Trump Week. It's so hard to live in this country these days and be faced every day with the risks and the craziness of this president. Every day something. It's a reality show that covers our whole lives. And I think that people are really, A, they're getting tired of it, they're getting fatigued, and that's understandable. But B, I think they're getting kind of depressed about living in a country where the future is so uncertain, and the truth is so elusive. Anyway, okay, today I was driving in and there's Trump on the radio, and I come into the studio, there's Tim Apachele, Cynthia Sinclair, and listening to the same Trump on the radio. We are on the same page, you guys. What was the context, Tim, of the talk on the radio? From my initial impression as he's going down to litany of accolades for himself and his administration and his brilliant performance at the UN meeting, it was almost like a state of the union speech, a validation of this administration and the critical need to keep it in play for the nation and the future of this country, and barely, barely acknowledging this very serious, gravity-laden impeachment charge against him, and he's barely scratching the surface of that. I also noticed that he's throwing the whistleblower under the bus, and he's throwing the media under the bus, a classic strategy to damage the credibility of the media that reports this, damage the credibility of the whistleblower that's going to provide the evidence against me. Start, you know, doing what I can to damage their credibility. That's job number one in any kind of, you know, poisonous rhetoric. At the same time, I have friends everywhere. I have friends in every country in the United Nations. They're all my buddies. We send sweetheart letters to each other and all that stuff. We've had all these wonderful, quote, perfect meetings, end quote, and we're going to make all these big deals. No deals are made, you understand. We're going to make all these big deals. And one remark that I, well, myself, I said, wait a minute, where's Congress on these deals? I mean, doesn't Congress approve this stuff? He can go off and sell off to the sunset and make deals with 35 countries and be proud of it and nobody knows what it is. Wow. Cynthia, what did you think of the speech? Well, I just heard him say that he doesn't need Congress. He can talk to these people himself so that when you ask the question, where's Congress? That's where he thinks Congress should be anyway. Congress is non-existent, involved, involvement-wise with this whole thing that he's got going or that he thinks he's got going. To me, I was really surprised by the timber of his speech because I've never heard him sound so in control and careful and each word was placed just right. Usually he's going off of this way and I've got this and it was at first my first thought was, oh my gosh, he sounds like he's on drugs because he was talking so slow and metered. And I'm sure it was that same he was trying to make it sound. We couldn't have seen him because we might have seen the teleprompter. But you know, I disagree with you. We did see him. I totally disagree with you. I'm sorry, but we did see him because he was looking and he was looking down at speech. Oh, he was. Okay. Yeah. He was rambling. Yes. He was making all kinds of strange characterizations about people. As Tim said, he was attacking everybody who isn't on his team. He was talking about his cabinet and well, those in his cabinet who were the biggest stooges in his cabinet. He was talking about Larry Cudlow. That's my favorite. He's economic. What? Advisor? What? And he was talking about them in first name. In first name, like it's a family. We love each other, you know. We hate anyone who doesn't agree with us, but we love each other. I also felt that he was repeating himself. I also felt that rather than it being a state of the union message, it was a pure political appeal to his base. But let's talk about that. I mean, so he has serious problems. There isn't any media, including Fox News, that doesn't understand. He has serious problems. They may find different issues than CNN and MSNBC, but serious problems. So here's Trump coming out of the box. First thing is, he spends time at the UN.  You know, this is all political for him. But the question is, isn't this what's happening in the last two now three days of his machinations at the UN? Isn't this all a response to his problem with the whistleblower? What is he doing here, and how does he intend it should affect the national public opinion on whistleblowing and impeachment? Impeachment. Yesterday, impeachment. Well, since this program first went on the air, and certainly years before that, what has come out of our mouths time and time again is his ability to distract the silver, shiny object. This speech is nothing more than a distraction, trying to divert attention away from the seriousness of this impeachment vote, or excuse me, the impeachment inquiry. And the bottom line is, we know how good he is on distraction. And I've got 14 points right out of the gate on this speech to distract us from this seriousness of this impeachment inquiry. Were the points he made true? I kept thinking, wow, the newspapers are going to have a good time with this. You know, in truth versus lies, they're going to be able to find a lot of lies in there. Well, here's the one I like is that, you know, there's no president but me that has changed things around and make America number one. And the people will need to realize that if I'm not around or whoever the next president will be number two or number three, he said, I have brought trillions and trillions and trillions of dollars into our economy. China has lost trillions and trillions and trillions of dollars and lost millions and millions of jobs. This is hyperbole at its finest. Not true. Not true. That's what hyperbole is. Great lie.  They believe that they accept it. And I heard one lie after another. I hope the Washington Post, he called them the Amazon Washington Post. I love that. Conflating everything about everybody. They're all bad. They're all in a conspiracy against me and just another, you know, witch hunt against me and it's a hoax, he said. How do you react to that? I mean, what do you see from all of this as his MO in dealing with the crisis he has on his plate right now? Well, right now I see him providing cover for the fact that Rudy Giuliani was in Ukraine and was poking around and he has no reason to be. Now, suddenly he says he was sent by the state and the state does not support that. So they're trying to make it that he's there for a different reason. He's there to investigate the Russia hoax. And so it's like he's just trying to provide cover for things that are going to be coming down the pipe that he can see. So many lies. This reminds me of the discussion that Jared had about adoptions. Adoptions in Russia. It's a lie.  And you know, there are people who will accept it. I'm sorry to say in this country, but the press, at least the press I read will not accept it. He's going to get called on it. Let's look at historical perspectives. When Richard Nixon was at towards the end of his presidency, the approver rating for Richard Nixon was 38% 39% from the American public. So this will be no different. Donald Trump will have his 35 to 40% loyal base. It doesn't matter if he's cut shooting someone down on Fifth Avenue, he will have a continued loyal base. So let's not be surprised on his support. No, I mean, you know, there was a piece recently in the last couple of days about how his ratings have grown up his base ratings, the base numbers have gone up, which is very, very troubling to me. He made a quote on that he's reaching them. And he's he's sort of making it come true that if you get if you get impeached, if you are spacing impeachment, there are more people that like you, you can capitalize on and make self even more popular incredible demagoguery. Yes. Well, his quote here during the speech was any poll you see about Donald Trump add another 10 points on top of it. He goes, I don't know how that happens. But it does happen. And it's happened for me.  He's he's creating a reality out of the ethereal atmosphere. And I don't know how he gets away with it, but he seems to be pretty successful. So he's getting away with it. Well, let's see what happens in California. California he's withholding billions from their public works project that were already appropriated already in the pipeline. Now he's withholding because he's mad at them. He's mad at them. Does this sound like the manipulation that's going that did go on is going on in Ukraine? You know, it's playing with money, manipulating people using money, dangling carrots and sticks. By the way, $391 million. These events took place 90 days ago with the whistleblower, he still didn't get the money. Well, the conversation haven't come through. Well, I mean, listen to the transcript for the conversation. One minute, the, you know, they're talking about anti tank missiles. And then Donald breaks into you can do a favor for us. You know, you can do a favor for us. We've the United States been very good to you. That's so much we crane good for us. And you know, the president says, from Ukraine says, Well, we buy your oil. This is like something out of the godfather of one movie. Hey, it's out of the Michael Cone testimony. If you remember, he said in so many words, Trump never told you specifically what to do. But he found a way to communicate it by innuendo. And he went through a whole MO thing about how Trump works. And it's replaying right now in that whistleblower complaint. By the way, we have a summary of the telephone call one telephone call that was apparently another one. Trump said he'd make the first one available. I'm interested. A summary, though, it's a summary by the people who were listening in on the line. And I guess they write it down. It's imperfect. Where's the tape? Where's the actual we've been talking about transcripts now for three days or more since the weekend? Where where's the transcript? We have a summary. We don't have the transcript. Here we go again. Here we go again. Thank you. That's exactly right. Yeah. And then you think about all the different reasons that they have and the different committees once Nancy finally came out and said, yes, this is a formal impeachment inquiry. You know why she did that, by the way? Why do you think she was listening to us here at Trump? Is that what it was? Thinking it out. That's right. There we go. Help you understand our influence.  Yes.  What made her turn? I think she was waiting for just the next big thing that she could use. I really is what I think he was waiting for. Because they were still going on with she was supporting all the investigations. She wasn't holding anything back. She was saying she wanted to see him in shackles. You know, I mean, she was not being light on him at all. But I think she was waiting for more groundswell from the people. And I think this brought it up for her a little bit. For me, it's very clear. This was easy to understand. It's short. It's sweet. It's simple. It's easy to understand. People can see black or white situation here versus the Mueller report, 400 plus pages convoluted. No one ever read it really the report and bottom line is this was something they can get their arms around say this is a clear abuse of power, presidential power. This is a violation of his oath of office. And we can do this in one page. You get a chance read Frank Rooney in today's Times. He has a newsletter, but he's also in the Times. He has a really wonderful opinion piece on this. One of the things he said, one of the things he talked about was the the Mueller report and how it really didn't get home. It didn't have any effect on anybody outside of the people, you know, who who's who would always have seen it as an attack on Trump. People who didn't see it, people who like Trump were not affected at all. So it really didn't have the effect we hoped that it would have. This as you say, Tim, this may have that may have that effect. So we didn't we didn't get the we didn't get the transcript. And there was something in the summary that said this may not be accurate, which I found very interesting. And then we didn't get the first transcript of the first call or a summary of the first call from said he would do that. And then we haven't seen them whistleblower complaint yet. They're still they're still stonewalling. We don't have it yet. Maybe today, somehow, I don't know, the guy supposed to testify in Congress, the whistleblower wants to come forward, the himself even, and he's tried to go through formal channels to make it happen in a safe way. And they're blocking him at every, at every turn, they're not giving him the information that he needs. In this speech, this press conference that just took place. The sixth point was, I have instructed everyone to be totally transparent on the release of these transcripts. But I also want Joe Biden and his son to be transparent on all the millions of millions of dollars he's gotten out of the Ukraine, the millions of dollars he's gotten out of China. So he has coupled this agreement to be transparent. And I don't know if there's a quid pro quo with I want to see what the Biden's come up with. I don't know if he's trying to strategize it that way, or he's actually going to not stand in the way to have this transcript released. As soon as you find him out, he turns it back on you. And he says, No, you think I did something wrong. Look at what they did, you know, changing the focus. That's why he always does it. He's across the board defense here. I mean, if we isolate, let's take a moment and isolate all the things he's doing. One is he still is stopping. One is we don't have the actual transcript or recording. Two is it's there. I'm sure. Two is we don't have the whistleblower report. We don't we haven't heard from the whistleblower. Three is and this just came out. I know if you guys heard this, but the National Intelligence Person, the National DNI DNI said to the Washington Post, he was going to quit. If Trump forced him to change anything in his in his action on the whistleblower, he's going to quit. And this was published this morning or yeah, I think it was this morning in Trump's speech. You caught that. What do you say? He said this is a total fabrication from the the media. He never would ever quit. He would never resign. And he is loyal. And he's not that's not what he does. Well, he got the guy to write up this paragraph saying, Oh, no, no, I would never quit. I'm not a quitter. Yeah. And that's what he announced. That's what he announced. And you know, that's part of the defense, you know, the defense strategy here. You compromise that guy. Now he's questionable. Who said who knows what he said, but he's of questionable credibility now. He's on the one side of the other side. So it's it's mushing it mushing things up. As you said, he turns he turns the criticism and he's getting back on those who criticize him. He always does that. One of the first questions is a meeting with the president of Ukraine at the UN this morning and his whole kissy face. And he goes to see these 30 35 40 people and claims that he's got great great relationships. And he makes this speech today. I'm sure I'm not catching it all. But you can see a strategy emerging in desperation about what is happening to him, what Nancy is doing, what Congress is doing, or least the house is doing. And you know, this is never your point. This has never happened before. He's never reacted like this. He's in full tilt route right now. And you can see it by the desperation of all these moves. We can see it anyway. And the newspapers, the good ones can see it. I'm not sure that the base can see it. They're going to believe what he has to say. USA. I was going to say something about that the whistleblower thing that we don't know for sure what's in the whistleblower's complaint. We don't know if it's about this one call. If it's about more than just this one call. Maybe it's a pattern of behavior that the whistleblower has seen. And he doesn't know that yet either, does he? I'm sure he knows it. He must know it by now, right? That's why he's so desperate. And he's probably got the attorney general all over it. Bar, our friend. And who knows what we're going to get instead of that. We don't have it yet. It's still being held under wraps. It should have been transmitted to Congress a long time ago. This was filed weeks and weeks and weeks ago. It's not months. The day after Mueller appeared in Congress. Right. But yeah, so where I was going with that is we don't know for sure what it is. But Trump did release that little bit saying well, when right after the the president of Ukraine, Zelensky, President Zelensky asked for extra missiles, anti-tank missiles, the very next thing that Trump says and he's going to release this, which is what doesn't make a little bit of sense to me. He says, okay, well we need a favor. You need to look up these guys. You need to go after the Hillary emails and you have to go after Biden in the very next response to when he says, and this is what Trump has released to us as the... And the context is interesting because he had already held the money up. I forget how long a week or two or something. He already held it up and the Ukrainians were saying, what happened to the money? We're supposed to get to the money. Everybody in Congress and everybody in the government said we're going to get the money. They don't get the money. And it's that context where this telephone call makes place and Trump called him. Trump called him. So obviously there was a message. The words of Michael Cohn ring in my ears. The innuendo is so clear what he wanted out of this. Well, you used a term and it's actually a very... A term used when it comes to rhetoric and persuasion. That is dangling carrots hanging swords. And that call was one in both. You know, here's the carrot. There's your money. The sword is you're not going to get the money unless I... You help me out. You should do this favor for me. I need a favor from you. Very specifically use those words. So there's a system going. There's a procedure going. What has to happen before you get to impeachment? That's some committee meetings and then somebody has to draft articles of impeachment. The House Judiciary I think has to look at it. And then it goes to full vote on the floor. Right now there are not quite the necessary votes. Five short. It's 2.13 and it needs to be 2.8. Who must be the last guy not to vote for it? I'm going to go up again and one more number after I looked at it. Yeah, recently. One this morning turned. Yeah. So it's close now and you know the momentum is obviously going that direction. And Trump isn't going to stop. Trump is campaigning like crazy. And we haven't seen all of his strategical moves yet. There'll be distractions. As you said, there'll be distractions I guarantee to try to get the subject to change. You know, he knows the news cycle changes every what 24, 48 hours. And he's going to try to change it with something else. You know what I'm saying? I made my statement of the United Nations.  Now I've made my statement. Let me see if I can distract them with something else bigger and better. Who knows? Watch what happens. Iran? Which one happens? Something else? The fight with San Francisco, with California? Something. You know, in the speech he goes to that raw meat thing. It's not just, you know, specific issues. He was talking about the wall and how great the wall is. He's doing 400 miles with the wall. He hits something again that goes to the heart of America. America and the Americans. And that doesn't matter if you're Republican, independent, or Republicans. And that is, I'm the one who's going to I'm the one who's going to preserve your freedom. The Democrats have forgot about the American people. I won't forget about the American people. So he's hitting really hard on these these nerves.  Yeah. And he's blaming them for what they should be blaming. I mean, this is a mom and apple pie stuff going on here. Yeah. When they asked him one of his first questions after his long rambling speech, right, was a very specific what about this whistleblower? What does this mean? Do you think it's right for a president to behave in this way? And he immediately says, well, Obama did it. That was the very first thing out of his mouth. It was, well, Obama did it. And it's like, no he didn't.  Well, I'm very concerned that he's going to be relentless about this. Yes. And he's going to be focused about it. And he knows how to play the press. He knows how to play his base. And he could actually escape this as possible. On the other hand, there seems to be plenty of momentum going now. And if Nancy can just hold it together, if those horrified people, you know, in the house can hold it together, and they they draft articles of impeachment that are worthy and meet, you know, public opinion or at least rouse public opinion, then we could have a house impeachment. That would be really interesting. And then the Republicans will be tested. Republicans, by the way, this is another part of Trump's strategy, including your friend Mitch McConnell. My friend? Oh, no, no. Yes. Let's give them this summary. Yes. Let's give them the document really. When did they do that before? They've been they've been holding everything. Stonewall. Stonewall. Everything. All of a sudden on this, well, clearly that's part of Trump's strategy, right? Let's soften it up. Let's make the Republicans look good, and then we'll, you know, be able to soften the public opinion. But I wanted to get to one other thing about this. You know, nevertheless, while this is all going on, and it was in his speech, and it will be, these things will be on the flip side in those articles of impeachment, you know, I doubt, I mean, they've been thinking about these articles a long time. They've been smart guys drafting these articles. These articles are not going to be just about this event with the whistleblower. They're going to be about a lot of things that are, you know, not consistent. The monuments, yeah, we both start. The monuments is a good one, yeah. There was about that on them, we could just go right in. At least have it doesn't come to mind right away. I mean solid, not solid, just speculative, solid. And so those articles are going to be, you know, raising all the issues or all the major issues that we've been dealing with here on Trump week and right thinking people in the country, I must say. Meanwhile, and this is the point I wanted to ask you about, meanwhile, Trump has to stop doing his, his craziness. I mean, here we are with heat waves and climate change every and the threat of it. Here we are with Greta Dunberg making that fabulous speech. Isn't that great? It was great.  She says, how dare you? I loved that. Troubling about this speech, by the way, footnote, is that they applauded. It would have been better if they would have, you know. And I'm, yeah, applaud me. And you guys can do the same things you've been doing all along. I'm glad you appreciate me, but how about doing something? And she didn't reach Trump at all. There was this really incredible picture of Trump ignoring her and her giving him stink eye at the United Nations. That was stink eye. I saw that. Do you want to see definition of stink eye? That picture in the dictionary. I don't know if the base realizes it, but he is, as the leader, as the president of the United States, plus the, you know, the functional leader of the world, he has ruined global attempts to deal with climate change. You know, China's not doing anything. India's not doing anything. A lot of the countries in NATO are not doing anything because he has discouraged, he put it down lower on the priorities. Nobody cares. Nobody wants to spend the money. And so what we have is stasis on climate change. That's just one thing. When you think about all the other environmental and regulatory and social safety net things that he's doing every day, while this is going on, you know, in the United Nations, he's been really busy. You really look at it. It's like he has popularized that taking care of this planet be it water, air, anything is a very liberal thing to do. And why would any good conservative Republican ever want to be part of that? So he's really polarized taking care of the planet as a liberal activity. Yeah, dims. It's a dim thing. And all this, I don't know. How does this fit this against, you know, Biden's popularity and Biden's possibility of winning? Does it help him? I'm not sure that it does. And does it help any of the others? I think it might help. Elizabeth Warren and Elizabeth Warren came out of Iowa above Biden. And my own opinion is I think that Biden is too good of a man. He's got too much class to raise to the level of what it's going. I don't think he would do well head to head with Trump. I think that Elizabeth Warren would do better against him. Because I think she's got more power as a woman. And I don't think she would. I don't know. I guess she wouldn't balk at some of the things that he says. I think she'll just charge right in. Whereas I think Biden would be like, ah, man, I'm not even going to lure myself to that place. You know what I mean? How do you deal with it with a psychopathic person? Exactly. How do you deal with a psychopathic person? I don't know. Usually you want to get away from him. It's very hard to deal head on with him. What do you think? Right. Well, I forgot. I mean, I literally have so many thoughts going on in my mind right now. And I'm back in the context of this whole how rapidly this impeachment inquiry has taken place for where we were a week and a half ago. Right. Or a week ago. I don't know about you two, but I felt profound sadness. And it's a sad day for us to be in this position right now. And what makes it sad for me is that the guardrails, even though they've been there, they haven't been utilized by our Congress. And that means Democrats too. I know they've stood up and they've shouted. But not enough. And what worries me is we're looking at situations that we don't want any president to be in. And that is a president should be able to have a conversation with a world leader and not have those transcripts out there because that's going to inhibit all world leaders to talk with our president if you know that every transcript is going to be available. But here we are. And it's required and it's necessary now to have this transcript given to us and examined. And that's a sad day for this country and our government. I don't think it means that they have to get every transcript. Just the one that came from the whistleblower that the whistleblower has called attention to. Tim is right. This changes things. Yeah, once you set that precedent. Yeah, and we're there. And we're there. And it's not optional. It's required now. We need this transcript from a conversation with the president of the United States to the president of Ukraine. And what a sad day that is that we require that transcript. It's one of many, many things that are sad about Trump's presidency. How he's divided us. Even another president, even Biden, a much sweeter guy, could he fix that? Would he make all those divided camps come together again? Not right away. And what about all the countries that he's divided and the allies that he's cost us? Can Biden put that back together again? Not clear. What about the damage he's done in the Middle East and in North Korea, China, South America? Can somebody put that back together again? It took us World War II to create this leadership and all the years thereafter. Imperfectly sometimes for sure. But the fact is that it's not like we have it presumptively. We had to earn it somehow. And just because we have some money, which may be going away with Trump's trillion dollar deficits, you know, we may not be able to get it back. So this affair, which could, should cost Trump his presidency, is so important. And I join you, Tim, in the thought that the Democrats have not done a good job at dealing with him up till now. Thank you. They had the majority since January in the House. They could have done stuff, and they didn't do it. And now the question is whether they're akamai enough, whether they got the political will enough to carry this forward. The test is on them. And if they don't do it, and if he disregards it, or distracts us, or finds something to upstage it, which he will try to do, the country is in trouble. It's not just Biden. The country is in trouble. And for that matter, the world is in trouble. The world is in trouble. I was happy to see Nancy come out with that somber kind of an attitude. She wasn't all, Whoopie, let's go get him. There's nothing to celebrate here. There's nothing to celebrate here. And that's why I was really, I was really glad to see her come across that way and to present it to the public in that manner. I thought it was really important. Thank you, Cynthia. Cynthia Sinclair, Tim, Tim Appichella, thank you so much. Thank you, Jay. We're going to do this next week. Now that we're back together again, right? Back together again. Back together and being sad. Yeah. And being sad. All right, thank you. Thank you so much.


Bob Trossett here alongside Sarah Tarbert. Monumental day for you, Notch, and your 2,000th career point. Describe the moment. Well, I know us three away, so I just wanted to kind of get it over with because I didn't want to think about it too much throughout the game. But it's a very humbling experience. I worked really hard. And to be able to show it off with 2,000 points is pretty special to me. And you saw the crowd standing up on its feet.  It was really nice. Especially I had a lot of family come in from home and stuff. So for them to come and support me and for my team to be standing up with 2,000 to support me, it just means the world. And it's nice to have that support system behind me. Well, I never was resilient today. I really didn't go away. Cut it down at six at one point. And you yourself went on a little bit of a scoring drought in the third quarter.  Because then you went on a fourth quarter run.  They drove to the basket and converted those. But like you said, I had a bit of a scoring drought. But then Katelyn Vantaz, she had a great third quarter.  Her shots went in. She was aggressive in the lane. And that's what we need. One person's not converting that we can rely on someone else. Your prediction for tomorrow? Falcons are Patriots. It took me a while, but I got it. I want the Falcons to win. But I think the Patriots are going to win. How about a score?  We're just curious, right? I'm going to say 35-21. All right, you heard it here first. Listen, congratulations on a career day. Best of luck. Thank you. That's Sarah Tarbert. I'm Bob Trossett. We'll see you guys next time.


So we talked about the 45 medieval towns, not only castles. So this is an introduction to the Fortune programme, which starts this year. So dealing with towns and fortification in northern France, it's a question about the place of towns within knowledge, which is mainly occupied by castles, in fact. So what are the role of towns in geopolitics? And we have a good example, for example, the place of Lézondelice in Normandy that you maybe can know. And what about the early medieval urbanism during the 11th century? So in France we have a lot of exhibition in large cities during the 20th century. We have information in those cities, but we have only one national inventory of the fortified town, which is quite ancient, no, and not complete. Hopefully we have a regional, very good inventory, such as the Moschee and Elnife. But we don't have such things that can find for Germany, for example. So what about the architectures of these towns? The purposes of the fortifications? What are the materials and the influences and the link with military innovation? But what we want to insist on is the environment of this fortified town. Of course, in a normal way, we speak about the role of topography, but there is more to say about the impact on landscape and geodynamics and the interrelation, in fact, with a cost-systemic service. So the actual Eurevoir is located here, 50 km southwest from Paris. Paris is here. And we have good studies on castles. L'Ogent le Retroux and Château d'un, for example. But in fact, they are castles from towns, but we all only know the castle. And we have a lot of information about the city of Chartres, but only mainly for the Roman period and the cathedral, which is a UNESCO cathedral. We don't know so much things about the medieval town. During the Middle Ages, Avelois is a place with many conflicts because it's between the royal kingdom and the county of Blois, for example. It's one of the first stony castles built in France in this county. And then we have the war between the Plantagene and the Capetienne. So you have the Contagene and the Capetienne kingdoms. And after that, of course, you have the 100-year wars. And the place of Gerardot, which is in Avelois, was taken full time, for example. So today, the actual preservation is quite good sometimes because in this fall, there were no wars, no bombing. And there is a very low organization until today, in fact. I will show you our pictures. So we are at the end of the 19th-century destructions to allow more circulation in the streets. So doors, medieval doors were destroyed. And only some of them, like in Bonval, were then protected by national heritage. But, in fact, in this old department, there are very few monuments that are protected, very few. And there are no endangers because there is maybe a kind of new generation of organism right now in the legal centers. So a lot of things are going to be destroyed. So we are dealing with a lot of places. And the first overview can count 28 potential fortified little towns. And so for all of them, we have a 19th-century plan and maps that we can work on. And we are making an inventory according to the A.S.A.U. means Santès Archaeologique urbain. It means that we gather all the information we have from British sources from archaeological excavation and so on. So if we talk a bit about the environments, we are mainly towns by rivers or planted in red. But some are completely plain, like here in the bus, where there are no rivers at all. So you can imagine that this is a long-term research program that we have started yet now. So to get environmental data, we plan to get them from the walls and the ditches by coring in the ditches to get shovels from the walls. As there is no urbanism, you see, after the Second World War it was like that and it's all not the same today. So we have a lot of empty plots when we have got data from the soil and the subsoil. We plan to make geophysics surveys through the ditches and the walls, which are now destroyed. And we started this year and analysed the hydro-system in the part of the department. I will show you. We are coring in peats and we will focus on excavation in the town of Garadon. So because it's a very huge area with many towns, now we decided to focus on Charte, Garadon and Château-Neuf-en-Timerais. Yes. Yes. So the town plans, the 19th century town plans, we work on it with the archaeography method developed by Chouker Noise. So we consist on getting evidence of if maybe sometimes you have a very good plan with the preservation of wall and ditches at the end of the 19th century. So it's very easy, but you can have also animal plot limits sometimes, or pattern of organisation that you can study to get morphogenetic patterns and information of the traces of ditches, walls and so on. So sometimes you have a very complex organisation like Indreux. You have very easy and idealistic, in fact, plans to deal with and sometimes you don't have any information of those plans. So in Garadon we are very lucky because we have this plan which is older and we have still the fortifications that are in the ancient mode and the very big ditches of the river. So this first analyser of the plan allows us to discover 11 new towns with fortifications. I do some of them here and you can see that they have almost the same size except for Chartres which is Bishopry, so it can be understood. And complex morphology, of course, because they are made by centuries of evolution of these walls and ditches and so on. In Chartres, Thomas Lecroyer made a study of the municipal accounts for the second half of the 14th century, which is very interesting because it got a lot of information of the way of building the fortification which is quite a long wall and this is in-house huge campaigns with masonry but also wood structures with local materials and what I see here is that the channelization of the river is very important because in the 14th century it was already considered a part of the walls so you can see that the river was completely managed with the river doors and so on. So we also started to study in this area the whole hydro-systems so I will only focus on the three-tone of Galardon, Eperdon and Lojour-le-roix which are very close, you can see. In Galardon, this is a line I just show you so what is important, I think, is that this very big ditches are connecting the plateau with the valley so there is a strong impact on the sediment transfer from the plateau to the valley and of course we have a canalization of the rivers to go to the mills and here we have a little problem because we can't always build a very huge canal on all these valleys so maybe it destroys more ancient information you can have. So this is the only actual remains of all the fortifications of Galardon and in the 17th century you have all the walls restored. Eperdon is situated on the connection of three valleys and so it's an important place because in the beginning of the 13th century we see more and more built walls in it but we don't know if these walls are this one which can be visible today which are not heritage-protected or maybe these ones but they are very big and maybe they are from Prehistoric or Iron Age period we don't know because we don't have any data. What is very interesting, and also is that we have a few archaeology data here in a huge area and we have found a village from the 4th to the 12th century which disappeared at the time the town was growing so we have a kind of studio to transfer the evidence in the 12th century from this day. Nezalora is located downstream of this area so that's quite interesting because it was the last place you can go with boats from Rouen, for example, when you're going to Charte so there is an marble mentioned since the 15th century and after that it was impossible to go with boats in the Eurevalais and there were proofs of problems and juridical problems of this kind and parchment are here to prove that people have to dig but they don't have the right to dig so the navigation was stopped here and the river was used for mills certainly for the fortification we don't have any data yet to prove that but this is the density of the mills you can have upstream the river, the town so if we consider the old hydro-systems huge rescue archaeology allows us to get data from pits and to have a transect in the Eurevalais from 10 km almost, 5 km, sorry, here and here and so we can see that there is a complex history of the pit formation of course but the pits stopped before the 10th century so here in the beginning of the 19th, the middle of the 10th and there is a high rate of erosion that started at the first half of the 14th century so to conclude I would say that this is an arena highly organized and fortified since the 10th and 11th century this is quite interesting for the problematics of the towns and the relations between the castles and the geopolitics and so on but it's also very interesting because we can have the first idea of what the modification of the sediment from the plateau to the valley of the hydro-system this town can have been made so perspective know how to look at the town without rivers know what is going on there and more precise analysis of material architecture and so on so we plan of course to make a survey of the urban development because you have always distractions of this area and in Galadon in the next ones we plan to make a radar geosciutto survey in all the areas with the moat and the corner the town fortification and in the following years the small excavation located in the ditch here and French from the ditch the inner part of the castle thank you very much for your attention


What's up everybody, Jason here for jaspyscasebrakes.com 2020 top since option baseball one box break number four just sold out where you can win two spots in transcendence So remember no car nose in the break But at the end of the break once we're animized cousin my names and teams open up the one box we'll get a new dice roller and randomizer and Top two names both win one spot each and transcendent baseball, which is a $450 spot each So again round to Oregon has been acting up just a little bit tonight with us Or they just have this new payment thing where so many times you can use it and then you have to pay So we're just gonna use physical dice Right here, and then we're gonna use psychic science to randomize All right Six and rolling a lot of 11's six and a five eleven Customer names only one One two three four five six And five more seven eight nine ten eleven There you go Wesley down a mat I remember no cardinals. So I took out the same those cardinals And it's 11 six and a five one two three four five six seven eight nine ten eleven uh Arizona Diamondbacks down to the Tampa Bay race Wesley got the D bags down with the Poggers Johnny with the Cubs bound with the Mariners Josh with the twins Anthony with the Red Sox Sean with the White Sox Zach with the Rose Gary with the Rangers Eric with the Marlins Tim with the Dodgers Rolando with the Mets Tim with the Indians Jerry with the A's Michael Angels Brandon with the Rockies Alexander the Pirates TJ you have the Yankees Brian through the Orioles Chris you have the Nationals Josh Bruce with the Astros Josh excellent You have the Brewers Rolando with the Braves Todd with the Blue Jays Chris with the Tigers Alexander with the Phillies Sean with the Reds Brian Grash with the Giants and Matt Butler with the Rays All right, does anybody want to trade? This is just a quick one box break I'm not sure SKS of this. I'm Nicholas helping me do the order So I just copied and pasted whatever If something like this happened then Let me see No, it looks like you got into sapphire That's the only all that I've seen from you today sapphire and cello packs So maybe not You can double check that yourself Excellent. I'll trade for the car Yeah, if any carnos come out then we'll just we'll just uh randomize them All right, I want to close guys Then I got this ready to roll Um, that'll be for the winners Let's do the one box break really quick. I see you got a quino Two greens that are rookies Little Serena Rogelio Aminteros to 75 for the Houston Astros Houston, where the hell is Houston? Josh Bruce there you go Right in front of my face All right quick there was a quick one box break Now let's Randomize those customer names Remember let's roll this right here top two win a spot each in the transcendent mixer Oh, look at that guys Snake eyes one Two Two times Again top two after the randomizer get a spot each in the transcendent mixer two One two Boom Todd weirdo was like i'm anxious to see This new randomizing website because he's tired of random.org I think you're gonna be a big fan of this one Todd and tim in the top two at the end of the randomizer Congratulations guys One and two Appreciate it guys. This was inception Uh baseball one box break number four jaspyscasebreaks.com


Welcome everyone to this webinar. This webinar is an introduction to response to intervention with Kerasaurus. Sure, sorry. It is brought to you by ARPDC as a result of a grant from Alberta Education. So we're very lucky to have Kara here today to share her experience with RTI, a response to intervention. She started off as a special education teacher and then worked as director of education and in the more recent years has been publishing books and resources on RTI as well as presenting. And lucky Kara, she's probably somewhere much, much warmer than it is for us today. We had a big dump of snow last night, Kara. So without any further delay, I'm going to pass it over to you. Hi everyone. I'm very glad to be with you this afternoon. As we're going through, let me know if you have any problems with sound or if you have questions.  If you have a question, I will stop at certain points and let you ask specific questions. I'm not real good about reading your questions and talking at the same time. I'm not quite coordinated that way. So I'll pause every once in a while so that you can certainly ask questions and get all of your questions answered as we go. We are this afternoon talking about response to intervention. I'd like to know if any of you have attended any of my sessions that I've had in the Alberta area. If you have, if you would click on the smiley face just to let me know. Okay. Just maybe Andrea and then Carla and Val. So I'll have one other person. Okay. Well, great. Hello again to you guys. It's nice to have all of you with me this afternoon. As we look at response to intervention, we are looking at it in the Alberta context and what it means for schools in the Alberta area and just looking at it in that overall mode. So you can follow along with me with the slides and we will begin. Response to intervention is not a program. It's very important for you to go into the process with the thought in mind that this is a school improvement process, that it is one that we look at individual student learning. We provide very, very intensive instruction in the regular classroom, just our normal instruction. And then we use assessment to determine if the students are making progress with that instruction. And when students are not making progress, then we put in place interventions so that students can come up to the benchmark and come up to grade level in areas specifically of reading and math. But we also use RTI for behavior. Now it is technically called response to intervention and looking at how students are responding to interventions in the different tiers that we look at. But I really like to think of it as responsive instruction when we look at the instruction that's going on in everyday classrooms with all students. So there's a large focus on just instruction for all students. So you'll see that as we go through today. Now today, because of our timeframe, is just a very quick overview. But I will give you some resources where you can look more in depth at different areas that we're going to talk about. RTI is oftentimes used with behavior as well as academics to address behavioral needs that students have. And research has told us that it works best when we include academics and behavior. And so when you're looking at the overall RTI process, how do you know where to focus your attention? It really will vary from school to school. It depends on what the needs of the school call for. And so as we go through today, we'll look at, okay, we could do this for academics. We could do it for behavior. And it really will change depending on the specific needs of your school. As we're looking at RTI, I think of it as an umbrella under which all of our school improvement initiatives fall. And in Alberta, you have many different pilots and different programs that are currently in place in schools. And so I look at it as a way to bring all of that together. And many times when I speak with individuals in specific school systems and working with local school systems there, they say, you know, we've done a little bit of this and we focused on differentiated instruction. We focused on inclusive education. But this really brings it all together to make it one total package. And that's what we really want, is how can we make everything fit together. So as you're thinking about your school and your school system, think about the things that have been a focus for you, whether it is universal design for learning or differentiated instruction or perhaps backward design or understanding by design. Perhaps a particular focus for a reading program that you use. But think about how the aspects and the elements of RTI can work with what you already have. I always encourage districts to look at what you already have going and how can we use RTI to bring that together in a framework where it fits very well. So I'd like for you to think about it that way. When we're looking at RTI, we have a lot embedded into that plan. We need to look at curriculum and instruction with assessment and look at it all as one big picture. How are we instructing students and how are we assessing to make sure that students are learning what we are learning. And as we look at RTI, we'll be looking at some specific assessment tools that are designed for RTI that complement what you already have going on in your schools and how do they all work together to drive instruction. You will probably see a slide. I think I included a slide later on that says when you're using your assessment, if you are not using it to drive instruction, if you're not using the data to make instructional decisions, then your assessment is really not very helpful. So we want to have all of that play in together. There's a lot of professional learning that needs to go into an RTI plan for a school. Really looking at how can we use our professional learning time and resources to best equip our teachers to make good instructional decisions for students and to be able to use the data that they have. Most all schools are using RTI with no additional personnel whatsoever. Schools right now don't have the money to hire additional personnel in most cases. So most schools look at using the resources that they already have and so there is no need to think you've got to hire a lot of additional staff members. We really look at what do we already have in the school and how can we best use the personnel and then other resources as well.  Most schools find that RTI implementation, when you are looking at your school schedule, it will be an issue of we need to change the way we run our school day to make time for instructional strategies and interventions. So as you're thinking about how to do this, scheduling changes are often times something that schools really need to pay attention to and think about do we need to change those scheduling options. I wanted to just give a really quick overview of the purposes of our RTI and how it is most often used at an elementary level and then at a secondary level. Let me just ask a question if you want to go ahead and click on the link on your little smiley face. If you work with students at the secondary level, basically sixth grade and above. Okay. We have Andrea and Colleen and Heather. Okay. So as we're looking at secondary, it often times looks very, very different from the primary school. In fact, we have many different purposes between the two areas. At elementary, basically response to intervention is an early identification, early intervention area. Just providing instruction to students as soon as we start to see deficits, as soon as we start to see students who are struggling, we provide instructions at that point. There is some research out there that says students have such a brief window to learn those reading skills and we want to make the best of that brief window. So in elementary grades, especially through a second or third grade, we're really looking for what students are not learning to read at grade level, what students are not doing math at grade level, and providing those interventions for that. We can also use some of that information to determine if students aren't learning. Perhaps there is a need to investigate if the student might have a disabling condition that we need to look at. Once we start moving into really fifth, sixth, seventh grade, the focus of our TI changes from early identification or early intervention to how can we support the student so that they will be successful graduates from school and go into whatever post-secondary option that they want to pursue. So the shift really becomes what kind of supports, in addition to interventions, can we put in place for students. And then also looking at the quality of teaching within the school and how do we make sure that our teaching best fits the needs of our students. So we really shift the focus from one specific area for elementary to an overall how can students be successful in the secondary years. As we're looking at RTI, I want to point out to you some essential components that are just kind of the non-negotiables that have to be in place for RTI to work. And after we talk about these, then I'll give you a chance to ask some questions. There are three essential components that we always want to make sure are included in our RTI process when we put it in place in a school or within a division or a district. First, whenever we choose instructional strategies, interventions, or even our core instruction, we want to use things that are research-based that have good solid research behind them that we know are effective with students who are learning, especially students who are struggling to learn. And we have evidence that these instructional strategies and this core instruction, all the areas that we put in place are effective for students. Secondly, we want to use our data to drive our instruction. As I mentioned earlier, we want to use all the data that we have. And with RTI, we specifically have some tools that were developed for use with RTI, but we want to take all the data that we have about the student's formative data, summative data, and just see where the student is functioning and what we need to do differently in order to teach that student. So, database decision-making is our second non-negotiable. And then the last one is implementation fidelity. And we'll talk quite a bit about fidelity this afternoon and how do we put that together and make sure that we're doing what works best for students if we have a research-based intervention, that we are implementing that the way it was designed and the way it was researched so that we are actually following the instructional guidelines that were set forth. So, when we look at implementation fidelity, it is making sure that we're doing everything the way it was designed and the way it works best with students. Many students often, or many schools oftentimes have difficulty with implementation fidelity. And they believe that it will take care of itself and that there is no need to pay attention to fidelity, but that really is not true. As we're planning out our process, we need to keep that in mind as well. As we look at this process, it is often depicted as a three-tiered continuum of instruction. We look at this particular graphic. This is one that has been put together specifically for the Alberta context. Many times when you see this graphic, you will see lines between the tiers. And in Alberta, we chose not to do that just to signify that students can be in multiple places in this continuum at one time. And so I'll go through all three tiers and then I will try to explain what I mean by that, of being in multiple places. Here one of the RTI pyramid is core instruction that all students receive in the classroom that's available to all students. It is our curriculum outcomes. It is providing that instruction in a way that all students can have access. And so it's good, strong core instruction for all students. We also use universal screening in tier one. And that's one of our RTI specific terms that is a type of assessment that lets us know if students are meeting benchmarks at the time that they are supposed to, or if they are falling behind with instruction to let us know that we need to start immediately looking at some instructional changes for those students. So it's good instruction and then screening and assessment to determine if students are making expected progress. When students are not meeting the outcomes when they are not making the progress that we want to see in the benchmarks, then we can put in place additional instruction. And tier two is additional instruction. It does not take the place of tier one instruction. It enhances it and it is in addition to the instruction that students continue to receive in the core. So targeted interventions are put in place at that time. And what we mean by targeted is that when we're looking at say reading, and we know that students are having difficulty reading, we need to target specifically what areas of reading students are having difficulty with, such as reading fluency. And then we provide an intervention that is directly designed to address reading fluency. So those interventions are designed to provide students with better information so that they can have access to that core instruction. Everything that we do in the intervention tiers, both tier two and tier three, is designed to help students be successful in tier one. You also see there that it says progress monitoring is put in place in tier two. And this is a type of assessment that is more frequent that we use to determine if students are on track. And are making the progress that they need to make in order to be successful and to attain the goals and be able to be successful in the core instruction. The tier two instruction is provided for a student for no specific limit, no specific amount of time. It depends on the response that the student has. And we find that the student is not making appropriate response and not catching up and not meeting goals. Then we can put in place tier three instruction. And tier three is more intensive in both the interventions that we use and the assessment that we use. It is still progress monitoring, but it is a more intensive form of progress monitoring. Now when we look at these three tiers, we see that there are no lines between them and we want students to move throughout that continuum as is appropriate for them. And when I said that students can have multiple levels at one time, here is an example of that. I might need tier one instruction only for math. I'm a very good math student and I'm having no trouble in math at all. But I am having trouble in reading. And so I might need tier two interventions in addition to my core instruction in reading. So I would have that level of support there. I may also have some behavioral difficulties that are keeping me from being as successful as I need to in the classroom. And those behavioral difficulties could be very significant. So I might receive tier three interventions for behavior. So I would be receiving tier one for math, tier two for reading, tier three for behavior and anywhere in between that for all different levels. So that is what we mean when we say students can be in different areas at one time. It's important to remember this because RTI is not about labeling students. We don't want to create new categories of students called tier two kids and tier three kids. We just want to look at what level of instruction the students need for specific areas. So I want to give you an opportunity to ask some questions at this time. And I'll be glad to answer a question if anyone has one if you want to do that through your microphone or if you want to type in a question. So thanks, Kara. I can see we've just Melissa's chatting in a question as well. I really like the fact that you really make it clear that RTI is that umbrella. It's such a nice analogy because, you know, it's not, yes, we have to be more focused in what we do, but it's not in addition to what we're already doing. It combines everything that we're doing together. I just really like that point. Do we have any questions? I can see a few coming in on the chat window. So we'll give them a minute as well, but please feel free as well to pick up your microphone.  Okay, so we just had a question about the thoughts on William Brazos assertion that RTI programs at the secondary level are rarely successful. Well, Melissa, I am working with secondary schools, and I do work with secondary schools quite a bit in RTI. And I think that the things that oftentimes keep them from being successful are things such as a lack of differentiation in the core instruction, having, you know, kind of a one-set way that we do things, and really not thinking out of the box. But the biggest thing I find is that schools try to implement RTI at the secondary level the way it is implemented in the elementary grades. It's not going to be a different type of process. It's the same, you know, structure, but it has to be differentiated in so many ways that are different. So I am starting to see some secondary schools that are being very successful. I worked for a couple of years with a school that was very successful, their RTI process, and helped to raise their graduation rate and raise their student achievement scores. So I think it just involves finding how RTI is different in the secondary level and putting in place that way rather than trying to copy what elementary and primary grades are doing. Thanks, Cara. We also had a quick, just if you could give us a bit more question about the clarification between what sort of tier two interventions and support. So, Andrea, I don't know if you want to add something about that as well. The last question was about supporting, well, the PBIS, so positive behavior supports. Kathy was just asking about that, if that, we are including the PBIS interventions. Okay. Andrea, we will look at some specific examples of tier two interventions and supports in just a few minutes. If you don't mind, I hate to put you off, but if you don't mind, I think I can clarify that for you with some visuals. And then if I don't answer your question about that, then I can come back to it. And I see your smiley face. Thank you. It is in addition to that core instruction and we'll look at what are some examples of that. And if that doesn't answer your question, you let me know and I'll be glad to come back to it. Kathy's question about looking at the behavior, it is very much based on positive behavior interventions and support systems that have been put into place in many, many schools. And that is, it directly aligns with our academic RTI process. And so, in putting that in place, yes, I'm talking about putting PBIS type things in place. Sometimes they're a little bit different, but again, that just goes to the individuality of the school. So, yes, that's very much the same. And there's a question from Andrea about the difference between supports versus interventions. We're looking at interventions. We're looking at research-based instruction for students to help them learn what they don't know. So, if I have a difficulty in reading fluency, then I need an intervention to teach me how to be a more fluent reader and to improve my reading fluency and then ultimately comprehension. When I'm talking about support, sometimes, especially at the secondary level, we do things like putting in place homework, tutorials for different content areas, mentoring that's often used at elementary as well. Those are supports that help students be successful in the classroom, but it is not an intervention. An intervention is actually teaching me what I don't know. And a support gives me different types of access or just supports to help me access the information. And that's really a big thing that we clarify for secondary schools, because many times schools will be in place supports and they'll call them interventions when they're really not. They're there to give additional help, but they're not teaching students the skills that they don't have. So, when we look at interventions, I'll try to point out to you what some supports might be there as well. Okay. Well, let's move on then as we are talking about this RTI process. And I wanted to give you some additional follow-up on that as a visual. What is the difference between the three tiers? Again, tier one is that quality instruction available to all students is the instruction that goes to every student within the school. We do put in place in most schools group interventions for struggling learners. That would be, if I have a child in my classroom today, I taught, I don't know, two-digit addition. And the student, I have two or three students who are struggling. I'll put interventions in place for those students within my classroom in order to help them be able to access the information. That is different from a tier two targeted intervention in that it's one time as needed. But when I have a student who is starting to fall behind grade level and I need a consistent intervention for them to learn, then I'll put those in place as tier two. So, this is not saying, okay, we don't need to individualize for students in the classroom. It's saying just the opposite. We do individualize. And then when students need additional support, that is more than just what they need in the classroom, then we put in place our tier two interventions. Universal screening is put in place for all students in tier one. And I'll show you some examples of universal screening tools. And then some schools do go beyond just the universal screening, which is usually done about three times a year. To actual progress monitoring of all students within the classroom, which would be more often about three once a month or sometimes even more often than that, using the same types of tools. But most schools just been in place universal screening for tier one. And so when we look at the screening tools, I'll give you a little bit more information about that. As we look at tier two, again, that is for our students who are having difficulty with tier one. It is in addition to tier one, not instead of. It is specific to the deficits, such as reading fluency or reading comprehension. Usually, students are in a small group setting by skill level. When we look at the interventions at tier two, we want students to be with other students who have the same needs as them. So it really is ability grouping for that small amount of time so that we can provide very targeted instruction. And then we do use progress monitoring. Tier three differs from tier two in that it is more intensive. And both the instruction and the assessment becomes more intensive as we go up into the higher levels of intervention there. It is really important to remember that we want students to be successful as close to the bottom of the pyramid as they possibly can be. That we want them to be successful in the core instruction. So we are not trying to see how quickly we can get students into intensive support. We're trying to help them be successful very low in the pyramid. And sometimes that's a culture shift for schools. As we look at frameworks for interventions, we are looking at basically two types. And I don't want you to get really bogged down in this because it's almost like two ways of saying the same thing. But if you look at research in RTI, you will see most of the time that researchers use what is called a standard protocol intervention. And those standard protocols are put in place ahead of time based on the most common needs within the school. So if I am a school principal and I look at my school data and I see that I've got lots and lots of kids who are having difficulty with the concept of fractions, then I can first of all look and see is it a core instructional need? And if it's not that widespread, if I just have a small percentage of students who need that, then I can plan ahead and get that in place before the school year ever starts knowing that I'm going to have some interventions for that. And I will be able to plan for that in my schedule and get everything set up. In contrast to that, we have what is called a problem-solving model where we sit as a team and plan for every student individually. And I like to use the four-step protocol for problem-solving that's listed there where we first define what the problem is that the student is experiencing. We define that in measurable and observable terms. Not just the student can't read, but the student should be reading 40 words per minute. The student is reading 20 words per minute. So something that's very specific. And then we plan an intervention based specifically on the needs that that student has. So we would find a fluency intervention for that student. And then we implement that and evaluate that response based on how well the student responds with that specific instruction. Now, these really are two ways of looking at the same type of process to meet the needs of the students. The difference is that standard protocol is set up ahead of time and is standard for all students who have that specific problem. And problem-solving is based on the needs of each individual student. We really have to have both within a school. It's the most efficient use of our time if we set up standard protocols based on what we need within the school. And then we have problem-solving for those needs that arise that are out of what we've already planned for. The bottom line is we need to specifically define the problem based on the data. We need to choose an intervention and develop the goal for that intervention for that student to determine who's going to provide the intervention. How long is it going to be every day? Is it going to be three days a week? How many minutes in a session? All those semantics we have to work out and then determine how we're going to assist the progress. And then ultimately, is this intervention working and can we do things differently? Do we need to do something differently for the student? Or are we effectively meeting that student's needs at this time? So whether you use standard protocol or problem-solving, we are looking at these. Oh, I just went all the way to the end of the PowerPoint. Sorry, Carla. I skipped on the wrong slide. Guys, hold on just a second and we'll find my... I hit the wrong arrow there. I love live audiences. When we're making these decisions, we just need to make sure that we are addressing the needs of the students, whether we can do that individually through the problem-solving or as a standard protocol. Thank you for your patience there. No problem, Kara. Judy had just asked earlier about when to do the Tier 2 interventions during school time. Could you provide like an example of how some schools modify their timetable in terms to fit that in? Sure. The most common way that schools provide interventions during the school day, and this is whether it is an elementary setting or all the way through a high school setting, is to set aside a time during the school day where all students who need interventions will have those at one time. So I might have a block of time from 9.30 to 10 a.m. where all students go into small groups. And sometimes this is cross-grade level, especially in very small schools when we don't have a lot of resources and we don't have a lot of personnel, then we might cross-grade level. In larger schools, it will probably be all within the grade level. But basically from 9.30 to 10, every student who needed intervention would go to an intervention group during that time. And then kids who needed enrichment could receive enrichment during that time. And kids who are on grade level, I know at the high school many times they are preparing for a graduation test they may have to take or preparing a college application or working on a community-based project that they're working on for part of their portfolio. So when we look at the most common way that schools provide time for this instruction, it is to put a block into the school day. And the most common amount of time is about 30 minutes for that. The variations on that are just huge depending on what resources your school has. But a good, and one of the reasons that schools like that whole school model is because you can take every adult in the building and give them an instructional group and your intervention groups are smaller groups and your enrichment groups are larger groups that every adult has a group at that time and therefore you're able to have much smaller student-teacher ratios with that. So that's a very common way of providing that intervention time during the day. Thanks, Carol. All right. Let's look at now what we're talking about with research-based instruction and interventions. We're looking at the tier one instruction. I recommend that schools always begin with their RTI process by looking, picking a very objective look at their school data and at their student performance to determine if students are being successful in their core instruction. And that may be your provincial test that you use. That's certainly a really good source of data for you. It may be ongoing formative assessment or if you have benchmark testing that students take every grading period. All of that data coming together but to look at is our instruction appropriate for all students within the school? And we'll look at some data in just a minute to kind of illustrate that for you. The first have to look at is our curriculum appropriate and is it beneficial for all of our students? Secondly, we need to have good strong differentiated instruction within all of our classrooms. Some teachers are so skillful at differentiating instruction, but many teachers really struggle with it. They struggle with the management of the classroom. They struggle with time management. And so differentiated instruction is something that I find all schools really have to work on. Using flexible grouping, not always ability grouping, not always interest grouping, but really using small groups for a variety of purposes within the classroom. We also want to make sure that we have appropriate classroom management. And that may include school-wide behavior supports if we are putting in place a school-wide RTI model for behavior. Basically, whatever is important in our Tier 1 instruction, are we doing it well? And one of the questions that I always ask in my longer workshops and that I encourage administrators, especially to think about, but really all leadership within a school, is how do we define core instruction in our school? If someone comes into a classroom, what should they see? What's important? What are the areas of focus that we want instruction to be within our classroom? And that's a hard thing is when you really start trying to define that core instruction, what does it mean within your school? I encourage all schools to do that. So as we're looking at our Tier 1 instruction, we want to make sure that whatever we're doing, we're doing well and that it's meeting the needs of our students. And then we put our universal screening in and we'll come back to universal screening in just a minute. Now this is an example of school data. This is using DIBLS. And DIBLS is, that stands for Dynamic Indicators of Basic Early Literacy Skills. This is a curriculum-based measurement tool that is designed to assess reading. It is what we call a general outcome measure, which means it measures the five big areas of reading. It is not a diagnostic. It will not drill down until you why students are having difficulty with say comprehension. It will just be a red flag to say this student is not performing as they should in the areas of, and it goes through all five of our major areas of reading. So this is some DIBLS data. And thank you, Karla. She's put our resource up there for DIBLS if you want to check that out. But this is some data that a school might have where they have administered DIBLS to all students within their school. And they have 78% of their students who are at the benchmark. They are exactly where they need to be or they're above that benchmark for their grade level. We have 17% of our students who are struggling. And with DIBLS, these kids who are just below the benchmark are listed in a category called strategic. And that's what the yellow area indicates. So they have 17% of their students who are just below the benchmark having some difficulty not quite where they need to be. And then they have 5% of their students who are at the lowest level. And they are the most needy as far as being far below the benchmark. And they are categorized as intensive. Now, this particular spread here is really what we would want to see within a school. We like to see about 80% of our students. So we're around 80% being at benchmark. And then we would expect to see about 15% of our kids at strategic and about 5% as intensive. Every school will not fall into that. But it is a good target to shoot for. Because in well-functioning schools where core instruction is strong, we would expect to see about 20% of our students need additional instruction through our tier two and tier three interventions. So a school that has data that looks very much like this, who has 78% of their students being successful, this school is ready to put in place tier two and tier three interventions. Now, if we have a school that looks more like this, then we need to take a different focus. This school has 21% of their students who are at benchmark. 26 who are just below the benchmark. And 53% who are very far below the benchmark and intensive. And this may seem very exaggerated, but it really isn't. There are many schools that this is where they fall when they administer a universal screening tool. What we need to think about with this is that if 53% of our students plus 26, so we have 79% of our students who are not meeting the benchmark, we don't need to put in place interventions at this point. We need to work on our core instruction and make core instruction more appropriate for our students. So for a school that we looked at universal screening data and found this type of scenario, I would spend a great deal of time working on the quality of core instruction with the items that we just looked at, a couple slides back, or just looking at what does instruction need to be within the school. So this data from DIBLES is very easy to see that this is phoning segmentation fluency. So this is one of the skills that kids have to have to be successful with phonemic awareness and phonics. And this would indicate to us that our instruction in this particular skill in our early grades, kindergarten specifically, is not strong and we need to work on that instruction. And it might be a curricular issue. It might be an instructional issue. We would just have to really drill down and find out what is going on in the classroom and why our kids are not being successful there. So as we're looking at our data and we see that we have students who are being unsuccessful and we hopefully have a manageable number of students who need interventions such as the 20% that we, or 22% that we had in school A. Then we begin choosing targeted interventions for those students. So this would be in our tiers two and three. The interventions would be ones that our research base that we know are designed to work and have worked with students with the specific deficits that our students have. And we would implement those the way they were designed. If I have a research base intervention and I try to implement it in my school but I either don't like the way it was designed or I don't have the resources. And I just change the procedures and I change how I'm teaching the program or the intervention. But I'm no longer using a research base intervention. I've ordered it down. So I had to be very careful that I am implementing the intervention with fidelity the way it was designed because that's where I can expect to have progress. And again, we will talk more about fidelity a little bit later. As we're looking at interventions, one of the most common questions that I'm asked is what kind of interventions. And we mentioned this earlier. What kind of interventions are we looking at for putting in place with our students? And I've given you here some resources and you can pull up the copy of the PowerPoint later on and be able to go through all of these different websites and look at the resources. But these all give different kinds of intervention strategies as well as intervention programs. And the difference in what I'm referring to there are strategies are just ways of teaching students how to obtain the skill. A program is built on a strategy. So I can purchase a program but strategies can be used with whatever materials I may already have. So the resources that you see here have both programs and strategies. They have reviews. They have recommendations. And some of them have actual interventions, research-based interventions that can be used with students. So when we look at our interventions, we're just wanting to make sure that whatever we're putting in place is appropriate for the student. And when that student doesn't respond it to you too, then we're going to provide additional instruction in a more intensive fashion with the tier three. And just putting more time perhaps, a different intervention that is more intensive or simply giving students a different type of instruction than they've had before. Now, I see that Andrea has a question to clarify strategies versus programs. And I will try to explain that a little bit clearer. We look at research-based strategies. There are many strategies that have a specific focus of one of the areas of reading and the area of math or even behavioral strategies. And it is a specific method for teaching students what they do not know. But they are not tied to a specific program. So one of those strategies would be repeated reading. Repeated reading is a very strong strategy. One of the strongest that we have for teaching reading fluency. And there is a specific method that you go through in using repeated readings. And so when we teach repeated reading to increase fluency, we would just simply use that strategy with materials that we already have available. Or we could purchase a program that is based on the strategy of repeated reading that already has all of our materials laid out for us. So that would be a program. A program based on repeating readings is called Read Naturally. And it has everything there already done for you. It has your assessment built in. Everything is there. So the strategy is what researchers have put in place that they say if you follow this step, this step, this step, this strategy teaching this student this specific strategy and these skills, then students will be able to understand and will improve their fluency. When you look at the program Read Naturally, then they have their materials that you're using. So hopefully that makes it a little bit easier to understand. And Karla has put up a link that I like to use in my workshop showing repeated reading being used in a classroom. And it's a very good example of repeated reading. So thank you, Karla, for putting that up. Sorry, Kara. And when we are looking at... Sorry, I was sorry to interrupt you. When we're looking at increasing the intensity for tier three, we can do that in one of two ways. We can change the intervention as I said earlier. We can give more time. We can put students into smaller groups. All of that will help to increase the amount of instruction students receive. But we can also increase support by giving additional interventions. Sometimes we put two or three interventions together. Or instead of just getting an intervention in reading comprehension, I might need an overall comprehensive reading program. And oftentimes we look at those in tier three. So as you're looking at progressing from tier two to tier three, one of the signals that students need more intensive instruction might be that they don't need just a strategy working on one or two areas of reading, but they need an overall reading program. We oftentimes see this with older students, adolescents, who are having significant reading problems. And they don't need just one strategy. They might need many strategies put together for them. And so we might can do that through that increasing intensity. Sometimes we have students who have been identified as having a disability who are served in this intensive tier here and get a very intensive instruction. But I don't want you to equate tier three with any sort of service of any kind, not special ed, not anything else, because it really has nothing to do with labels. It has to do with the level of intensity of support that a student needs. All right, any additional questions about research-based interventions in that first essential element there? So I can see Heather's just typing in a question. Kara, I was just wondering, did you want to give people time to look at those websites or maybe build that in at the end of this time? Yeah, I was kind of looking at the clock and thought we might need to wait until the end if that's okay. That sounds good. And likewise, too, we can also definitely- I'll put the link into the wiki where you can download Kara's PowerPoint. It's just saved as a PDF, which will have all these links on it. So after the webinar today. And likewise, I can see Heather's just asked as well if we'll be getting the archived recording. So the archived recording will also be housed here on this erlc.wikispaces.com forward slash RTI space. So again, you can watch it back. You can also go to that website. And at the bottom where it says handouts and resources, you can download the PDF that says presenter slides. So again, you'll have all those links and you'll have Kara's presentation there. She's kind of agreed to share it with us. Okay. So I'll pass it back to you, Kara. Okay. All right. Now we're going to begin looking at database decision making and the assessment that is specifically designed for RTI, the first being universal screening. And that is what we get to all students within a school. There are exceptions to this, especially in secondary. I'll share some examples of what we do in secondary in just a minute. What we're looking for is a curriculum based measurement tool that is very quick and easy to administer. And when we're talking about amount of time for administration, many of the tools specifically