00:25:29 Erica Kaurudar: https://pattan.padlet.org/ericakaurudar1/x34l0vbb36kt99pc 00:32:57 Tim Runge (he/his/him): For those who entered a few minutes late, here is the link to the materials for all sessions by our presenters today: https://pattan.padlet.org/ericakaurudar1/x34l0vbb36kt99pc 00:33:49 Lynell Nissley: reading 00:33:49 Amanda Valentine: Reading, Behavior 00:33:50 Kathleen Alexander_School Psychologist_CSIU16: Reading 00:33:50 Hannah Lombardo-Smith: Math 00:33:51 Elizabeth Weidemoyer: academics 00:33:51 Tim Runge (he/his/him): If you are talking about CBMs: reading and math. Behavior? Yup 00:33:52 Angela Curry: Behavior 00:33:52 Imara Grant : Reading 00:33:53 Rebecca Martin: reading 00:33:53 Tiffani Kinsey: reading 00:33:54 Randi McCullough: Reading and behavior 00:33:54 Lindsay Myers: reading 00:33:54 Tracy Watkins Harper: reading/beh 00:33:54 Mandy Mucci: reading and behavior 00:33:57 Kelsey Haviland: reading 00:33:59 Danielle Magnelli: reading/behavior 00:34:00 Robyn Fishbein: reading 00:34:00 Mike Blum: Reading and behavior 00:34:00 Kelly Lawrence: reading 00:34:02 Marissa Reed: Reading 00:34:02 delmquist: Reading and behavior 00:34:18 Hannah Lombardo-Smith: Dr. Hunter was my assessment professor probably why I feel best about math. :) 00:34:19 Sherri Halcovich: Reading and behior 00:39:49 Drew Hunter: Nice to see you, Hannah. 00:48:55 Tim Runge (he/his/him): Happy to start my day with DCPM 00:49:21 Drew Hunter: It's never too early for CBM! 00:51:03 Elizabeth Weidemoyer: When you collect data you can find the intervention that is “just right” for the student 00:51:05 Rebecca Martin: need to find the 'just right' instruction 00:51:06 Jaclin Boorse: Choosing the intervention that is “just right” for students based on their needs 00:51:07 Sabrina: Meeting the student where they need to be - if the instruction is too basic, too advanced, or just right :) 00:51:08 Lynell Nissley: Panic is about to induce Goldilocks to jump through many levels of the instructional hierarchy in an instant 00:51:13 Kelly Lawrence: need to find the just right intervention 00:51:17 Angela Curry: Finding the ‘just right’ intervention to match the child’s needs 00:51:20 Tim Runge (he/his/him): Difficulty level of work is analogous to "too soft," "too hard," or "just right" with regard to the suitability of the bed. 00:51:23 Cindy DeAngelo: Intervention must fit the needs of the student 00:51:37 Danielle Magnelli: Is the instruction too hard (frustrational) or just right (appropriate instructional match) 00:51:42 Tracy Watkins Harper: Seeing what's "just right"...what works 00:51:57 Tim Runge (he/his/him): Not a sarcastic response at all?!?!?! 01:03:08 Tim Runge (he/his/him): For those who entered recently, here is the link to the materials for all sessions by our presenters today: https://pattan.padlet.org/ericakaurudar1/x34l0vbb36kt99pc 01:17:13 Amanda Valentine: To clarify…you are recommending that if a student is pulled from the core program to special ed that another comprehensive program be provided - not simply skill focused instruction. 01:18:18 Megan Hutchinson - SCASD: Would that recommendation be the same for students in special education 01:18:21 Amanda Valentine: It does. Thx 01:19:49 Megan Hutchinson - SCASD: Great - I know we are trying to find a balance between instructional level and exposure/access to Core for those students with IEPs. Thanks for sharing/confirming. 01:23:46 Megan Hutchinson - SCASD: thank you! 01:37:55 Mandy Mucci: immediate corrective feedback 01:37:57 Megan Hutchinson - SCASD: immediate error correction and behavior modification with praise 01:38:06 Danielle Magnelli: drill, practice, corrective feedback, progress monitoring, and motivation and reinforcement 01:38:09 Megan Hutchinson - SCASD: goal setting and monitoring 01:38:20 Megan Hutchinson - SCASD: targeted skills 01:38:34 Tim Runge (he/his/him): immediate, corrective feedback and reinforcement of correct responses 01:45:23 Drew Hunter: Word problems are really at a generalization level...kids need to be fluent in computations to apply them to word problems 01:47:13 Erica Kaurudar: tying key words to operation example = "left" always equals subtract- so when kids see the word "left" they automatically subtract. Problem is... if the question says "Erica has 2 marbles in her right pocket and 4 marbles in her left pocket" that is not a subtraction problem... 01:48:51 Tim Runge (he/his/him): CRA - very helpful 01:48:52 Mandy Mucci: CRA 01:48:53 Danielle Magnelli: CRA 01:48:56 Marissa Reed: CRA 01:48:58 Amanda Valentine: CRA 01:48:58 Mandy Mucci: These are super helpful 01:49:00 Mike Blum: CRA 01:49:00 Tiffani Kinsey: CRA 01:49:02 Kelly Lawrence: cra 01:49:02 Tracy Watkins Harper: CRA 01:49:06 delmquist: CRA 01:49:06 Nicole Pauzano: CRA 01:49:09 Sabrina: CRA 01:49:11 Kathleen Alexander: Word problems 01:49:12 Mandy Mucci: Love the Word Problem: Building Schema! 01:49:22 Lynell Nissley: word problems--schema 01:49:25 Jared Campbell: <3 Schema!!! 01:49:38 Tim Runge (he/his/him): PD and coaching for implementation fidelity 01:49:45 Mandy Mucci: Going to share all of this with my new math interventionist at our school! 01:49:52 Marissa Reed: PD for special ed and tier 3 teachers 01:49:54 Megan Hutchinson - SCASD: consulting during MTSS meetings, more tailored recommendations in ERs 01:51:51 Tim Runge (he/his/him): Thank you, Erica, Jared, and Drew! What an excellent session. Everyone: Be on the look-out for an email from ASPP with the subject line “ASPP/PSU Forms for Continuing Ed Credit.” This is the email with the link to enter the Passcode for this session. Specifically, you click the “2021 ASPP/PSU CE/Participant Satisfaction Form” link within that email. This is the Google form you complete with the Act 48 Code to receive Act 48 credit. Please write down this Act 48 Code: 827 1925 4218 Enter the Act 48 Code above into the 2021 ASPP/PSU CE/Participant Satisfaction Form Google form linked in that email to receive Act 48 credit for this morning’s 9:00-10:30 session. We will start up again – with the same Zoom link – at 10:45. 01:53:14 Amanda Valentine: Wonderful session! Thank you, Dr. Hunter, Dr. Kaurudar and Mr. Campbell! 02:10:52 Tim Runge (he/his/him): For those who entered recently, here is the link to the materials for all sessions by our presenters today: https://pattan.padlet.org/ericakaurudar1/x34l0vbb36kt99pc 02:11:55 Tim Runge (he/his/him): Again, a reminder that we are recording this session. 02:15:31 Kathleen Alexander’s iPhone: South Carolina, Winthrop University 02:15:59 Linda Nickens: Wisconsin - UW Madison 02:16:02 Kelly Lawrence: Texas A&M 02:16:08 bknox: Ohio - YSU 02:16:24 Kathleen Alexander’s iPhone: Yes, Dr. Reeves! 02:16:29 Tim Runge (he/his/him): A reminder that PSU is threatening to close their SP program, so please be on look-out for communication on how we all can advocate with PSU admin to not close a program when SPs are needed more than ever. 02:37:33 Tim Runge (he/his/him): For those who entered a few minutes late, here is the link to the materials for all sessions by our presenters today: https://pattan.padlet.org/ericakaurudar1/x34l0vbb36kt99pc 02:45:24 Danielle Magnelli: Explicit Timing 02:45:26 Tim Runge (he/his/him): CCC 02:45:29 Angela Curry: Cover copy compare 02:45:33 Tiffani Kinsey: Explicit timing 02:45:35 Linda Nickens: Cover copy compare 02:45:35 Marissa Reed: Explicit Timing 02:45:38 Sabrina: CCC 02:45:41 Lynell Nissley: detect practice repair 02:45:41 Kelly Lawrence: explicit timing 02:45:44 delmquist: Explicit Timing 02:45:46 Lauren Lucas: Detect Practice Repair 02:45:53 Marcy Rickrode: Exp tim 02:46:00 Jae Ahn: dpr 02:46:15 Megan Hutchinson - SCASD: I can see the interventionists doing the race games in kindergarten T2 groups 02:46:49 Jared Campbell: <3 02:47:00 Danielle Magnelli: Share at MTSS meetings and model at a faculty meeting or training 02:47:03 Megan Hutchinson - SCASD: the interventions are clearly aligned with skills so I think that helps the conversations during MTSS meetings 02:47:07 Marissa Reed: They are pretty straightforward so you could just share them with Tier 3/special ed staff to do with students 02:47:15 Tim Runge (he/his/him): PD and coaching (with modeling) 02:49:33 Hannah Lombardo-Smith: Currently using Spring Math in our district! 02:49:35 Marissa Reed: Missing and complicated 02:49:58 Erica Kaurudar: There are still many schools in PA that do not have a screener or progress monitoring tool for math 02:49:59 Marissa Reed: They have a “progress monitoring” tool for math but it really isn’t one 02:59:47 Erica Kaurudar: http://rateofimprovement.com/roi/ 03:00:38 Erica Kaurudar: http://www.jimwrightonline.com/php/chartdog_2_0/chartdog.php Chart Dog has ROI capabilities as well 03:13:16 Marcy Rickrode: That was so helpful. Thank you! 03:19:08 Tim Runge (he/his/him): Instructional hierarchy references? 03:19:57 Megan Hutchinson - SCASD: oh that’s cool….. 03:20:43 Drew Hunter: it is! Pairing this type of progress monitoring with a GOM method not only tells you if your intervention isn't working, by why it may not be working 03:23:22 Megan Hutchinson - SCASD: where did their targets come from again? for the instructional hierarchy…. just wondering if you could figure this out somehow for those systems that don’t have it built in. are the instructional targets much different than the benchmarks? 03:24:09 Megan Hutchinson - SCASD: or maybe the instructional target is the benchmark — sorry just never saw this so processing. 03:24:15 Drew Hunter: Earlier in the presentation there is a slide that has several methods for interpreting digits correct in relation to the learning hierarchy 03:24:26 Megan Hutchinson - SCASD: okay gotcha (fire drill earlier) 03:27:32 Megan Hutchinson - SCASD: yes — I feel like we lose buy-in with math GOM pm’ing because they don’t find as much meaning in it….and it’s not sensitive enough sometimes. 03:27:40 Megan Hutchinson - SCASD: really good info thanks 03:30:10 Tim Runge (he/his/him): fidelity? 03:30:35 Danielle Magnelli: Drill down to find true instructional level 03:30:41 Sabrina: Was the intervention appropriate based on need 03:30:42 Megan Hutchinson - SCASD: how long it’s been implemented 03:30:59 Tim Runge (he/his/him): sufficient data to make a reliable and valid decision? 03:39:55 Tim Runge (he/his/him): Once again, an excellent presentation, Erica, Jared, and Drew. Thank you for sharing your expertise. Everyone: Be on the look-out for an email from ASPP with the subject line “ASPP/PSU Forms for Continuing Ed Credit.” This is the email with the link to enter the code for this session. Specifically, you click the “2021 ASPP/PSU CE/Participant Satisfaction Form” link within that email. This is the Google form you complete with the Act 48 Code to receive Act 48 credit. Please write down this Act 48 Code: 827 1925 4218 Enter the Act 48 Code above into the 2021 ASPP/PSU CE/Participant Satisfaction Form Google form linked in that email to receive Act 48 credit for this morning’s 10:45-12:15 session. If you were in the 1st session on this same topic, you will note that the Act 48 Code is the same for both Session 1 and Session 2. Don’t be alarmed. It will work. Dave Lillenstein assured me that it will! 03:40:16 Hannah Lombardo-Smith: Thank you!!! 03:40:25 stephensone: Thank you!! 03:40:28 delmquist: Thank you! 03:40:31 Danielle Magnelli: Excellent...Thank you! 03:40:38 Marissa Reed: Thank you very much! 03:40:39 Linda Nickens: Thank you, and great handouts! 03:41:02 Cindy DeAngelo: Thank you so much. 03:41:05 Megan Hutchinson - SCASD: Thank you all! This was really helpful!