Jakson ISTE 2026: Inside the iSTAR Writing Tool täydellinen litterointi

with classroom teachers, 00:02:02.551 --> 00:02:03.271 uh, and might want 00:02:03.359 --> 00:02:04.059 07-01-2026_08-30-30_A: participate 00:02:04.061 --> 00:02:06.301 Suzie: in helping to build it, we have that opportunity 00:02:06.301 --> 00:02:07.481 available for you, too. 00:02:08.441 --> 00:02:12.971 So as I said, we are from the University of Kansas Center for Research on Learning. 00:02:12.981 --> 00:02:14.041 Jocelyn and I are the 00:02:14.041 --> 00:02:15.561 co-directors of that center. 00:02:16.001 --> 00:02:23.851 Um, Jocelyn also directs the Strategic Instruction Model and all of the things that go along with that, that's housed within KUCRL. 00:02:24.321 --> 00:02:29.771 We are building I-Star in partnership with, um, a couple of technology developers. 00:02:29.771 --> 00:02:30.961 One is called Betaflix. 00:02:30.971 --> 00:02:32.281 They're down in Louisiana. 00:02:32.661 --> 00:02:37.171 Uh, they design all kinds of game-based learning things for the military, and they're 00:02:37.499 --> 00:02:38.009 07-01-2026_08-30-30_A: with us, 00:02:38.041 --> 00:02:40.611 Suzie: too, on this, so that's been fun. 00:02:40.951 --> 00:02:48.971 And then Mograph Works, which is based out in California, and they build, um, motion graphics, um, uh, videos for us. 00:02:48.981 --> 00:02:52.971 So, uh, technology demonstration videos, which we're gonna watch a little bit. 00:02:53.221 --> 00:02:58.401 All of this work is funded by the Office of Special Education Programs, U.S. Department of Education. 00:02:58.411 --> 00:03:01.101 So, um, and I'm gonna turn things over to 00:03:01.101 --> 00:03:01.631 Jocelyn. 00:03:06.779 --> 00:03:06.949 07-01-2026_08-30-30_A: So 00:03:06.963 --> 00:03:30.903 Jocelyn: I-STAR is part of the Strategic Instruction Model, and so we wanted to share with you some of the key principles that go into building any of the instructional tools, um, because we wanna make sure that as we transition them into digitizing them and having them become a part of an online format, that all of these key ideas that are what it means to be a part of the Strategic Instruction Model remain true. 00:03:31.383 --> 00:03:33.883 And so these are the key elements. 00:03:33.903 --> 00:03:41.063 Um, all of the instructional tools under the SIM umbrella, their goal is to improve adolescent literacy. 00:03:41.413 --> 00:03:52.353 So in partnership with middle school and high school teachers over the forty-eight-year history, these tools have been, um, developed and researched, and they've expanded. 00:03:52.363 --> 00:03:55.843 So there's more than fifty different instructional tools. 00:03:55.903 --> 00:04:02.953 And I-STAR is including three of those tools, um, and that we'll be, um, demonstrating for you. 00:04:03.383 --> 00:04:09.823 So the principles that are present are that we wanna have a continuum of intensity for students so that their needs are met. 00:04:10.383 --> 00:04:15.723 Uh, we have elements of explicit instruction that are present in all of SIM tools. 00:04:16.603 --> 00:04:22.283 So there's teacher modeling, guided practice with feedback, also, uh, high levels of engagement. 00:04:22.283 --> 00:04:30.863 So there are opportunities for a teacher to hear what their students know and understand and provide, um, in-the-moment feedback. 00:04:31.373 --> 00:04:35.503 Um, it's-- The whole model is responsive to course demands. 00:04:35.803 --> 00:04:52.383 So the-- In the research approach that we use, we first study what are student-- what are the learning demands of what adolescents are facing in school, and then think about what might be challenging in those situations, and then design the instructional tool that will help them. 00:04:52.743 --> 00:05:00.413 And so all of, you know, SIM is part of adolescent literacy, which includes specific skills, but also content literacy. 00:05:02.213 --> 00:05:02.413 Um, 00:05:02.413 --> 00:05:02.633 they 00:05:02.653 --> 00:05:02.923 all 00:05:02.933 --> 00:05:04.613 have an element of being measurable. 00:05:04.913 --> 00:05:22.353 So that means different things depending on what the tool is, but it means that teachers can observe evidence of progress, and then if they're, um, able to then help them, their students improve by examining that evidence and giving on-the-spot feedback. 00:05:22.653 --> 00:05:33.003 Generalizable is another key element because we are doing all of what we do that students are able to have the right strategy for their task or their assignment. 00:05:33.453 --> 00:05:40.583 And so whatever they're learning, we want it to be valuable in all classes, all grade levels as they're going forward and in life. 00:05:41.283 --> 00:05:55.073 And then socially valid, and what that means is that when we're designing and studying an instructional tool, we don't just want it to be statistically significant in making a difference, but for the students to have improved confidence, and teachers do 00:05:55.073 --> 00:05:57.203 report improved confidence. 00:05:57.823 --> 00:06:03.553 And then gradual release, and so that students over time, they're becoming strategic learners, more and more independent. 00:06:04.113 --> 00:06:14.443 So when you are looking at I-Star, if you're able to think about, are we staying true to these core components of SIM as we build it and incorporate more technology? 00:06:14.883 --> 00:06:21.193 Here's a, um, a unit organizer map of the categories of learning strategies. 00:06:21.233 --> 00:06:31.783 And so there are strategies for reading or writing, reading, performance, self-determination, studying math, student collaboration, and social interaction. 00:06:32.253 --> 00:06:41.973 We're just focusing on a couple of the writing strategies, sentence writing and paragraph writing, and then a brand-new content enhancement routine called the Writing With Purpose routine 00:06:45.417 --> 00:06:56.667 So we wanna take a moment to think about

writing in our own lives, and this is something that, you know, we've been doing over a, a long period of time as former teachers of instructing students in writing ski-- their writing skills. 00:06:57.517 --> 00:07:04.457 If you would take a few minutes and think about it and talk with your partner, um, how were you personally taught to write? 00:07:04.957 --> 00:07:06.867 What worked and what could have been different? 00:07:06.867 --> 00:07:09.617 So think back to your early years of learning to write. 00:07:10.997 --> 00:07:13.707 What is the current state of your students' writing? 00:07:14.077 --> 00:07:16.007 What is working and what could be improved? 00:07:16.937 --> 00:07:28.587 And then how did you as a teacher, or and even if you're no longer in a teaching position, when you were a teacher, how did you learn methods for teaching your own students then how to write? 00:07:29.087 --> 00:07:33.057 And so if you'll… We're gonna set the timer for two minutes, so you have a chance to think about this 00:07:33.759 --> 00:07:35.409 07-01-2026_08-30-30_A: Let's, uh, we're gonna come back together 00:07:38.641 --> 00:07:42.711 Thank you for doing that, and we hope that helps to kinda tie some pieces together. 00:07:42.711 --> 00:07:52.291 We thought about for ourselves, uh, with learning how to write, and we noticed in our lots of conversations, is that we weren't… a lot of us weren't explicitly taught ourselves to write. 00:07:52.291 --> 00:07:59.641 We picked it up incidentally from observing others or having, you know, moments of failure and then figuring it out on our own. 00:08:00.251 --> 00:08:09.331 Um, and I think another then factor may be w-we have a wide range of student, current student skills in writing, and we're gonna talk more about that. 00:08:10.331 --> 00:08:12.781 And then how did you learn how to teach writing? 00:08:13.181 --> 00:08:24.651 And that also is something that maybe we've had to pick up in a little bit of a piecemeal fashion, and it hasn't really been something that we also were explicitly taught how to teach writing. 00:08:25.081 --> 00:08:34.771 So we're hoping that what we're building is helping to address some of these issues, and Susie's gonna share some other, um, areas that we're hoping we're creating solutions for. 00:08:37.789 --> 00:08:43.909 So I wanna share with you too that we all, uh, come to academia, um, from the teaching world. 00:08:43.909 --> 00:08:50.089 We, w- we were all, uh, high school teachers, m- well, middle school- Middle school … middle school and high school teachers. 00:08:50.099 --> 00:08:59.689 So, um, w- these problems of practice that we were thinking about come from our real practice, uh, teaching high school students. 00:08:59.779 --> 00:09:01.979 Uh, we have many students. 00:09:01.999 --> 00:09:05.369 All the students have really different needs when it comes to writing. 00:09:05.779 --> 00:09:13.809 Uh, they all have different interests, so even if I am trying to make something interesting, you know, I'm only gonna reach a, a few of them. 00:09:14.329 --> 00:09:32.899 Uh, there's not a whole bunch of time for, m- uh, us to provide, for teachers to provide, uh, the kind of feedback that some of the students need, which is really specific and, and, um, detailed and everything, and to provide it in a way that they're gonna understand and be able to learn from it and build on it. 00:09:33.449 --> 00:09:38.399 And then differentiation, so, and many, many, many others as, as we experienced. 00:09:38.399 --> 00:09:53.979 But these were the real drivers that we're like, "What if we could design something that would help with all of these things, um, that really mean that maybe some teachers aren't teaching writing as much as they should because it takes forever to grade it, and, and all of these things that we know to be true?" 00:09:54.979 --> 00:09:59.329 And so we're gonna shift to talking a little bit more about the development of I-Star. 00:09:59.979 --> 00:10:06.589 As we thought about that, we thought, we really wanna make sure that there's a, that, that it's this web-based platform. 00:10:07.079 --> 00:10:20.479 Um, probably the most important thing on this slide is this phrase teacher-led because we also are big believers in not putting students on machines and the teacher sitting behind the desk and, and not having any part in that. 00:10:20.719 --> 00:10:33.469 We still believe strongly in teacher-led instruction, but we wanted to make sure that we were building something that can supplement and, and take away the, the burdens, uh, from teachers that mean that they're maybe not teaching writing as much. 00:10:33.899 --> 00:10:40.839 Um, so that's a really important component of this, is that I-Star is not something that is a put students on it and forget it. 00:10:40.919 --> 00:10:43.549 It's removing… The teacher is still instructing. 00:10:43.549 --> 00:10:57.629 The teacher is still teaching writing, and then the students are using I-Star as a, as a supplemental tool to practice, to reteach, uh, track their progress, those kinds of things that are really burdensome for teachers to do, um, on their own. 00:10:58.589 --> 00:11:03.129 So there's a teacher dashboard, student dashboard, administrator dashboard. 00:11:03.129 --> 00:11:10.539 There will be now an administrator dashboard and, a, coming up, uh, a family dashboard too. 00:11:10.899 --> 00:11:14.789 We've done the most work on the teacher and the student dashboard at this point. 00:11:15.843 --> 00:11:37.053 Um, the components, as Joselyn mentioned, are three different learning, uh, strategies from the SIM suite of learning materials, proficiency in sentence writing, paragraph writing, and there's going to be a new, um, a new one, Writing with Purpose, which is a content enhancement routine, part of the SIM suite of materials. 00:11:37.773 --> 00:11:49.583 And then some of the features that we're building into ISTAR

is an interest inventory, uh, that generates, uh, student-aligned interest practice, uh, items for students to work on. 00:11:50.253 --> 00:11:59.493 Auto-scoring, uh, that provides feedback for the students on their writing and gives them some, uh, some tips or, "Next time, try this," uh, that kind of stuff. 00:11:59.963 --> 00:12:01.743 Uh, feedback on their writing. 00:12:01.813 --> 00:12:02.803 Model videos. 00:12:02.813 --> 00:12:09.513 So, uh, you know, we know that especially for students who struggle, they need to see things over and over and over again. 00:12:09.513 --> 00:12:19.283 So after the teacher has taught, uh, they might go back and reteach some of the students, but we know that's not possible for them to do for all of the students in the moment. 00:12:19.283 --> 00:12:25.513 So, uh, we're building in model videos for them to go back and watch any time they need a refresher on what's going on. 00:12:26.043 --> 00:12:40.803 And then adaptive pathways, and this is really exciting, so that those students who are ready to move on can move on, and those students who need a little bit more time can have more practice opportunities, uh, s- so that they can eventually master a skill. 00:12:41.733 --> 00:12:44.993 So where we are in the project, this is a five-year project. 00:12:44.993 --> 00:12:47.633 We have just finished year two, and we're heading into year three. 00:12:48.223 --> 00:13:02.643 We are planning to pilot, uh, s- run a pilot study that's called a SMART study, and SMART studies are specifically designed to, um, to help with the development of adaptive pathways. 00:13:02.653 --> 00:13:13.883 So if you have… If you're familiar with, like, adaptive testing, adaptive, you know, learning, uh, this study is going to test, like, are we routing kids, uh, in the right ways? 00:13:13.903 --> 00:13:15.993 Are we able to route the kids properly? 00:13:16.333 --> 00:13:18.153 Uh, what's the impact of that routing? 00:13:18.153 --> 00:13:19.233 Does it even matter? 00:13:19.383 --> 00:13:24.323 Uh, is what we're, what we're building, you know, is that going to make a difference for students mastering things? 00:13:24.333 --> 00:13:33.323 So, uh, this next year we're going to be looking for three schools, and we'll show you at the end, uh, if you're interested in doing that, how you could be involved in that. 00:13:33.853 --> 00:13:35.633 So I'm gonna ask you to turn and talk again. 00:13:36.083 --> 00:13:46.373 Um, we had this problem with practice ourselves, and we come across it frequently, that students lack core writing skills. 00:13:46.863 --> 00:13:51.863 When students come into your classroom and they lack core writing skills, how do you address this currently? 00:13:51.863 --> 00:13:57.473 Or if you're not in the classroom, but you work with teachers, how do you see that being addressed currently, uh, in the classroom? 00:13:57.473 --> 00:14:01.753 We're just gonna give you, like, 30 seconds to think about

this with your, uh, table partner. 00:14:03.141 --> 00:14:12.061 to hop into talking a little bit more about, uh, some of the SIM writing strategies that address this. 00:14:12.081 --> 00:14:15.681 When students are lacking core writing skills, and a lot of them are, right? 00:14:15.811 --> 00:14:20.591 A lot of our students, even if they're in a general education setting, they're lacking those core writing skills. 00:14:20.601 --> 00:14:26.091 So we're gonna talk about, a little bit about how the SIM writing strategies, um, address that 00:14:32.677 --> 00:14:42.617 So to, to start out, I wanted to tell, uh, some background about the proficiency in sentence writing strategy and also why it has meant so much to me in my career. 00:14:42.617 --> 00:14:52.597 So in, um, two thousand and three, I was a high school special education teacher, and I worked with-- I taught, at that time it was self-contained, in English nine class. 00:14:53.327 --> 00:15:03.637 And, um, I wanna share with you about the… I had learned the proficiency in sentence writing, the paper-based version at that time, and I taught it to my students. 00:15:03.637 --> 00:15:06.137 I wanna tell you about, um, Mario, which is a pseudonym. 00:15:07.547 --> 00:15:12.397 And so when it-- when you teach with any of the SIM strategies, you first 00:15:12.397 --> 00:15:12.957 give a pretest. 00:15:13.647 --> 00:15:15.507 And so this was his writing sample. 00:15:15.547 --> 00:15:26.317 And his-- he had a specific learning disability, and his IEP said he was reading at the second grade level and that he, he had an accommodation to use a spelling dictionary, which was a paper dictionary at that time. 00:15:26.987 --> 00:15:39.007 Um, and so you'll see, as I show you some of his writing samples, the evidence of that, that he would, you know, look up words that he knew he couldn't spell, but there were words he thought he could that he would still spell incorrectly. 00:15:39.337 --> 00:15:48.447 But this was his writing sample, and the prompt in the sentence writing strategy is to write six sentences and try to write a variety of types of sentences. 00:15:48.467 --> 00:15:49.497 And that's all they're told. 00:15:49.497 --> 00:15:52.487 They're able to choose a topic from a selection of choices. 00:15:52.987 --> 00:15:58.147 And so he wrote about… He was-- So I taught in Virginia, and he, w-- he had family who lived in Atlanta. 00:15:59.307 --> 00:16:01.377 And so that was h-- what he chose to write about. 00:16:01.877 --> 00:16:13.927 And so we go through a scoring process where you hand score what types of sentences are students writing, categorizing them, what is the percent of complete sentences, percentage of complicated, and how many are punctuated correctly. 00:16:14.127 --> 00:16:15.707 It's a, a long process, and so 00:16:15.753 --> 00:16:15.953 Speaker: the first 00:16:15.953 --> 00:16:23.753 semester I taught Mario, uh, the simple-- how to write complete simple

sentences, and then second semester, compound sentences. 00:16:24.033 --> 00:16:36.363 So this is at the end of ninth grade year, and you can see how his sentences now are expanding to include, um, not just simple, but using the semicolon, which a lot of adults don't know how to use a semicolon. 00:16:37.183 --> 00:16:43.613 Um, and so, uh, as then I had him again in tenth grade, and I taught him the paragraph writing strategy. 00:16:43.973 --> 00:16:49.203 And here you can observe now he is using, um, transition phrases. 00:16:49.213 --> 00:17:01.503 He's still incorporating simple and compound sentences, and he is-- has a topic sentence, follow-up detail sentences, and then, uh, a final wrap-up, which we call a clincher sentence. 00:17:02.023 --> 00:17:21.259 I think the other f- piece that is-- that should be evident, especially when you read this passage, is how DeMario or, or Mario was filled with sophisticated thoughts about life, and he had rich spoken vocabulary. 00:17:21.729 --> 00:17:30.549 But when he presented himself on paper in writing, he could be completely misrepresented in what he had to offer the world. 00:17:31.049 --> 00:17:43.949 And that was a true driver for me, working with high school students who they weren't able to express what they truly knew and understood and could show their teachers and others in their life all of what they really had to offer. 00:17:44.669 --> 00:18:03.639 And so with the components that are built into the sentence writing strategy, um, still the key ideas that I mentioned earlier with using explicit instruction, opportunities to practice with feedback, which includes then, you know, modeling and having, um, mastery learning in this stairstep fashion. 00:18:05.459 --> 00:18:10.299 In Istar, we have it built in where they're learning then how to write simple sentences and compound. 00:18:12.199 --> 00:18:19.049 Then they go into paragraph writing, and that's because it as a precursor, we wanna at least make sure that they can write a few types. 00:18:19.049 --> 00:18:31.649 We also tend to write complex sentences because we speak in a lot of complex sentences, and so students are, once they understand the components, capital letter and punctuation, does it make sense? 00:18:31.889 --> 00:18:35.429 Does it at least have a subject and a verb if it has an independent clause? 00:18:35.739 --> 00:18:43.309 Once they start gaining that foundational knowledge to check their own writing, then it starts… they grow faster and faster in their writing skills. 00:18:43.669 --> 00:18:52.239 So here's a video that gives a big picture perspective of just the sentence writing strategy, that component of Istar. 00:18:53.669 --> 00:18:58.979 Speaker 2: By the time students reach upper elementary school, they are expected to write multi-paragraph assignments. 00:18:59.259 --> 00:19:05.219 Between short stories, open-ended test questions, and essays, there's a lot of writing coming their way. 00:19:05.609 --> 00:19:11.919 But if a student can't compose a well-written sentence, how can they be expected to write a paragraph or an essay? 00:19:12.359 --> 00:19:22.269 The proficiency in the sentence writing strategy teaches students the advanced sentence writing skills they need to confidently express their thoughts and demonstrate their knowledge through writing. 00:19:23.539 --> 00:19:39.563 Students learn to identify the requirements of simple, compound, complex, and compound-complex sentences How to fluently compose and structure a variety of sentences and other prerequisite skills for advanced writing. 00:19:40.063 --> 00:19:46.633 Many teachers weren't explicitly taught how to write themselves, so it's doubly difficult to teach writing to students. 00:19:47.023 --> 00:19:57.323 With proficiency in sentence writing, the explicit instruction includes clear, easy-to-remember processes to follow, giving students a step-by-step method to approach writing. 00:19:57.733 --> 00:20:03.203 Teaching writing, which can seem daunting and ambiguous, becomes precise and achievable. 00:20:03.553 --> 00:20:16.593 And because many teachers don't have the time to craft new lesson plans and student exercises from scratch, SIM learning strategies come with an instructor's manual and student materials to save teachers planning and preparation time. 00:20:17.443 --> 00:20:24.403 Proficiency in sentence writing is an evidence-based strategy shown to improve sentence writing competency for all students. 00:20:24.773 --> 00:20:31.263 Studies show students with learning disabilities make substantial gains in writing a variety of complete sentences. 00:20:32.103 --> 00:20:37.763 After instruction, students produce more complex sentences with more words and sentence variety. 00:20:38.163 --> 00:20:49.433 Students learn to expand and combine sentences, resolve fragments, and correct run-ons, empowering them with the building blocks they need to become independent and determined writers. 00:20:50.093 --> 00:20:58.803 For nearly fifty years, we've been partnering with educators to ensure our evidence-based practices meet their authentic needs in realistic ways. 00:20:59.253 --> 00:21:02.453 Teach with the proficiency in sentence writing strategy 00:21:05.289 --> 00:21:18.099 Speaker: Okay, so just some key elements, and then I'll pass it to Bonnie, um, there, is that we are redoing the instructor's manual so that it will align with how to te- use I-Star, the technology, as integrated with the teacher-led instruction. 00:21:18.429 --> 00:21:28.419 And then the student materials book, which would be pa- all of the paper practices are then all included within the teacher and student dashboard of I-Star. 00:21:28.729 --> 00:21:39.969 So that's how it's, like, translating into being a digital format but still having all of the human elements of providing the modeling and the components that, that we're actually gonna show you in a moment. 00:21:40.379

--> 00:21:50.259 Um, I think the other aspect of digitizing it, uh, is that this is not about teaching grammar in isolation, 'cause that doesn't work. 00:21:50.709 --> 00:21:54.119 This is really about applying it to your- their own writing. 00:21:54.399 --> 00:22:02.819 So it very quickly levels up from what are these components, how do we check for them, to now I'm writing and I'm gonna check 'em in my own writing. 00:22:02.819 --> 00:22:06.989 And so with that, I'm gonna pass it to Bonnie to tell you more details here. 00:22:06.999 --> 00:22:07.109 Okay. 00:22:09.019 --> 00:22:09.284 Speaker 3: You wanna do it, Rachel, first? 00:22:09.284 --> 00:22:09.361 Oh, yeah. 00:22:09.361 --> 00:22:09.400 Yeah. 00:22:09.400 --> 00:22:18.519 Yeah, so just to what Jocelyn said, I think, you know, as a high school teacher, we were, we were, um, always told, "Don't teach grammar in isolation. 00:22:18.519 --> 00:22:37.789 Don't teach grammar in isolation." But then that, what that translated to, um, for us in my two different schools where I taught was that teachers didn't teach grammar at all because they knew they weren't supposed to teach it in isolation, so they didn't wanna get caught, you know, by somebody walking in and them diagramming sentences on the board or something like that. 00:22:37.799 --> 00:22:43.319 So, um, I want to know, how do you tackle that issue currently? 00:22:43.359 --> 00:22:53.089 Do you… How do, how do you deal with those, uh, you know, grammatical structures, helping students to identify those things that are going to help them become better writers? 00:22:53.099 --> 00:22:56.669 So just 30 seconds, quick turn and talk with your table mate. 00:22:57.642 --> 00:23:02.442 We're gonna bring you back together, and Bonnie is going to share. 00:23:03.102 --> 00:23:04.522 Speaker 4: Hi, I'm Bonnie Palysak. 00:23:04.522 --> 00:23:05.032 Palysak. 00:23:05.032 --> 00:23:09.632 Um, and I want-- Joselyn touched on some of our eight stages of instruction. 00:23:09.642 --> 00:23:13.752 These are built into every, um, SIM learning strategy. 00:23:14.092 --> 00:23:21.112 Um, and so, uh, I wanna say that I was definitely a teacher who was not taught how to teach my kids how to write. 00:23:21.602 --> 00:23:29.682 Um, I loved writing, I loved English, which is probably why I became an English teacher, but I don't remember ig- receiving explicit instruction. 00:23:29.702 --> 00:23:32.162 I'm sure I did, I just do not remember that. 00:23:32.422 --> 00:23:39.242 But I definitely was not prepared when I got out of college to teach kids how to write or read for that matter, but that's a different story. 00:23:39.262 --> 00:23:48.182 But, um, so when I discovered the sentence writing strategy, I was in my fourth year of teaching, and I was very happy to get it. 00:23:48.182 --> 00:23:51.142 Joselyn got it the first day she became a teacher. 00:23:51.372 --> 00:23:52.652 I got it four years later. 00:23:53.072 --> 00:23:57.812 Um, but there is-- this is just good teaching, and it's from research. 00:23:57.832 --> 00:24:01.572 Our center opened in 1978, and started doing research on these. 00:24:02.022 --> 00:24:07.532 The research still holds true today that this is what it means to provide a good lesson to students. 00:24:08.082 --> 00:24:11.902 Um, and so the pre-test component now we have put into I-Star. 00:24:12.142 --> 00:24:15.722 So you do not give kids, um, a pre-test and hand score it. 00:24:16.472 --> 00:24:17.942 It does it for you, which is great. 00:24:18.392 --> 00:24:21.872 Um, the describe phase is still the teacher leading it. 00:24:22.362 --> 00:24:25.342 Um, and so I'm gonna show you some of the resources in a little bit. 00:24:25.342 --> 00:24:28.562 So, um, and then modeling, we know modeling is so important. 00:24:28.572 --> 00:24:32.232 We've been saying that since 1978, how important modeling is. 00:24:32.702 --> 00:24:40.152 Um, verbal practice, we teach kids to memorize a mnemonic device, which is the explicit strategy steps they have to go through. 00:24:41.482 --> 00:24:44.762 Um, and then, um, our adaptive practice, that is built into I-Star. 00:24:44.762 --> 00:24:56.102 So as I think Suzy mentioned, that, um, if the kids are ready to go on, they can go on, and the kids who aren't, um, they get repetitive practice with feedback, very specific feedback. 00:24:56.382 --> 00:25:00.842 Um, we do that when it-- in the pencil and paper method, and that is built into I-Star also. 00:25:00.842 --> 00:25:03.382 So they are getting specific feedback within I-Star. 00:25:03.912 --> 00:25:11.962 Um, and then they're gonna have a post-test, um, and then we're gonna teach them to use it in other places, generalize it, and that's what writing with a purpose is gonna do. 00:25:12.002 --> 00:25:14.822 So they're gonna practice this in things they need in other classes. 00:25:15.242 --> 00:25:21.992 They're going to practice it in real world settings and things-- they'll bring things to class and choose a specific purpose. 00:25:22.412 --> 00:25:24.342 So it's very full circle. 00:25:24.372 --> 00:25:28.322 So, um, we have cue cards that go with every strategy. 00:25:28.652 --> 00:25:39.530 Um, and so as you go through the describe phase and you're teaching to kids, um, these are our cue cards And then we teach the verb-subject identification. 00:25:39.530 --> 00:25:44.090 This is how we teach kids to find-- We teach them to find the verb first and then the subject. 00:25:44.560 --> 00:25:55.400 And so just an example, if your sentence is, "Miguel won an award," you would teach them about action verbs, teach them about, um, helping verbs, teach them about all verbs, and then you teach them to find that first. 00:25:55.400 --> 00:25:59.470 So you're like, "Okay, what's the action? What's happening in this sentence?" Won. 00:25:59.740 --> 00:26:00.230 Okay. 00:26:00.640 --> 00:26:02.030 And then you label that as a verb.

00:26:02.040 --> 00:26:03.300 Who won an award? 00:26:03.680 --> 00:26:11.270 And that V is in the wrong spot But should be over the, the V when we transferred it to a different method. 00:26:11.710 --> 00:26:20.020 Um, but you say, "Who won an award? Miguel won an award." And so you teach them, um, what-- how to label the subjects and how to label the verbs. 00:26:21.570 --> 00:26:21.770 Speaker 3: Whoa. 00:26:21.780 --> 00:26:23.310 Speaker 4: Okay, and so it's a video 00:26:26.110 --> 00:26:26.770 Hit play for you 00:26:28.220 --> 00:26:31.420 Speaker 5: For this group of sentences, I need to do the SSV of MS. 00:26:32.150 --> 00:26:33.990 I'm going to mark the verb or verbs in each sentence, the subject or subjects, and identify the sentence formula. 00:26:33.990 --> 00:26:34.080 Number one: Jaren and Emma started a landscaping business. 00:26:34.080 --> 00:26:34.140 I believe my verb is started. 00:26:34.140 --> 00:26:34.190 Who started a landscaping business? 00:26:34.190 --> 00:26:34.200 Jaren. 00:26:34.200 --> 00:26:35.176 I see the and, so that lets me know that I might have another subject. 00:26:35.176 --> 00:26:35.990 Emma is my other subject. 00:26:39.690 --> 00:26:42.730 Jaren and Emma started a landscaping business. 00:26:43.720 --> 00:26:43.980 So that makes SSV my 00:26:59.600 --> 00:27:00.370 sentence formula. 00:27:01.510 --> 00:27:06.310 I need to make sure that the sentence starts with a capital letter, has end punctuation, and makes sense. 00:27:07.010 --> 00:27:11.970 Yes, it has a capital letter and a period at the end of the sentence, and it does make sense. 00:27:12.920 --> 00:27:13.240 Number two 00:27:13.920 --> 00:27:15.770 Speaker 4: Okay, so we have two modeling sentences. 00:27:15.790 --> 00:27:19.010 So this is the modeling video that's built within I-Star. 00:27:19.500 --> 00:27:32.170 So initially, when the teacher is going through Describe, and they're teaching about the sentence formulas, 'cause this is a formula, an SSV sentence, you teach kids explicitly that, um, you go through and you model it with kids. 00:27:32.560 --> 00:27:41.280 And if a kid goes onto I-Star and they do one A and they get mastery, which is eighty percent, um, then they go on to two A. 00:27:41.720 --> 00:27:41.910 Okay? 00:27:41.910 --> 00:27:42.940 They're ready to move on. 00:27:43.180 --> 00:27:57.020 If they do not get mastery, this video will pop up for them, and then they have to, in I-Star, model the sentence along with this video, um, and then they will practice three on their own that have to be correct, and then they practice independently. 00:27:57.290 --> 00:28:05.580 So it is just-- you know, it starts with the teacher doing it with them, modeling it for them, and then when they don't have a real teacher, they have this teacher. 00:28:06.530 --> 00:28:13.960 Um, so because the teacher does it with the first lesson, and so for the subsequent lessons, they get this, and they get to keep practicing. 00:28:14.340 --> 00:28:21.490 The teachers will get a notification if the kids-- If they try two and they do not get mastery, the teacher gets a notification. 00:28:21.490 --> 00:28:22.000 They pull them. 00:28:22.000 --> 00:28:32.048 They might wanna work with them one-on-one or in a small group so that they don't continue to practice without any intervention from the teacher, so Oh no. 00:28:32.418 --> 00:28:33.288 No, no. 00:28:33.938 --> 00:28:34.637 Time to do the SS stuff. 00:28:34.637 --> 00:28:35.078 We already saw that. 00:28:35.278 --> 00:28:36.438 Yes, just do this. 00:28:36.568 --> 00:28:36.998 Sorry. 00:28:37.988 --> 00:28:39.218 I thought the clicker would do that for me. 00:28:39.218 --> 00:28:39.458 It does not. 00:28:39.588 --> 00:28:39.848 Mm-hmm. 00:28:42.538 --> 00:28:42.768 Okay, 00:28:43.158 --> 00:28:57.928 Speaker 3: so- So I'm gonna zoom us out just a little bit to talk about, um, how this is developing with a technology developing, development company who is made up of, you know, programmers and not English teachers 00:28:58.188 --> 00:29:10.278 And when we were describing to them what we needed to do, their first… They, they sort of half listened, kind of like high school students, 'cause most of them are about that age, um, or not that far removed from it. 00:29:10.588 --> 00:29:19.708 Uh, super smart guys, and they were like, "Okay, they want us to do grammar, so I'm gonna find a grammar plugin and just, like, put that in here, drop that in here." 00:29:20.058 --> 00:29:30.498 And so this is an example of a, a sentence that we had, and behind the scenes they were showing us this is what the, the program is doing behind the scenes. 00:29:30.498 --> 00:29:39.178 So when we first looked at this we're like, "Okay, you're just i- identifying every part of speech and, you know, modifiers and, and all of that. That's not what we need this to do." 00:29:39.208 --> 00:29:41.878 It's a little bit different from that. 00:29:41.908 --> 00:29:42.898 A lot different from that. 00:29:43.318 --> 00:29:51.668 And the other thing, uh, specific to this which, um, specific to this sentence is that it didn't recognize Raj as a name. 00:29:52.118 --> 00:30:03.258 So we've had to, to deal with that quite a bit, just with, um, you know, international names and we, and it's really important to us to include a lot of different kinds of names. 00:30:03.688 --> 00:30:17.468 Uh, but there are certain names that the program doesn't like, so we're having to, to deal with that a little bit just on the technology end and making sure that we, uh, push, push in, in these ways that, yes, we do need to have these international names. 00:30:17.708 --> 00:30:24.808 It needs to be able to recognize those as names, and we need it to do something different than just what every other program, uh, is built to do. 00:30:26.838 --> 00:30:37.248 Speaker 4: Okay, so I'm gonna… We're gonna look at, um, I Star and, um, there's a

little video of me going through the program just to show you, and I apologize for my voice. 00:30:37.318 --> 00:30:39.958 I hate my voice but, um, it's okay. 00:30:44.366 --> 00:30:50.356 Speaker 2: When students first log into, um, I-Star, the first thing they're going to do is to go to this Getting 00:30:50.386 --> 00:30:56.866 Speaker 4: Started tab here, and their teachers will direct them to take the interest survey. 00:30:57.606 --> 00:31:05.656 And so this is a combination of, um, interests that they have outside of school and so their feeling about school. 00:31:06.736 --> 00:31:09.106 So we're gonna walk through and take the survey 00:31:11.860 --> 00:31:16.000 And they're gonna write how they feel about writing sentences at the very beginning 00:31:20.918 --> 00:31:21.118 Yeah. 00:31:21.118 --> 00:31:23.538 And then they'll going to ask a series of questions here. 00:31:23.538 --> 00:31:26.908 So, um, these are the activities outside of school. 00:31:26.908 --> 00:31:35.048 I'm going to choose sports and music, and then they will ask me some follow-up questions about sports and music. 00:31:36.188 --> 00:31:36.598 So 00:31:36.598 --> 00:31:39.298 Speaker 2: it's gonna ask which sports am I interested in, 00:31:39.298 --> 00:31:40.028 Speaker 4: and 00:31:40.028 --> 00:31:45.518 Speaker 2: so I'll put softball and, um, tennis. 00:31:46.578 --> 00:31:46.768 Speaker 4: Okay. 00:31:46.808 --> 00:31:47.678 So you get the idea. 00:31:47.698 --> 00:31:49.248 So we're gonna have sentences. 00:31:49.258 --> 00:31:56.138 It's going to give students sentences to practice with and prompts for paragraph writing on things they are interested in. 00:31:56.548 --> 00:31:58.988 So it's not just gonna be random sentences. 00:31:59.048 --> 00:32:02.038 If they like kayaking, they will get sentences about kayaking. 00:32:02.438 --> 00:32:08.308 And so we've used AI to build these sentences, um, so I didn't have to write them all by hand. 00:32:09.328 --> 00:32:11.888 But there have been some challenges with that I'll show you in just a minute. 00:32:11.948 --> 00:32:14.438 So I wanna show you the example sets 00:32:20.280 --> 00:32:21.000 The pretest. 00:32:23.020 --> 00:32:25.210 Okay, just gonna just sh- give you a quick glimpse of the pretest. 00:32:26.690 --> 00:32:38.840 Speaker 2: Oh, when the students do this and they go through their student interest survey, some topics that will pop up here for them are some options from the student interest survey. 00:32:39.140 --> 00:32:44.610 There will also be some basic ones here if they don't want to write about something that they're interested in. 00:32:44.910 --> 00:32:46.940 So they'll have a choice of things to write about. 00:32:47.550 --> 00:32:51.660 Um, and then they will just type here, um, my favorite hobby 00:32:54.008 --> 00:32:54.928 Speaker 4: So you get the idea. 00:32:54.928 --> 00:32:58.658 So they're already gonna get a prompt to write a paragraph about something they're interested in. 00:33:00.068 --> 00:33:02.008 Or they can choose to write about something random. 00:33:02.858 --> 00:33:03.638 They don't have to 00:33:06.504 --> 00:33:22.884 Okay, so part of Describe, um, there's a modeling piece in Describe where the teacher goes through example sets with students, um, and the students have their screen open in I-Star, and the teacher is leading it on their smart board or whatever they have, and this is what that looks like. 00:33:22.884 --> 00:33:22.934 This is 00:33:22.934 --> 00:33:23.324 Speaker 2: showing 00:33:23.524 --> 00:33:23.694 Speaker 4: what 00:33:23.744 --> 00:33:24.314 Speaker 2: that looks like. 00:33:25.204 --> 00:33:28.174 Um, this is not independent work for the students. 00:33:28.204 --> 00:33:30.074 This is group work. 00:33:30.104 --> 00:33:31.624 Speaker 4: The teacher is going through it. 00:33:31.814 --> 00:33:34.104 The kids are being interactive, following along. 00:33:34.114 --> 00:33:37.424 The teacher's asking certain students, um, to help them. 00:33:37.424 --> 00:33:42.484 After the first few, the teacher models the first few and then brings the students in to help. 00:33:42.574 --> 00:33:49.064 But no matter what's going on, each student is filling out, um, this portion of I-Star. 00:33:49.064 --> 00:33:55.564 They're completing this along with the rest of their class and their teacher, but the teacher is leading them through this. 00:33:56.054 --> 00:33:58.244 So this is not independent work here. 00:33:58.994 --> 00:34:09.704 So, for example, um, at this point, the teachers would have already taught the students the subject-- the verb-subject identification procedure, where they always start with the verb first. 00:34:10.284 --> 00:34:19.974 Um, and the teacher then will show them how to go through and work, um, this technology piece of um, sentence writing with simple sentences. 00:34:20.604 --> 00:34:24.714 And so the teacher will ask the students, um, what, is a verb? 00:34:25.234 --> 00:34:28.984 What's our verb in this sentence?" Hopefully, a kid will raise their hand and say, "Went." 00:34:33.356 --> 00:34:33.996 Speaker 2: We went and you're gonna drag that here. 00:34:33.996 --> 00:34:36.886 And then they'll ask the question, who went to the pool? 00:34:37.186 --> 00:34:37.756 Ava. 00:34:37.946 --> 00:34:39.086 So that's gonna be our subject. 00:34:39.936 --> 00:34:40.516 Okay? 00:34:41.196 --> 00:34:41.436 Speaker 4: Okay. 00:34:41.466 --> 00:34:42.176 So you get the idea. 00:34:42.176 --> 00:34:46.156 So this is just the modeling and describe going hand in hand together. 00:34:47.816 --> 00:34:50.476 Okay, and then this is- Disperse logging on 00:34:54.152 --> 00:34:54.272 Okay. 00:34:54.272 --> 00:35:00.222 So I just want to give you, um, a glimpse into the AI prompt that I used to write some of these sentences. 00:35:00.602 --> 00:35:03.062 I started very basic with my prompt. 00:35:03.462 --> 00:35:07.342 Um,

this was my first time using AI, was when we started this project. 00:35:07.362 --> 00:35:08.762 I had not used it before. 00:35:09.102 --> 00:35:11.582 I don't even use ChatGPT, I just use Google. 00:35:11.592 --> 00:35:13.052 So I'm learning a lot. 00:35:13.412 --> 00:35:19.532 Um, so my prompt got longer and longer and longer as I realized that AI does not know 00:35:19.532 --> 00:35:21.632 what a compound or a complex sentence is. 00:35:21.862 --> 00:35:24.532 No matter if I try to teach it, it still doesn't know. 00:35:24.882 --> 00:35:26.912 And I know every day that's gonna get better. 00:35:27.262 --> 00:35:29.602 Um, but this is how long my prompt is. 00:35:29.602 --> 00:35:30.332 You don't need to read it. 00:35:30.332 --> 00:35:37.772 I just wanted you to see the, the depth of, um, how specific we had to be with this prompt to get it to write sentences. 00:35:37.812 --> 00:35:42.462 And we have about 40 sentences for each topic on our student interest inventory. 00:35:42.852 --> 00:35:45.302 So there, there are a lot of sentences to be written. 00:35:50.458 --> 00:35:51.068 We're gonna skip that one? 00:35:51.388 --> 00:35:51.748 Okay. 00:35:51.848 --> 00:35:52.538 Just for time. 00:35:52.538 --> 00:35:55.558 Okay. 00:35:55.558 --> 00:35:55.568 Okay. 00:35:57.300 --> 00:36:05.700 Speaker: Okay, so we wanna dive into more about the adaptive practice because that's something that previously in the paper-based version, think of it as mastery learning. 00:36:06.040 --> 00:36:09.790 And so when students reach mastery, then they move up a level. 00:36:09.820 --> 00:36:12.870 If they don't, they have feedback and what that looks like. 00:36:13.170 --> 00:36:24.700 And so we took what it was previously called control practice and advanced practice, and we're-- we've turned it into something that's a seamless adaptive practice experience with technology. 00:36:25.080 --> 00:36:52.580 So just to kinda think about the problem of practice that we're trying to resolve is that as more and more teachers who are teaching the sentence writing strategy had twenty-five to thirty students in their classroom, in order to move forward, it was really limited by how much time did the teacher have to first grade it, give the feedback, and then they could try again on their next attempt, which could also include a repeat model, some one-on-one conferencing. 00:36:53.050 --> 00:37:16.420 And so we expect, and we're-- we'll be able to learn this in our-- as we study this, is that we'll be able to, you know, cut in half the amount of time that this stage-- these stages of instruction previously were taking because of the auto-scoring and the automatic feedback, where then the teacher is able to circulate and provide on target-- targeted assistance to students. 00:37:16.990 --> 00:37:26.400 And so with the adaptive practice, the goal is that previously they've had a-- they've built their knowledge of what are the components of a simple sentence. 00:37:26.710 --> 00:37:29.740 Now they're going to practice their skills based on that knowledge. 00:37:30.110 --> 00:37:40.530 And that by the end of a set, a sequence here that we'll show you, they'll be able to write six complete simple sentences, and there are four different types. 00:37:40.550 --> 00:37:43.570 So even there's variety within just writing simple sentences. 00:37:44.000 --> 00:37:46.740 Here's how it progresses in the levels in adaptive practice. 00:37:47.120 --> 00:37:54.320 So the first series is that they are searching and checking, which is the S step of PENS, provided sentences. 00:37:54.360 --> 00:37:57.170 And so the example we were looking at earlier, Miguel won an award. 00:37:57.640 --> 00:38:01.490 So it-- they will first show that they can identify. 00:38:01.520 --> 00:38:02.310 That's the first level. 00:38:02.310 --> 00:38:06.320 Second level, they'll have a sentence starter and a formula that, that is provided. 00:38:06.830 --> 00:38:14.520 And so then they write, finish that sentence, and then they do the search and check step on their own sentence and make sure it matches the formula. 00:38:15.070 --> 00:38:25.830 Then the third level, they're just provided a formula, and they write a sentence from scratch then that matches the formula, and they search and check to make sure it's a complete sentence. 00:38:26.400 --> 00:38:32.080 And then the last, the fourth series is where they write the six sentences, and that's the post-test. 00:38:32.080 --> 00:38:35.030 Before then, they will be moving on to compound after that. 00:38:35.800 --> 00:38:42.890 So to communicate with the, um, BetaFLEX team, we also learned, you know, we're researchers. 00:38:42.920 --> 00:38:58.876 We have teachers who we're working with to give feedback and, um, iterative feedback to try to improve it, and they are our tech experts We-- They let us know that pictures are a really great way to communicate the sequence of what we would like them to build. 00:38:59.176 --> 00:39:06.956 And so this was a, an example that we built to show them what we were envisioning for the adaptive practice experience for students. 00:39:07.386 --> 00:39:15.696 So if students score eighty-five percent or better, then that means they reach mastery on a any level, but let's pretend it's level one-A. 00:39:16.296 --> 00:39:18.906 They would then receive feedback on what they did well. 00:39:19.276 --> 00:39:24.306 They would also have some corrective feedback because they could have maybe had the eighty-five percent. 00:39:24.806 --> 00:39:32.456 Um, then they'll go plot-- it will plot on their progress chart automatically, and they'll get a two model video. 00:39:32.736 --> 00:39:40.406 So the video we showed you earlier where it was identifying, uh, simple sentences, we have built those for each level. 00:39:40.736 --> 00:39:58.826 So that in paper days, the teacher would have half the class was ready for two le-- series and

needed a model and a guided practice, and half the class didn't reach mastery, and that, that group needed to correct their errors, have feedback, set goals, have a repeat model. 00:39:59.746 --> 00:40:03.296 And, and I know that because that's what my experience teaching this was like. 00:40:03.296 --> 00:40:09.506 And so you're running around the room then for a couple weeks trying to incorporate all of this feedback and progress. 00:40:09.786 --> 00:40:21.256 Now, with I-Star, they will ama-automatically, if they m-- reach mastery, bump up to that level two and have a model video, a practice attempt, and then try for mastery. 00:40:21.986 --> 00:40:29.146 On the bottom half of the slide, if they don't reach mastery, they'll get feedback still, but they will retry. 00:40:29.506 --> 00:40:34.476 It won't be for their mastery because it's just to, um, firm up the learning. 00:40:34.486 --> 00:40:36.246 Do they understand which errors they made? 00:40:36.806 --> 00:40:39.786 Plot progress, and then they'll have a repeat model video. 00:40:41.116 --> 00:40:51.116 Bonnie mentioned they'll have, like, an alert for the teacher if they're not… If they go see how this student's doing, the teacher would know if they're not reaching mastery after that second try. 00:40:51.956 --> 00:41:13.018 They could gather a group, do some think-aloud, and differentiate instruction with a smaller subset of students So when we have quality feedback, we're trying, we wanna have positive feedback, individualized as best we can, timely, meaning in this case, right before their next attempt, and then corrective so it's goal-oriented. 00:41:13.018 --> 00:41:14.398 What will I do better next time? 00:41:15.138 --> 00:41:27.558 Um, that's what we want to be present as the feedback is provided in IStar, but we still want the teacher to also provide individual feedback while this is happening in the classroom on the computers. 00:41:27.908 --> 00:41:30.928 S- so how do you… Do you wanna ask this one? 00:41:30.928 --> 00:41:30.938 Yeah. 00:41:30.938 --> 00:41:31.328 Speaker 3: Yeah. 00:41:31.328 --> 00:41:32.328 Our next turn and talk. 00:41:32.328 --> 00:41:34.948 So I, I… Jocelyn was a special education teacher. 00:41:34.958 --> 00:41:39.478 I was a general education teacher, high school, had about 150 students. 00:41:39.478 --> 00:41:46.548 So anytime they turned in anything, we were looking at a, a lengthy amount of time before all of the students got their feedback. 00:41:46.548 --> 00:41:57.288 So, um, because we know that's a problem with practice, I just wanted to give you the opportunity to share how do you do that with your students? 00:41:57.288 --> 00:42:02.188 How do you provide appropriate feedback, timely feedback for your students right now? 00:42:02.188 --> 00:42:03.538 Just a quick turn and talk. 00:42:04.051 --> 00:42:11.711 Okay, we're gonna bring you back together and share with you a little bit about progress tracking 00:42:13.191 -->

00:42:24.261 Speaker: So we have here, we wanna show you a few clips of what it looks like in ISTAR in the sequence when there is… The, the sequence we've been describing, so you can get a, a peek at what that looks like 00:42:29.053 --> 00:42:31.593 Speaker 4: We are still on 1A and let's show you 00:42:35.681 --> 00:42:43.121 Works for one A. I've intentionally made mistakes, um, so that it will send me to word B, but I want to show you what, um, what it looks like when the student submits it. 00:42:44.261 --> 00:42:44.651 Okay. 00:42:44.941 --> 00:42:48.881 So I'm sure that I have this right, so I'm gonna hit submit. 00:42:48.881 --> 00:42:49.251 Okay. 00:42:49.271 --> 00:42:53.031 So it's going to tell me what I did incorrectly. 00:42:53.241 --> 00:42:56.221 Okay, so I have these red boxes. 00:42:56.491 --> 00:43:00.151 So I know my formula, my verb, and my subject was incorrect here. 00:43:00.221 --> 00:43:02.141 My verb was incorrect here. 00:43:02.201 --> 00:43:06.521 My formula and my verb were incorrect in this section. 00:43:07.771 --> 00:43:09.441 Um, and then I get good effort. 00:43:09.611 --> 00:43:12.981 You could not master lesson one A since I scored sixty percent. 00:43:13.211 --> 00:43:15.191 I need eighty-five percent to master. 00:43:15.631 --> 00:43:19.341 I can retry, but only the first attempt counts. 00:43:20.081 --> 00:43:35.261 So I can go back and fix this, um, but, um, which I would encourage my students to do, but my progress chart is still going to indicate my original score, and it's going to send me to one B. Um- 00:43:36.541 --> 00:43:47.581 Speaker: So that's just so you could get a picture of what it looks like since students are scored on if they match the formula, if they identify the subject and the verb correctly, and does their sentence make sense as they progress forward. 00:43:47.951 --> 00:43:50.961 So then it'll feed them to their progress chart. 00:43:51.211 --> 00:43:56.181 Here's what it looks like, and we have some emojis built in so that when they-- We want them to have some interaction. 00:43:56.771 --> 00:44:00.781 Previously on paper, they would put their progress on the progress chart. 00:44:01.071 --> 00:44:11.281 Now it will auto-populate, but we still wanted to have some friction in there for them to recognize it and, and so they then put an emoji of how are they feeling about their progress so far. 00:44:11.551 --> 00:44:13.641 The bold line is for reaching mastery. 00:44:13.971 --> 00:44:16.781 So now we're gonna give you another, a look at the teacher dashboard. 00:44:16.791 --> 00:44:16.811 So 00:44:18.321 --> 00:44:21.561 Speaker 4: we just wanted to give you a few screenshots of what this looks like. 00:44:22.031 --> 00:44:25.881 Um, and so this is what it will look like for the teacher on their dashboard. 00:44:26.721 --> 00:44:26.981 Okay. 00:44:27.001 --> 00:44:30.221 And then this is their class over here, and these are not real kids. 00:44:30.581 --> 00:44:35.261 So you can click on each student, and you can see what their interests are from there. 00:44:35.321 --> 00:44:36.311 Sorry, I should probably stand here. 00:44:36.581 --> 00:44:38.611 Their interests are from their interest survey. 00:44:38.951 --> 00:44:42.341 And you can click on how they're doing, like where are they? 00:44:42.641 --> 00:44:45.226 Are they on one A or one C or one D? 00:44:45.381 --> 00:44:50.551 You can look exactly in this, and, um, it gives you a lot of information about the students. 00:44:51.021 --> 00:45:00.111 Um, if you'll see on the bottom right, um, our manuals are… Like, if you bought the pencil and paper version, it tells you exactly what you need to say to kids, exactly what you need to do. 00:45:00.141 --> 00:45:09.611 We've turned those into slide decks, and so we have slide decks already prepared for the teachers of teaching them exactly how to go through describe, model, verbal practice. 00:45:09.641 --> 00:45:12.281 It's all in a slide deck that will be in the teacher dashboard. 00:45:12.751 --> 00:45:14.701 Um, which that's how I taught it when I taught it. 00:45:14.751 --> 00:45:16.881 I would take the manual and turn it into a PowerPoint. 00:45:16.891 --> 00:45:19.421 So this is what we're providing for teachers for ISTAR. 00:45:19.451 --> 00:45:21.691 Has the cue cards, the modeling videos. 00:45:21.691 --> 00:45:27.921 If there's any a time, any time you are working with a small group, you can just pull up those modeling videos and show them to the kids. 00:45:28.131 --> 00:45:34.297 We want those modeling videos on the family dashboard So that parents can, can see what we are teaching their kids. 00:45:34.747 --> 00:45:38.997 Um, this is just the cue cards, um, our sentence formulas. 00:45:39.007 --> 00:45:43.387 So we te- we're gonna teach them four sentence formulas for simple and compound in I-Star. 00:45:44.657 --> 00:45:44.977 Okay? 00:45:47.477 --> 00:45:47.917 Speaker 3: All right. 00:45:47.917 --> 00:45:52.947 So we've had a lot of practice working with a technology developer to create user stories. 00:45:53.247 --> 00:46:05.767 Maybe you have done this before, uh, but what they want from us is to think about when we're building these dashboards, uh, to create these user stories, and here's a, a sentence frame of what that looks like. 00:46:06.107 --> 00:46:12.857 As a or an whatever, what the role is, when I do this, this happens. 00:46:13.287 --> 00:46:18.837 Uh, and so we want you… You all have paper and markers in the middle of your, um, tables. 00:46:19.187 --> 00:46:30.247 Since we have not yet built the administrator or the parent dashboard, and we're talking about a building administrator, not like a, a technology administrator or website administrator. 00:46:30.697 --> 00:46:42.197 Um, so as an administrator or a family member, and how about, um, how about you on this side, this side, uh, think about administrators, so these two tables. 00:46:42.617

--> 00:46:46.887 Uh, and you two tables right in front of me think about parents or family members. 00:46:47.327 --> 00:46:54.817 Um, and we'd like for you to grab those, uh, papers and markers in the middle of the table and give us some user stories. 00:46:54.837 --> 00:46:58.557 If you were-- You've kind of seen what I-Star does, what it's all about. 00:46:58.897 --> 00:47:06.017 If you were an administrator or building this for administrator or family members, what would you want it to do? 00:47:06.297 --> 00:47:20.117 So we want you to take this sentence frame, as a family member, when I click on, you know, family dashboard, here's what I see, that kind of thing. 00:47:20.657 --> 00:47:30.967 Um, so we're gonna give you a couple of minutes to think about this for us, and then we're gonna collect your papers so that we can see your feedback about what should we make this do. 00:47:30.977 --> 00:47:33.297 We have some ideas, but we'd love to hear from you too. 00:47:33.477 --> 00:47:33.997 Speaker 4: And they could just 00:47:35.327 --> 00:47:35.519 Speaker 3: do a bulleted list if they want. 00:47:35.519 --> 00:47:38.837 Yeah, and you can just do a bulleted list too if you, if you wanna do that. 00:47:38.847 --> 00:47:41.247 What sh- what should the family dashboard look like? 00:47:41.497 --> 00:47:45.187 What should the administrator dashboard look like, and what should it do? 00:47:47.113 --> 00:47:49.353 Thank you all for doing that. 00:47:49.483 --> 00:47:59.533 Um, we're gonna… We have a few more slides here to share with you, but, um, we can tell that I'm so excited to read what all of you have written. 00:47:59.703 --> 00:48:03.933 All your papers are all filled up, so thank you so much for, for doing that. 00:48:04.403 --> 00:48:19.043 Um, we have-- we've brainstormed this ourselves a little bit, so we will add your ideas to our ideas and, and work with our technology developers to, to implement this, uh, in the coming year. 00:48:19.543 --> 00:48:25.293 Um, if you are interested in working with us at all, you've been listening to us now for about an hour. 00:48:25.333 --> 00:48:36.033 Um, if, if this seems like a project that you're interested in, that would fit with your, your students and the work that you're doing, you can scan this QR code and get in touch with us. 00:48:36.303 --> 00:48:40.503 Uh, as I mentioned, we're going into year three, so we're looking for three schools. 00:48:40.923 --> 00:48:51.913 Uh, we don't have all of them yet, so, um, this is… Uh, I should mention that we are looking for, uh, grades six through nine, so sometimes that fits in a middle school, sometimes it fits in a high school. 00:48:51.913 --> 00:49:01.043 So if you're-- if you know people or if you are, are one of those people who'd like to work with developing this, um, we would love to hear from you. 00:49:01.163 --> 00:49:09.893 So you could work with us this coming year or in, in a subsequent year as well. 00:49:10.043 --> 00:49:11.563 So reach out to us. 00:49:12.543 --> 00:49:22.203 If you are interested in any of, you know, if you don't wanna wait to get started because we're just in year-- entering into year three of a five-year project, uh, with I-Star. 00:49:22.383 --> 00:49:24.763 If you don't wanna wait, and you're like, "This is good stuff. 00:49:24.763 --> 00:49:32.253 I really wanna-- to get this going," we have, um, paper manuals available and, and you are welcome to those. 00:49:32.273 --> 00:49:43.193 This QR code will get you to the SIM store where you can look at the whole suite of products, um, again, that have been in existence, research-based, working for almost fifty years now. 00:49:43.193 --> 00:49:50.303 So, uh, they have a storied, um, uh, pa-past of success, uh, successful use with students. 00:49:50.303 --> 00:49:52.733 So that's where you can get that information. 00:49:54.353 --> 00:49:55.083 Um- 00:49:58.133 --> 00:50:04.343 And then these are our, uh, contact emails if you're interested in reaching out to us. 00:50:04.583 --> 00:50:07.293 Um, again, we would love to hear from you. 00:50:07.733 --> 00:50:09.043 Thank you all for joining us. 00:50:09.043 --> 00:50:17.573 This is a tough spot, um, the final day, early in the morning, so thank you all for being here, and, and we appreciate your, your attention. 00:50:17.583 --> 00:50:18.073 Thank you.