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Unknown: Hello, and welcome to
the tier one interventions

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podcast, where we share with you
tips, techniques and strategies

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to strengthen your for the poor
classroom that is, without a

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poor classroom, we cannot
thrive, learn how to create an

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inclusive climate and culture
and environment in the regular

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tier one core classroom through
collaboration of the regular

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classroom teacher, intervention
specialists, instructional

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coach, occupational therapist
and other direct service

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providers. Through this
collaboration, we can blend our

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expertise to maximize learning
for all students, and

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specifically students with
learning disabilities. Through

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this, we can also eliminate the
number of students needing tier

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two and tier three pullout
intervention to ground this in

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what our purpose here is. And
that is really the title of the

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podcast and the course and the
coaching, which is tier one

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interventions. And what we're
talking about here is

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transforming and transcending
the regular classroom so that

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kids get what they need in the
regular general core classroom,

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so that we don't have to take
away recess, why can't I

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create a structure a climate and
a culture? And for me, I'm a

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secondary math teacher, regular
classroom teacher by trade.

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Why can't we and I have, I've
done a lot of the

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transformation. And I still have
a lot of work to do myself

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through these techniques. But we
should strengthen our core. And

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what that means is make these
adaptations in our classrooms.

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So these kids can thrive in
regular instruction. And they're

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able to get their needs met. And
we're able to improve their

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overall access to learning by
what we're doing in the regular

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classroom. Kids shouldn't have
to be pooled in small groups,

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tier two and tier three
interventions to get what they

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need. Now, obviously, you have
those outliers, and you have

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those critical kids. I'm not
saying that's going to be

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eliminated. However, there are
too many kids right now that we

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can help regulate. And remedy I
liked the word share use remedy

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right in the tier one classroom.
And as we transition to our math

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topic, which is the course and
curriculum that this podcast

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leads into, as we transition
into our math content, we know

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and we've got Krista and Amy,
who are two achievement formula

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certified coaches who have been
implementing these transitional

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tier one academic adaptations
and interventions, as regular

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classroom teachers that have
completely

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been a game changer for these
kids in the regular classroom

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and the math tasks that we do.
And the structures and the

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design and the delivery of the
mathematics, which is different

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than a typical traditional math
classroom has allowed these kids

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to thrive and achieve higher in
mathematics than they ever have

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before. I did have an issue this
week with a student like I like

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to with our discussion
throughout the years with you

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Jonily. I've been trying to get
the kids movement. And I've

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noticed that when I had them
feel the math that they it, it

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sticks in their brain better.
And they roll their eyes at me.

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They're like, Oh my gosh, are so
annoying. And so part of the

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trick is we get to move our arms
and silly but you know why

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equals we just do and so some of
the kids are all in some of the

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kids don't. So there's one kiddo
who's a little overweight, he's

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really grumpy. And he didn't
want to do it. So sometimes I

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poke him and sometimes act like
I don't notice that he's

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participating or not. But there
was this other girl who didn't

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want to do it. And I was like,
calling him I could do that. But

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I couldn't do anything. And she
was like, he doesn't have to do

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it. And I lost my temper. And
I'm like, goodness gracious. I'm

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trying so hard with a boss. I
was like a deep breath.

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Use some of these things on me.
They were doing it because

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anyway, the point of the story
is later on, her mom called me

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and she's hanging with my
daughter said you got upset with

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her and I wouldn't explain that
she was actually on the

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spectrum. But she didn't want
anybody to know because she's

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trying to figure out strategies
for herself so she can fit in.

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So then I felt doggy doo,
because I was like I didn't know

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that.

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I don't think we know better, we
do better. So I didn't beat

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myself up too much. But this
discussion today just brought

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her for the fourth or front. And
so now I'm looking at and then

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this other kid had this big
issue and he's has a 504 with an

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ADHD. And so I was looking
online and I saw this graphic I

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found that was talking about
autism versus ADHD. And so I'm

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just like, looking and listening
to everything. You're teaching

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me Sherry, and I gotta get the
tea in there. I gotta help me

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figure out this kid because this
kid needs this but this kid

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doesn't. So as a classroom
teacher, it's very overwhelming.

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Krista, thank you for this. I'm
gonna let you talk about this a

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little bit. Let's give a shout
out right now to Peter Peter,

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author of building thinking
classrooms.

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Krista has the absolute
connection here. This is all the

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science behind why those
strategies work, Chris to talk

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to us a little bit about your
implementation, your massive

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implementation of the strategies
and building thinking classrooms

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that have become just

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a complete shift and amazing
movement in math education. Talk

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to us about that, Krista, I
started using those vertical

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nonpermanent thanking spaces for
the movement. But like you said,

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this kind of connects that all
into that, why that works and

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why that's better for our kids.
So they just they go there. And

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they work at their, at the
boards, and they want them to be

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standing. But now I'm thinking
like, what if we have souls

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there for them to sit, just
trying to work in some more or

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what if we lay, we have a
vertical board, but it's down on

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the floor. And so they can write
on that? I'm just thinking about

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some ways that I can offer some
flexible seating within that

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vertical spaces piece of that
building between classrooms. I

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don't want us to miss it's a
very subtle and easy thing that

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we can do as educators. And it's
one that we question as

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educators much of the time when
I do trainings on transforming

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tier one math classrooms.

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Much of the transformation
includes novelty gaining student

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perspective, open endedness. And
the questions that I get a lot

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is Yeah, but when do you
actually teach? When do you do

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the teaching, when do this what
it's so conflicting with typical

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traditional math delivery.

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And we're not choosing one over
the other, we're not and this is

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why I like to call it
transcendence rather than trans

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formation. Transformation really
indicates a change, and we do

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want to change, but it almost
implies giving up one thing to

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do a new thing. And that's not
what I'm asking us to do. And

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I'm going to give you an example
of this in a moment. But

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transcendence means creating
that new path. That includes the

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old school stuff that still
makes an impact. And the new

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learning that we have, that
makes an even better impact and

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blending those. Let me give you
an example. We say oh research

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said we don't want to change
things up and have too much

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novelty. But Daniel Pink in his
book drive says, one of the

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motivators one of the major
motivators of human behavior and

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motivation of kids in our
classroom

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is novelty, expecting the
unexpected will stimulate their

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interest in doing what we're
doing. But then we think as a

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classroom teacher that conflicts
with when we say, oh, no, these

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kids that have some of these
learning disabilities and

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processing issues and ADHD, they
need routine they need structure

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I want you to think about and I
know some of you may not have

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been able to see it. But in
Teresa's PowerPoint,

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she kept up with a routine and a
structure. Because what I'm

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advocating for is we have both,
we have routine and structures

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in place. However, she changed
the color of the background of

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the PowerPoint. She changed the
ACT every day, there was a

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breathing exercise, but the type
of breathing changed. So you

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see, we can actually combine
routine and structure with

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novelty and unexpected. And we
need both of those two function

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to have good executive
functioning skills. We need both

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of those, we need the routine.
We need the procedural we need

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all of that. We also need this
novelty and this unexpected,

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which is exactly what I talked
about. This is the whole point

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of making math veneers that we
have to live in both lands in

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the tier one classroom have to
give opportunities for

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procedural algorithmic

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Step by step routine bass
because that's a skill that we

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want kids to thrive with. But at
the same time, we want them to

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be able to know what to do when
they don't know what to do. We

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want them to be able to regulate
in an unexpected situation. We

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want them to be able to attend
to and be stimulated and novelty

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will do that. And the bread and
butter of these tier one

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interventions academically are
exactly what Theresa showed,

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what do you see? What do you
notice? Tell me about if we

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leave with nothing else,
transitioning from Okay, the

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movement, the breathing, we can
get the body ready for the brain

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to be cognitive is cognitively
stimulated, the very next step

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to enter into an academic lesson
is to stimulate the brain, that

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cognition. And the way that I do
that routinely is with my

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favorite prompts. What do you
see? What do you notice and tell

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me about

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the other way that we have
created this new structure for

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mathematics is through this tier
one math intervention for

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strengthening course and
curriculum. We call this the

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adaptive condensed math
curriculum.

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If you are on the hunt for new
textbooks, or you're up for

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curriculum adoption, I want you
to step back and rethink what

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that might look like. Because
tier one math intervention

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course, and curriculum, this
adaptive condensed curriculum

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for mathematics, give gives you
everything you need to teach all

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of your standards, from
preschool through high school in

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mathematics, with 12 tasks that
we call reference tasks, these

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12 tasks, adapt everything that
Sherry And Teresa present and

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teach us. But they also target
all of our math standards,

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narrowing it down to these 12
Essentials. I call them the

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Dirty Dozen. There are 12
reference tasks that are exactly

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the same for every grade level,
preschool through high school.

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But the level of complexity
increases as we move through the

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grades. And the goal is in our
tier one regular core math

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classroom, that kids are exposed
to all 12 of these every year,

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throughout the year. So
frequent, often and early.

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These are the 12 tasks pizza,
don't they are because I'm going

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to tell you how they're being
rolled out through this course.

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Pizza problem 120 chart paper
folding, making rectangles quick

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dots locker problem, Jessie and
K geoboard, Candy problem, paint

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problem staircase and function
machine.

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These are the only reference
tasks you need to teach all of

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your curriculum. And there are
multiple variations of each one.

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The result, the remedy be the
reason these are the remedy for

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fixing poor math achievement,
and let's face it, math scores

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are dismal. They're dismal. And
we're looking for the solution.

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We're here to tell you this is
the solution. But it's going to

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take rethinking what your tier
one math classroom looks like.

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Because these reference tasks
are the remedy to increase

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greatly math achievement, like
we've never seen before. That's

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truly what transcendence is
getting results based on a new

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path that we've paved, that
these results are things we've

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never seen before.

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This adaptive condensed
curriculum has 12 sessions, one

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for each of the reference tasks.
Today, we're going to go in

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depth with paper folding from
the introduction through what

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each interaction looks like. The
implementation of these tasks

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happen like this. In the math
classroom, as a regular

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classroom math teacher, I think
of my year in seasons. The first

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season of instruction is what we
call first 15 days. And this

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happens immediately at the
beginning of the school year.

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In August, September when the
school year starts, the first 15

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days of math. It

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exposes all 12 of these
reference tasks. Now, so that

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you're not overwhelmed. Some
schools choose four of these, or

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three of them, or eight of them,

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just to ease in each year, but
in the first 15 days of school,

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you're exposing as many of these
reference tasks as possible, add

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an exposure level only. And Kirk
Kirk makes mentioned, please do

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not use the touch math
curriculum. See, this is my love

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hate relationship with all
curriculums. With all textbooks

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with all digital resources, no
matter what you use, I could

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name any of them. I could name
bridges, investigations, I could

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name go math, big ideas, Glencoe
McGraw Hill, I can name any of

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those. They're all the best. And
they're all the worst. See this

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is. And this is what I like to
do. I like to dive into all of

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these curriculums. And I like to
pull the best pieces from them

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and just use that sliver. That's
what Sherry And I's tier one

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interventions does. That's why
it's called the adaptive

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condensed curriculum, because
it's a combination of everything

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that's out there. And the best
pieces of it, backed in

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cognitive science and research
based and created by minds on

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math for the math curriculum. So
great point, Kirk on this, this

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is so important, actually more
important than the math content.

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Because through this sensory
delivery, your kids will improve

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their number sense, think about
the understanding that kids will

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have have the number eight, even
at the high school level,

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through the sensory delivery
systems. Now, here's what I'm

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going to do, I'm going to go
through each of the color paper

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strips, because they're, I
purposefully, do not give kids

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the sensories. At first,
remember, in those three paper

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folding, I just want kids to
give their perspective

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abstractly, I don't want to give
them sensory stuff. And I want

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to tell them, this is going to
be difficult, you're not going

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to know a lot yet, because I'm
assessing what they already know

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about number because some kids
innately automatically know more

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about number without any of
these techniques, they actually

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know more about number than I
do, I need to know that for

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other kids that they're not
going to be able to engage with

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to the negative three or eight
or like they're going to be in

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fight or flight mode, because
that's what math notation and

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symbol does to them. I need to
know that. But I need to assess

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that in a very raw abstract form
for just a few interactions,

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then I'm ready to move into the
sensory based.

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Oh, Janet, I love the angle
breathing. I love it. And you

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were asking a little bit about
what angle I think it was that

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my thought was, whatever angle
you're going to work on that

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day. So if you're working on 30
degree angles, use 30 degree

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angles and you're breathing.
You're going to be working on

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isometric triangles. Use
isometric triangles as your

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breathing source. I've already
do it I always say I'll have the

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kids like toward the arms in
those 800 80s Then we go like

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this we'll go right up to
suggested to strictly the gets

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right. And then when we go on to
supplementary and complementary

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angles. Okay, well, junior high
now we want to start working

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out. So like, it was nice
muscles. No, I'm gonna

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compliment myself. And then I'll
say oh, now I'm really serious

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nominee. Yep, take supplements
and I'm gonna get bigger and

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bigger and supplement angle. So
I'm just saying I can try to do

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it more often like Ajay Singh
angles vertical, just use it as

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a breathing but also to keep
seeing it over and over. And

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because we did it, and then the
state test got mixed up and I

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wanted to beat them all up, but

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I want to emphasize something
else. You've got the right angle

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here. Yeah. Yeah, if you flip it
upside down, trying to keep that

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angle there. Yeah, okay. What
you've just done biomechanically

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is you use your entire rotator
cuff. rotator cuff is weak.

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Okay, so if you can come up with
some exercise that pounds?

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Oh, yeah, you can start working
on there the rotator cuff a

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little bit since that's
typically a weak section of the

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shoulder. And that will wake up
the proprioception and the

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vestibular system. But this is
mathematically important to

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let's not skim by this. So not
only does it do the physical,

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which we need, but right angles
are not always upright like

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this. And that's the other thing
that we create misconceptions is

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we want kids doing that to be
like, Okay, now what angle is

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this? Oh, gosh. It's still a
right angle. It's still a right

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angle, even though it changed
positions. A lot.

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At times, kindergarten, first
grade, if we have a square

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that's tilted kids, if it's the
same square, I could have a

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physical square. And kids are
like, that's a square all

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congruent sides. If I'm like,
what is it? Now? It's not a

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square. Do you see? It's so
square? It's the same.

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I think that is the same
instruction. It's still a right

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angle, whether it looks upside
down. This is zombies. And

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angle. Yeah.

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Do you just have a cute

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opposite gobies, if you do this,
where they're coming back here,

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I will now that's internal
rotation. And that is probably

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the weakest part of the rotator
cuff right to get kids that

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angle.

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I don't know if I can do this.
And that you're going to be able

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to hear me. But this is very
much a good exercise. This is

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gonna be a good exercise for
your kids, I have to turn around

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and do this. Okay, one arm is
going over the top.

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The other arm

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is coming through the bottom and
the idea is touch you tip your

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fingers together. Oh, wow.

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Okay, senior citizens get that
tested with them and how far

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apart your fingertips are tells
how bad your rotator cuff is.

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And it's a prediction of false.

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So by doing that internal
rotation and stuff, you've done

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a quick exercise that is going
to wake the brain up. It's

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vestibular and proprioceptive.
It's interoceptive.

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And you just woke the shoulders
up for writing, or math or

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whatever, anything that you'd
have put it down on paper. And

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you really practiced a weak link
in our physiology.

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Wow.

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So everybody found something
beneficial today.

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All right.

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Then we will see you on May 18.
For this, and our subject is

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quick dots. Yes. I'm looking
forward to quick dots and then

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moving forward over the summer.
We won't have anything directly.

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But what I'm going to do is I'm
going to put something new in

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each month, over the summer, so
there will be more material

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added. It's just not going to be
live over the summer. Okay. And

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then in September, the third
week in September, what's the

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00:22:40,830 --> 00:22:44,310
date there? Jonily. Can you look
it up? We're quick. The third

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week in July, September. You're
going to start these live again

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00:22:49,410 --> 00:22:57,900
on May 21 $947 to get all of
next year but listening to tier

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00:22:57,900 --> 00:23:00,540
one interventions with John
Elise us panic and Sherry

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00:23:00,540 --> 00:23:04,080
daughter. Tier one interventions
is released on the first and

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00:23:04,080 --> 00:23:07,170
third Tuesday of the month. I'm
Nicholas King, an intern for

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00:23:07,170 --> 00:23:09,060
cheri Dotterer educational
consulting