00:17:01 Jared Campbell: https://pattan.padlet.org/ericakaurudar1/hllwv67osdni0kcz 00:21:33 Jared Campbell: https://pattan.padlet.org/ericakaurudar1/hllwv67osdni0kcz 00:23:33 Caitlin Bennyhoff: @asppschoolpsych 00:26:37 Charishma Aviles: Berks County--sorry I am struggling with stamping 00:26:48 Mandy Zanko: Same! I’m from Centre County 00:27:09 Chuck Emig: Cumberland! 00:27:48 Dana Keener: college faculty 00:27:56 Charishma Aviles: Elementary, Middle, and EI transition when that rolls around 00:28:03 Brittany Collier: current stay at home parent 00:28:53 Diane Pauli: My own kids are hybrid 00:28:55 Monica Weed: switching from full time in-person to hybrid for students starting Monday. Staff still in-person 5 days 00:39:26 Dana Keener: behavior 00:39:38 Mandy Zanko: Reading 00:40:07 Lauren Kaiser (she/her): The concrete reading, math, writing skills (CBM metrics) concepts are often harder to assess 00:40:18 Charishma Aviles: I have strong instructional skills in math, but I feel like there isn't enough research-based intervention out there for math 01:01:03 Lauren Kaiser (she/her): Distributed practice and frequent rehearsal is evidence-based :) 01:08:43 Erica Kaurudar: dosage matters 01:12:21 Lauren Kaiser (she/her): Excellent! So that Tier 1 is so important! 01:12:27 Caitlin Bennyhoff: to drive intervention focus 01:12:44 Chuck Emig: determine appropriate instructional level/area 01:12:45 Lauren Kaiser (she/her): To drill down to see what skills still need instruction 01:12:48 Stephanie Schmalzer: It guides what skills to focus on and provides baselines/progress monitoring to determine rates of improvement with those skills. 01:13:03 Katlyn Bennett: to determine a student's instructional level 01:13:10 Lauren Kaiser (she/her): make decisions about when something isn't working and to know to revise/refine 01:13:26 Mandy Zanko: To determine response to intervention 01:13:27 smithgd: Ditto everyone else 01:24:15 Jared Campbell: CD/WD assessment is now on Padlet 01:24:26 Jared Campbell: direct link here 01:24:27 Jared Campbell: http://www.jimwrightonline.com/mixed_files/NASP_Orlando/schoolwork_motivation_assessment_form_revised_Feb_2015.pdf 01:24:34 Leah Kraytz: What are your thoughts or what research are you aware of regarding full direct interaction for math (i.e. learning support math) that replaces the core and therefore the student does not hear any grade level math instruction? 01:24:40 Jared Campbell: Padlet 01:24:41 Jared Campbell: https://pattan.padlet.org/ericakaurudar1/hllwv67osdni0kcz 01:24:43 Leah Kraytz: instruction( 01:27:29 Jared Campbell: If it were my child, I would want to reduce the general curriculum to most important ideas, and then target DI with prerequisite skills (intervention) and core 01:29:39 Leah Kraytz: I had the same thoughts. Thanks! 01:30:48 Jared Campbell: then I agree with you excellent thoughts @Leah :) 01:31:45 Jared Campbell: * your 01:33:15 Chuck Emig: frustrational 01:33:28 Rebecca Martin: frustrational, acquisition 01:33:33 kalexander: frustrational 01:33:40 Lynell Nissley: frustration--needs to work on acquisition 01:33:40 Lauren Kaiser (she/her): 88% Accuracy, 10 DC per 2.5min, frustrational/acquisition 01:33:43 Eugene Joe: Is accuracy off the table as an option? I know Gickling recommended this in the 80's and I thought Burns verified this as an appropriate means to determine Mastery, Instructional, and Frustration level as well. Although he prefers DCPM. 01:34:48 Charishma Aviles: Could we try to reassess to understand which sums he has more trouble with, e.g. 6 sums 01:35:26 kalexander: Give specific feedback on errors. Don't just give back and say "try again." 01:35:29 Charishma Aviles: Nope 01:45:39 Rebecca Martin: Thank you Erica and Jared for all of this information! 01:45:39 kalexander: Thank you! This was a wonderful presentation. 01:45:51 Diane Pauli: thank you 01:45:58 Charishma Aviles: Thank you! 01:45:58 Lauren Kaiser (she/her): Excellent! Thank you!