Unknown: Hello, and welcome to the tier one interventions
podcast, where we share with you tips, techniques and strategies
to strengthen your for the poor classroom that is, without a
poor classroom, we cannot thrive, learn how to create an
inclusive climate and culture and environment in the regular
tier one core classroom through collaboration of the regular
classroom teacher, intervention specialists, instructional
coach, occupational therapist and other direct service
providers. Through this collaboration, we can blend our
expertise to maximize learning for all students, and
specifically students with learning disabilities. Through
this, we can also eliminate the number of students needing tier
two and tier three pullout intervention to ground this in
what our purpose here is. And that is really the title of the
podcast and the course and the coaching, which is tier one
interventions. And what we're talking about here is
transforming and transcending the regular classroom so that
kids get what they need in the regular general core classroom,
so that we don't have to take away recess, why can't I
create a structure a climate and a culture? And for me, I'm a
secondary math teacher, regular classroom teacher by trade.
Why can't we and I have, I've done a lot of the
transformation. And I still have a lot of work to do myself
through these techniques. But we should strengthen our core. And
what that means is make these adaptations in our classrooms.
So these kids can thrive in regular instruction. And they're
able to get their needs met. And we're able to improve their
overall access to learning by what we're doing in the regular
classroom. Kids shouldn't have to be pooled in small groups,
tier two and tier three interventions to get what they
need. Now, obviously, you have those outliers, and you have
those critical kids. I'm not saying that's going to be
eliminated. However, there are too many kids right now that we
can help regulate. And remedy I liked the word share use remedy
right in the tier one classroom. And as we transition to our math
topic, which is the course and curriculum that this podcast
leads into, as we transition into our math content, we know
and we've got Krista and Amy, who are two achievement formula
certified coaches who have been implementing these transitional
tier one academic adaptations and interventions, as regular
classroom teachers that have completely
been a game changer for these kids in the regular classroom
and the math tasks that we do. And the structures and the
design and the delivery of the mathematics, which is different
than a typical traditional math classroom has allowed these kids
to thrive and achieve higher in mathematics than they ever have
before. I did have an issue this week with a student like I like
to with our discussion throughout the years with you
Jonily. I've been trying to get the kids movement. And I've
noticed that when I had them feel the math that they it, it
sticks in their brain better. And they roll their eyes at me.
They're like, Oh my gosh, are so annoying. And so part of the
trick is we get to move our arms and silly but you know why
equals we just do and so some of the kids are all in some of the
kids don't. So there's one kiddo who's a little overweight, he's
really grumpy. And he didn't want to do it. So sometimes I
poke him and sometimes act like I don't notice that he's
participating or not. But there was this other girl who didn't
want to do it. And I was like, calling him I could do that. But
I couldn't do anything. And she was like, he doesn't have to do
it. And I lost my temper. And I'm like, goodness gracious. I'm
trying so hard with a boss. I was like a deep breath.
Use some of these things on me. They were doing it because
anyway, the point of the story is later on, her mom called me
and she's hanging with my daughter said you got upset with
her and I wouldn't explain that she was actually on the
spectrum. But she didn't want anybody to know because she's
trying to figure out strategies for herself so she can fit in.
So then I felt doggy doo, because I was like I didn't know
that.
I don't think we know better, we do better. So I didn't beat
myself up too much. But this discussion today just brought
her for the fourth or front. And so now I'm looking at and then
this other kid had this big issue and he's has a 504 with an
ADHD. And so I was looking online and I saw this graphic I
found that was talking about autism versus ADHD. And so I'm
just like, looking and listening to everything. You're teaching
me Sherry, and I gotta get the tea in there. I gotta help me
figure out this kid because this kid needs this but this kid
doesn't. So as a classroom teacher, it's very overwhelming.
Krista, thank you for this. I'm gonna let you talk about this a
little bit. Let's give a shout out right now to Peter Peter,
author of building thinking classrooms.
Krista has the absolute connection here. This is all the
science behind why those strategies work, Chris to talk
to us a little bit about your implementation, your massive
implementation of the strategies and building thinking classrooms
that have become just
a complete shift and amazing movement in math education. Talk
to us about that, Krista, I started using those vertical
nonpermanent thanking spaces for the movement. But like you said,
this kind of connects that all into that, why that works and
why that's better for our kids. So they just they go there. And
they work at their, at the boards, and they want them to be
standing. But now I'm thinking like, what if we have souls
there for them to sit, just trying to work in some more or
what if we lay, we have a vertical board, but it's down on
the floor. And so they can write on that? I'm just thinking about
some ways that I can offer some flexible seating within that
vertical spaces piece of that building between classrooms. I
don't want us to miss it's a very subtle and easy thing that
we can do as educators. And it's one that we question as
educators much of the time when I do trainings on transforming
tier one math classrooms.
Much of the transformation includes novelty gaining student
perspective, open endedness. And the questions that I get a lot
is Yeah, but when do you actually teach? When do you do
the teaching, when do this what it's so conflicting with typical
traditional math delivery.
And we're not choosing one over the other, we're not and this is
why I like to call it transcendence rather than trans
formation. Transformation really indicates a change, and we do
want to change, but it almost implies giving up one thing to
do a new thing. And that's not what I'm asking us to do. And
I'm going to give you an example of this in a moment. But
transcendence means creating that new path. That includes the
old school stuff that still makes an impact. And the new
learning that we have, that makes an even better impact and
blending those. Let me give you an example. We say oh research
said we don't want to change things up and have too much
novelty. But Daniel Pink in his book drive says, one of the
motivators one of the major motivators of human behavior and
motivation of kids in our classroom
is novelty, expecting the unexpected will stimulate their
interest in doing what we're doing. But then we think as a
classroom teacher that conflicts with when we say, oh, no, these
kids that have some of these learning disabilities and
processing issues and ADHD, they need routine they need structure
I want you to think about and I know some of you may not have
been able to see it. But in Teresa's PowerPoint,
she kept up with a routine and a structure. Because what I'm
advocating for is we have both, we have routine and structures
in place. However, she changed the color of the background of
the PowerPoint. She changed the ACT every day, there was a
breathing exercise, but the type of breathing changed. So you
see, we can actually combine routine and structure with
novelty and unexpected. And we need both of those two function
to have good executive functioning skills. We need both
of those, we need the routine. We need the procedural we need
all of that. We also need this novelty and this unexpected,
which is exactly what I talked about. This is the whole point
of making math veneers that we have to live in both lands in
the tier one classroom have to give opportunities for
procedural algorithmic
Step by step routine bass because that's a skill that we
want kids to thrive with. But at the same time, we want them to
be able to know what to do when they don't know what to do. We
want them to be able to regulate in an unexpected situation. We
want them to be able to attend to and be stimulated and novelty
will do that. And the bread and butter of these tier one
interventions academically are exactly what Theresa showed,
what do you see? What do you notice? Tell me about if we
leave with nothing else, transitioning from Okay, the
movement, the breathing, we can get the body ready for the brain
to be cognitive is cognitively stimulated, the very next step
to enter into an academic lesson is to stimulate the brain, that
cognition. And the way that I do that routinely is with my
favorite prompts. What do you see? What do you notice and tell
me about
the other way that we have created this new structure for
mathematics is through this tier one math intervention for
strengthening course and curriculum. We call this the
adaptive condensed math curriculum.
If you are on the hunt for new textbooks, or you're up for
curriculum adoption, I want you to step back and rethink what
that might look like. Because tier one math intervention
course, and curriculum, this adaptive condensed curriculum
for mathematics, give gives you everything you need to teach all
of your standards, from preschool through high school in
mathematics, with 12 tasks that we call reference tasks, these
12 tasks, adapt everything that Sherry And Teresa present and
teach us. But they also target all of our math standards,
narrowing it down to these 12 Essentials. I call them the
Dirty Dozen. There are 12 reference tasks that are exactly
the same for every grade level, preschool through high school.
But the level of complexity increases as we move through the
grades. And the goal is in our tier one regular core math
classroom, that kids are exposed to all 12 of these every year,
throughout the year. So frequent, often and early.
These are the 12 tasks pizza, don't they are because I'm going
to tell you how they're being rolled out through this course.
Pizza problem 120 chart paper folding, making rectangles quick
dots locker problem, Jessie and K geoboard, Candy problem, paint
problem staircase and function machine.
These are the only reference tasks you need to teach all of
your curriculum. And there are multiple variations of each one.
The result, the remedy be the reason these are the remedy for
fixing poor math achievement, and let's face it, math scores
are dismal. They're dismal. And we're looking for the solution.
We're here to tell you this is the solution. But it's going to
take rethinking what your tier one math classroom looks like.
Because these reference tasks are the remedy to increase
greatly math achievement, like we've never seen before. That's
truly what transcendence is getting results based on a new
path that we've paved, that these results are things we've
never seen before.
This adaptive condensed curriculum has 12 sessions, one
for each of the reference tasks. Today, we're going to go in
depth with paper folding from the introduction through what
each interaction looks like. The implementation of these tasks
happen like this. In the math classroom, as a regular
classroom math teacher, I think of my year in seasons. The first
season of instruction is what we call first 15 days. And this
happens immediately at the beginning of the school year.
In August, September when the school year starts, the first 15
days of math. It
exposes all 12 of these reference tasks. Now, so that
you're not overwhelmed. Some schools choose four of these, or
three of them, or eight of them,
just to ease in each year, but in the first 15 days of school,
you're exposing as many of these reference tasks as possible, add
an exposure level only. And Kirk Kirk makes mentioned, please do
not use the touch math curriculum. See, this is my love
hate relationship with all curriculums. With all textbooks
with all digital resources, no matter what you use, I could
name any of them. I could name bridges, investigations, I could
name go math, big ideas, Glencoe McGraw Hill, I can name any of
those. They're all the best. And they're all the worst. See this
is. And this is what I like to do. I like to dive into all of
these curriculums. And I like to pull the best pieces from them
and just use that sliver. That's what Sherry And I's tier one
interventions does. That's why it's called the adaptive
condensed curriculum, because it's a combination of everything
that's out there. And the best pieces of it, backed in
cognitive science and research based and created by minds on
math for the math curriculum. So great point, Kirk on this, this
is so important, actually more important than the math content.
Because through this sensory delivery, your kids will improve
their number sense, think about the understanding that kids will
have have the number eight, even at the high school level,
through the sensory delivery systems. Now, here's what I'm
going to do, I'm going to go through each of the color paper
strips, because they're, I purposefully, do not give kids
the sensories. At first, remember, in those three paper
folding, I just want kids to give their perspective
abstractly, I don't want to give them sensory stuff. And I want
to tell them, this is going to be difficult, you're not going
to know a lot yet, because I'm assessing what they already know
about number because some kids innately automatically know more
about number without any of these techniques, they actually
know more about number than I do, I need to know that for
other kids that they're not going to be able to engage with
to the negative three or eight or like they're going to be in
fight or flight mode, because that's what math notation and
symbol does to them. I need to know that. But I need to assess
that in a very raw abstract form for just a few interactions,
then I'm ready to move into the sensory based.
Oh, Janet, I love the angle breathing. I love it. And you
were asking a little bit about what angle I think it was that
my thought was, whatever angle you're going to work on that
day. So if you're working on 30 degree angles, use 30 degree
angles and you're breathing. You're going to be working on
isometric triangles. Use isometric triangles as your
breathing source. I've already do it I always say I'll have the
kids like toward the arms in those 800 80s Then we go like
this we'll go right up to suggested to strictly the gets
right. And then when we go on to supplementary and complementary
angles. Okay, well, junior high now we want to start working
out. So like, it was nice muscles. No, I'm gonna
compliment myself. And then I'll say oh, now I'm really serious
nominee. Yep, take supplements and I'm gonna get bigger and
bigger and supplement angle. So I'm just saying I can try to do
it more often like Ajay Singh angles vertical, just use it as
a breathing but also to keep seeing it over and over. And
because we did it, and then the state test got mixed up and I
wanted to beat them all up, but
I want to emphasize something else. You've got the right angle
here. Yeah. Yeah, if you flip it upside down, trying to keep that
angle there. Yeah, okay. What you've just done biomechanically
is you use your entire rotator cuff. rotator cuff is weak.
Okay, so if you can come up with some exercise that pounds?
Oh, yeah, you can start working on there the rotator cuff a
little bit since that's typically a weak section of the
shoulder. And that will wake up the proprioception and the
vestibular system. But this is mathematically important to
let's not skim by this. So not only does it do the physical,
which we need, but right angles are not always upright like
this. And that's the other thing that we create misconceptions is
we want kids doing that to be like, Okay, now what angle is
this? Oh, gosh. It's still a right angle. It's still a right
angle, even though it changed positions. A lot.
At times, kindergarten, first grade, if we have a square
that's tilted kids, if it's the same square, I could have a
physical square. And kids are like, that's a square all
congruent sides. If I'm like, what is it? Now? It's not a
square. Do you see? It's so square? It's the same.
I think that is the same instruction. It's still a right
angle, whether it looks upside down. This is zombies. And
angle. Yeah.
Do you just have a cute
opposite gobies, if you do this, where they're coming back here,
I will now that's internal rotation. And that is probably
the weakest part of the rotator cuff right to get kids that
angle.
I don't know if I can do this. And that you're going to be able
to hear me. But this is very much a good exercise. This is
gonna be a good exercise for your kids, I have to turn around
and do this. Okay, one arm is going over the top.
The other arm
is coming through the bottom and the idea is touch you tip your
fingers together. Oh, wow.
Okay, senior citizens get that tested with them and how far
apart your fingertips are tells how bad your rotator cuff is.
And it's a prediction of false.
So by doing that internal rotation and stuff, you've done
a quick exercise that is going to wake the brain up. It's
vestibular and proprioceptive. It's interoceptive.
And you just woke the shoulders up for writing, or math or
whatever, anything that you'd have put it down on paper. And
you really practiced a weak link in our physiology.
Wow.
So everybody found something beneficial today.
All right.
Then we will see you on May 18. For this, and our subject is
quick dots. Yes. I'm looking forward to quick dots and then
moving forward over the summer. We won't have anything directly.
But what I'm going to do is I'm going to put something new in
each month, over the summer, so there will be more material
added. It's just not going to be live over the summer. Okay. And
then in September, the third week in September, what's the
date there? Jonily. Can you look it up? We're quick. The third
week in July, September. You're going to start these live again
on May 21 $947 to get all of next year but listening to tier
one interventions with John Elise us panic and Sherry
daughter. Tier one interventions is released on the first and
third Tuesday of the month. I'm Nicholas King, an intern for
cheri Dotterer educational consulting