March-9-2020-Board-Meeting-Segment-3
[00:00:00] We will conclude public comment and um, I'm kinda make up. Yeah. I was going to make a slight adjustment to our agenda cause we have teachers here who are, uh, wanting to speak to us and we had them scheduled for. I'm seven 40 ish, I believe. And so I don't, we move to that. So this is under our board business general administration.
It would be the mathematics mapping overview, uh, with, uh. Special guests and presentations from Willamette, Trillium Creek and Stafford primary triad. Thank you, David. Well, thank you. It's my pleasure, as you said, to introduce, um, a triad of principals and teachers, as you said, from staff or trillion annual Amate to, um, to share work that they have been doing around mathematics this year.
So, um, at Stafford, we have principal Sarah McCarney. And teacher. Third grade teacher, Leslie [00:01:00] Hako at Trillium, principal, Kate Donagen and fifth grade teacher, Kelly fennel. And I will am at principal Patrick miner and a fourth grade teacher, Amy Tebow. And we reserved much of that, um, the time for them to share outcomes of their work in terms of professional learning that they've been leading.
And how, um. Teachers had been experiencing that work. And, um, hopefully a little bit about what are the outcomes for, for students. One of our goals tonight, um, well, let me back up a minute. You're very familiar with the fact that primary as a group has been working on mathematics and you've been very generous with your time to visit each primary school to see, to learn about that work.
Um, that planning for that work actually began last spring when all the primary principals in triads began conducting their own needs analysis. Um, they felt a sense of urgency around improving math outcomes for all students. And they spent some time as a team coming up with theories. What, what do we need to do for our [00:02:00] particular students to accelerate their learning so that we achieve that board goal of raising achievement for all and closing opportunity gaps for students.
And, um. This particular triad, that unfit, cripple and longstanding conversation we had been having around doing a better job of mapping out the coherency of the experience that children have preschool through fifth grade in primary school. And so what they're going to share to you, um, is three main, you'll, you'll hear three main parts of their work tonight.
The first is around this guaranteed and viable curriculum, which is kinda educational speak. But what it means is. The guarantee part means every child has access to effective instruction and access to the same content. Knowledge and skills necessary for high achievement and viable means they have enough time to do it.
And one strategy that they put into places, um, is often referred to as curriculum mapping, which is really carefully [00:03:00] delineating the scope and sequence of the work so that we know that. We cover it all through the course of the year, and do we have enough time to do it by being very intentional about it?
And then obviously assessment comes into play too, because we learn, especially in this community, as students come knowing quite a bit. And the more we know about what they, what they already know. The more we can, um, plan and make curriculum maps that best meet their needs. Um, I will say curriculum apps are not new to the district.
I know that, uh, secondary has been working on them, so that I think around 2012 I know primary schools individually have been working on them. But our goal here tonight as this team presents is to give you a sense of how do your big board goals, how do they flow into district planning a triad planning.
Teacher work and teaching, learning, and then student outcomes. So we've tried to capture a lot of the details at a, a, a four page memo, which you have in front of you. Um, and we put that in a minute memo so we could reserve tonight's time for our triad presenters. So [00:04:00] afterward they'll have time if you want to ask them questions about their work or questions about the memo, they'll be able to answer that.
So with that, I'm going to turn it over to our principals and our teachers to share their work with you tonight.
Thank you for
the degree. I'm on love.
Okay. Good. All right, well, thanks for having us here this evening. David did a great job kind of outlining, uh, and I know you guys all received the memo that he shared earlier, so we were just going to give like a quick overview, um, trying to make sure that we've got time, uh, for any questions that you may have of us or the teachers that we have here  evening.
Um, so, so maybe next slide. [00:05:00] David shared, I you can see, I mean, right behind you there. These are our school goals and while they differ slightly from school to school, you should be able to see how closely aligned they are with our school board goals. And we wrote them this way, um, because we want to make sure we're really closely aligned with our school board, but they also reflect the work that, as David shared, we started planning in earnest last winter and that had been engaging in a this year across all three schools.
And it's a huge focus. On our professional learning communities specifically in regards to mathematics, I focusing on how we can ensure there's a guaranteed and viable curriculum for all students. But also we see that as a high leverage instructional strategy where teachers are really clear about the content that they're teaching and they have plenty of time and planning.
They use it. Strong assessment practices. Everybody know their kiddos. We see that as a really high instructional strategy, and we came to this because at least over the last [00:06:00] couple years, we started to notice a bit in mathematics, our student achievement, a lag behind that of English language arts. Um, and its principles and features.
We were talking more about that. And so last spring we started to come up with a much stronger plan to make sure that we were supporting our teachers and the professional learning community work, but also making sure that our students all across our three schools had access to a rigorous curriculum.
So next slide. Thank you. Um, as David alluded, a huge key to this was the notion of creating these curriculum maps. And we just want to take a second to specify what each map is. The projection map, Sarah will share a little bit more about how was work started last summer. And that's really the scope and sequence of all the standards that we are teaching throughout the year.
And these maps were created with representatives from all three schools and all grade levels coming together over the summer sit down. And really. [00:07:00] Look at what are our priority standards, what's the order? We want to be able to teach these standards. Um, and having that, you know, that time and that magnifying lens to really look through our curriculum and think about the scope and sequence of the standards.
And then throughout this year, um, teacher teams, grade level teams. Uh, sometimes at school and sometimes collaboratively across our three schools are generating these unit plans. And that's that much more in depth planning about how are we going to be teaching the standard, what are our assessments that we're going to be using for our learning targets?
What lessons are vital in this unit, and what are some lessons that perhaps are not addressed in those priority standards? And that's been ongoing work done at all three schools throughout this year with all grade level teams. And finally we'll close our year. Um, whether it's at the end of the year, kinda summer by, um, doing some backwards mapping course.
Cause you know, just cause we planned this all out really thoughtfully. It does mean that every single part was right and involving teachers in that reflecting back and saying, how [00:08:00] did that unit work? How did our projection map, where did this take more time than we wish we had less time for these types of units.
So that's just kind of a. Quick intro. I know Sarah and Kate are going to share a bit more about the exact work that our tribe has been engaging in throughout this year.
All right. Good evening. I'd also like to, my whole third grade team came to mind. Katelyn Wiggins. I'm Leslie HOCAL and Emmy Owens. I thank you so much for taking your time teachers, for being here with us tonight. I think the power of our work will be in the voices of our teachers and the student results that we get.
Um, we didn't add it to our slide, but I was walking today and another, I think incredible benefit of this work is the connectedness of our, of our principal team. I think we are so aligned in the work that we've done, the PD that we're providing. Our weekly plans. We do a lot of Google Hangouts, so we don't have to leave our buildings, but we're, we're planning, um, week to week, and we're, we've never been as tight, I would say, as we are [00:09:00] right now.
So that collaboration between our three schools, and it's been really amazing. Joel, take the next slide. Slide please. Thank you. So this is an example of a projection map and the highlighted green parts are the priority standards. So I think the benefit of this. Projection work is that our teachers have gotten to know their, their common core standards really well.
They've determined which ones are really the weightiest. And where those weighty standards live in each unit. So once the priority standards were identified, we look to see where do those live in the investigations units, and that is our adopted curriculum material. Um, I think the benefit of the projection map is, especially for new teachers like Emmy to say.
When do I start unit one and when should I wrap up? Unit one. Um, and that aligns the team and their planning together to do that work as well. When we've gone to our, each other schools, we've been in third grade [00:10:00] classrooms where they're teaching the same unit and lessons that our third grade teachers are teaching.
And I think that, um, closely knit, uh, teaching and collaboration is greatly, um, due to this projection map. Um, it breaks it even down to how many lessons in each, um, you know, which has been amazing. I think also it ensures that all of the units are taught, because my suspicion was that, you know, you linger too long and some of the units, cause they're like, they just don't have this concept.
And then what happens is you might not get to the last two units. So this one has really prompted teams to stick with the rigorous pacing of the curriculum so that all of the content is taught by the end of the year. All right, Joe, I'll take the next slide please. So the unit plan, Oh, rats. Oh, there we go.
We tried to fix that today. You can just keep flowing through all those until the very end, right. There. Um, [00:11:00] so the unit plan really goes deeper into each unit, and that is developed by every school individually, but it's the same standard process where we look at the priority standards, we develop, um, learning targets and success criteria, which was been a huge instructional emphasis for us.
Um, assessment has been a huge part of our work because assessed in, uh, investigations has some built in assessments, but we have really dug deeply into making sure that we have a post and APRI for every unit that ensures that it assesses kids on those priority standards. Um, then teachers get to plan their unit.
And they say, based on their pre-assessment, what our kids know already, what can we move a little bit faster through and what do we need to dwell a little bit more in? And we've also been able to add really high quality instructional strategies into our work this year. And teacher teams [00:12:00] select those for every unit.
And then at the. Towards the end, which seems counterintuitive. The pre-assessment is created after the post in the plan because that's no, okay, we want our kids to be here. What do we know, want to know in the front end, and then in order to launch us into our PLC cycles of inquiry next year, we've also created scoring agreements so that we can look at cohorts of students work to say, okay, this percentage of students already have this skill mastered versus this percentage of students.
What do we do now? And then. That's the end of that part. And I would say the, the beauty of the unit plan is that our teams, and they will, if you ask them, you should ask them more about this, but what I notice is they are more closely aligned also than I've ever seen. And when we. Come together for our weekly meetings to develop these unit plans.
And this is what the first page looks like. Um, there is a level of engagement and [00:13:00] commitment to the work that, you know, there's just this buzz of productivity and, um, ingenuity I would say as well. So that's the first page. Generally, the unit plans are multi-multi page. Um, but. We also collect those in Google to make sure that they live with us year to year and we can come back and revise those each year as well.
If you overlay the work of the unit plan with the five dimensions of teaching as well, which I did today, it is so closely aligned, the work that we're doing to the work that we want our teachers to be doing with purpose and engagement and assessment, all of them live very much in the work of. The unit planning and projection map work.
And then Joe, one more slide, please. That's it. Actually, I'm going to pass over to Kate to talk a little bit more about assessment.
Thank you. So we did our first collaborative work over the summer, and we [00:14:00] brought representative teachers together from our triad groups to do the projection mapping. And then as we entered the fall, we planned our teacher time together, but worked on the, in our own buildings. So with the November 25th date, that was our first opportunity to bring all of our teachers together across our triads.
Um, we saw a really powerful work where we had the sampling of students, I mean, of teachers together, and we really wanted all teachers to experience that level of collaboration. So on our November 25th date, we all gathered at Stafford and worked in, primarily worked in grade level teams. So we started our morning with some professional development work.
And that focused on the assessment component of the unit planning. We really looked at, we know that for PLCs to function in a really strong way, they needed to have common formative assessments. So we did a dive into modeling what it would look like to develop common formative assessments for the math units, and gave teachers some opportunities to work with that.
So on that day, we really had a focus on [00:15:00] assessment and that's when teachers came away from that and work together, um, in that day across grade levels to start with developing some, um, unit assessments. And one of the pieces we did was really focus on. I'm refining assessment to think about what you really need to know in the post assessment and what do you want to know about your learners, and then what do you need to do in that pre-assessment?
What is the information he had at the time before you're moving into a unit of study so that you can determine what your students need. So teachers did some work on that and it really refined the way they think about assessment, especially assessment before entering a unit of study. So teachers have worked on that together.
Um, first on that November 25th day, as they worked in unit planning, and then Joe, I feel advanced sized slide.
And then we, um, took teacher feedback from that November 25th day. And there were some key pieces of feedback. One of them really was, [00:16:00] wow, this was a powerful opportunity working together and collaborating as something we want to do more of across our triad. And another piece of it was, you brought us some new learning today and we want to practice that more.
So what we were able to do across between our three schools was get creative and finding a way. To bring our teachers together one more time, at least the school year. So on different days, each grade level across the trad were able to come together for a half day of work where they really continued the work from November 25th in terms of tackling a new unit and focusing in again on their assessment practices as they developed unit plans.
And so at this point, um, every grade level has been able to come together one more time and do a really productive and powerful work together. I think what we're seeing is that. They have the opportunity to access one another's expertise, so they're getting the best outcomes for all of our students, but in a much more efficient way because they're working together for that.
[00:17:00] One more side, Joe. So, obviously we're not nearly done. I mean, we really feel like we're just starting this work as a triad. Um, and we're going to continue focusing on mathematics next year. These are just a few of our next steps, uh, taking time, uh, this spring and summer to analyze our student achievement, analyze the student outcomes, using measurements like math and, um, state assessments, um, that backward mapping that I referenced earlier, but also as our assessments get stronger.
So we're all, well, our professional learning community cycles, inquiry, practice, work, it's stronger. Um, and that's work we're really excited to do in year two. Um, as we focus here on that Maddix and, um, and of course that continuing, Sarah mentioned that ongoing work around high leverage instructional practices.
Um, whether it be learning targets and success criteria or the role of student talk, um, or the importance of having rigorous tasks for students to be able to [00:18:00] do that is worth this embedded or will continue to be focused on over this time together. One thing I should've noted earlier is of course, we do not do this work in isolation whatsoever or even plan this.
We had a great support here from the district office, but also Carolyn Miller, former. Uh, Wesson was involved principal, um, her sternal expertise. She came along, uh, leading things like the projection mapping with our teachers, but also just consulting with us and company guide that work. And that was really invaluable to this process.
Uh, so now we've done kind of a lightening overview. We want to open it up. We brought a bunch of teachers here and see what kind of questions you have for them or for us. Maybe we'll just have all the teachers just come up to the Komani me.
Yeah. So the, I S I think you answered one of my questions was, Chis, you're doing the [00:19:00] pre and post assessments per unit. Um, but what are you finding in terms of how much time that's taking, how students are receiving it? Um. And then, you know, the impact, uh, on the learning with those
I'm Kelly fennel. I teach fifth grade at Trillium Creek primary. Um, one thing that I've noticed about our revision of the assessments is that as we're focused in on the priority standards, we've actually been able to shorten some of our assessments. And so while we're giving more assessments, a pre and a post for every unit and a lot of check-ins along the way, there are not very lengthy tests.
And so they're really getting to the core of what we need their students to know and be able to do. And looking at, um, pre-assessments. What. Skills, should they be bringing with them? What are we expecting them to have? And that way, that informs us to be able to teach some missing skills that they might be missing as we're launching into the next unit.
So I think it's kind of [00:20:00] a trade off. There are shorter tests, but more frequently given. Right. Add on. I'm Leslie HOCAL, third grade at Stafford, and I just want to say that we were previously giving pre assessments as well as opposed to assessments. However, there was a revision of our thinking that the pre-assessments should not match the post assessments.
And so we're actually getting more valuable data from the pre-assessments now with these revisions than we were previously. It was more of a, you know, they either know it or they don't, and now we were learning what skills do they already have in place. So it's, it's, it's been more valuable.
Thank you. First of all, thank you so much for teaching our kiddos and for being here this evening and sharing your work with us in this way. I, I, I get the occasional pleasure of, um, attending a learning walkthrough and, um, observing cycles of inquiry and things like that. I'm always [00:21:00] very impressed by the caliber of your work.
I was demonstrated by this presentation that, um, how intentional and thoughtful you are about. The math learning outcomes, um, and really aligning, um, or dare I say, standardizing across the classroom so that students are getting a similar experience. And I heard a lot about the standards and the assessment, and I'm just curious, I don't know if instructional strategies, how big of a role it's played in this, um, and this collaboration.
But I am curious about, um, if that is a part and you know, what roles of the sharing of instructional strategies. And the implementation of this curriculum and standards. I can definitely speak to that. My name is Katelyn Wiggins and I teach at Stafford, and this is my first year at Stafford, but I taught for 11 years in Massachusetts and it's been really valuable to come together with not only my team, but the district team as well, just to definitely share all of our different strategies for [00:22:00] teaching and to kind of.
Align the way that we do things, but also really get that wealth of knowledge from the vast experience that everybody here has and no matter where they are and where we're coming from, it's been very, very valuable as well. That's definitely a huge piece of what we do every week when we meet someone, we come together as a triad as well.
So
I'd like to add on as well that there's been a lot of opportunity. Um, because of the, the unique scope and sequence that we have now to be very focused and intentional and thinking about what are ways that we can, um, raise the student discourse and what are some strategies that we can look at as a team?
Thinking about the core math ideas in each lesson. And then also what are some of the mathematical habits of mind that we can embed in each lesson that will go with the investigations and the priority standards. So there's, there's been a lot of opportunity there.
[00:23:00] My name's Amy TiVo. I teach at William it. I can say this process has made our time much more efficient in terms of the planning that we do, but also. The time in the classroom. And, um, the fact that we have the priority standards and really specific learning outcomes, and the kids buy into that, they understand exactly where they're going.
And so, although we're doing a lot of assessment, they're learning how to assess themselves, and so they can tell if they're on target, if they've met the target for that day. So it's been very, using our time very well, very efficiently.
Okay. Yeah. Am I on? Yeah. Oh, um, curious about what do you do as instructors? What kinds of instructional strategies do you use or what kind of support exists for you, um, for differentiation in the math classroom? So if you do notice that a student is not getting the concepts or you know, struggling or another student is really far ahead, how are you [00:24:00] scaffolding the learning to meet the needs of diverse students?
And I might just piggy back on that if that's like, cause I have a feeling my, my, my wonderings was very similar to that. It was just, I was no seeing that in the projection mapping. Um, there was comments about building in the pacing as well as, um. Accelerating and interventions and yeah, and I was kind of also then to piggyback her is more, how has the team collaboration, does it help in that ability to, um, build in interventions and or accelerations when needed?
So one of the first things is, um, the tests that we designed to make sure that they're low floor, high ceiling, that means everyone can access. And then you can go to the level that you're. Comfortable doing and push yourself even further. So it's just for the first part is just in the design of the task.
And I think [00:25:00] to be able to come together as a triad, we're getting the ideas from each set of teachers, each set of specialists, and I'm getting to learn a lot of new strategies for how to reach those learners who might not have it yet. And those learners who have already gotten it. And so I think that collaboration piece really has been key.
I know my toolbox has. I'm grown a lot this year after that experience. Being able to do that. I think the other thing that allows us to really differentiate during math class is that idea that we're still teaching in that workshop format where we are teaching our mini lesson and we have lots and lots of work time for kids, and then we can touch base with those learners who need a little extension.
We can touch base with those learners who need a little bit more support, and it all just kind of fits right into that structure that we're teaching, that we've been teaching for a while now.
I'll have an on. I'll add on to that as well. Um, so being a first year teacher, it's been so helpful for me to have this time, um, to collaborate with other teachers and learn, um, new [00:26:00] instructional strategies and amazing ways that my team, um, structures support for students who need to be extended and extra help as well.
Um, and with that, like going on with the mini lesson, I think for me just really having the time to dig deep into the standards and the curriculum has made me learn like how fast it should be as the mini lesson. Like the knowing the standard and the big idea and me having not really clear from all the work that we've been doing and has made it really.
Um, easier to make it clear for the students and give them a lot more time to be working on that with those tasks that we talked about. Um, you know, having time to extend that as much as they need. And then also being able to give them time to work one on one with me as well, or in small groups. Just really having it so clear makes that really helpful.
Um, I just wanted to first recognize, uh, the great work being done here. I think one of that's one of the strengths of our district. Um, the triad. And then dr Pryor is identifying your [00:27:00] problem, right? Maths, lagging behind language arts. Let's do something about it. And the solution seems, seems very logical, right?
Let's prioritize these standards that can often be just overwhelming to a teacher. I remember as a first year teacher. Looking at those standards and just being overwhelmed, um, and then making them kind of manageable and digestible. So that sense, such fantastic. I did have two questions. One is, I apologize if I missed this, but did the teachers have much of a role in the unit mapping or was it done mostly by the administration?
And then secondly, I know it's early, but anecdotally, are you seeing that that's making a difference.
Uh, yes, I was part of the team last summer. That was, that had the role of looking at an unpacking all of the standards and determining which were priority in which were the supporting standards, and then where did they live in each unit. So the teachers were very much in, in that work.
And I know Leslie had mentioned to us in a lot of meetings how much of a difference she's seen, [00:28:00] excuse me, since her class last year at Stafford and this year, and just how much of a difference it is making. Um, having that, that curriculum mapping on the time to meet with the team, um, and coming from a different district where similar work was being done.
I'm really, really happy to see that it's being done here. And I think that it's. Very, very good use of time and I'm glad to know that we're going to be focusing on it next year as well, just so that we can continue to have those opportunities to work across the triad. I'm hoping even more because those days with the three schools together were really, really great and I was, I'm hoping that we get more time with them as well.
I just have two questions. I'm curious as to, um, we have two other triads. Are they doing similar work as well? And then, um, just hearing about this and how successful it is and how, um, much you enjoy collaborating [00:29:00] with each other and how you're seeing the difference in your classrooms, wondering to how this might bleed out into other subject matters.
Um, in the future. It's a great question. And, um, because last year or this year as we were planning was a year of limited funding, we approached this work as a pilot program knowing that we would learn a lot with this triad and then try to generalize it to the other two triads at primary. And so, um, sort of the Genesis of this conversation with you tonight was because the principals and ICS were sharing their work.
With the entire primary, um, team so that we could bring forth a proposal to go forward with the other three triads. Um, the tribute to this leadership team and the teachers is, this isn't a district led event. This is a district supported, um, based on what the leaders and the teachers were saying that they needed.
And so they've invested a lot of their own time in school resources along with [00:30:00] district support. So that's why we were approaching the next phase carefully is I appreciated. Um, you know, Dylan's question of who did this work? Because it's really, it's powerful because it's, the team's actually doing the work.
So that's why presenting their work together, principles and ICS and them saying, we want to be part of this too. It feels like one of the best possible outcomes.
I think, Christie, in terms of, um, generalizing elementary teachers do that. Magnificently because they teach all the subjects. And so it's very intuitive to see, okay, if I'm doing this with math, where am I seeing a trend with reading? How would I do some mapping there? So I think there's already this little nudge of, could we do something like this with another area?
And so, um, elementary teachers do that. Just constantly generalized from one content to the other because they teach all of them. Um, and see the benefits of one spilling into the other. Yeah. And I [00:31:00] was just wondering kind of how this has been a little bit more of a formal process where it's, that's what I, that was my question is more as, will it be, will you do this sort of process again, you know, with another subject matter.
So, yes. Yeah.
As you can see, it's a very involved process and we want to do it well. So, um, I think that the better we do it, the more there'll be a desire to think about how do we generalize this to other subject areas? We're definitely seeing the value of it. I did hear a comment made by at least one or two of the principals when they were sharing this with their colleagues the other day.
Um, that what was really helpful though this year was just to make a commitment with math because it's very tempting to say, gosh, we work on everything, so let's keep working on everything and the commitment and the focus of, if we just stay really disciplined with getting really good at this math work, we know.
We'll find those connections. [00:32:00] Um, but we'll only go deep if we commit to just focusing with mass. So sometimes it feels counterintuitive not to say, well, I'm also working on reading and writing and they're doing that, but this work this year to just focus on math allowed them to go as deep as they could with each group committing to that time throughout the year.
So. I have a wonder. Um, you know, I saw the picture of, I think it was Amy, I think it was your group working all around that little cluster. And I just remember as a teacher, and I know that when we do our learning walks. When we've been in a few classrooms and we come out and we get to think about what we saw when we heard kids say, and do we have this really rich conversation from a learning walk.
And my wonder for you is if you were given time next year to now get into each other's classrooms after you've done this, planning, this work, if we gave you time to get into the classrooms with questions in wonders. What, what would that provide for you? Is that something that would be [00:33:00] helpful to then watch each other, teach with some questions or thoughts or wonders in mind of support for each other?
Maybe that's a leading question. I don't know. But follow that lead, um, last year at Trillium Creek, um, fifth grade teachers actually did that. We, um, had some. Support staff come in. I'm some paraprofessionals and I had a student teacher who helped with it and we watched each other teach math. Um, the four fifth grade teachers at Trillium, and it was probably one of the most powerful professional learning experiences that I've had in a long time because I got to see.
What I was doing in action in another teacher's classroom. I got to notice what they did really, really well and take that bit back to my own room and apply it the very next day because it was right. It was the same lesson that I was about to teach. It was right in there, and so I think if we were able to do that on a district wide level, that would be amazing too.
But I think a good starting place would even be just to do it within our own buildings and have that opportunity. [00:34:00] I was just going to add on that. I've done that similar work with the TGG program that the district offered, and that was so valuable. Having a team of teachers coming together and kind of planning a common lesson, having a teacher execute that common lesson and then putting feedback in place, you know, how can we make this better?
And then I know we use that same model with the science development of the curriculum as well. So if it would be wonderful.
As we close out this discussion topic, thank you all for taking time out of your evening and being here and sharing with us. It, um, it's kind of a rare treat for us to hear directly from the teachers themselves about practices that are taking place. And then, um. Maybe an ask would be just as you collect at at the end of the year, maybe we as a board could just get a followup memo on how this work is paying off.
We'd be really fun to see. I know it's just the beginning of the [00:35:00] story, but it's kind of little little chapter updates would be nice. I would just add that the school year's not over, and if you want to join another learning walk, and of course now you all want to be in these five teacher's classrooms, don't you?
You feel kind of connected and I'm sure they'd welcome you. So do you want to see some math and action knowing now about this projection mapping? Um, just let us know and we can arrange for some more visits in classrooms for you. Okay. All right. Thank you.
We're a take a quick five minute break and then we'll reconvene.