telling you where your kids are.

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But another one of our outstanding data
pieces is a group of second graders after

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going through the mastery math method
for about six weeks from the beginning

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of the school year with what we're
teaching through tier one interventions

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when they first took their STAR
assessment, which don't worry

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about, it doesn't have to be star.

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I'm not selling star, I'm
not connected to star.

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It's just one, one.

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It's the assessment they
used at the beginning.

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All of the second graders took it
and ended up with likely results.

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Some red, some yellow, some blue,
some green, like all over the place.

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Very typical results.

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After six weeks of tier one interventions,
math mastery method, we had no kids.

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Once they took their next
level in the program, we had

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no kids at red or yellow, none.

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Six weeks, second grade.

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So what we're saying is by using the
math mastery method, you're going to

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eliminate and really almost get all
your kids to the 40th or 50th percentile

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level, which 50th percentile is average.

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So I share that and I want that out there
because this first part that of our tier

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one interventions, the group that is
listening live right now is level two.

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But this first part is gonna be
made public up to a certain point.

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And I want you to hear some of
the things that we have done

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that are outstanding and scaling.

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And as you listen to this, reach
out because we are making math

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happen and in really beautiful ways.

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So if I back up and I talk about tier
one interventions, the Dismal Math

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scores, the Math Mastery Method, the
Math Mastery Method level two, I'll go

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back to what I said before, my rant,
and that is I've left up these notes

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from our math teacher Mastermind, which
is a different group, different cohort,

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because I'm gonna start off there and
make connections to our content today.

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Our content today is a
part two of level two.

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So last time we met as a group, we talked
about lockers, rectangles, and pizzas.

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We only got to the locker piece,
but it was very extensive.

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It was very detailed, and it
was very specific and explicit.

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So I'm gonna circle back to
locker after I start these notes.

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And then we're going
to connect the lockers.

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Pizzas, rectangles.

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Oh, my locker's, pizzas.

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Rectangles.

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Oh, my locker's, pizzas, rectangles.

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Oh, mine.

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Luck's.

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Pizzas, rectangles.

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Oh, mine.

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That's not a real song, but it is now.

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Okay,

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now notice what I just did there.

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Notice what I just did.

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I went on this whole rant,
explanation, supporting with data.

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I did a whole thing w wa.

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And to re-trigger our
brains, I broke out in song.

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I don't want you to miss that.

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'cause if you zoned out and all
of a sudden I'm like, luck's,

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pizzas, rectangles on my, you're
like, what is happening right now?

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What is she doing?

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I don't understand.

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But see, do you see how we reconnect?

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And I want you to think about
this as far as math instruction.

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What are we doing in our classrooms?

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Go ahead, Sherry, I'm gonna
interrupt you right there.

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That rhythm music is.

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One of those triggers that
goes even before visual and

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auditory learning happens.

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It is much more foundational.

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What is one of the first things
that happens in the womb?

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They start to be able to hear
and they feel the movement.

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Mo music goes into your
soul, into your bones.

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That's why music is so
crucial to learning.

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I feel sorry for high school students
who never crack ATO because they're not

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getting their learning into their bones.

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So I believe that Natalie was earlier
before we ever started recording, was

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talking about doing exercises with the
kids where we're crossing midline and

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we're doing all kinds of fun activities.

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You probably had a rhythm with it,
which is gonna take it right to the

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bones and it's gonna get to that
core of that subconscious learning.

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It's gonna break through that barrier,
and when you have subconscious

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learning, you're going to learn it.

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It's when we get there that we can learn.

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Beautifully said, boom.

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I have so much to say about that because
two things, one, after 14 years of

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not being teacher of record, this year
I've jumped back in and I am teacher of

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record for three high school classes.

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Two Algebra two, and an algebra one.

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My algebra one students say to me now
every day, and I want you to take this

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as you will, my algebra one students
every day, and they don't say it when

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they walk in, catch this about 14
minutes into the lesson, they will

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randomly, someone will randomly say,
oh, what's the song of the day, Ms.

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Hanzi?

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Because I don't, because when they first
come in, there's already a novelty.

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We have a routine, we have
a warmup, we have a system.

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Like they're already triggered.

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They're already triggered.

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We come in, sometimes the lights
are dim, sometimes they're not.

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I go back and forth with lighting
because some kids, honestly.

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Don't love the lights dim, so I can
like half dim, I can, I, my actual

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fluorescent lights have levels to them.

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And then I also have my LED
lights and a couple little lamps.

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But I go back and forth with the lighting.

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I don't always have it the same.

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It's different because different
kids need different things and we all

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need to adjust to, if I walk into a
room and the lighting isn't right I

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still have to force myself to learn.

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We can't always just
cater and accommodate.

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We have to make sure we teach kids
how to self accommodate as well.

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So my lighting's always diff
always different, but we already

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have routine warm, like they get
their folders, they get started.

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This is high school.

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Like they are very independent.

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And so usually about 14 to 16
minutes in now hear this, and this

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is so funny that this has been
happening in Algebra one over the

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last week, about 14 to 16 minutes in.

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Think about what the ages are of
kids that are taking high school.

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Algebra one.

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They're ninth graders.

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They're about 14, 15 years old.

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Research has shown, and I'm not sure I
have the direct research study on this.

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Like people say it all the time and
I use this research, but I'm not sure

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I have the direct quote to the study.

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So if somebody does put that into school,
if you could, our comments in school.

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But research shows that our attention
on one thing, unless we are in flow

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unless we are like really in the
zone, our attention to attend to

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one thing is for kids up through
our twenties is about our age level.

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“Alright friends, that wraps today’s
conversation on attention spans,

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dopamine hits, and why our kids need
novelty and rhythm woven into math.

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Next week, we’re going deeper into
nonlinear thinking—how switching tasks,

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00:16:45,574 --> 00:16:49,874
breaking patterns, and mixing contexts
can actually grow a child’s executive

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00:16:49,874 --> 00:16:51,965
functioning and mathematical reasoning.

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00:16:53,005 --> 00:16:56,735
You’re not gonna want to miss this one…
it’s where the magic starts to click.

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00:16:57,290 --> 00:17:00,780
And hey—if you’re loving this and
want to get the full workshop where

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00:17:00,780 --> 00:17:04,889
we go step-by-step into Mastery
Math Method, you can sign up to

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00:17:04,889 --> 00:17:07,790
experience one workshop for just $47.

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00:17:08,180 --> 00:17:09,420
The link is waiting for you.”