[0:00] All [0:03] right, everyone. Welcome to the next [0:05] episode of the Inside Wisetta podcast. [0:08] Today we are at Kimberly Lane Elementary [0:12] and we have Dr. Krie Wearman who is the [0:14] principal here at Kimberly Lane. [0:16] >> Yes. [0:17] >> Thanks for joining us today. [0:19] >> Hey, thanks for having me. Appreciate [0:20] it. So before we get into some really [0:24] cool instructional leadership stuff [0:26] you're doing, I want to know from your [0:30] perspective [0:31] what makes Kimberly Lane special. [0:35] >> How much time do we have? [laughter] [0:37] >> All the time you need. [0:38] >> No, there are so many things about [0:40] Kimberly Lane that are just really [0:44] really special. the our our families, [0:47] our students, our staff, and the way [0:50] that we uh connect with one another and [0:52] really try to help students find success [0:54] is I mean, I've been a part of other [0:57] districts. I've been a part of other [0:59] schools and just the collaboration and [1:04] is so helpful. Like, if I call a parent [1:07] and I say that, hey, this is something [1:09] we're working on with a student, they're [1:10] wanting more resources, and they offer [1:12] up these are the things that we're doing [1:13] at home. I mean, the partnership is [1:15] real, and that's something that's just [1:17] very special. How long have [1:19] >> you been the principal here? [1:20] >> Um, uh, 13 years. [1:22] >> Okay. So, that's a long time. [1:24] >> That's a long time. Yes. [1:25] >> How has Kimberly Lane changed since [1:28] you've been here? [1:29] >> Oh my goodness. A lot. So, we've had a [1:32] lot of changes and actually this fall [1:34] was another one of the big changes, but [1:36] I'll back up the bus to uh 13 years ago [1:40] and we had, you know, many many uh [1:43] students here. We had a a large [1:45] population because we did not have [1:47] Meadow Ridge or Northwoods yet. So, we [1:50] used to be the new school when I was [1:52] here. We were the squeaky new uh school [1:55] for the whole uh district. And then [1:58] obviously we be got really really big [2:00] and then uh we were having to be super [2:04] creative in using space. We had to have [2:08] classrooms and atrium areas. I mean we [2:10] were packed to the gills and then Meta [2:13] Ridge opened and then we had our big [2:16] boundary shift. And it was the first [2:17] boundary shift that had happened I think [2:19] in Weisetta [2:21] >> in forever. It had been like a really [2:23] long time. Yeah. [2:24] >> And so, and the way that that impacted [2:26] us was really interesting cuz 75% of our [2:30] students actually went to Meadow Ridge [2:32] >> and we maintained the last 25% and then [2:35] we ended up getting all of these of [2:38] students from other buildings. And so we [2:41] had 120 kids come from [2:43] >> um Greenwood, we had 90 come from [2:45] Plymouth Creek, we had 90 come from [2:46] Oakwood. Like we were the United Nations [2:48] [laughter] that year. So they were all [2:50] coming in and it was great. And then we [2:52] once again got our feet underneath us. [2:54] We got to know all these, you know, new [2:56] students that were coming to us. And [2:58] then a couple years later, you know, [3:00] obviously we're building, we're [3:01] building, we're building and then [3:03] Northwoods opens and then we lose [3:06] another chunk of my guess is it maybe [3:09] was the last 25%. [laughter] You know, [3:11] so we had full turnover. I don't know [3:12] who they were uh specifically the [3:14] neighborhoods but then uh we went way [3:17] down and so we had been up near like 800 [3:19] students 800 students we were just [3:22] really packed and then uh when Meadow [3:24] Ridge then we dropped down to about 600 [3:27] and then um then we grew grew grew and [3:30] then Meadow Ridge or excuse me [3:33] Northwoods came on and then we got below [3:35] 500 and we had been or we've been below [3:37] 600 so last year and we had been low for [3:40] a while and so we were at about 550 [3:43] which was for us to be quite honest cute [3:45] cuz we were just used to [laughter] [3:47] having a larger population and then once [3:51] again we had another boundary shift that [3:53] took place and 30% of our students are [3:55] new to us this year [3:57] >> so now we are up to about 700 students [4:00] approximately so it's just another [4:02] opportunity and it's once again fabulous [4:04] and um I think it's a testament to when [4:06] I say like oh Kimberly Lane families are [4:08] great [4:09] >> it's actually why is that a public [4:10] schools families are great because [4:13] they're coming to us from all the [4:14] different schools [4:15] >> experience most of them like almost [4:17] every uh school has somehow had a shift [4:20] of a student into our building. So we [4:21] really are weetta um all the schools are [4:24] weisetta but that's just something [4:25] that's how things have changed in 13 [4:27] [laughter] years. Um and then also [4:28] there's been some other obviously huge [4:30] significant things that have happened in [4:32] 13 years of the types of resources that [4:34] we have available, the types of events [4:36] that we have lived through. I mean I [4:38] every once in a while I go through my [4:41] Google Drive and I find something from [4:43] 2020 uh spring and [4:45] >> what happened during 2020? I [laughter] [4:47] forget. [4:48] >> I know. But it was I looked at and I [4:51] have like oh my gosh I remember that we [4:52] had to figure out all these really [4:55] strange things and it was once again [4:56] super stressful on a variety of fronts [4:58] but it also pushed us to be nimble in [5:01] ways that I think we've still carried [5:03] with us about how to be responsive you [5:06] know and but that was once again lots of [5:09] things have happened but the big thing [5:10] has been um staff students all that [5:14] >> so you are good at navigating change [5:16] that's what I I'm hearing you and the [5:18] staff here accepting new friends, new [5:21] faces. It's kind of part of the DNA [5:24] here. It sounds like we've been here. [5:27] >> Definitely. [5:28] >> Yeah. [5:28] >> Was Kimberly Lane I'm trying to think of [5:30] like the district map. [5:32] >> Were you the northernmost school before? [5:35] Like technically. [5:37] >> Yes. It's like I know there's a few like [5:39] right on the same [5:40] >> right cuz we are a little bit cuz I [5:42] think it was Greenwood me and then like [5:44] Plymouth Creek is just a I mean like [5:46] we're all really close to that but yeah [5:49] we were the three kind of northern [5:51] schools. [5:52] >> Yeah. So yeah, you've seen you've seen a [5:54] lot since you've been here. [laughter] [5:56] >> I have. There's been quite a few changes [5:58] and obviously changes will keep on [5:59] coming our way. So and we're ready for [6:01] them. [6:02] >> So what initially led you here? like [6:05] what when you were 13, 14 years ago, how [6:09] did you end up at Kimberly Lane? [6:11] >> Well, to be honest, it's a bit of a [6:14] power ball. Like I'm just so grateful [6:17] for the opportunity to to come here and [6:20] I I still think, wow, what an amazing [6:22] trajectory to be able to land here. Um I [6:24] had been um an administrator, assistant [6:27] principal at a middle school in [6:28] Minnitonka [6:29] >> and I had been there for eight years and [6:33] uh and I was ready to like well now I'm [6:35] ready to go on and and get a head [6:38] position someplace because I'm I've got [6:40] bunch of experience and I was really [6:43] interested in actually in Minnetonka [6:44] they have both a Mandarin and Spanish [6:46] immersion program and [6:48] >> had been very much a part of that and [6:50] because we were building our program [6:52] kind of from scratch I was one of the [6:54] point people for the immersion and [6:57] making middle schools ready for that. [6:59] And so because of that, I worked with [7:01] elementary and all of a sudden I got [7:02] this love of elementary. And at the [7:05] beginning of my career, I was a language [7:06] arts teacher, high school, and I swore I [7:09] was never ever [laughter] going to work [7:11] with middle school or elementary. I'm [7:14] like, "No, I love Shakespeare. [7:16] >> [laughter] [7:17] >> I love the, you know, and then, but [7:20] through this work that I did as an [7:22] administrator, um, I just got to [7:24] collaborate a lot with elementary. Um, [7:26] and then I also did some work as a peer [7:29] coach, uh, and that was in a previous [7:31] district where I was able to give [7:33] feedback to teachers K12. [7:35] >> Yeah. and getting into the classroom and [7:38] then it I started making the connections [7:40] to you know I'm teaching high school I'm [7:43] teaching you know middle school students [7:46] but the real foundational impact of [7:51] reading teaching students those really [7:54] um [7:56] uh very foundational skills [7:59] >> and the impact and the trajectory uh I [8:02] just felt really drawn to that and just [8:04] how potent and the uh opportunity is to [8:09] really make an impact. It's really I [8:11] found it hard especially toward the end [8:13] when I was at high school when I'd have [8:16] second semester seniors who they [8:19] [laughter] you know they have already [8:21] got into the college of their choice. [8:22] They turned 18. They're like don't wake [8:23] me up. I want to go to I just got back [8:25] from Mystic Lake last night and you're [8:27] like oh my gosh [laughter] you know like [8:29] I'm not sure if I can really move the [8:30] dial. I was feeling that and that's [8:32] after eight years of high school and I [8:34] was like oh I need something new and [8:35] then I went to the middle level and I [8:37] was there u for 14 years and then now [8:40] I've been at the elementary level for 13 [8:43] years and there is such a wide range of [8:46] to learn cuz you've got students coming [8:48] in at 5 years old and they leave you at [8:51] 11 years old you know and so there's [8:52] such a developmental arc that you get to [8:56] see and it's such an honor to be able to [8:58] see that arc and to see you maybe [9:01] they're on the struggle bus, you know, [9:02] at the beginning of their time and [9:04] you're able to catch um those times and [9:07] have just a real uh real impact. And I [9:10] see that with the staff, [9:12] >> you know, knowing that they really have [9:15] uh the power collectively to move the [9:17] dial and really help students create a [9:21] an amazing future. [9:22] >> Sure. So, yeah, you've really seen it [9:24] all in your educational journey, all the [9:27] different age ranges, right? [9:28] >> And you're you love elementary. Did you [9:30] ever feel like I want to go back to any [9:32] of those? No. [9:34] >> No. People joked with me. They're like, [9:36] "Oh, well, you did high school, then [9:37] middle school, then elementary. Are you [9:38] going to go like end in neonatal care? [9:40] Like, where are you going [laughter] [9:42] with this?" But no, no, but I'm I love [9:45] elementary and I I just there have been [9:48] other opportunities that have presented [9:50] themselves uh to u go into [9:54] administration at different levels. And [9:56] I just m I'm in love with elementary. [10:00] >> That's so much fun. [10:01] >> Yeah. [10:02] >> So, we are going to dive into some of [10:05] the [10:07] some of what you can see on the wall [10:09] here. So, when I full transpar [10:12] transparency when I walked in, I saw [10:15] what was on Dr. Herman's wall and I was [10:17] like, whoa, what is going on here? [10:19] [snorts] So, this is going to be a great [10:20] learning experience for me and I think [10:23] for everyone listening. So I think [10:25] taking a step back when we think about [10:29] teaching and learning when it comes to [10:32] our students that we you know a lot of [10:35] us have been students some of us have [10:37] kids that we send to school I think [10:40] there's this a little bit of an [10:42] assumption sometimes of like we send [10:45] them to school they're going to learn [10:46] they're going to go out into the world [10:47] and do great things. There's obviously a [10:50] lot that needs to happen behind the [10:52] scenes to make the learning and some of [10:55] that growth happen. So [10:59] what just give everyone an overview of [11:01] like what what are we looking at here? [11:04] What is you know the 5D rubric? [11:08] >> You got it. So I I know that when I was [11:10] approached of like what's a topic that [11:12] you think that people might be [11:14] interested in? And I'm like, well, what [11:15] I get when new families are coming to [11:17] me, one of the top three questions that [11:19] I get is, how do you support your [11:21] teachers? Like, how what type of [11:23] professional development do they get? [11:25] And uh 5D plus is something that we have [11:28] uh been studying for the last two years, [11:30] but this is our first full year of [11:32] implementation. So, I'm not pretending [11:34] to be uh kind of the expert um in this, [11:37] but I am someone who is guiding my staff [11:40] and working collectively with other [11:41] people across a district in order to get [11:44] ourselves better as using this tool to [11:46] help give feedback and there being a [11:48] feedback loop for teachers in order to [11:51] really improve their practice. And so [11:54] prior to this, we had been using uh [11:56] Charlotte Danielson and there's all [11:58] these different kind of models and [11:59] things that you can use in order to give [12:02] feedback. And um this one is working [12:05] really well with so many other things [12:07] that we've got going on in the district. [12:09] um from our professional learning [12:11] community work that we have from our you [12:13] know and this is obviously the [12:14] observation things the things that we [12:16] have with our equity commitment the [12:17] things that we have with our um I mean [12:19] literally they're just all these pieces [12:21] that are kind of falling in and just [12:23] nicely complementing each other so we [12:26] can move kind of down the river [12:27] together. [12:28] >> Yeah. [12:28] >> So did you have a question? I'm sorry. [12:30] >> No, no, I was just [12:33] I'm looking at it and I'm kind of [12:35] wondering just more broadly like [12:37] >> Yeah. [12:38] >> Yeah. I think we think rubric we think [12:40] of some sort of like evaluation [12:43] assessment. Yeah. [12:44] >> So looking at thinking about the 5D [12:47] rubric is it like a checklist is it a [12:50] road map like what is it like [laughter] [12:53] >> what is it? So these are all different [12:57] dimensions [12:58] >> okay [12:59] >> that we look at to look at and so I [13:01] don't know whether the camera will pick [13:02] up on it but we have like purpose [13:06] student engagement curriculum and [13:08] pedigogy uh assessment for student [13:10] learning a classroom environment and [13:12] culture and those are the five and then [13:15] then this is kind of the plus because [13:16] that's kind of more the professionalism [13:18] of it and so that's the professional [13:20] collaboration and communication and so [13:22] what this does is it breaks down a very [13:27] um kind of like the it tries to break [13:32] down all the different components of the [13:34] art and the science of teaching [13:36] >> because many times and I find this a lot [13:39] is people go into a classroom and if [13:42] there's a teacher who is just jelling [13:43] and it's flowing and it's really it's [13:45] just working really well people think I [13:49] could do that. [13:50] >> Yeah. Like that's I I could do and it's [13:52] like the amount of decisions that are [13:56] made in order to make that flow meet you [14:01] know some between 20 and 30 you know [14:04] students needs at the same time. Uh that [14:07] is the once again the artistry of it and [14:09] this tries to get at some of those [14:12] pieces um to the you know once again uh [14:17] trying to make uh it work trying to make [14:21] it so you can get your uh you know get [14:25] to the end goal. And so for us in our [14:28] building, one of the things that we are [14:30] working on really hard this year as we [14:32] go into this, and we know that this is [14:33] more than likely going to be a [14:35] multi-year [14:36] uh [14:37] >> piece of just this one element of us [14:39] working it through. Um, and I I wanted [14:42] to try to say this in a way that's not [14:43] too jargony [laughter] because I also [14:45] know that there's all these acronyms in [14:48] education and things like that. Uh, but [14:50] the Minnesota Department of Education [14:52] gives us all of these kind of academic [14:54] standards that we need to do. There's [14:56] some in reading and they're in science [14:58] and they're in math. There's all these [14:59] different ones and [15:01] >> there are tons of them. So, if you go [15:03] online, you see a lot of them and [15:04] there's some of them that we consider to [15:05] be essential, [15:07] >> meaning that these ones are really [15:08] important. These are kind of the these [15:10] are the biggies like you need to have [15:12] this like say for reading or whatever it [15:14] happens to be. [15:15] >> And so, we end up we're working our way [15:19] through taking an essential standard and [15:22] then what are the learning targets for [15:24] that? And that's a learning target for [15:26] kids is saying like I can and then [15:30] whatever that is. So like I can identify [15:33] figurative language in a poem [15:35] >> or I can read fluently of a book of my [15:39] choice. That's that's a learning target. [15:40] And then we need to have success [15:42] criteria which is so how do you know [15:45] that you've reached that goal? And so [15:47] what would that look like? and then [15:50] having the kids self evaluate themselves [15:54] according that because that gives [15:55] ownership which is super complex however [15:59] it is super important and impactful um [16:03] because John Hadtie's work which is like [16:08] the metaanalysis of all of these uh [16:11] practices there are it is like number [16:14] two out of like 250 practices the number [16:17] one is collective efficacy And that [16:19] means that you know you believe that [16:21] what you do matters and that when you [16:22] work together and that's our [16:24] professional learning community work and [16:26] the one the first or the top [16:28] instructional strategy that you can use [16:31] that moves the dial [16:34] more so than other things that were [16:36] shown in his research is having students [16:39] self-evaluate their own learning. And so [16:41] that is our journey is to become better [16:44] at giving opportunities for students to [16:46] be able to self-evaluate their work. [16:48] So, and so I'm I'm I'm jig zigging and [16:51] zagging all over, but [16:53] >> No, I'm trying to think of So, you know, [16:56] most this is a podcast. Most people are [16:57] listening. So, I'm going to try to [16:59] describe like what I see on the wall. [17:01] So, [17:02] >> uh Dr. Worman has these posters that are [17:06] they're all they look they're all [17:07] different colors. They look nice and [17:10] there's different components. So we have [17:12] there's like purpose, there's student [17:14] engagement, there's curriculum, there's [17:16] assessment for student learning, [17:18] classroom environment, and then the plus [17:21] piece you talked about that professional [17:22] collaboration and communication. So then [17:24] looking at these, then there's kind of [17:26] these rows of unsatisfactory, basic, [17:30] proficient, distinguished, and then [17:32] there's all these rows of different [17:34] things within the each poster. So what [17:39] I'm kind of gathering is [17:42] these are all ingredients that make [17:47] the educational experience what it is [17:49] for students and ultimately [17:51] >> from staff. Mhm. [17:55] >> What I'm trying to think of, if we look [17:58] at these, [18:02] >> if you think of your staff, they need [18:05] they need guidance and you need and [18:07] there needs to be evaluation [18:10] um in all these different areas to make [18:13] to help them be the best versions of [18:15] themselves ultimately for students. Is [18:18] that an oversimplification? [18:19] >> Right. And I would say so playing this [18:22] out like with a student. So with a a [18:25] teacher. So the way that you go through [18:28] this is going to be slightly different [18:29] if you are a probationary teacher [18:31] >> or if you are someone who is tenured. So [18:34] someone who's already, you know, been [18:35] here for 3 years and you have that. So [18:37] for a probationary state, [18:39] >> what does a probationary teacher? [18:40] >> Probationary probationary means that [18:42] you've just been hired [18:43] >> and that you are within your first three [18:45] years, okay, of teaching. And per state [18:48] statute, you need to do three formal [18:51] observation cycles a year, which would [18:53] mean that if we take all of this here, [18:57] >> you know, that we sit down, we do a [19:00] pre-observation. So, we sit down, we [19:01] talk about, okay, so what's going to be [19:02] going on in your lesson today? And I try [19:05] to have like the three observations, one [19:08] be reading, one be math, one be writing, [19:10] you know, in because all the elementary [19:12] teachers are generalists, they teach all [19:13] the subjects. It's not like in [19:15] secondary. So, we would sit down um and [19:19] then we would they would walk me through [19:20] what their lesson is and I'd be like [19:22] okay now what's one thing that you are [19:25] working on really hard when it comes to [19:27] your practice as a teacher and what I [19:30] find is that um we are able to by them [19:32] just t and we have this here as a visual [19:34] that's why I have these posters up in my [19:36] office so we're both we're all sitting [19:37] in it we're looking at it and we're [19:39] trying to figure out okay what am I [19:40] going to work on and let's say that they [19:41] want to work on opportunities under [19:44] student engagement there's E4 [19:47] opportunity and support for [19:48] participation and meaning making and [19:50] then we walk through that and then we [19:53] talk about well where are you right now [19:55] and we talk about like where you are [19:57] your current state and then what is the [19:59] ideal state [20:01] >> and what we want to do is I don't expect [20:03] probationary teachers or any teacher to [20:06] be distinguished on all of these I [20:08] expect that they they might be someplace [20:09] but we need to know what your next [20:11] instructional move is and that's what we [20:14] work on together um is figuring out what [20:17] is your next instructional move. So we [20:19] might they might say, "Oh, I want to [20:20] work on this and then go, okay, well, [20:22] what are you going to do to make sure [20:23] that there are engagement strategies for [20:25] the students?" Well, I'm going to be [20:26] using the culturally responsive, you [20:28] know, strategies that we have. When are [20:30] you going to place that in your lesson? [20:33] >> And then when I go into their classroom, [20:35] then I go to the observation and I [20:36] describe and I time stamp and I scribe [20:38] and I time stamp and then they do some [20:40] reflection questions. And since this is [20:43] a lot, right, like as you said, like [20:45] [laughter] there's a lot here that you [20:47] can do and I'm not expecting for every [20:49] observation that they're going to like [20:51] comment on every single one. But we took [20:54] that as a focus. So I'm wanting all of [20:56] their cuz if that was their focus when [20:57] they're going in, [20:59] >> it's kind of building that muscle [21:01] >> of how so what did how did you think you [21:04] did? Like how did it go? What are you [21:06] thinking are your next instructional [21:08] moves? And then we come up together with [21:09] what that is and then we continue to [21:11] track that through the year. [21:13] >> Yeah. [21:13] >> Um so that's once again probationary. We [21:15] also do that a little bit with uh tenure [21:18] staff. They are on a once every three [21:20] years and that's called TDE uh teacher [21:23] development evaluation uh plan but [21:25] that's once every three years. But they [21:26] also have their peer coach that they can [21:29] >> help with feedback with this. They have [21:31] literacy coaches that can help give [21:33] feedback. But I'm really the formal and [21:35] mine does turn into more evaluative. [21:38] because that's my job. [21:40] >> But it's really I view myself Yes. as a [21:42] value tip. I [21:44] >> I work really hard to hire rock stars [21:49] >> and I feel like we've got a bunch of [21:50] rock stars here and so I'm not hiring [21:52] like to have people just barely get over [21:54] know the hurdle. Like I'm I'm getting [21:56] people who are like we have hundreds of [21:59] applicants for a position. Like we've [22:00] got stiff competition. [22:02] >> Yeah. And so people are coming in with a [22:05] lot of really great skills. And so my [22:08] job is to coach them. So while I'm the [22:10] principal, I really feel like I'm a [22:11] coach, [22:12] >> you know, to help them. And um yeah. [22:16] >> Well, when I hear you talk about it, it [22:18] it sounds very collaborative. And I [22:21] think thinking back to when I was in [22:24] school when the principal would come [22:27] into the classroom and they're, you [22:29] know, observing the teacher, it kind of [22:33] had this like [22:35] this like preconceived notion in like my [22:37] head or all of our heads of like whoop, [22:40] they're grading the teacher that day. [22:41] Like they're almost filling out a report [22:43] card for the teacher. And obviously [22:45] there's a component of that, but like [22:47] hearing you talk about this, it's a very [22:49] collaborative process with your staff of [22:52] >> allowing them to almost like take [22:55] ownership of where they feel like [22:58] they're at on all these different, you [23:00] know, rubrics, I guess. So is is that a [23:04] good way to think of it? Yeah, I think [23:05] and we talk about this a lot at our [23:07] staff meetings about how we are um [23:11] helping our students as learners and we [23:13] are learners like we are learners and so [23:16] we need to put ourselves in those [23:18] situations where we are vulnerable and [23:20] candid about where are we and how can [23:22] how can I be better uh because it's all [23:24] once again for the kids like I don't [23:27] think anyone went into teaching for the [23:28] glamour like I I just don't I don't [23:31] think that they did [23:32] >> they were in for a [laughter] surprise [23:33] if they Oh, sorry. Um, but what they did [23:37] do is they really wanted to have an [23:38] impact and they really wanted to have [23:41] something where they can make a [23:42] difference with students. And so that's [23:45] what we're doing is giving this giving [23:48] that clear target of letting people know [23:52] like where you are and where you need to [23:55] get to. And that's what this is. this is [23:57] helping people and and also people it's [24:00] not this I don't know it's not this [24:04] static like that I am always going to be [24:06] proficient it's like well I might have a [24:08] science lesson one day and I'm there but [24:10] then in my math lesson I'm here it's [24:12] really once again uh building that [24:14] muscle of having it so there's a level [24:16] of automaticity so you're thinking about [24:19] that in your practice because it's [24:20] really complex I heard that um and I [24:23] can't cite the source so sorry um people [24:25] out there but that you um that educators [24:28] are second to air traffic controllers in [24:30] the amount of decisions that they make [24:31] in any given day. [24:32] >> Wow. And so that's why our teachers are [24:34] super excited ex exhausted at the, you [24:36] know, end of the day is that they are [24:38] having to make all these decisions [24:39] because they have 25 students who have [24:42] 25 needs and they have this curriculum [24:44] they need to get through and they're [24:45] needing to like always be uh [24:49] >> kind of monitoring and adjusting and [24:51] trying to make it work and curriculum [24:53] compacting and that moving forward and [24:56] um and so what this helps do it gives us [24:59] a common language for us to use to talk [25:01] about our practice. um in a way of what [25:04] does uh so what is quoteunquote good [25:07] teaching and does this capture [25:09] absolutely ab everything that you need [25:12] no like but it's a great framework [25:14] >> um to help us u move along [25:18] >> okay so again it's a lot going on here [25:23] [laughter] [25:24] >> it's probably a lot for teachers to take [25:28] all of this in at once right like it's [25:31] you can't be, you know, it's hard to be [25:35] good or great at something when you [25:36] have, [25:38] you know, all of this, right? [25:39] >> Yeah. [25:40] >> Is there something you're specifically [25:42] focusing on right now or do you take it [25:44] in chunks or how does that typically how [25:46] does that typically work? [25:47] >> Right. Well, on our if you were here in [25:50] my office, you would see that I've got [25:52] stars next to which one is our building [25:53] goal. [25:54] >> Oh, yeah. And so our building goal that [25:56] we are working on this year and we will [25:58] probably it'll be months again more than [26:00] likely a multi-year goal because it's [26:02] it's really complex. We decided to go [26:04] for that thing that we knew is going to [26:05] be highest impact which is under [26:08] assessment for student learning and it's [26:10] A1 uh student self assessment [26:13] >> because that's what Hattie um said that [26:15] that's going to be highest impact. We [26:17] thought if we're going to do something, [26:18] we're going to do a little bit of the a [26:20] deep dive uh the long haul of like let's [26:23] really chew on that and we know that [26:25] we're not going to like oh we're going [26:26] to be all done be yay we have it like [26:28] June 7th at the end of the year. This is [26:31] something that is so interconnected with [26:33] all these these are not all isolated [26:36] like you in order to do the student self [26:38] assessment you need to have success [26:40] criteria you need to have learning [26:41] targets which are other ones I mean so [26:43] there's all of these uh pieces that all [26:46] go together um but so that's how we [26:48] focus and actually I just uh took like [26:53] little linear parts of each one like so [26:56] and I put them all together and I put it [26:57] as a handout for teachers based on our [26:59] staff meeting that we had yesterday of [27:01] going, so what are the different things [27:02] that I need to keep on my forefront? And [27:04] I think I [clears throat] chose like [27:05] three or four of them that we [27:06] collectively decided these would be [27:08] really helpful for us to kind of make [27:10] sure that we have [27:12] >> um kind of the steps in place to make [27:14] sure that that's a part of how we [27:16] prepare. That's how when we're talking [27:17] with our colleagues and we're preparing [27:18] lessons and in the moment um to help us. [27:22] >> Okay. Okay. So, let's take a look at the [27:24] building goal assessment for student [27:26] learning and that first A1 student self [27:28] assessment as you've talked about. [27:30] >> Can you walk us through from [27:33] unsatisfactory [27:34] then to basic then to proficient then to [27:37] distinguished? [27:38] Can you just give like a quick overview [27:41] of like what it would look like for a [27:44] teacher to [27:47] move and grow from unsatisfactory to [27:50] distinguished in that. So for someone [27:52] listening, they're like, "Okay, what [27:53] does this actually mean in terms of that [27:55] growth, [27:56] >> right?" And there are some times where I [27:58] might go in for an observation and I [28:02] might not see it because I'm just in [28:04] there for those 20, 30 minutes and so I [28:06] don't have it. So that doesn't mean that [28:08] they're unsatisfactory. It just means [28:09] like, hey, it's blank or that I need to [28:11] have a follow-up conversation with them. [28:14] >> And [28:15] >> and so the way that it works for this [28:17] is, and of course it's behind me. Sorry. [28:19] Sorry, I don't want to ruin the sound on [28:20] this. [laughter] [28:22] So, you know, for this what we have is [28:25] if we always want to start out with [28:27] proficient actually because that's kind [28:29] of what we want to aim for. [28:31] >> And what we usually do is we go through [28:33] that and we identify what are some key [28:35] components of what does proficient look [28:37] like. And so for that it's that [28:40] according to the the poster that we have [28:41] behind me it's a teacher provides an [28:43] opportunity for students to assess their [28:45] own learning in relation to the success [28:47] criteria for the learning targets. And [28:50] so this automatically means that they [28:53] need to have learning targets that [28:54] already needs to already have taken [28:56] place and success criteria already needs [28:57] to take place. [28:58] >> So this is like a triple uh sandwich [29:01] that they need to have in place. And so [29:04] the likelihood that I'm going to see [29:05] that when I'm just walking around is [29:09] going to be that you'd have all three [29:11] things align [29:13] is I'm not going to be able to see it [29:15] like on the fly. There's some of these [29:16] that you'd be able to see all the time [29:18] like student talk like are students [29:20] talking or are the adults talking? Like [29:21] that's a super easy one to drop into any [29:24] room. This one is really a strategic [29:28] one [29:29] >> and that's why once again we chose it [29:31] because you can't just pull it out of [29:33] your hat like on the fly um because you [29:36] need to have success criteria. [29:38] >> Yeah. [29:38] >> So [29:39] >> okay. So what can you give an example of [29:42] if what [snorts] you just said a teacher [29:44] is proficient in that student self [29:46] assessment [29:47] >> piece [29:48] >> what does that look like for could just [29:51] you can make up an example of for a [29:53] student [29:54] >> that is doing things at that proficient [29:57] level what does that look like [29:58] >> I'll actually give an example for my [30:00] second grade team because um they've [30:02] they've been working really hard on [30:03] building this uh uh kind of a success [30:06] criteria that's like a learning ladder [30:08] that shows students um how to assess [30:11] their own writing. [30:13] >> And so they put this success success [30:16] criteria up on their smart panel so kids [30:19] could students can see it. [30:21] >> And what they'll do is what's called the [30:23] gradual gradual release of instruction. [30:25] So it's I do, we do, you do. [30:28] >> And so the teacher will give an example [30:31] of like here's a kind of an example and [30:33] a non-example [30:35] of a given writing sample. And then the [30:38] students actually evaluate as if they're [30:40] the teacher and they look for the [30:42] elements that are in there. [30:44] >> And then um and then they go and then [30:46] the question ends up being [30:48] instructionally. It's like, well, what [30:49] could that student do in order to make [30:51] their writing better? And then they look [30:53] at the the the [30:56] success criteria and they be like, oh [30:57] well, they need to add like in order to [31:00] go up a next step and make it more and [31:02] make it better. is that they needed to [31:04] have more examples or they didn't cite [31:06] the text. How could they do that? Okay, [31:09] good. And then and so then they have to [31:11] then look at their own writing and then [31:13] they self assess and then they go, well, [31:16] where are you? And then and then kind of [31:17] a certain extent prove it, you know. So [31:20] like, okay, then grab, you know, you [31:23] know, two highlighters or whatever it is [31:24] and show like the two different examples [31:26] or, you know, put a star next to the [31:28] example that you think is the strongest. [31:30] And so what that does is that builds [31:31] ownership in the learning. So the [31:33] students then know like what is the [31:35] target and what does quality look like [31:36] and what is my next actionable step to [31:39] deliver. [31:39] >> Yeah. And is there [31:42] is there research that would tell you [31:46] students that take ownership in that [31:49] self assessment? Do they help them [31:52] retain information better? [31:54] Oh, definitely. Definitely that. And [31:56] also the whole piece of um what you're [31:59] doing is you're making the road to [32:02] success transparent. [32:04] >> Yeah. [32:05] >> And that's super important. Um it's [32:08] really frustrating for students if they [32:10] don't know like why am I here? I mean [32:12] like my gosh, they're seven, you know, [32:14] it's really hard, you know, when you [32:16] don't know like well why am I here? What [32:18] am I doing? What is the purpose of this? [32:20] I'm not sure if I really get it. And [32:22] what we're doing is we're trying to [32:23] explain this is what it is. This is why [32:25] it's important. Having them reiterate [32:27] back why is this important? How is this [32:29] going to be helpful to you? Um because [32:31] or else it can call kind of all feel [32:33] arbitrary. Um and so having that so it's [32:37] really clear it helps them be [32:40] successful. And as we know, emotions are [32:42] the gateway to learning and you need to [32:45] be in a really good place, you know, in [32:47] order to learn. And what we want for all [32:49] of our students and why is that public [32:50] schools is we want them to be happy and [32:52] we want them to be proud. And they can't [32:55] be happy and proud when they're confused [32:57] of like what am I doing here? Like what [32:59] what what is this all about? And so the [33:01] more clarity that we can give and [33:03] building paths for students to success [33:06] um that's the um that is the hard work [33:10] that is really meaningful. [33:13] >> Yeah. So since you've started using some [33:18] of these rubrics, some of this [33:19] terminology, that common language as you [33:21] talked about, have you seen a shift in [33:24] your teachers in terms of how they [33:28] assess their own teaching and how they [33:31] um work through the feedback that [33:35] [snorts] you're giving them as part of [33:37] your assessment? [33:38] >> Yeah. Yes. I think that one of the [33:40] things that this has done and that has [33:42] been a journey for us as a staff, I [33:44] can't say across in the district. I only [33:45] know how we're running our staff [33:47] meetings and how we're doing things is [33:48] that we've really tried to [33:52] kind of normalize vulnerability [33:55] and having it so that you share like [34:00] this is this is what's working well for [34:01] me and this is what's been tricky cuz if [34:03] you can't say what's tricky then we [34:06] don't know what your next move is. And [34:08] so I think that's part of the um thing [34:12] that I've seen as a change [34:15] >> is um us as collectively like when I [34:18] first got here 13 years ago and I think [34:20] of staff meetings and if someone were to [34:23] say something along the lines of [34:27] well I just really am not sure exactly [34:29] what I'm supposed to be doing here [34:32] >> would have never heard that that was [34:34] just not normal like normalized everyone [34:36] had to be like agame, you're silo, [34:38] you're doing your own thing. There's we [34:40] didn't necessarily have the common [34:41] assessments and all these things across. [34:44] And so now we are doing that and we're [34:46] leaning into it. [34:48] >> And with that, I always think that [34:50] vulnerability gives great strength. you [34:53] know, that really is a sign of our [34:55] strength because that lets us know that [34:57] we've got a huge safety net, you know, [34:59] of that we are here together working on [35:02] this for kids and that um and actually [35:05] we need to do that or else we can't move [35:08] forward. We can't continue to kind of [35:10] tinker toward utopia. [35:12] >> Yeah. So, have you noticed a shift just [35:15] big picture with the I don't like to use [35:19] the word success, but just the [35:21] confidence in teachers since you've [35:23] started to use some of this terminology. [35:26] >> Um, I would say we're not there yet. I [35:29] think that right now, as you said, this [35:30] is a lot. [laughter] [35:31] >> There's a lot of stuff here. And I think [35:34] that a a previous mindset that maybe [35:39] some people are coming with, maybe not [35:40] as much the people who are just been [35:41] hired this year or the last couple [35:43] years, but before it's like in order to [35:46] be a quote unquote good teacher, [35:48] >> you need to be like knock it out of the [35:50] park every single time. And then you [35:52] need to just have it done. like it needs [35:54] to be at that um and like the type A's, [35:58] you know, people who are just like they [35:59] need to have all this stuff and then you [36:00] need to always have it instead of being [36:02] like, "Oh, I need to be questioning and [36:05] moving toward." Um I'm not sure if that [36:07] makes sense, but I think that that's a [36:10] slight part that where it can feel [36:12] really intimidating cuz there's just so [36:14] much here and it's oh my gosh, and it's [36:15] something new. Um, and it's another [36:18] thing to do and is this something else [36:19] that's going to show that I like I [36:21] thought I got that last system down and [36:23] I I got it all down, but now there's [36:24] this new one and am I going to be quote [36:26] unquote good or not? And I keep on [36:28] telling the teachers I'm like, you're [36:31] fantastic, you're amazing, you're great. [36:34] Um, and then also that if there are some [36:37] teachers or people that are in this [36:39] system where it's really not the fit, [36:42] you know, for either elementary or [36:43] whatever it is, then we have, you know, [36:46] ways to help them find a path that will [36:50] maybe not be at Kimberly Lane, it might [36:51] be someplace else. Um, but that find [36:55] something that's a fit for them. [36:56] >> Yeah. I suppose one of the the [36:59] challenges is like, you know, I think [37:03] immediately you go to like the [37:05] distinguished, [37:06] >> right, [37:06] >> category and I think you were quick to [37:08] point out [37:09] >> that's not where we're starting. So it's [37:11] like don't let great be the enemy of [37:14] good with all of this. Is that something [37:16] you you think about a lot with all of [37:17] this? [37:18] >> Agreed. Agreed. And I also think the um [37:22] well, it wasn't going to be great. Yeah, [37:24] I mean it'd be distinguished if we were [37:25] all in the distinguished category, but [37:28] that is something that is if I were to [37:32] walk in and see all of that there, [37:36] >> there is I mean teaching is just really [37:39] complex [37:40] >> and there are so many things that are [37:42] going on and [37:45] it would while we keep on striving for [37:48] that, I would feel like it would be [37:53] possibly a bit of a dog and pony show. [37:56] >> Yeah. [37:56] >> If that was taking place. And I'm not [37:58] interested in dogging dog and pony shows [38:00] when I walk in. So I know you said that [38:02] when you were in high like you in school [38:03] and you'd walk in and it'd be like, "Oh, [38:05] that here's the principal doing [38:07] whatever." And that can be that's what [38:09] it can sometimes feel like. And I don't [38:10] think that's helpful because that's not [38:14] >> um that's not the way it is for the [38:16] other, you know, five and a half hours [38:18] of the day. Um, and so I'm really keyed [38:22] into helping building once again that [38:25] kind of muscle memory of using these as [38:28] a filter as you are doing. And to be [38:31] honest, I use this for myself in staff [38:33] meetings. [38:34] >> So I hold myself because I'm a teacher [38:37] when I'm doing staff development for my [38:38] staff. I'm a teacher when I go in at [38:40] staff meetings. when my building [38:43] instructional leadership team is [38:44] building opportunities, we are also um [38:48] giving opportunities for teachers to [38:50] self-evaluate their work. And so it's uh [38:54] we're trying to really lean in. [38:56] >> Yeah. So thinking about a big picture, [39:00] what is your hope when it comes to your [39:03] staff here and all of this work that's [39:06] that's you're starting the journey on? [39:08] >> Yeah. Well, my hope is that that this is [39:11] a longhaul, you know, type of thing of [39:14] integrating a lot of things that we have [39:16] in place and having um our professional [39:19] learning communities be able to support [39:21] this and having our building [39:22] instructional leadership team be able to [39:24] support this, the professional [39:25] development that we provide to our um [39:28] teachers um and the curriculum that we [39:31] use and everything like have this so [39:34] we're all in the same river paddling in [39:37] the same direction and we might be in [39:39] slightly different places, but we're all [39:40] heading in the same direction. And I [39:44] think ideally is that we continue to [39:46] build the capacity of ourselves and our [39:49] staff and our students every day. And so [39:52] that whole growth set, you know, um kind [39:56] of the mindset of just being like, how [39:58] can we have uh like how can I be better? [40:02] How can I be better? which I know that [40:04] there's many times people go but oh my [40:06] gosh you know your district is ranked [40:08] really high and whatever and it's like [40:10] there yes it on certain things that are [40:13] out there yes indeed that is and that's [40:15] really you know flattering and that's [40:16] great but we're not nailing it with [40:18] everybody. [40:19] >> Yeah, [40:19] >> we're not and we need to figure out how [40:21] can we deliver that for each and every [40:24] >> and not only each and every student but [40:25] each and every staff member. How can we [40:27] help them be better um in order to serve [40:30] students? [40:31] >> Yeah, that's great. [40:33] Okay, so we're going to close out. We're [40:35] going to get a little um we're going to [40:37] do a lightning round at the end, which [40:39] should be a ton of fun, obviously. [40:41] >> Of course. [40:42] >> First, like what is what is one thing [40:45] you wish every [40:47] every parent, every guardian understood [40:50] about the work that teachers put into [40:52] what they do? [40:56] I would want them to know that [41:00] um and I do think that many of them [41:02] already have this, but I know that [41:04] sometimes it can be hard like our [41:05] teachers are working so hard every day [41:08] for each and every student and um and [41:12] there sometimes can be things that are [41:14] that maybe was a miscommunication or [41:16] that was a um misunderstand. And so my [41:20] thing is I'm like, "Please just pick up [41:22] the phone and call." You know, there's [41:25] so much that can get lost in email and [41:30] it's just like, "Nope, you need voice to [41:32] voice. You need the tone. You need to [41:34] capture that." And cuz um everyone is [41:38] doing the best they can and they're [41:40] working really hard. And I also know [41:42] that families are working really, really [41:44] hard and we'll be even better if we can [41:45] work together. And there just some [41:47] moments here and there where it um might [41:52] be just slightly adversarial, you know, [41:54] because there's a um thinking that you [41:58] know, my child had I'm thinking of an [42:01] I'm trying to think of a generic kind of [42:03] example of um that, [42:07] you know, my my child um was working in [42:10] a particular small group um and they [42:14] should really be in a different small [42:15] group and my child should be in a higher [42:16] reading group or whatever it is and [42:19] instead of and then writing kind of a [42:22] nolla in an email and then it can be [42:25] like and and I read it and I'm like oh [42:28] that's not bad like that they're just [42:29] trying to give you some feedback but it [42:31] is heart-wrenching to teachers and um I [42:34] wish that parents knew that [42:36] >> like the impact that they have cuz they [42:38] are just trying so hard and they're [42:40] really working so hard and I would say [42:43] 99% of families are are right [42:46] But for that 1% um and I don't think [42:49] that those parents are being you know [42:52] doing it to be uh you know to instigate [42:56] or to be you know [42:58] >> well it's like anything you put on a [42:59] screen and like this is ironic coming [43:01] from the communications guy but [43:04] >> it's hard to read emotion through text [43:06] right and often when it comes to our [43:09] kids like [43:10] >> there's a lot of emotion like we care so [43:12] deeply [43:13] >> and like I hear what you're trying to [43:15] say is like so do the teachers like they [43:18] care so much about you know your kids so [43:21] that's where having that [43:22] >> that voice to voice interaction [43:25] >> definitely you can feel that [43:28] >> emotion in a positive way [43:29] >> right [43:30] >> yeah and then also knowing that you know [43:33] and it's having that perspective of and [43:35] then they have 20 to 30 students in [43:38] there at a time because sometimes the [43:40] parents they want to partner which is [43:41] really awesome but then they're wanting [43:42] like I mean I've had parents who have [43:46] emailed seven times a day. [43:48] >> Yeah. [43:48] >> And I'm thinking, "Ooh, I'm not sure [43:50] when you think that email is coming." [43:52] And so then whenever I see that, I'm [43:54] like, "Oh, they really need they're [43:56] seeking a connection." And that's great, [43:58] but let's not do that via email. I don't [44:00] think that's going to be helpful. Let's [44:01] really make sure that we either sit [44:02] down, you know, together or do a [44:04] voicetooice because I think once again, [44:06] we all want the same thing. [44:08] >> We want uh what's best for kids and we [44:10] need to work together on that. And once [44:12] again, just assuming positive intent. [44:14] Um, even for that 1% of the time, just [44:17] know that we need to be really careful. [44:19] And I say that on the teacher's end, [44:20] too, cuz sometimes they might just shoot [44:21] an email, they don't think about, oh, a [44:23] particular word or a particular, and [44:25] it's like, oo, no, no, no. You need to [44:27] be really careful on that because that [44:29] can um can break a a communication down [44:33] pretty quickly. [44:35] >> Okay, lightning round. [44:38] What is the What is your favorite school [44:42] lunch? [44:43] >> Oh my goodness, that's hard to choose. [44:45] >> Yeah. [44:46] >> But I would say anytime that they have [44:49] roasted squash, [44:51] >> it is so good. It is so good. And I go [44:53] in there and since I'm the principal, I [44:56] can get rid of the main entree and they [44:58] give me roasted squash, a bunch of it. I [45:01] don't know whether that's on the up and [45:03] up where I can say that I've got some [45:05] [laughter] pole that I can get the [45:06] roasted squash and I can like put the [45:09] entree to the side, but [45:10] >> I'm not sure. [45:11] >> It's it's delishing your uh kids are [45:15] vegetables. [laughter] [45:16] >> Um [45:17] >> what is your favorite [45:21] subject? Or maybe what was your favorite [45:23] subject? We won't make you pick for [45:25] right now, but as maybe when you were a [45:26] kid, what was your favorite subject? [45:28] When I was eight, it was definitely uh [45:29] physical education. [45:31] >> Okay. [45:31] >> Definitely. I was the one that um [45:34] definitely. And the fact that I had [45:36] turned up to be an English teacher, like [45:39] a language arts teacher, I would think [45:41] that even my uh high school teacher [45:44] would be like, "What?" [45:44] >> I had some questions in my head, too. [45:46] Like, really? That's interesting. [45:48] >> And it was very much more the math [45:49] science going through up until about [45:51] 10th grade, and then all of a sudden it [45:53] switched, but it was always physical [45:55] education. Loved, love, loved. I was in [45:57] sports. I was in all the things. My the [45:59] PE teacher would bring me on down to uh [46:03] the gym and I got to show how to the [46:06] younger kids how to hurdle or how to do [46:08] something in gymnastics or whatever. I [46:09] really thought I was a really big deal. [46:12] So there you go. [46:13] >> Oh wow. Do you ever get to go to gym [46:16] class here and [46:17] >> Oh, definitely. I was I think about a [46:19] week and a half ago I was on the [46:20] scooters with the kindergarteners. I've [46:21] got to show my skills. I've got a [46:24] [laughter] [46:24] >> We're gonna get a video camera out here [46:26] the next time. Dr. Weman's riding [46:28] scooters around. [46:29] >> Yes. [46:30] >> Oh, that's great. All right. One book [46:32] every educator should read. [46:33] >> Oh, [46:36] that's a hard one. [46:41] That every educator should read. [46:46] I don't know. I I think that [46:51] my guess would be for like where I am is [46:53] that I actually have it and it's right [46:55] there. It's the um visual learning by [46:57] John Hattie. [46:58] >> Okay. [46:59] >> Because [47:01] I've got the visual if you want to pan [47:02] to it's right [laughter] there. It's on [47:04] the top of my No, you don't. [47:08] >> It is at the top. I cleared out the uh [47:11] the rest of my office to make sure that [47:12] all the audio visual stuff could be set [47:14] up. [47:14] >> Professional operation here. [47:16] >> Yes. So, but I would say that because it [47:18] really there's John Hattie has done some [47:20] just amazing amazing research. [47:23] >> Uh, and that's one that um I wouldn't [47:26] expect once again cover to cover but [47:28] skimming it and seeing uh like here are [47:31] some really high impact things cuz [47:33] sometimes we people are doing things [47:35] just because when they were in high [47:36] school that's what their teacher did or [47:37] that's what they like doing because [47:38] they're comfortable with it versus is [47:40] that really something that's high [47:41] impact. [47:42] >> Yeah. Okay. John Hattie, the visible [47:45] learning. See it? This says a sequel [47:48] down there. [47:49] >> Yes. Because uh he had the first book, [47:50] Visual Learning, and then he came back [47:51] with uh um did some additional research [47:54] and fine-tuned some things. [47:56] >> Yep. [47:57] >> Best piece of advice you've ever [47:59] received. [48:02] >> Be kind. [48:03] >> Great. Love that. [48:06] What are the most What are you the most [48:08] proud of this school year? [48:10] I am most proud of really um just the [48:15] welcoming that we've done for our new [48:17] staff and our new students that have [48:20] come here and how kind of there were a [48:24] lot of things that we did kind of on the [48:26] upfront but like how quickly it blended [48:28] and right now like if you were to walk [48:30] into any of our rooms you would not be [48:32] able to tell who were the cuz one in [48:34] three students here was not here last [48:36] year [48:37] >> and you wouldn't know that just they [48:39] they're here. They're Kimberly Lane [48:40] Coyotes and they've just blended right [48:42] in and joined right in. And that's [48:44] something I'm really proud of. That's [48:45] not something that happens by accident. [48:48] You know, there's been a lot of work [48:49] that we've done with our positive [48:51] behavior interventions and support. So, [48:52] that's PBIS um in order to make sure [48:55] that um all students are seen, they feel [48:58] like they belong. We've done a lot of [49:00] work with uh needs work, love, [49:02] belonging, freedom fund. Um making sure [49:05] that uh everything that we do makes [49:07] everyone feel like they belong. [49:09] And what are you looking forward to for [49:11] the rest of the school year? [49:13] >> Oh my goodness, there's so many great [49:15] things that we've got coming up. We're [49:17] at the end of January or mid January and [49:19] so we've got I love to read month that's [49:21] coming up next month. That is great. We [49:23] have um authors coming in. We've got [49:26] some amazing field trips. Our fifth [49:28] graders are going to be skiing at [49:29] Highland. Um we are also going to be [49:32] doing um you know we've got these PTA is [49:36] amazing here. They've got a bingo night. [49:38] They've got a family uh fun night that's [49:40] going on. Uh there's just a lot of fun [49:43] things. And then also we're in the [49:45] season of welcoming in our new [49:46] kindergarteners for next fall. So that's [49:50] so much fun to have um just another [49:52] bunch of new families that'll be coming [49:53] our way. [49:54] >> Yeah, that's right. Well, Dr. Wman, [49:56] thank you for joining us and good luck [49:58] with the rest of the school year. This [50:00] was so much fun learning about this. I [50:02] was really intimidated coming in and [50:04] [music] I feel slightly less [50:06] intimidated. [laughter] [50:09] >> Well, then good then. You're right on [50:10] par with the staff. You're right on par [50:11] with the staff. We're working through [50:12] it. We It'll there it's great things are [50:15] going to come from this. [50:15] >> Yeah. Well, thank you. We appreciate it. [50:17] >> Yeah. [music] Thank you. [50:25] [music]