What Story Is Math Telling

Hey everybody, it's Cheri Dotterer
from Tier One Interventions Today.

Jonily is gonna uncover some new material.

She didn't even tell me what
this time, so take it away,

Jonily and let's get started.

Mission accomplished.

Mission accomplished.

We are gonna unpack exactly what
that means in our first segment

here of our live session today.

Success in reading, reading
achievement is going to improve.

See, we're implementing that,
but a rim has never been some

kind of research project.

So I just, I need you
to hear what I'm saying.

And the reason I'm saying this
is the reason I'm saying this

is you can't use the excuse.

I can't use the novel model as our
structure and instruction delivery

system because it's not research based.

So I'm eliminating that excuse for you
because I'm proving other things that

we've been required to do that have
not been through the research model.

Now, research based doesn't mean the
actual thing that we're doing has been

through a, an experiment already before.

Research based means we take results
of other research, of other models,

of other things, of other chunks
and apply it to the new model.

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

So it is research based.

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

mathematics, which is different.

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

So let me back up.

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

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

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

So let's back up the
overarching essential question.

What story are you telling K 12?

What story are you telling
for your school year?

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

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

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

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

as the ultimate indicator of school
district math story success because

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

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

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

look and see what my results are.

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

I am being very vulnerable.

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

But guess what I'm gonna do?

I'm gonna make some tweaks.

I'm gonna try it again next year.

That's what action research is.

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

based products is by experiment.

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

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

for my district as I'm helping.

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

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

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

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

lead to this ultimate goal of achievement.

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

And that's some other steps of the model.

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

so important to establish first.

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

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

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

is where that word chunks comes in,

the essential chunks.

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

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

and we have that in spreadsheets.

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

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

Level one, the mastery math method.

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

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

teacher in your district needs to take.

So let me say that again.

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

teacher in your district needs to take.

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

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

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

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

you the adaptations of the worksheets.

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

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

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

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

math teacher at every grade level.

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

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

Every stakeholder that is supporting
math education in your district

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

Level one Mastery Math method

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

but everybody in your district needs it.

Of that stakeholder type.

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

one interventions, level one, the.

You will get a certificate.

It's all digital.

So we track your project
progress on the backend.

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

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

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

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

And so there's lots of benefits for this.

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

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

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

converted by your district to CEUs.

So the second step after your
district has defined their ultimate

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

to, in our example, algebra one.

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

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

Let me say that again.

These essential chunks.

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

In less than 20 days.

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

Yeah, but we have this.

Yeah, but we have that.

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

scaling 20 days of mathematics,

then that's just sabotage.

You're just sabotaging student
learning at this point.

Now can these be extended to more days?

Absolutely, for sure.

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

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

to add your own flavor and spices.

So the first step is what is your goal?

The second step is defining
the essential chunks.

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

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

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

know what some of those chunks are.

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

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

Put 'em on school right now.

What are some of the essential chunks?

You guys know these.

If you're here live

now, as well as putting them on school.

Unmute and tell me what you're putting.

Locker problem.

Locker problem?

Yep.

Give us some more.

Let's just start listing 'em.

You as the listener.

You're not gonna know
what these things are.

That's why your kids aren't achieving.

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

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

Then we tell her how to figure them.

Number, shape.

Say it again.

Number S. Shape Number.

S. Shape.

What else?

Someone.

Janet.

Fractions.

Fractions.

I like all my F's.

Fractions factors.

Function.

Fractions.

Factors.

Function.

Fractions.

Factors function.

Say that 18 times fast.

No, don't really.

What else are they?

One chunk or those three separate chunks?

They're three separate chunks.

Okay.

I like my upwards separated.

I'd consider the one 20 chart.

One 20 chart.

Boom.

What else?

Jesse and kay, Jesse and Kay.

Making rectangles.

Making rectangles.

So you have an idea here.

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

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

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

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

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

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

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

if you don't see the connecting podcast.

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

These are also three different chunks.

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

The podcasts are the training
for these three rules.

These three rules are what
we call transfer strategies.

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

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

Or 12, sorry, I said that totally wrong.

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

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

about math rules that do, do expire.

The podcast talks about those.

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

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

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

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

we're subtracting negative numbers.

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

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

Free training.

Just go back to these podcasts.

The other three are math
rules that never expire.

These are transferable strategies
that we can pound into heads.

Number one, subtraction is distance.

Number two, division is counting.

And number three,
multiplication is rectangle.

Subtraction is distance.

Division is counting.

Multiplication is rectangle.

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

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

I'm not going to explain that.

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

on those other podcast episodes.

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

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

and developing your instructional
facilitation in your classroom.

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

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

you some examples of those right now.

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

Not mastered.

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

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

And in each chapter later
you find out more about what

was developed in chapter one.

Step number three,

step number three.

We are finally ready to map it.

And I've already kind
of pre mentioned this

at Mines on math.

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

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

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

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

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

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

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

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

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

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

Only the essentials.

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

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

our curriculum may not be as essential.

Subtraction is actually not
as essential as division.

So not all standards are created equal.

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

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

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

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

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

make a podcast episode of it here.

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

Can't do it.

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

not getting us achievement.

Another fail of math instruction
is creating all standards equal.

They're not.

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

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

you what those essentials are.

Another fail.

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

Another fail of math instruction
is finishing, answering and solving

everything by the end of the class period.

Ouch.

That's a fail.

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

class period or by the end of the week.

That's a fail.

You get the idea.

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

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

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

our math year, is in seasons.

Season one

is what we call first 15 days.

Jonily, I wanna close out Tier One
Interventions podcast, and that is, if you

are listening to this podcast and you are

thinking, how do I get involved,
you wanna head over to your show

notes and click on the link.

We are offering you to come to a
session like this where you get all two

and a half hours at one shot for $47.

This was segment 3 of this series.

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

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