UFLI x Project Read Overview - May 8

Summary

This engaging session introduces the groundbreaking collaboration between UFly and Project Read, focusing on a new assessment and planning portal designed to streamline progress monitoring in literacy education. Hosted by Colleen Plet of UFly, the webinar showcases the innovative features of the tool, developed to enhance teaching efficacy by automating small group planning and progress monitoring. The session includes insights from educators who emphasize the tool's impact on simplifying the assessment process and fostering targeted intervention strategies. As a part of this initiative, the new portal aims to make instructional planning more efficient and accessible for educators, ultimately benefiting student learning outcomes.

Highlights

• UFly and Project Read's new portal enhances literacy instruction with cutting-edge tech 🎓.
• Teachers can scan or input student assessments directly into the system, simplifying data processing 💡.
• The tool intelligently recommends instructional groupings and specific activities based on student performance 🎯.
• Educator testimonials praise the portal for reducing workload and improving targeted teaching approaches 👩‍🏫.
• The tool is poised to transform educational practices by making progress monitoring more manageable and effective 🏆.

Key Takeaways

• UFly and Project Read's collaboration introduces a revolutionary tool that streamlines progress monitoring for educators 🚀.
• The portal helps automate small group planning and makes it easier for teachers to provide targeted instruction 📚.
• Teachers can input student work or utilize a scanning feature, allowing for efficient data entry and analysis 🖥️.
• Feedback from educators highlights the tool's effectiveness in saving time and enhancing instructional strategies ⏰.
• The platform is designed to be accessible and affordable, with pricing aimed at making it feasible for individual teachers and schools alike 💰.

Overview

The recent presentation by UFly and Project Read has introduced a game-changing tool in the realm of literacy education. This new portal is designed to simplify the intricate task of progress monitoring. It assists teachers by automatically organizing student data and suggesting instructional strategies, allowing for more efficient and targeted teaching.

One of the standout features of the portal is its dual approach to data entry. Teachers can manually input students' misspelled words or utilize an innovative scanning feature that reads students' handwritten work. This flexibility aims to fit into various classroom settings, enhancing ease of use and adoption among teachers.

Educators who have used the portal in pilot programs highlight its significant impact on their teaching efficiency. The tool's algorithmic approach to generating small group recommendations and specific teaching activities has been praised for saving time and guiding teachers effectively. The portal holds the promise of reshaping literacy instruction by leveraging technology to reduce teacher workload while enhancing educational outcomes.

Chapters

• 00:00 - 01:00: Welcome and Housekeeping The chapter 'Welcome and Housekeeping' begins with the host, Colleen Plet, expressing gratitude to the participants for joining the session. Colleen introduces herself as part of the UFly team and mentions the presence of other UFly colleagues and project read partners. She promises to share exciting news about the Youfly Foundation. Prior to commencing the main agenda, Colleen addresses some initial housekeeping details and encourages participants to share their location in the chat.
• 01:01 - 03:00: Introduction to UFly and Project Read Collaboration The chapter introduces the collaboration between UFly and Project Read, welcoming participants from around the world to a virtual session. Attendees are encouraged to use the Q&A feature for any queries, which will be addressed either through text during the session or live at the end.
• 03:01 - 09:00: Mastery Development and Progress Monitoring Introduction to the session by the host, mentioning excitement about the event and greeting participants from various time zones.
• 09:01 - 18:00: Progress Monitoring Assessment Overview The chapter introduces a new development in collaboration with UFly, the University of Florida Literacy Institute, and Project READ. The speaker, Colleen, expresses excitement about the initiative and sets the stage for discussing the background and details of this partnership and development.
• 18:00 - 31:00: Small Group Support and Differentiation The chapter discusses 'Small Group Support and Differentiation' related to EUFly and its progress monitoring elements. It assumes the reader is already familiar with EUFly Foundations. The chapter provides additional background information on EUFly, noting it was developed over two decades.
• 31:01 - 50:00: Project Read Collaboration and AI Integration The chapter discusses the challenges faced when trying to implement lesson structures designed for pre-service teacher preparation into the practice of current teachers. It explains that these original lesson structures required significant time and specialized background knowledge, making them less suitable for practicing teachers. As a solution, the 'lively lesson plan' was developed, which was more adaptable and effective for use by pre-service teachers.
• 50:01 - 60:00: Teacher Testimonials and Q&A The chapter explores the impact of having well-designed lesson plans and resources that alleviate the manual workload on teachers. The testimonials highlight how prepared materials allow teachers to concentrate more on the delivery of lessons and on ensuring that they are meeting the individual needs of each child in the classroom.
• 60:01 - 62:00: Closing Remarks The chapter titled 'Closing Remarks' discusses the concept of mastery development. The narrative challenges the traditional view of mastery as a simple before-and-after dichotomy. Instead, it introduces the idea of mastery as a continuum, a progressive journey starting from when a skill is entirely unfamiliar to eventual mastery. Emphasis is placed on understanding this spectrum to better navigate the learning and skill acquisition process.

UFLI x Project Read Overview - May 8 Transcription

• 00:00 - 00:30 Welcome. Thank you for joining us this evening. We're going to go ahead and get started. Uh we are here to share some very exciting Youfly Foundation's news. My name is Colleen Plet. I am part of the UFly team. Um I am joined by some of my UFly colleagues and some of our project read partners. Um we are very excited to be here today. Just a few quick housekeeping um things before we get started. If you'd like to in the chat, let us know where you're joining
• 00:30 - 01:00 us from, that would be wonderful. If you have any questions throughout the session tonight, there is a little Q&A button uh down in your Zoom tab. So, go ahead and post any questions that you have in there. Um, and then our panelists will be able to answer them. We may answer some of them in text as we go. Um, but most of them will have some time at the end to answer live for you. Um, so with that, thank you. I'm seeing people from all over the world here
• 01:00 - 01:30 tonight. That's so exciting. Or whatever time zone you're in. Welcome everybody. And with that, we'll go ahead and get started. So, I'm going to have the pleasure of introducing the director of the University of Florida Literacy Institute, Holly Lane. Um, and she will get us started uh with a little intro to assessment. and then our friends from Project Reed will uh show us this new portal. Dr. Lane, take it away. Thank
• 01:30 - 02:00 you, Colleen, and thank you all for being here. We're really excited about this new development in uh Youfly Land. So, uh let's go ahead and get started. So, um as Colleen mentioned, this work is a collaboration between UFly, the University of Florida Literacy Institute, and Project READ. And um just to give you a little bit of background and kind of set the stage for our new development um I wanted to just share a
• 02:00 - 02:30 little bit about EUFly and its progress monitoring elements um as they currently exist. So I imagine if you're here you're already familiar with EUI Foundations. You're probably already using EUFly Foundation. So you you know a lot of this already but this is going to um just give you a little bit more uh background. So I don't know if you know that EUFly was developed over a long period of time about 20 years and during
• 02:30 - 03:00 that time for the most part the lessons that we were using were primarily used in pre-ervice teacher preparation and they were just lesson structures. When we attempted to do that same kind of work with practicing teachers, it didn't go so well because these lessons took a long time to plan, it took a lot of very specific background knowledge. And as a result, what we ended up doing was developing what you all know as the current you lively lesson plan. So the things that our pres-ervice teachers
• 03:00 - 03:30 were doing by hand, making word chains and figuring out their explanations of new concepts and all of those things, this is all in the manual for you. And so that was a big learning um opportunity for us to realize what a difference it could make if you had really well-designed lessons already planned and you could focus your efforts on actually delivering those lessons really well and making sure you're meeting each child's
• 03:30 - 04:00 needs. So one of the things that I think is important to understand for all of this is our view about how mastery develops. So very often um we think of mastery as more of a dichotomy and we don't want you to be thinking about it that way. It's not that you didn't know it before, now you've mastered it. There's really a continuum of mastery development. Starting with when um a skill is completely unfamiliar. Um that's when they've never heard of the
• 04:00 - 04:30 skill, they don't know it, it's completely unknown. But very soon once you start introducing that skill then we could put it in the acquainted column. This means that the students heard of this skill, they have some awareness of it, but they're not ready to use it on their own yet. But with instruction, we very quickly see most children get to the point where they are accurate with the skill. That means they can perform the degree the skill correctly um with a reasonable degree of
• 04:30 - 05:00 accuracy. But we want to keep working on it until they have developed automaticity with the point where they can perform the skill accurately but also effortlessly without really thinking much about it. Eventually we want all kids to get to the point where they are independent in the skill where they can apply it in new context without any support. So the skills within UFI foundations in our scope and sequence, we want all kids to get to at least accuracy, preferably to
• 05:00 - 05:30 automaticity. If they get to independence with the skill, that's awesome. But the independence is really going to develop over time with a lot of practice reading. So some of the skills that they learned in kindergarten and first grade, they may not be really independent with until third grade or even later. And that's okay. as long as they are definitely accurate and hopefully automatic, then we're doing really well. But let's think about how that develops, how it looks over time. Um, you might say, well, before a lesson, all of our students are
• 05:30 - 06:00 unfamiliar, but we know that's not true. We always have a couple of kids in the class who know something about the skill. They might be acquainted with it. They might be already able to use it pretty accurately, but they probably haven't gotten to the point of automaticity or independence. But after just day one of the lesson, most of our kids are now acquainted. So in day one, that's when they get that new concept introduction. They've moved from I've never heard of this to at least I've heard of it, but I'm probably not quite
• 06:00 - 06:30 ready to do it on my own, although some kids may be. One of those children that it was is still completely unfamiliar with it was absent. The other two are there because they still need some extra support. So, we know probably just off the top of our heads who those kids in our class are likely to be. Then after day two of the lesson, most of our students have moved to the point where they are accurate. They can
• 06:30 - 07:00 apply that skill. They've done word work. They've spelled words. They've written sentences. They've read sentences. They've read a decodable passage. all using that skill and so they're probably pretty accurate, but we may still have some kids who are unfamiliar. I've never heard of it even though they've sat through day one and day two of a lesson. Um, and then some kids who aren't able to do it on their own yet, but they've heard of it. They know what it is, they just can't use it correctly yet.
• 07:00 - 07:30 That means all of those kids who are classified as unfamiliar or acquainted with that skill, we want to provide them with extra support. After we provide extra support through small groupoup supplemental um lessons, plus the interleaf practice that's built into the lessons for everybody, then we have fewer children who need that extra support. Most of them have at least moved to accuracy and some are even all the way over to independent. After even more interleaf
• 07:30 - 08:00 practice, you see even fewer kids needing extra support and even more at that point that child that's still over there just barely acquainted, can't do it very well. That's a child that is probably in need of intervention, not something beyond the whole class instruction and that tier one small group differentiation. But I wanted to show you how we envision mastery developing. It's not a you've got it or you don't. You're on your way.
• 08:00 - 08:30 And our progress monitoring um effort helps us determine where kids are in this continuum. So if you think about the way that UFly is structured, we have our two concepts a week. One is taught on Monday and Tuesday. one is taught on Wednesday and Thursday and then on Friday we come back and review those two concepts and we measure progress. We assess to see how kids are doing at that
• 08:30 - 09:00 point. Then we have our daily 90-minute reading block. So on Monday, Tuesday, Wednesday, and Thursday it will look just like this in that you would do 30 minutes whole class UFly. You will do 30 minutes language comprehension instruction and then you would have another 30 minutes that's differentiation for both your foundational skills and your language skills. Now the idea here is that you would use your Friday assessment data to
• 09:00 - 09:30 plan the 30 minutes of differentiation small group the part of that that is going to be addressing the UFI foundation's decoding skills. So, the way that we suggest that you structure a Friday review, this is one scenario that you could pull any activities that are going to be appropriate for your students needs. But for the two concepts that you've just taught this week on Friday, what you would be doing, for example, is
• 09:30 - 10:00 reviewing the concept by using those day two um slides for from step five, the new concept introduction. It's a super quick review of that concept. Then you're going to practice it. Maybe doing manipulative letter work and word work or maybe doing a blending drill. And then just practicing spelling a few words. And if you do that concept one, you would look at three minutes or so for for the review, four minutes for your word work or blending drill, and then another three minutes to spell a
• 10:00 - 10:30 few words. You do the same activities for your second concept, different words obviously. And then that leaves you about 10 minutes to administer your spelling assessment. So this is just one scenario. Again, this is very adaptable. You can do whatever review activities will meet your students needs. Then we move on to the actual assessment that 10 minutes of assessment time. That frequent progress monitoring is really what helps you track the
• 10:30 - 11:00 individual needs your students have. So we do progress monitoring in UFI in two different ways. One is that constant monitoring during uh the um lessons. So when your children are answering corally, you're listening to see if there's anybody saying it incorrectly. If they're writing something on their whiteboard and they hold it up, you're scanning the room to see, did anybody make an error? And you're providing feedback. And you're also just kind of
• 11:00 - 11:30 cataloging that in your head. Who's struggling? Who seems to be cruising right along. So, the teacher observation during lessons can tell you a lot of information, but it's also helpful to have a little bit more systematic data collection. Um, something that you can analyze a little bit more carefully and that for that we use our weekly spelling assessments. We know that if a child can encode a word, the chances are extremely high that they can decode that word. But the opposite is not true. A child might
• 11:30 - 12:00 be able to read a word beautifully but can't spell it to save their lives. So giving a spelling assessment gives us an indication of how skilled they are with that word. If they're able to spell it, we know they can read it. So when we're looking at progress monitoring assessment broadly, um that's a term that's used a lot and I just want to clarify um what we are and what we are not talking about. So we have progress monitoring assessment that help
• 12:00 - 12:30 that tells us or answers the question are students meeting benchmarks and so those are assessments that are typically done at the beginning middle and end of year. Sometimes there's two points in the middle of the year that that are administered so three or four times. Those kinds of assessments really don't tell us what to do tomorrow in the classroom. And that's the distinction between your benchmark progress monitoring assessments and the assessment that you do every week during
• 12:30 - 13:00 UFly that tell us have students learn what I've taught. So those teacher observations and then that frequent assessment of skills that you're doing constantly. So you need that ongoing assessment to tell you who needs extra help and who's doing just fine. So in the manual um I'm sure you all are familiar with the progress monitoring assessments at the back of the manual and I just want to take you through how we do um training for this in our
• 13:00 - 13:30 initial implementation training. So we're just going to for um the purpose of an example here um look specifically at le 45 and 46. These are the two lessons that you taught this week. So lesson 45 on Monday and Tuesday, lesson 46 on Wednesday and Thursday. Friday, you reviewed those two assessments and you did or you you reviewed those two concepts and then you did your assessment. And so when we were scoring the progress monitoring assessments to
• 13:30 - 14:00 determine who needs help with the skill, what we're really interested in is how they did on their new concept. So the new concept words are the ones in the column over the GPCs and regular words and then the words that are in bold in the sentence. The rest of the words are al also provide useful information but really for the small groupoup targeted um intervention. What we're looking for is how they're how well have they developed their understanding of that
• 14:00 - 14:30 new concept. So, when you're assessing this, you might have a pre-esigned template that the kids write on, or you can just have them write on paper to be able to score this. Um, here are some examples of a kiddos's um assessment for both um lesson 45 and lesson 46. So, if we just look at the parts of the assessment that um are the new concept points, we have the three regular words for both
• 14:30 - 15:00 assessments. And then um lesson 45 has both shut and trash in the sentence. And lesson 46 has them in the sentence. If I score the these assessments, I see there's an error on um the first one for trash. Um, but that's the only error. So, my student receives four new concept points and 10 out of 11 total points. I really only care about this new concept
• 15:00 - 15:30 points for the our purposes here. For lesson 46, we see an error for that and we see see an error for them. So for the they also missed one of the um irregular words and I'm gonna take special note of that because it does contain the new concept and that's the part of that word that they missed. So when I score this they um got two of the four new concept points and eight of the
• 15:30 - 16:00 11 total points. But I'm going to pay attention to the fact that my this student is also struggling with some of those irregular words in particular the new concept that voice th. So back to our um reading block. If we think about that 30 minutes um in the middle of the reading block as our differentiation time and that's supposed to be differentiation time for both decoding skills and language skills. That means that we would have about 15
• 16:00 - 16:30 minutes for each. So that's how we have organized the the um small groupoup supplemental support. And so how are you possibly going to get all of the review and extra support done in just 15 minutes a day? Well, let's take a closer look at that and see. So that means that you will have roughly 7 to eight minutes per concept. So 15 minutes with two concepts, that's not much time for that small group support. And it's really
• 16:30 - 17:00 different from how a lot of teachers conceptualize small groupoup supplemental support, which is often I have, you know, x number of children. I've got an hour for small group time and I'm going to divide them into three groups and every group's going to get 20 minutes. But guess what? That is the exact opposite of differentiation. differentiation is only providing support for the kids who need extra support and providing very specifically
• 17:00 - 17:30 what they need and how much of it they need. And so that's what our assessments can tell us. So the way that we recommend using these um data to guide your small group planning is you look at the possible new concept points. So I don't know why we didn't just make all of our assessments the same number of points, but we didn't. They could be three, four, five, or six new concept points. And so we're going to determine how close they got to that perfect three, four, five, or six.
• 17:30 - 18:00 If they ma made um if they got all of their points, three, four, five, or six points, that means they need no extra support. They've nailed this concept down already just after the initial lesson. We don't expect that of all of our students, but some students are going to get there very, very quickly. On the other end of things, if they get only get zero or one point, no matter what the possible number of points is,
• 18:00 - 18:30 that tells us they need intensive retaching of that skill. They haven't gotten it. So, they're going to need a lot of support. The kids in between we can classify as either needing just a regular retach, not an intensive retach, or a review of that skill. And so we have rough estimates of what we would be looking for with each set of points. So if you get closer to zero or one, you're going to have the retach. If you get closer to um all of the points, you're going to have just a quick
• 18:30 - 19:00 review. So let's look at a a group of students. This is a fictional class. And if I look at this with a a an assessment that had a total possible of four new concept points, I'm going to divide these kids up this way. The kids who scored zero or one or in my intensive retach group. The kids who scored two are in the retach group. The kids who scored three are in the quick review group. And the kids who scored four, they don't need any extra support for this concept.
• 19:00 - 19:30 Now, how am I going to then provide that support? Here are some of the sample small groupoup activities. Um if you spend 7 to eight minutes a day, then you you can usually do one or two of the um activities. So on Monday, we're going to go revisit the new concept by doing those step five slides from day two one more time. These are kids who need reteing. They need to hear the explanation again. We're also going to practice a word chain from step six in
• 19:30 - 20:00 that introductory lesson. On Tuesday, we're going to do two more word chains. Just lots of manipulative letter practice. Wednesday, two more word chains. You're seeing a lot of practice um encoding and decoding words during this. On Thursday, we would do some uh the blending drill from the next lesson, the one that that covers the concept. In the the review lesson, we're going to um spell a sentence from from step eight.
• 20:00 - 20:30 Usually in step eight, you only get to one, maybe two of the dictated sentences, so there's always at least one left over. That would be a good activity for the small group. And then on Friday, doing another blending drill with a different word chain and playing one of the games from the UFly app. So, lots of different and it doesn't have to be these exact activities, but this these give you some really good ideas to plan your structure. And you may also notice that the beginning of the week starts with more um teaching and
• 20:30 - 21:00 practicing um to develop accuracy. And then Thursday and Friday with the blending drill, we're really focused more on automaticity. So our students in our intensive retach group are going to get all of these activities. You're going to meet with them Monday, Tuesday, Wednesday, Thursday, and Friday. So they're going to have that um practice every day. The kids in the retach group are only going to get Monday, Wednesday, and Friday, but guess what? They're going to be joining the intensive retach
• 21:00 - 21:30 group. So, your small group is not going to be that small, but it's a lot smaller than your whole class. And they're going to be doing all of the activities on Monday, Wednesday, and Friday. Your kids in the review group, you're going to pull into the same group with the intensive retach kids for Tuesday, and Thursday. So they're getting slightly different activities, but they don't need quite as much support. And then your students who scored four and no don't need anything. They're not going to be pulled at all for small group for this concept. They may be pulled during
• 21:30 - 22:00 the other one. The example student that I showed you, he needed help with one concept but not the other one. So he would be an example of a child that would get pulled for one of these but not for the other. So, what this looks like if you want it a little more visually, um, your intensive retach group is going to be meeting every day. Your retach Monday, Wednesday, and Friday, your review Tuesday, and Thursday, but you're only pulling one group per concept. So, both of those um, the pink and the yellow
• 22:00 - 22:30 there on Monday, the pink and the green on Tuesday, and so on. So now here's where we ran into something once we got started using Bufly Foundations. The same thing that we saw where having a lesson structure and a suggestion about how to complete that lesson plan did not help. What helped was having a full lesson plan. So once we realized
• 22:30 - 23:00 once we got um Youth Fly Foundations out there, we realized that this part of it doing the assessment on Friday and using your assessment data to very systematically choose who you're going to support um provide extra support to what you're going to do for your extra support, how much time that we really hadn't provided enough guidance with. we determined that we actually needed to provide small groupoup lesson plans to support that. So that got to got us to the point
• 23:00 - 23:30 of thinking what if a tool existed that could help do all that work for me because as you can see it's a little bit of work to put pull all of that together. So um that's where our collaboration with project read came. Um so as you might remember um I hope that you're all familiar by this point with project read and the decodable stories
• 23:30 - 24:00 generate. So we had already been thinking about this assessment portal and we had talked to several different techy type people that knew how to do these things but they really didn't get what we were trying to accomplish because it really took some knowledge about reading. And then one day we get an inquiry from um Viv, our friend at Project Reed, who said he had developed this um AI based story generator and he
• 24:00 - 24:30 wanted to chat with us about it. And so we met with him and immediately we knew we had found our guy because Viv is not a techie guy first. He is a teacher first. He understands reading and this was not something that we found with the other people we had talked to. They understood the tech end of things but they didn't understand how children learn how to read. They didn't understand the terminology graphimmes and phonmes any of that Viv understood.
• 24:30 - 25:00 So we were very excited and we asked him about maybe partnering with us for this project and like two days later he sent me a prototype and is this what you're thinking? and it's like yes that's exactly what I'm thinking. So we were very excited and then the more we got to know him the more confident we were that we had found the right guy. Um the fact that he like us is always thinking how how can we make it cheaper? How can we make it more accessible for teachers?
• 25:00 - 25:30 How can we make it more teacher friendly and more useful for teachers? This is our mindset at UFI and it was absolutely his mindset as well. So we are very excited to um to join him. So, I am going to actually let Viv now introduce the assessment and planning portal. Holly, thanks so much for the kind words. And yes, um I remember fondly coming down to Gainesville and us on a
• 25:30 - 26:00 whiteboard trying to kind of assess what the problem was and what we could do to fix it. And that was, you know, well over a year ago at this point. and it lined up really well with some of the things that we were working on with regard to graphing phoning correspondences to begin with and it's just been such an honor to to build this with you all to pilot it collaboratively to bring teachers into the process and yeah thank thank you again for the kind words um hi everyone as Holly said I am
• 26:00 - 26:30 Viv Ramakrishnan just by way of quick intro and background uh yes I am first and foremost an educator educ Educational equity and opportunity has been something that has been deeply um important to me since the time I was in high school and I've worn a lot of different hats from um statistical research around education to um being a school leader to being a teacher and really I got into building tech as a means to help teachers and help students
• 26:30 - 27:00 ultimately. So, with that, I would really just love to show you a little bit uh or talk through a couple slides of how this works in theory and then give you a quick showand tell, even though I'll be on the spot. And then we're going to loop in some some other folks who I think you really want to hear from. So, with that, um let's let's jump into the next slide here. Do you have remote control, Viv? I do not. Okay. So, that that didn't work. Okay. Oh, okay. Well, nope. Now it's
• 27:00 - 27:30 going. Okay, we saw a we saw several Okay, sorry about that. Remember Holly said I was a educator first, not a person. Okay, let's see here. Seems like there's a bit of a lag, so let's see what happens. You want me to just operate the slides for you? That
• 27:30 - 28:00 would be awesome. Thanks, Ollie. All right, let me Okay, what is happening here? Okay, starting over. Okay, go ahead, Viv. Yay. Okay, cool. So, we now have a um landing page live that we'll share the link to. It walks through a bunch of the basic information um pricing, uh FAQs, a basic walkthrough that you'll see in a moment here. And as
• 28:00 - 28:30 Holly said, what's pretty exciting about this uh is that it really is tackling a major challenge that we keep hearing from folks about UFly Foundations. And I say that as somebody who wishes I taught with you Foundations instead of my more bloated and less teacher friendly phonics program. So that being said, um we were really excited to develop this tool and here's a basic walkthrough of how it works. Okay. So, you get to choose your lessons
• 28:30 - 29:00 and you can either choose one lesson or you can choose two lessons. The way that we built this tool to start was that you type in your students misspellings. And the way we did that or we we did that because we didn't want you to have to type in everything. So, kind of from the beginning, we were thinking about how to uh reduce time spent for teachers on the input step. But the basic idea here was if a student did not misspell a word, you did not need to type in anything.
• 29:00 - 29:30 It's like a basic spreadsheet interface. And if they did miss a word, we don't want you doing the cognitive lifting of figuring out what they did wrong. We're going to do that for you. You just have to type in the misspelling. And fast forward to something that is new and coming this fall is the ability to scan in that work. So the reason we wanted to do that was again we know that teacher time is limited. I know that your time is
• 29:30 - 30:00 limited. I also know that your time is particularly valued on a Friday evening after you are trying to leave work from doing these Friday progress monitoring assessments. So we thought hey if we can find a way to reduce the time to entry even more then that would be a good thing for educators. Couple quick things about that. So as you can imagine, I'm sure some of you are thinking, can this thing read student handwriting? And the answer is yes. The answer is also that we know that say for example first half of kindergarten, handwriting is particularly a challenge. So the way
• 30:00 - 30:30 that this works is it will prepopulate the input, but it will not automatically get submitted for your small group. So you as a teacher have the ability to edit that input with your discretion if if you see something that, oh, that student actually erased that and it was still picking it up. They actually spell that correctly. Um, so you have a hand in the process if you need to before submitting, but it's still intended to save you time. This was one of those things that blew me away when Viv was telling me about it. It took me a long time to figure out what the heck he was talking about. And
• 30:30 - 31:00 the fact that I could just hold it up and it'll scan it is just mind-boggling to me. Yeah, it was it was funny. It was one of those ones where I'd said to Holly and Val like, "Hey, this is something I've been thinking about like that's, you know, sounds okay, whatever." but weren't weren't fully on board. So, we we just built it and then showed it and it was like what I was picturing I was picturing having to take my phone and take a picture of each one and then upload them one. I was like that sounds like more trouble than just typing it in. Don't do that. Viv said,
• 31:00 - 31:30 "No, no, no. That's not it at all." Alas. Okay, cool. So, what happens when you do that for each of your students? You either type in their misspellings or you scan in their work. It spits out exactly what Holly described. So if you put in one lesson, you will see one row of an output with your small group plans for Monday, Tuesday, Wednesday, Thursday, and Friday that exactly match that basic structure she talked about
• 31:30 - 32:00 with your students who need an intensive intervent or intensive retach uh retach review. and then those students that are are not identified for any sort of small group support based on that new concept. Now the key part here is it's not just creating your groups. It goes a step further. What it is doing is it is matching those groups from each day with the activities from the manual and recommendations for how much time to spend on them. And this is where do these recommendations come from? I can
• 32:00 - 32:30 assure you it's not chatg. I can assure you it's not AI voodoo. It comes from the lovely team at Youfly who put a lot of thought into curating activities for each lesson that would meet the needs of students in small groups who need more support with that concept. So, this is truly us algorithmically encoding um the minds of the UFly team. I also wanted to show you what that view looks like if you put in both lessons. So, your summary view will give
• 32:30 - 33:00 you views for both concepts assessed that week if you chose to input two lessons. And so, students might overlap, they may not. Really, each new concept, as Holly went through in UFly foundations, is treated as its own analysis. Um, but you can see all of that in one unified view. We also really wanted to focus a little bit on the why. um not just who your small groups are but for you as a teacher to understand the rationale behind that. So Holly had previously showed a little visual walkthrough with
• 33:00 - 33:30 students in the intensive group getting 5 days of small group support, 3 days, 2 days or no days respectively. And so this view mirrors that and really shows you why students are being identified for small group support based on how they did with that new concept. Finally, there's an analytics tab which for those of you that want to go deeper shows you a little bit more in terms of the overall word accuracy, the focus concept or new concept accuracy as well
• 33:30 - 34:00 as those previous graphium phonium correspondencies that showed up in that lesson's progress monitoring. So, if you wanted to see how students were doing with the previous concepts, there might not be as many attempts. there's kind of a data scarcity issue where they might have only seen a couple previous concepts, but you still get to see that from each um progress monitor as well. All right. So, okay, I think this is where Holly, am I doing my showand tell? Yes,
• 34:00 - 34:30 we want an actual demo. All right, cool. So, I'm going to share my screen and let's see how this goes. Okay. Are folks able to see this? Yes. Okay. So, as I mentioned, you can select up to two lessons to use the examples we've been talking about today. I can select 45. And as you'll see, we have my student Holly at the very top. And then
• 34:30 - 35:00 I also have my example classroom here. And it prepopulates the words that were in that assessment from um the UFly manual. So, you don't need to worry about that. That's that's there for you. If you want to add two lessons, then it does that again over here. And so, your options, you could definitely type in a how a student misspelled a word. Um, and you could only do that or as you see optionally, we have this right here. So,
• 35:00 - 35:30 I'm gonna be Holly for a second. And let me do it with one and then I'll do it with two. [Music] Great. It took a couple seconds, but the other thing I wanted to mention to you is you don't have to wait. So Holly can be processing while I go on to student B. I just have one sheet of paper here,
• 35:30 - 36:00 but if you have a stack of them, we've kind of parallelized it. So you can continue to go through students two, three, four, and by that point, Holly would be loaded. But you can just keep going through them. Now, let's do this with two lessons in my folded sheet of paper. So, I'm actually going to do that again from scratch so we have a fresh
• 36:00 - 36:30 view. And once again, if I wanted to start parallelizing the others, I could. But we already see Holl's populated So that's the basic idea. I want to show you those final views I mentioned again. That's how you populate Holly. That's how you populate the other student rows. Um but just to get you to the outputs. So what you would see for a full class of input data is the following. And you also have the ability to edit this at any time. But you'll see your summary view as I just showed you before with each new concept small groups identified
• 36:30 - 37:00 as well as those activities from the manual for each day for each concept. And again, we see that for our second lesson as well, lesson 46. I wanted to show you the timetable view, which shows you that why the rationale for why students were grouped into small groups and which days they show up in small groups. And that's true for lesson 45 as well as lesson 46. See those manual activities again. And you can see the labels for students. And so there's a lot more students in small groups from lesson 45 than in lesson 46. More
• 37:00 - 37:30 students were able to successfully encode all of those opportunities. And then finally the anal an analysis tab. So we see Holly showing up here and this was a previous concept. C makes and she had missed that. Um I think she encoded can with a K or something like that. But again you see all of these analytics in terms of overall word accuracy in terms of focus or new concept accuracy terms of regular word accuracy. And if you want to see that
• 37:30 - 38:00 for both uh progress monitoring assessments combined great. And if you want to see it broken out by each lesson, you can also do that. Finally, I know a lot of folks love to stay organized with their spreadsheets. So, if you want to click download, then you will also get an Excel spreadsheet um that allows you to keep track of that yourself. So, with that, that's the end of my little demo. Well, and I'm I'm with Lindsay who in the chat said, "What is even happening?" Unreal. It is a little mind-blowing. Um,
• 38:00 - 38:30 and it is a very efficient and helpful and time-saving and teacher friendly tool that we are very very excited to have. So, I imagine we have some um actually be before we get to our Q&A, we wanted to invite our our teachers. We have a few teachers who were part of our
• 38:30 - 39:00 um pilot group this year who have implemented it and so I think that would be it would be really nice to hear from them. Um Jessica, do you want to share first tell a little bit what what you teach and so on? Hi I'm Jessica and I'm uh a second grade teacher in Hobbes, New Mexico. Um but I'm from Minnesota originally and I uh was a um I've done UFI now for two years. This se second
• 39:00 - 39:30 year um with uh the sponsored classrooms and that has been amazing this year. And when we were first told about this portal we were blowing up the chat too going just like yay this is going to be great and we were super pumped about it. And then when we started using it like myself, I was like, "This is so much easier than sitting there trying to determine myself like where am I going to put the kids and the ways that that you shared,
• 39:30 - 40:00 Holly, but this was so much easier." And I just like it is truly awesome. I love the ease of seeing my kids in on one page. This is what I need to do on Monday with them for this lesson and t and and Monday for that lesson and then Tuesday like so on, right? It just it's so wow. But now my mind is blown even more by seeing being able to like the scanning. They Yeah, you all didn't have the scanning feature. No. No. And I'm on
• 40:00 - 40:30 my last um we just did our last lesson 128 and so I mean I don't know if it's now I snuck in there, but it is just it's just neat. And then it tells me exactly what I'm what I should use. And I have the luxury of having two uh manuals. So I have a manual that I use for my lesson during my normal lesson. And then in my back table, I have my other manual that's open and ready to go with that whatever the kids needed from the week before.
• 40:30 - 41:00 And that's it's just I don't know. It's just awesome. I love it. I'm so thankful that we have this and I can't wait. And I have already I've already texted my principal to say $3.50 a student. We got this. I love it. Well, thanks Jessica. Jacqueline, you want to share yours? We have two Jacqueline's visiting. So, I'm gonna start with Jacqueline Marie. Hi. Thank you, Dr. Lean for having me tonight. This Viv, this new scanning the
• 41:00 - 41:30 the progress monitoring is blowing my mind, too. Um, simply amazing, saving us even more time. Um, one of the things that I love is Friday and that progress monitoring. I'm a little bit of a data nerd. Um, so I just can't wait to get my hands on that to kind of see where my students are. Um, one of the things that I struggled with in the beginning was how many times do I see my kids a week? You know, what am I going to teach them? Am I teaching them the right thing in my intervention groups? And this tool has been the answer to all my prayers. Um,
• 41:30 - 42:00 not only does it tell me who I need to see on which day, but it like specifically tells me what I need to do and how many minutes I need to do it for. So, I feel more confident um that I'm providing them the correct instruction in that small group. And I will say this past week when I did the progress monitoring, I had no students that needed to be pulled for extra support, which I was very excited about. Um, my students love the program, I love
• 42:00 - 42:30 the program. Um, it's one of the best things I've ever used, spreading it throughout my school and more and more teachers are really excited about it. And again, I already shared the $3.50 with my principal and she said we're going for it for next year. So, thank you. Thanks for sharing, Jacqueline, and our other Jacqueline. Thanks. Hello, Dr. Lane. Um, I've been using for about four years now. My first three I was using it as an interventionist. So trying to get
• 42:30 - 43:00 through that data was pretty intense trying to figure it out and where to go next. So if I would have had this, oh my gosh, it would have been so much easier and less timeconuming. This year I'm using it in a first grade classroom and when you guys gave it to us, like the ladies before me said, it was just it blew my mind because I didn't have to sit through and try to sort them out and go through all these different progress monitoring pages and how could I group them, who should I fix, and which day. It just did it and it popped it out. I
• 43:00 - 43:30 didn't have to then think of what activities to do with them, not even going back into the manual to try to find out which word chains I should use. It just it said exactly what I needed. And I just truly appreciate you guys valuing our time and being able to give us this to work with something that already is amazing. So, thank you very much. Well, thanks for your kind words as well. We're we're so happy that the people who have used it. This is pretty much the feedback that we've heard
• 43:30 - 44:00 universally from the the people who have piloted up for us. So, um it is it's great to hear it in person um and for the other folks on the on the webinar to hear it as well. So, thanks so much. So, Colleen, do we have um questions in the Q&A for mostly for Viv, I imagine. Yes. Um lots and lots of excitement. A few um they've uh may have been answered but just kind of worth repeating. Um Viv,
• 44:00 - 44:30 can you go over the cost one more time and if there is a individual teacher option? Absolutely. Yeah, there is an individual teacher option, there's a school option, there's a district option. We are aware that um there are many individual teachers here whose schools or districts for whatever reason may not purchase a school or district plan. and we want to be able to support you. So, that is forthcoming this fall. The pricing is $3.50 and that's listed as introductory pricing. Um, I can't speak to future
• 44:30 - 45:00 years forever, but what I will tell you is this. We are not trying to increase the cost unnecessarily. We are trying to keep it in that range, that three to four dollar range for as long and in per as long as we can. We really like before we arrived there, we as a team with UFly really backed into a granular analysis of what is the cost to actually run this and we probably undersshot it if anything. But really a key value that was behind that is how
• 45:00 - 45:30 can we make this accessible and affordable for teachers and cover the cost of some pretty cutting edge tech. Awesome. Um there's lots of excitement for the scanning feature. Um some technical questions there. If if um an assessment page has like other words on it or prompts, will that interfere with the scanning ability? Yeah, it's a good question. So, um we've tested it with certain templates, but I
• 45:30 - 46:00 know there's a long tale of a ton of different templates folks have made. So, I don't want to say it works perfectly for every template under the sun. It works really well. The blank sheet of paper where those students are just um practicing or or rather encoding um whether it's lined, whether it's printer paper, that works really well. It works well with several templates we've tested. But um I I don't want to universally make a proclamation about the template that you might have on your computer. Fair enough. That'll be a trial and error uh process our teachers
• 46:00 - 46:30 can go through. Um let's see. Uh there were a couple of questions about um the capability of sharing student data um from teacher to teacher if there's like an interventionist or if a administrator would be able to see a whole school's um data profile. Yeah, all good questions. So what you see right now is what we have live and beyond that we are working on building both the admin views um for both school
• 46:30 - 47:00 and district admin to be able to see data across multiple classrooms for students. Similarly working on that for teachers know it's a work in progress and we're pushing or burning the midnight oil on it and it will be live. I just don't want to say exactly by when. But I also want to just note one thing which is really in the weeds but might be important for some folks. the data that you if you have district automated rostering. So, schools and individual plans have a bit more flexibility. They'll be self-rostered. But for districts who have automated
• 47:00 - 47:30 rostering from their student information system, my experience in school leadership tells me that student information systems for elementary school students are interesting because they don't always associate interventionist, for example, with that student, right? They might have the lead classroom teacher only. So all of which is to say um that the way your district has configured its student information system may also be relevant. Great. Thank you. And then um is there a limit to the number of students you could input? I'm assuming like per class
• 47:30 - 48:00 um this person is asking. Nope. You'll just have to keep scrolling down if it gets really long. I mean maybe to that end and and Holly can jump in and speak a little bit more to it. I've seen some questions about like the tier 2 or intervention use case. Um I'll let Holly answer that, but I do want to just name that I think the analytics tab there would be particularly relevant. Yeah. And the whatever the question that I saw related to that um about having um
• 48:00 - 48:30 teachers share groups and so on, that actually could work out really nicely having um if you have multiple teachers where you can divide those groups by specific um kind of level of need and keep those groups smaller that way. Um, so if that's if that's the scenario that you're describing, I think it could actually be an advantage to to setting it up that way.
• 48:30 - 49:00 Wonderful. Um, it looks like that might be I see a couple of our panelists are typing some answers to some other [Music] questions. Overall, lots and lots of excitement. Um, let's see. Oh, um, Lorraine's asking, um, giving the assessment, I'm assuming this is for the scanning, um,
• 49:00 - 49:30 feature, um, you'd want to break up, um, the answers by concept, right? So, um, and not have them combined if you're assessing multiple concepts at once for the scanning tool to work. Yeah, that that's right. And what I would just mention is that fidelity of implementation is really important for any number of reasons including for scanning because for example what I have heard in just user you know conversations with teachers is folks who pluck certain words from the assessments remove certain ones mix and match and I
• 49:30 - 50:00 will say that it works better if it is followed in order as the assessments actually are supposed to be administered. All right. Well, I think it sounds like we've gotten to um the questions that were in the Q&A. Thank you very much for those questions and thank you for sharing our excitement. Um this is, you
• 50:00 - 50:30 know, a a really cool development for us. I I honestly think of it as a gamecher. So um I think it will take the effectiveness of the program up a really significant notch. So as I mentioned the the effort that goes into collecting data and analyzing it to form really carefully targeted small groups is a lot. It's a it's hard work. And I'm so glad that it we have an
• 50:30 - 51:00 option now that you don't have to do all that work. I our mission is always to make life as easy on teachers as we can. Teachers are the hardest working humans out there and you deserve a break and we hope that this will um provide that for you. All of you as effective as you can be. So um I was just going to add one thing as well which is thank you in advance for your patience with us. We, as you can
• 51:00 - 51:30 imagine, the overwhelming demand that's come in in the last couple days is both really exciting. It also means that we're iteratively working through it. So, um, this fall, this is when this will be available both for schools and for districts and for individuals. So, schools and districts are able to to chat with us now. And we know that purchasing season is in full full force right now. Um, individual teachers, we have not forgotten about you. You are top and center of mind. and we're gonna have this live for you as well come this
• 51:30 - 52:00 fall. We just thank you for your patience as we work through a very high volume of inquiries. Well, again, thank you all for coming and I think and thank you for our uh our teachers who came to to share their experiences. I know as a teacher I always liked hearing from teachers, you know, who know what do these ivory tower people know? And um I I heard that from you all um that this was a really powerful uh tool for you all. So thank
• 52:00 - 52:30 you for for sharing. All right. Well, thank you all for coming tonight. Thank Thank you for having us. Bye everyone. Bye everyone.