Welcome to this webinar, Effective Reading Intervention Strategies with Kara Shores. Kara joins us from Wesley Educational Services and we're very happy to have her expertise with us today. Kara is an expert on RTI and Response to Intervention and authored many bestselling books. So thanks for joining us today, Kara. I'm going to pass it on over to you. And again, I'll just put in that link to the wiki space for the handouts into the chat window. So welcome, Kara. Thanks, Carla. Hello, everyone. I hope you're having a great afternoon and I'm glad to be with you here. If you will, just give me a smiley face if everyone can hear me okay. All right. All right, great. Well, we are going to begin looking at intervention strategies for literacy, specifically this afternoon. And as we go through the PowerPoint when you have questions, just feel free to let me know at that time and I will try to address your questions that you have been. We are looking today at the Response to Intervention process. And hopefully all of you are familiar with the process. When we are talking about RTI, we are talking about tiered instruction where we provide interventions to students when they are not being successful with our core instruction. But we're also talking about that core instruction and how to make it most beneficial for all students. So as we look at the RTI process, we have three essential components that I just want to talk about just very quickly because they do apply directly to our topic for today. And if you do want further information about RTI overall as a process, just an overview of it, the webinar that we had a couple weeks ago is available, I believe. It was recorded and so we can give you that link so that you can refer to that if you want some more specific information just on RTI as an overview. So as we look at our essential components, there are three things that we have to pay attention to as we begin to look at instruction for students. First off, we need to make sure that whatever we're using with students, whether it be core instruction or as an intervention, has a research base behind it and that we know that it has been proven to be successful with students who are typical learners and struggling learners. And so we look for that research base first and foremost. We also want to use data to drive our instructional decision making within the RTI process. So as we provide instruction to students and then we provide interventions to them, we are going to use various kinds of assessment tools to make sure that our instruction is appropriate and is working for that student, that the student is benefiting from that instruction. And finally, we have to pay attention to fidelity to make sure that we are providing instruction as it was designed, as it was researched and that we are providing instruction that is beneficial to students in that we are really doing what we said we were going to. So as we're looking at fidelity, we have to just have checkpoints in place that we are providing instruction as it was designed and as it is appropriate. So as we go through our topic this afternoon of looking at reading instruction and interventions for students, we want to keep these three things in mind that we always implement instruction and interventions with these three essential components in place. As we're looking at reading, the focus of our instruction for early childhood will be our five big areas of reading as is most often defined in reading instruction. And that is phonemic awareness, phonics, fluency, vocabulary and comprehension. As students get older and move from learning to read to reading to learn and start to read more difficult text, we want to put that phonics and phonemic awareness into word study so that we're looking at an overall ability to decode and to understand read words, prefixes, suffixes, all those things going into that together. And then we have our focus on fluency, vocabulary and comprehension. And then we also usually add in motivation as a factor for older learners having that motivation to read and being able to read for enjoyment as well as reading for information. So that is often included in reading for adolescents. As we look through these, we know that when students are struggling in the area of reading, it impacts every area of instruction. And we need to be very specific and explicit in our instruction of reading, not only teaching students to read literary works, especially in the younger grades, but also looking at teaching students how to read informational text. And so as we're looking at our interventions this afternoon and we talk about how to look for interventions, we want to be able to focus on literary as well as informational text and how students learn to read those two types. Always our focus for reading is to ultimately comprehend. Many times when we talk about reading instruction, there's a big focus on fluency and making sure that students are fluent readers. And that is very important. We'll talk quite a bit about fluency, but the overall goal has to be looking for that reading comprehension and making sure that everything that we do with our interventions points toward that. So as we're looking at students who are struggling in reading, in any of the areas that specifically in the area of reading comprehension or leading to comprehension, we want to have that explicit, very systematic and direct instruction in our reading, leading to reading performance. So it needs to be that very explicit instruction that we give to them. It's everywhere from the Phonemic Awareness Explicit Instruction for young students to explicit instruction in comprehension. And many times that is what is lacking. We need to use much of verbal modeling, questioning, and demonstration. And when we talk about some strategies for fluency and comprehension, we'll talk a lot about verbal modeling. We also want to teach the students strategies that they can master those strategies and use independently. So as we're teaching these strategies, we're working toward that goal of independence. We'll put in place prompts for students, give them lots of reminders and mnemonics to be able to remember the strategies that we put in place. We need to see lots of teacher-student dialogue, always having those conversations, not just students answering short questions, but really discussing literature and text and learning to pull apart and analyze and work with text. And then assistance provided only when necessary because we are working toward independence. So we want students to master these strategies that we're teaching them at a level of independence. When we're looking at providing intervention in tiers two and three, we are focusing on very targeted areas specifically in tier two. So as we're looking at a student's reading ability and looking at our assessment tools, we might find that a student has difficulty or has deficits in reading fluency. And so in tier two specifically, we would provide a targeted intervention based on fluency. We would be very targeted. We usually do that three to five times per week with a 20 to 30 minute segment. We look a little bit later as we go into tier three, we're going to get more intense with our instruction and we might do that through increasing time. We also usually group students for tier two interventions into small groups. Optimally at the elementary level, we like to have three to five students in a group. This is ability grouping. It is designed to provide specific instruction in those targeted areas in order to do that. Then we put students in very focused ability groups. That should not be the only type of grouping that's used of course with students. But for this specific intervention time, we do want students in those small groups. As students get older, in middle school and high school, our group sizes usually get larger with anywhere from eight to 15 students in a group. Really depends on the skill, the type of instructional program or strategy that we're teaching. We just want to make sure that we maintain the intensity where the students can be successful. We want to make sure that whatever additional instruction that we provide aligns with the core program does not mean that we have to have a program that is derived from our core curriculum. What it means is that we want whatever we teach in our intervention tiers to be applicable and transferable back to the core instruction. So let's say in high school, I may not teach reading as a subject, but I have students who need reading instruction. So whatever tools and strategies that I teach them to use for reading has to be applicable in our core instruction. So we might need to make sure that teachers in the core classrooms are using those tools and strategies and giving students support in using those. As we're looking at another essential, we want to make sure the students get lots of feedback, ongoing feedback from the teacher on what they're doing well and setting goals and being able to self-monitor those goals. As we look at student growth, it is important for students to monitor their own growth and even with very young students, helping them see the goals that are set for them and their progress toward those goals can be very good, especially for motivating students. And we definitely see a positive impact from that. So as we're looking at interventions to use in this intervention time, we're looking at something that has a strong research base that is targeted to that specific area of need. We have to implement it with fidelity and we use our progress monitoring tools to determine if the students are making progress so that we can determine the next steps. We're talking about interventions specifically for our intervention tiers, but also some interventions that we can use in tier one when students are struggling and before we have done any specific provision of additional instruction but just as they are needing help in tier one. We really have two types of academic interventions that we talk about. The first being materials that you purchase and the second being research-based learning strategies. Now I'm going to give you information today about both, but we're really going to focus on those learning strategies and the types of strategies we're talking about and where you can go to find those strategies. In the limited amount of time that we have this afternoon, I can't go over a lot of strategies, but you do have the handout packet that's going to give you information and then we have lots of resources for you there. So when we're looking at these supplemental materials and research-based learning strategies, we're looking at something that is targeted for the specific deficit the student has. The research-based learning strategies are the tools that the supplemental programs and materials that you buy are based on. We look into the research. You can see the types of things that we know are research-based that help students to gain reading information. And then we simply, the publishers have developed materials based on those. We're looking at the learning strategies. A benefit is that we can use those without purchasing additional materials with materials that we already have that are appropriate across grade levels and across content areas, but we do have to make sure that we are using the strategies as they were designed by the research. So we will look at that today. We're looking at programs. This is some information out of the Florida Center for Reading Research. It's conducted by Sharon Vaughn and her colleagues in looking at what kinds of programs do we have out there for reading. And they basically divided it into your core programs that you would use into your one supplemental programs for students who need those targeted skills such as just working on fluency or just working on comprehension and then an intervention program, what I usually call a comprehensive program that is more complex that covers all five areas of reading or covers reading as a whole rather than just those targeted skills. Oftentimes, these programs are used in tier three and are much more comprehensive for students who have more significant needs. When we're looking at research-based programs, Carla has put together for us along with many colleagues in your area a listing of some programs that are available that are being used in the Alberta area. And I'll give you a link later to some more comprehensive charts. But this chart is being developed and is available at the web address that's listed there. And what we ask is that districts go in and add information, put feedback on there for programs that you're using. And we just want to build something that is Alberta-specific and that is very helpful to you to be able to look at what's being used in your area. So that is available to you. And then I will show you in a few minutes another set of resources that we will check out. So we're going to begin looking at research-based learning strategies. That will be our focus today, not programs, but just strategies that can be used with curriculum you already have and that are the basis for these programs that can be purchased. This is the resource list that I mentioned just a minute ago. Many of these websites have reviews of intervention tools. One of those being IES.ed.gov. That is the Fort Worth Clearinghouse that calls for reviews of programs from publishers. And you can go there and look at those reviews there and see the quality of research behind programs. Bestevidence.org is a similar type of program from the Johns Hopkins University. And then there are other sites that are on here that have actual strategies. And one of those is the first one listed there, the readingeducator.com, that has some excellent strategies for reading instruction. Some of the strategies we'll look at today are specifically highlighted there. So we'll only give you just about three to five minutes for you to be able to go to some of these sites and Carla will give you instruction on how to do that. And she's going to set a timer to allow you to look at some of these sites now. Thanks, Kara. So I have been putting in some of the links in the chat window right now. So you may have to scroll up or down depending on how your layout of the window is. But what you can do is any of those blue links are live links. So if you click on them in the chat window, it will open up your web browser to that web page. So you can go and explore the site. And then when you want to come back to the webinar, you can either just minimize your web browser or close it. Yes, this one is available, Debbie. And it is on the Wiki page. We'll ensure you get it as well so that you have all these links. But for the time being today, you can just use the ones here in the chat window. So say, for example, right now, if I just put in the readingeducator in the chat window and if you want to start with that web page, and I'll quickly put in some other ones as well, that will take you to a place where you can explore some of the strategies. So again, these are the free resources that some of the packaged materials are based on. So we'll put up the timer. And at the end of the timer, we'll ask you just to come back here. And if you have any questions, comments, please share those with us. And then we can go forward from there. OK, so I'll put up the timer now, and I'll put some more of those links in the chat window too. OK, so I've got all the links now in the chat window. So feel free to explore those. I know we don't have long, but this is just to give you an initial chance to have a look at those pages. Please do let us know if you have any questions. I know for my personal use, I've been using the readingeducator quite a bit. I find those strategies are really well laid out with the resources on there too. Hopefully that gave you some time to be able to look through very quickly those websites. Thereadingeducator.com is a very good site that has some great strategies. And as you look at that, in your handout packet from today, you will see many citations for Just Read Now. And that is the readingeducator site that has recently changed to a new web address. The IES.ED.gov is a website for the What Works Clearinghouse. And the bestevidence.org is through Johns Hopkins University. Those two review programs that are published programs and gives a lot of information about the research behind programs. The Center on Instruction gives a lot of information about what research says about teaching, reading, and teaching math. And the Promising Practices has some very good strategies on it. And then the cehs.unl, that is University of Nebraska-Lincoln. And that site also has some very good strategies. So after the webinar, take plenty of time to be able to review those and to see strategies as well as programs reviewed there. So we're going to move on now and look at the strategies that we're talking about. These are used across the content areas through all three tiers of the pyramid. They are designed for being incorporated into tier one core instruction and are also appropriate for our interventions into tier two. And also in tier three, although we'll talk about the level of intensity later on. So as we're looking at these strategies that we're going to talk about today, they are appropriate across grade levels and across content areas. And we have a slide or a bullet here that says Link to the Core Curriculum. What we mean by that is anything that we teach as a strategy needs to be able to be implemented in the core instruction or it needs to be appropriate for students to use in the core instruction. So it will be something that if I learn a comprehension strategy in my supplemental instruction, then I can go back and use it in the core. That's the purpose of everything that we're doing. So all the content area teachers, if you're in a secondary setting, would need to have access to whatever graphic organizers, other tools that you use in those strategies. These are steps that are recommended for strategy instruction for students. First of all, developing and activating that background knowledge so that students have something that they can relate the new instruction to. Going through explicit instruction of the strategy, discussing it, modeling it, memorizing that strategy, students to be able to have support to help them to be able to memorize using the monics. Giving them support for the strategy as they are learning it and helping them to move to independent performance. That is our goal with all the strategies is that they become independent in implementation of those strategies. We're going to look now at strategies specifically for reading. And as we look at these, we really need to think of reading as not just being taught in one class, not just in an English class, not just in a reading class. But we need to think of every class as being a reading class. When we think of math instruction and social studies instruction and science instruction, students need to be taught specifically how to read informational texts in those areas. And so as we're looking at teaching, reading, especially in the areas of vocabulary and comprehension, we need to think not only of using literary texts but also informational texts for students to learn from. So these strategies can be incorporated into any content area that we have. And especially at the secondary level should be included in our content area classes. We're going to begin with phonemic awareness phonics and word study. And if you'll remember, we said that word study is what sort of phonemic awareness and phonics evolves into for older students. We're looking at phonemic awareness. It is looking at hearing identifying and manipulating sounds in the spoken language. And we have five specific tasks here that students need to be able to do in order to be proficient with phonemic awareness. First off, isolating sounds, recognizing those individual sounds and words, identifying the same sounds in different words. Categorization of when we have an odd sound in a set of words, how is that different from what we heard before. And then blending and segmenting and blending words together and then pulling them back apart. All of those are very important skills. And a lot of these skills we learn through playing games with students, doing rhyming games. And that is just a very important instruction that we do not need to skip. As we're looking at the strategies that we put together for phonemic awareness, it takes those skills that we talked about and really works on them individually. And I'm giving you some examples here of what we are talking about. We're talking about blending, segmenting, deletion, and substitution. Our phonics instruction takes that spoken language and puts it into text. And we need to have a very explicit instruction in that. Now, as we're looking at phonics instruction, many times teachers have a program that they use for phonics instruction. And I do recommend that schools have a very strong core phonics program. We need to follow a continuum, such as one outlined here that sets a scope and sequence for teaching the phonics skills so that they are appropriate for students. I've given you here some information from Dr. Erica Lemke of recommendations for a continuum of that phonics instruction. Things to think about, such as teaching high utility letters first, teaching letters that are not visually or auditorily confusing together, such as lowercase h and n are visually confusing to students. When we look at teachers putting together their own phonics instructional package, most teachers don't have the time. And many teachers don't have the training to be able to do this. So I do recommend a strong instructional phonics program, phonemic awareness and phonics program in the core instruction. And then teaching these skills specifically in our intervention tiers with some strategies that I'm going to point out to you. This is a potential sequence for introducing letters again from Dr. Lemke and I just put that in for your perusal there. When we're looking at the purpose of this instruction, it is to get that rapid and accurate decoding so that students can move to comprehension. Fluent reading is not just reading words, it's putting those together and then getting meaning from it. So we need to have students to become fluent in phonemic awareness and phonics and move to fluency so that they are not using too much energy putting into decoding words and can focus on the comprehension. The strategies that I've highlighted for you this afternoon, I have two of them here. It's just a very small sampling of strategies for phonemic awareness and phonics. The first is word building. It is outlined on page five of your handout packet that is available on our website that Carla has put up for you there. And word building is taking those blending, segmenting skills and teaching this specifically to students. The other strategy that's there, peer assisted learning strategies based on class-wide peer tutoring. You have a description of that on page 12 in your handout packet. And you also have a website there. And that website is for Vanderbilt University. Peer assisted learning strategies was developed at Vanderbilt University and has materials that are for purchase but they're very reasonably priced for teaching not only phonics and phonemic awareness and reading but also for math. They have programs for that. And is based on a class-wide peer tutoring framework. And students basically work with each other. And there are videos there on that side that you can look at the materials and then you can order from there. And I put that in as a strategy because it is a strategy but the materials are there for you. We're going to look now at fluency. And fluency, again, is not just rapid reading. But it's reading for meaning. So as we're looking at recommendations for teaching fluency, the number one recommended strategy is repeated oral readings. We're going to look at specifically types of repeated readings. The one that we're really going to focus on is rereading the familiar text. And also involves listening to models of fluent reading. So having a teacher read appropriately to students and also choral or unison reading. When we are looking at repeated readings, it is specifically having a monitored oral reading of a passage and recording the number of words that a student reads per minute. When we are looking at fluency, it does directly impact comprehension. And when a student has to stop to decode words, if they misread more than 5% of the text, then it's going to impact their comprehension. So we do need to get students to be fluent readers. But again, that's not just how fast are they reading but how appropriately and how accurately. And with inflection and paying attention to punctuation, all those things going into it. So we are going to look at repeated reading. And I've given you a YouTube video link here that you can look at a demonstration of using repeated reading with a student. And after the webinar, I invite you to look at that. It is a good demonstration of that. We're looking specifically at repeated reading that I've highlighted on page 8 for you. We're looking at reading the same passage multiple times. Usually up to three or four times and timing the student on that reading. What we find from research is that when students read a passage and they increase their fluency rate, that transfers over to new passages that they learn. So in looking at that repeated reading doesn't just impact the fluency rate on the passage they're reading but on the other passages as well. And when we look at the choral reading, I've given you some specific directions for partner reading. And then again, the class-wide tutoring can be used for looking at fluency as well. Next, I want to focus on vocabulary. And this is one of the areas that we really need to look at in content areas as students get older. So when we look at vocabulary instruction, we know that students need to gain quite a large vocabulary. And that vocabulary doesn't need to be just taught in isolation. It needs to be linked to what students are learning on a daily basis. And that's when we come into our content area of vocabulary and making it very specific for students. So we need to look at indirect instruction of vocabulary as students are reading but also direct instruction. And that is a recommendation for students from preschool all the way through high school to have direct instruction in vocabulary. I've given you here some suggestions for vocabulary instruction. And I want to point out two very specific things that research tells us work best for teaching vocabulary. And the first one is creating a mental or visual image associated with that vocabulary. So the keyword, just getting some kind of representation for the words that they are learning. And then secondly, restating the dictionary definitions in their own words. So it's very, very important. Those two are two forms of vocabulary learning that Marzana says are the most important as we're teaching a vocabulary to students. So all of these important, the number one and number four, very specifically we need to focus on with vocabulary instruction. One of the ways that we can do that is by using a Frayer model. And in my onsite sessions in Alberta, many some teachers are very familiar with the Frayer model and use it in their classrooms. But it is a great way to teach vocabulary with those two things that we said, putting the vocabulary word and the definition into their own words. And also looking at making some kind of symbolic representation. So this is an example of a Frayer model and you have instructions for using it on page 15 in your handouts. And I also want to show you some variations and some examples that students have done. This is student work. This is a variation of a Frayer model that's used in an elementary school. And you can see that instead of characteristics in the top box on the right, the teacher changed that to say picture model. So that the student is making that pictorial representation. Another example, same thing, the teacher had them make a pictorial representation. This one was used in the science class. This is an example of a Frayer model being used in a math class. And you can see that the teacher has adapted this just a little bit, put the facts and characteristics back in. But then also had room for the pictures and then put the examples and non-examples in one box and divided those in half. In math especially, but really in all content areas sometimes, the non-examples tell us more about whether or not the student understands the word than any other part. And when I use the Frayer model, I usually have students do all the boxes first except for the definition in their own words. And then I have them do that last because after they've worked through the characteristics and the pictures and the examples and non-examples, they are usually able to do a better job of coming up with their own definition there. Now this is an example of a teacher who had multiple words that she wanted to teach. And this is from a unit on the American Civil Rights Movement. And so the student had four vocabulary words and so used that. And you can see that there was the definition, the definition of their own words, a picture, and then a sentence. So she adapted that somewhat. Okay, and our last area is comprehension. And as we're looking at teaching comprehension, again, this is something that needs to be done in all content areas. It also needs to be done in both literary text and informational text because the comprehension skills that we use are different in informational text and in literary text. And so we need to teach them in all content areas. When we look at students who struggle, especially in high school classes, we find that the most common problem that students are unsuccessful in content area classes is because of a lack of reading comprehension skills. We assess reading comprehension a lot, but we rarely teach reading comprehension. And so we need to move toward explicitly teaching those comprehension skills that students need to be successful with both literary and informational text. Here's a quick rundown of the best instructional strategies for teaching reading comprehension. And they incorporate many of the things that we're going to look at in our specific strategies here. So as we're looking at our strategies, we have three outlines here in your packet. You have question, answer, relationship, and I'll show you an example of that in just a minute. We have think-alouds, which is our own page 23 in your packet. And think-aloud is used for a multitude of things in reading and math. But it's really having students think-aloud their thought processes. And a teacher think-aloud their thought processes as they are reading through a text or answering or working a problem. It's making working very, very cognitive for students so that they hear those steps to go through. So I gave you an example on that on page 23. And then somebody wanted that. So we're going to look at an example of that as a summary strategy. Here is our question, answer, relationship example. And this is teaching students how to find information in text. And it basically teaches students that even if the words are not in bold print, the answer is still there and that sometimes it is right there and you can find it very quickly in your book. But then sometimes you have to think and search for answers and so you'll have to look through multiple paragraphs and be able to put information together to synthesize. The next one is the author and me. And basically that is saying that the author is giving me some information and then I have to put some information with it to be able to answer this question. And then the last type of question that I may have is an on my own. So this would be making a judgment, making a prediction, something that I just have to pull from my experience and come up with my own answer based on what this information is that the author has given me. Teaching kids that there are multiple ways to answer questions and that it's not always right there. This is very important in all types of literature. But I found that it is again very important in informational text. And then the last one that I gave you is somebody wanted but so. A lot of times we find that students have a very difficult time summarizing information. And this is a quick way to look at a summary. It is more complex than what I have here but you have the full information in your packet there. And this is basically outlining who are we talking about? What was it that they needed or wanted in the story? What happened to help that or to cause that not to happen? And then what was the outcome? So it's just a very quick way of being able to identify a summary. These are all strategies that we've looked at that are appropriate for core instruction as well as Tier 2 instruction. And they can be used in Tier 3 instruction. But as I mentioned in the beginning, many times students who need the level of intensity that needs to happen in Tier 3 need more comprehensive reading instruction. So when we're looking at that, then we need to look at, okay, the student doesn't just need fluency instruction. The student needs instruction in word study and fluency and comprehension all together. So these strategies can be used together. But we oftentimes do need a comprehensive reading program for this level of intensity for students. Now, one thing that I do want to mention, I did not talk today about assessment tools for reading. I did talk about that in the session that we had a couple weeks ago. And that is archived on the ERLC website. And you can find that there. So in looking at the assessment tools, DIBLS, Ames Web, those are highlighted there. And then on the chart that we showed you that the Edmonton Regional Learning Consortium and the other of local resources, there are assessment tools there as well. I'm going to turn it back over to Carla and let her give you some final information there. Thank you so much for that, Kara. That's right. We've just put in a few links into the chat window about different screening tools and also the ERLC chart, the tinyurl.com RTI chart where we're looking for feedback from different schools and school divisions on screening and assessment tools that they're using. So thanks very much, Kara, for sharing your expertise. And we look forward to hearing from you again. Thanks very much. Thank you, Carla.


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Action closed. Ready? There's no chance I'm gonna get this. Watch. Watch this. I'm actually gonna do this one. This is the one I farm. I farm so hard on this. Five get the subs. I bet you five get the subs like this. Pressure. Ready? The cards.   How many in a row do you think I can get? Wait, can you get that 375 more? With a... Yeah, so I've just been sitting on my head. Ever since I played it five minutes ago.  Watch this. I got this. 100% I'm just kidding. Brick. I didn't look. I got Eric in. I'm doing it again. Hey, you know what we should do? What's that?  Surprise. What? Yeah. Wait, we're still gonna keep them.  No, that's kind of nice. Some kid's gonna find it and be super happy. You wanna play? Chad, do I leave them? Do you wanna try one? I think grab it around the edge. Here, try again. Okay. This is just not my game. Just like Guitar Hero, it's not your game.  Can we do a cool machine? This machine is scary.    This machine is for cool people. No, this machine is lame. This machine smokes cigarettes in the bathroom. This machine... These are just big people. Pebble balls. Oh, why? Chance splashing. Oh. You guys are very self-conscious. Y'all on the switch? Yeah. You get a switch. Animal crossing switch. No, this is a scam, dude. Well, it's not. What? 100%. Wait, you got it. I actually got it. Also, if you wanna switch, that feels so good. So, like, if you wanna switch, I'd give you $100. Switch? That's not even enough for a switch. What? He said if you wanna switch... He said if you wanna switch, I'll give you $100. What? It's a camera. What's your plan? He put it on my head. Those rings? Everybody else saw where? Those rings. Right? I'm getting started. Can we have all those rings? Do you guys have sweet bonanza? Sweet bonanza, we do not. You know.  Wait, this is badass. Right? I control my magnets. Get on! That's so sick. It's one to four. I need three more. The game's over. Who's it gonna be? Champion soda popping? Or the challenger missing? The question isn't ever real. Whoo! Who will win? Who will lose? Who will take home the crown? You can't keep up with that.  Give me some advice. I wanna read a master. I don't wanna be a challenger anymore. Listen, this is what you need to do.   Why don't I just change my class? Come on. I can just boost. It's easy. No, you can't boost. Why not? Because if you do, then people will get mad at you. All right. End this game soon. It's five to two. If I win chat, I'll literally give you all a hug. Notice how I'm pushing the magnets? That's actually lag. Yeah, you're lagging. This is so cool. No one can hit the serve winder. This is so crazy. I can't wait. This is so irritating. You're already out of money. No, Rich! The serve winder. Six to four. I need one more and it's over. Rich, this isn't Genshin Impact. Okay? You can't just spend money to win. I need more money. Shit. Five to six. This is so good to watch. Give the subs. Hey, watch this. Check this out. Watch this. 100% chance right here. Okay. Ready?  Hold on, I got this. You got it! Yeah, you're welcome. What? Hey, guess what? I got another one. There's two in there. This one got stuck. I'm gonna got it this. I'm telling you. You did not just lay out the landscape at all, instead of bleeding. No, I'm dead serious. I just did two in a row. Right, let's make it bad. If you don't get it, I get all your tickets. Okay. If I do get it, you have to host me sometimes. Get ready. Oh, frick, I actually missed. Come on. It doesn't count. It doesn't. More, more, more, more, more, more. How's you wearing the wig? My leg. Don't take me. Okay. Ready, I got this one. Actually, I don't know if I have one. I think that other one might screw it up.  Come on. Oh, my God. I have so many tickets to sit in there. I just have to sit in there. But I think this is dry now. Because I don't have anything good. I don't really have anything good I can grab. You love farming. I've been just supposed to farm all day. Yeah, I just want to farm. I'm just mid-maxing. I'm ranking. This isn't even that good, the guy said. The one that's the good one on the front. Really? Yeah.  No, dude. You're at 6,000 tickets. Of this?  I thought you meant like the same game.  There's one on the front that's 6,000 tickets are getting per hour. Per hour? Yes. So much on it per hour. We're going to go right. What does this do? You hold onto it and it tells you what your love is. How does this game work, you know? It detects your love, your love ratings, and gives you your readings. It's how strong your love has a potential to be. What if you hold his hand? It's like self-love. It's like your passion. It's like self-love, yeah. Good luck, S-Fam. I'll see you love yourself. Miles? What do you mean, Miles? I'll be uncontrollably. Let's see what I am. It's not about how hard we're just squeezing. It's about the vibes. Really? It's about the strength. Ready? Yeah. What would mine be? I'm going to bet luck. Wait, what?  Watch, guys. We're meant for each other. He's just like pumping. Whoa. He said that and it did it. Dog calendar? That was my nickname in high school. What do you do? Oh, my God. Oh, my God. All right. Here you go. Sign this up for the birthday. But we also- Did you miss the first one? You're fired. The camera inside while I'm doing F and G. All right. Everyone slowly walk inside. It's the first- Oh, man. Did you get that for the birthday? I have 20,000 tickets in the bank. Anything she wants is hers. Oh, really? Come here. Hold on. Let's see. We have to be 27,200 right now, Chad. I'd like to add to the pool. Oh! You've been sitting in your bank. What a hero. A long time. My tickets looked the coolest. I think you were the second top earner, man. Wait, was I really? I think so. Happy burn. 5,000 tickets for those papers. Yeah, Chad. She joined the org. I'm like super excited about it. But yes, we actually have our first girl. Stop saying we don't have girls. And above all, it's Evie. We have Evie. She just joined an org. All right. She's the first going up to K. You barely clap. I say me and Malcova and you start clapping like crazy. Let's talk about it. Oh. Let's talk about it. You literally barely clap for your friend. You're such a bad friend. Look at her and say that. Not in the back. Not in the back. My dealership was going down and you played D to Y and you didn't have the camera behind you.  After all these years. Okay, I'll put the camera behind me next time. Good friend. I filmed behind. No, Ryan. What's we're watching? Both of us. My name is Miss Kiff. This is the last trick of the night just for you guys off this into the garden. Ready? Yes. Can you go in? So today was a really good day today. We had Emery join the org. We have a girl. We had a lot of fun. Actually, so many. I don't know if you told them that anything else could really cool happen today for anyone else in the org. Anything at all that anything happened to you know, for anybody else. Like a big milestone. Somebody probably. Feels like a million bucks. I feel like a million followers. Find out next time on the garbage. Hold on. Let me open it for you. Throw them in there.


week. Thank you all for stopping by on YouTube. So, I'll stall. I am definitely... It looks like I can see a little bit of activity happening for thoughts instead. Yeah, you can just do a sort of a play along where you play the character of me trying to get this stream going. It is just buffering, huh? All right, let's see. Stream setting, stream quality. Yeah, boy, I'll tell you what, I'm not broadcasting at a high bit depth either. Let me double check some output settings here. It's okay. We will do this. Yeah, this is going out at 720 to our R&TP server. Yeah, all that looks good. It's not super high. It's an 1878k bit rate. It's okay now. Now you're okay. Now it looks good, huh? All right. I will let it cook for a little bit. Let it simmer before we get into the meat of things. How about that? Looks like we're working. All right. So, maybe we should start the show early and let it work all its kinks out in the future. But for now, I'm going to go with it. And since it seems to be working, what I want to do is kick it off and say, hey, welcome to the show. And before things go haywire, I want you to head over to this page, which is where our product pick of the week is happening this week. Head to that page because there you're going to get a 50% discount during the live stream. And the page looks an awful lot like this, so there's a hint as to what the product pick is. So head on over there and you're going to find a great big discount. In fact, if I go and refresh right now across our fingers, we should see boom, half off on this product pick of the week. So why don't we now jump over to Lady Aida and tell us a little bit about what we've got in store today. Take it away. Raincraft Hat is our idea of how you want to make machine learning projects for boards like the Raspberry Pi. So we wanted to make something that makes it easy to do machine learning projects. So I actually went and built a bunch of projects using TensorFlow, using Google Assistant, using Alexa. And it's like, OK, well, what did I learn from all these? What are the things that would have been really handy while building these projects? For example, TensorFlow Lite runs on a Raspberry Pi 4. So there's a Pi 4 underneath here. So to do vision projects, one of the things I noticed is that it was really annoying to do them without having a visual representation of what's going on. So in order for people to make easy projects, I decided, OK, let's put a little TFT display. So the display shows exactly what's on the camera, what the camera is seeing. Hopefully you'll see like human or something. No, I'm not human. So it's got a display 240 by 240 display for showing what is on the camera. I can also show you the frames per second. I've got the fan off, so that's why it's telling me the power is dipping a little bit. So having the display is really helpful, so you can do vision projects. There's a slot here for a camera, so you can use the Raspberry Pi camera with it. There's three dot star LEDs. There's a three-way joystick, and there's a button, so you can use that for audio projects. We'll show that. There's two JST connectors, so you can connect servos or relays or NeoPixels. That's something that actually the folks at Google TensorFlow said would be awesome. They're like, I want to have a way for you to do machine learning, and then it controls a relay or servo or motor in some way, so we made it so it's plug and play. You can plug in here or plug in here to connect another device. There's two speaker ports. Tiger. It talks. It talks. So it's just a tiger. There's also a headphone output and two microphones, so you can do audio recognition projects. And most importantly, there's an on-off switch for the audio. So if you want to ever make it so it's definitely not listening, this will manually disconnect the power from the audio circuitry. So it's definitely not listening to you. One thing that we noticed is when you're doing especially video recognition projects, the Raspberry Pi can start to overheat. So we added a fan that attaches onto it, and then when you plug it in, it turns on the fan, and it will cool down the Raspberry Pi so you can run your projects longer. We definitely noticed when we were running it for 15 minutes, it wasn't a big deal, but when you run it for an hour, the Pi slowly heats up. So there's a fan that comes with it as well. It works with our existing TensorFlow Lite project guide that we published. And we also published a guide on how to use a teachable machine from Google to create a TensorFlow Lite file that you can then run on the Raspberry Pi to recognize custom objects. So yeah, I think it's kind of cool. I think this will make it easier for people to start exploring TensorFlow Lite and other machine learning projects. Like I saw today, there was a project somebody did with a Pi that recognized license plates. And I think when you have a standalone computer that can do some of these projects, they might take off. Yes, that's right. That is our product pick of the week. And I'm going to go head over to my cabinet of mystery drawers and grab one. I'll be right back. Yes, that is right. That's our product pick of the week this week. It is the BrainCraft hat. This is a hat for the Raspberry Pi, and it works particularly well with the Raspberry Pi 4 if you were doing machine learning TensorFlow Lite types of projects. And in order to support that, we've got on here the TFT display. It's a 240 by 240. We have headphone out. We have speaker outs. There's a joystick with a push button on it, as well as a second button. There's some, not neopixels, there's some dot stars for giving you some feedback on your projects. There are two microphones on there, which I believe you can use for things like, A, just getting wider coverage, but also you might be able to tell what object is closer based on the sort of stereo of the two microphones on there. Don't quote me on that, but I think there's some possibilities there. What else does it have? The StemEQ-T connector on there is great for adding any of these types of sensors to your projects using Blinka libraries inside of Python, as well as writing out to things like relays and neopixel strips over the 3-pin JST connectors. So a lot of connectivity there. You can use it for all kinds of projects, not just machine learning, but what I wanted to do is demo a little bit of the machine learning projects that we have. First thing is, check out, if you head over to our page for this, this is product ID 4374. So you can head to that URL, adafruit.it, slash 4374. You'll see it's half off right now during this broadcast, and you'll see the broadcast is actually happening right inside of the product page right there.  So you can go to the main learn guide for the BrainCraft hat that helps you get started with it, get all the proper libraries and things installed on your Raspberry Pi to get up and running. Once you do that, you can kind of move on to this running TensorFlow Lite object recognition on the Raspberry Pi 4 learn guide, which I went through just recently to get this set up. And note, it takes a little time. You want to carve out some time to get all of these libraries and things installed, all these tools installed on your Raspberry Pi, but once you have it up and running, it's really pretty darn cool. So what I wanted to do is actually show a little demo. Let me pop over to, actually, let's do a full screen. There's a full screen of my Raspberry Pi 4 with the BrainCraft hat right on top of it. One thing you'll notice, actually, if I touch the second field, it's vibrating a little bit, and that's because it's been running for a while, and so the little fan that's built on there is spinning in order to cool it down. And what you'll see here over in my shell, over in this terminal, is I'm running the TensorFlow Lite object recognition, and it is searching for objects. Currently, you'll see it's mostly saying, none, it hasn't found that much. It might be seeing this little line here and trying to fit that to some things that it knows about. And I actually have the headphone output going into a little amplifier and speaker, so you should be able to hear things as I show them. So let's start off with a really popular one. Oh, it's not doing the audio thing. Hold on, let me fix that. Let's try that again. So if you take an object away and put it back in, it will rerun and it will play the audio again. Coffee mug. Coffee mug. Excellent, it did a good job with that. How about it nailed it. Screwdriver, okay, let's keep trying. Granny Smith, I believe. Ping Pong Ball. It thinks that's a ping pong ball. Also, somewhat surprisingly, I have an overly ripe banana here, and it doesn't know what to do with that. You can look actually, if you take a look at the text that's going by, what's it trying? Slug. Banana. Oh, it did. Vinesnake. All right, it's trying. It's trying some things there. So I'm going to give up on the banana. And it's a whole lot of fun to try things on this. And of course, one of the things with machine learning is that if you have a type of category of objects that you want to use that haven't been trained into the system, you can train them. So you can show it a lot of examples, and they can be photographs. It doesn't have to be the actual objects using the camera the way this does. Let's see. I don't think it figured this one out either. Here's a Crescent wrench. Adjustable wrench. I think it tried can opener. It was about the closest that it got, depending. It thinks it's a can opener. The last one I want to try actually is, just for the heck of it, what happens with Lars? What does it think of Lars? It thinks Lars is a teddy. That's very cute. He's not, and he's not safe. So don't use that as an example of things you should do, kids. So that's a little bit of a demo of the BrainCraft hat in action. There it is. It's really a complete all-in-one board for adding a lot of I.O. and capabilities to your Raspberry Pi. You can do a lot with it beyond just what it was designed for, which is this machine learning. But it's particularly great for that. You'll notice also we have a little slot there for the ribbon cable to go in. I can show you my full setup here. I will point the camera at itself, and you'll see there's my ribbon cable coming. Oh, hey, it found the banana. There is the Raspberry Pi with the BrainCraft hat on top of it. And if I lift this all up, some things will probably come apart, but I'll show you in the main camera view here. Hold on, I'm going to switch my camera view back to me. You'll see that's all it is. So I've got the Raspberry Pi. I'm running it off of Ethernet instead of Wi-Fi. It actually doesn't need a connection at all at this point other than I SSH'd into it to get it started. And there I have one of the little Raspberry Pi cameras on a small little bendy tripod and power, and that's about it. I believe the high-quality camera would work as well, which the clarity of the image is probably helpful. So you could try one of these high-quality Raspberry Pi cameras with a different lens on there to see how that goes. But that is the thrust of what you can do as well as a whole lot more, as Lady Aida was saying, some people have trained it up on license plates. And I think this type of object recognition and machine learning on the Raspberry Pi is a really powerful and sort of open field. So you can really learn a lot and try some things out on that. And this will get you started. And the kind of amazing thing is it's going to do it for a low, low price right now during this live stream of $22.48, which is tremendous. Maximum of 10 per customer. So if you have a big machine project plan maybe coming in the fall semester here in a school or university setting, maybe get hooked up right now. But here's the thing, that insane price is only good right now during this live stream.  We're excited to see what types of projects people are doing with machine learning. And I'll be hanging out in the chat afterwards if you want to chat about some of the things you're doing or any questions that you might have. And so I think that's going to do it. So thank you all so much for stopping by. That is the product pick of the week this week. It is the BrainCraft hat for machine learning on the Raspberry Pi. And I will go ahead and hang that with pride on my product pick of the week board here. And that's going to do it. I will see you next time. Thanks everyone for stopping by. Take care.


pictures, catchers, position players, all the guys are here in Tampa and for some there's nothing quite like the first time putting on the pinstripes. These pinstripes man, they look great on you man. I like them. I like them. Yeah so when you first put this uniform on you're looking in the mirror. What's going on through your head? I did it yes I put it on yesterday for some pictures and it was pretty cool. I took a minute to look at myself in the mirror and full head to toe pinstripes guys. It's kind of like a dream. It's a unique experience you know that's for sure you know putting on a major league uniform in itself is always a blessing but there's something about the pinstripes. It gives you goosebumps you know it's an iconic franchise the organization is second to none and hopefully get to work for a while. This is my first time using the uniforms I'm very excited. I love it. It's an amazing feeling just to be even wearing this uniform and be with these guys in the locker room. You can't really beat it. I grew up a Yankee fan so I wear on the pinstripes is definitely something that I cherish and I was really excited to be able to put on this jersey. It's been good you know obviously this is a situation that I haven't been in a long time where I have to make a team and you know I wanted my first time to put on pinstripes to be for real but I got to do a little dry run for photo day which is cool but I think it'll be special the first time I'm able to say I earned this and the opportunity to play for the Yankees. I've been out for a couple years I didn't know if I was gonna get to play again and this is probably my dream team to play for not knowing that I was gonna get to play and get an opportunity with this team is really just a dream. It's kind of surreal I guess. Overwhelming being able to wear the full pinstripes and have the Yankee on it's awesome I really can't explain how it feels. Being in Yankees camp for the first time you know being a New Yorker myself playing for your hometown team it's real exciting and you know it's an opportunity and it's a dream come true. Oh hey dream come true like growing up I love Jeter then just looking at him like oh this is what he wore so it's great. For all the guys whether they got traded or they just signed a new deal and it's the first time they're putting on the pinstripes they love it between the fresh look and also to just being a Yankee so what would you say to them as it's their first time really doing it whether a young guy or veteran. Yeah just enjoy it I mean you know I hear from from guys all the time that I'm gonna get to play a long time in the league and maybe you know don't always get to pick where you play and and just guys tell me how fortunate I am to play for such a long time in New York and you know it's definitely you know quite a quite a tradition to try and uphold and you know we see that here in camp with a lot of the a lot of the Yankees legends just talking to Ryan Gidry just a few minutes ago so you know guys like that that really you know turn the pinstripes into what they are today thankful for all those guys.


What's up guys my group Jaspie's doing a quick recap for 2023 tops Chrome Cosmic four box break random team number one It was done auction stalling fanatics live. Here's the list positive if you need to And here's the recap for Oz's scope Tell us to 99 I had a gold Salvador press to 50. Oh hoppy to 75 Mercury Corbin Carroll Stella Nova Gunner Henderson That's continued in 199 Vargas to 99 and a Corey seager green autograph to 75 So that does it guys. Hope everyone. Thank you for getting in and I hope you guys have a great night. Bye guys


My name is Spencer Wood, I'm a scientist at the Natural Capital Project, talking today about how tourism and recreation depend on ecosystems. When we talk about recreation, we're talking about activities that people do in their leisure time. So for example, people might like to go hiking or kayaking or fishing, and we need models that can help us determine where those people go and what influences their decision to go to a particular place. So a person's decision to visit any particular place may be influenced by many different factors. So it could be influenced by the proximity to a road, so their ability to access the site. It might be influenced by the cultural history of the place. It could be that they're looking for places that are safe to visit. There's also some number of environmental factors that will determine a person's decision to visit a place. So for example, a kayaker might like to go somewhere with clean water, or a fisher might like to go somewhere with lots of fish. And typically the way people model these decisions is with a linear regression, where these predictors, things like water quality, or access, or the safety of a place, are used as predictors of the number of visits to each place. If we look across different studies where people have used this regression approach to predicting visitors, we find that there's a long list of predictors that might be useful. In a study of shellfish collectors in Puget Sound in Washington in the United States, people found that the development of the area, along with the quality of the water, the access, the abundance of shellfish, were all important factors. In other places, people find completely different factors are important. In some studies of national parks, the visitation rate was related to the fees, the number of substitute sites. In other places, it's a different mix of cultural and natural and other factors that are important for determining visitation. So unfortunately what we find is that in order to study visitation, we need to know the effect of each of those predictors in each place. So in other words, in each place that you study visitation, people's decisions about where to recreate and why are different. And as a result, we need to have data for a place that we can use to measure the effect of those different predictors on the visitation rate. So at the Natural Capital Project, we've been looking into proxy data that we can use to measure visitation to any place. And we've discovered that the number of photographs that people take and post to the online website Flickr are a good substitute for data on visitation to any particular site. So if we look, for example, at the coast of Belize on the left or downtown Minneapolis and the United States on the right, we can see that people are uploading photos of their trips and each of these photos is given a GPS coordinate and a date and the time that they were taken. And we can use this information to estimate visitation rates all around the world. So what the Invest Recreation Model allows you to do is use those densities of photos to plot current visitation in terms of the number of user days across the landscape. And it also lets you relate that density of visitors back to attributes of the landscape that might be predicting where people go. Those can be any number of predictors that are cultural or natural, perhaps information about the infrastructure, and allows you to build our regression model, which is the customary approach, and determine the effect size of each of those predictors. So you can see in this diagram that a cell with lots of photos or lots of visitors also happens to be a place with lots of the brown covered attribute. And in other cells with low visitation or low numbers of photos, that might be related to the blue habitat or the blue activity. So using the correspondence between the visitation rate and the activity, the Invest Model allows you to determine the effect of each on visitation. The Invest Model will present you with a screen where you can specify the grid cell size, so the size of the cells on the left hand diagram on the screen, as well as your input data layers, the predictors that you want to use to estimate the effects on visitation. And you have to specify an area of interest, so the region that you want to study. This tool will output shape files, maps of expected visitation, along with the effect of each predictor that you include in your model. There's also an option in the Invest GUI here to include several global datasets that we've included with the distribution of the tool. And those include data on locations of habitats, as well as locations of infrastructure and other types of activities around the world. So some of the limitations and assumptions of this model that might be important to keep in mind are that, like you've heard, we're using photographs as a proxy measure of where people go. This is an estimate of the visitation rate in any given place. We also assume that people's preferences don't change over time. So in other words, we calculate the effect of each of those predictors on visitation, and we use that effect size as our basis for determining how changes in those layers might result in changes in visitation in the future. The model uses a linear regression, but there are, of course, other more complex models out there that you might think about using. So of course, this model is available as part of the Invest package, which can be downloaded from the web page. And it's important to note that the recreation model does require a connection to the internet, and that's because our database of photographs lives on a server that the Invest tool connects to to process the results. Of course, like you've already heard, there's more information available about this model in the documentation and plenty of help online at the NetCap Forum.


Hi, hello, I'm Sylvain Messica. I am the chair of the Paris Conference AIAIN This year in Paris. It's amazing and I'm really really happy to announce that the registration Will be open in one month Welcome to Paris