Building a Better Approach to Secondary Intervention

So this is building better approach to secondary intervention. That's today's webinar discussion. I'm going to go over to our little agenda here. We like to keep it simple and straightforward. I'll tell you little bit about the Zoom norms and how to use that to submit any questions you have or to chat with your fellow attendees. then we'll have our discussion. We have our presenters today, Shannon Carol Fry, the director of secondary teaching and learning from Center Grove Community School Corporation, and Nikki Prevett from Edenum. They'll tell you little bit more about themselves in just moment. At the end, as time permits, we will have some Q&A. So, if you have those, you can send them in and then we'll have some additional resources. But, I'm going to take down the slides for now and, and go over to our panel. I'm actually going to have Nikki introduce herself first and tell you all about the work she does here at Adventum. and then we'll go over to Shannon. Hello. am Nikki. I'm customer success manager here at Edenum. And that just means support the success of all of my schools and in whatever capacity they need, providing resources and working to meet the goals that we set together and collaborate on. And did teach third, fourth, and fifth grade during my time in the classroom. And did use Exact Path as teacher. And so always love coming to my partners with that experience and being able to share in that with them. Excellent. Shannon, can you tell our our participants here about you, your role, and also tell us about your district? Tell us about your your student population, the schools, and and all of the you the students you serve there. Sure, I'd be happy to. Thanks for having me today. I'm Shannon Carol Fry. get to be the director of secondary teaching and learning here in Center Grove. am former in this district elementary principal actually and I've also been middle school assistant principal in Bloomington. was an assistant principal at Burbuff Jesuit in Indianapolis. was in Lawrence Township, Martinsville. have just had the blessings of working with all three levels, high school, middle school, elementary, and currently get to serve our secondary buildings here in Center Grove. We are district of just under 10,000 students. We have one high school and two comp which is comprehensive and we have two middle schools which run between,00 and 1300 in each of our middle schools and about 3,000 in our high schools. So, we have lot of kids. We are very blessed district. we are high performing. We're very proud of that. But we are always striving to get better every day for our students. So, hopefully that gives you little bit about myself and our school. Excellent. Excellent. And love that context of of the experience you've had at each level, elementary, middle, high school, because that's so relevant to what we're talking about here today as we're talking about secondary intervention. and we'll really be zeroing in on those middle grades and understanding that programs for those students are unique. There's really particular things that need to be addressed. I'd love to start there and talk about with your secondary intervention programs. what are some of the top things you're focused on in those programs that you're trying to address, the goals you have for your students and you know really particular to that those secondary grades. Yeah. So, in our secondary schools, and don't think this is unique for our district, we are continuing to increase our structures and our systems and get better at our MTSS structures in our secondary schools. Our elementary schools have had pretty clean and tight procedures for number of years. And we are now especially with in in Indiana with the K8 reading plan expectation and with math MTSS coming on board as as expectation as well. Our middle schools are really working to more formalize our structures that we've had in place but that we want to make better. So our student goals in MTSS specific to exact path for our use have been just in the English language arts side of things. we have been focused on using the learning paths as tier 2. So we are our teachers all of our teachers have access to exact path if they are an English language arts teacher. So, all of our courses, honors and regular level, and as teachers are getting ready to deliver that tier one, they can use Exact Path as partner in that tier one, but they tend to use it, and we've talked about it more as tier 2. So, you've delivered your first best instruction and things didn't go necessarily the way you want it to. So, we pull in Exact Path as that next best partner in working on getting kids up to speed in that tier 2. And then we do have some students that even after the core and more of tier 2, they need more. And sometimes it's just more time, which we would consider that to be potential tier three. And that can still be exact path from Edenum. But that kind of gives you the the overall of how we are using exact path in our secondary schools. and the only other thing you may want to know is that as mentioned, that's coming from our English language arts teachers, but we do have an interventionist in each of our middle schools that is non-licensed teacher that can also take directions from our language arts teacher and use that exact path in non class period to continue that education. So, that was lot and maybe not what you were looking for. But hopefully that gives you the the overview. Excellent. Yeah. Well, I'm going to correct you on one point, which is that there's many other things I'd like to know. hope so. It's my it's my it's my job here to get you to share. so really appreciate that context and and you know, you referenced of course how Exact Path is part of your program there and you're using it and we'll be discussing that throughout the conversation, right? As really in context of your holistic program, all the important work that you're doing that your teachers in the classroom are doing, right? Building leaders, etc. And then how does Exact Path, how does your partnership with Nikki and the Adventum team fit into all of that? but to contextualize it, think it's so important to maybe start with highlighting what brought you to Exact Path in the first place, right? Understanding that every school and district out there has variety of tools and resources they're using and then they're evaluating how is this working for my students? How is it working for us? And you know, we won't specify of course exactly everything you were using before. we'll call it inexact path, but but you know with your previous tools and resources, what were some of the the challenges and and the opportunities you were identifying in how maybe it wasn't quite able to achieve what you wanted to for your student, right? And some of the things that you were looking toward when saying, "Okay, what are the alternatives? How how might Exact Path help us accomplish some of the things that we're just not quite able to do with, you know, what you were using prior? Mhm. would say that with some of the tools that we have inserted into our MTSS structures previously, we had some unintentional misuse of those products which were resulting in students spending hours and hours and hours trying to work on things independently which at of skills that they weren't ready to to do on on their own and so that resulted in frustration and then also frustration for parents and we would hear it would bubble up, right? and don't think that those products were necessarily am certain it was unintentional misuse and we tried to do some shaping around that but it it just it it didn't end up being the best match. Exact path is not in while it is it does have an algorithm. It does create an an automated learning path that's individualized to student's needs. It's not intended to be here you go like go do this and Nikki when she meets with us every time we'll say did you look at the knowledge map and have you noticed any of the you know if student has certain number of skills like three or four or five skills in row that they have not mastered the teacher report should be the the teacher should be flagging those kids and pulling them into small group and then exact path goes further and and has resources that those teachers can pull in to help retach. So mentioned before that we have it's our core language arts teachers that are really driving the boat, right? They're the ones who have exact path assigned to them and the students under them. But we do have an interventionist who is not licensed teacher who can work with the students as well. And that teacher also because of the way we're able to assign it in our in the tech world, that teacher can also pull in some of those like they're basically PDFs of like here's what you do, here's how you can teach this. It's it's more scripted. and if you're not licensed teacher, but you've had licensed teacher tell you, hey, do this or pull this or you can look here, then that can be benefit. So, for us, the exact path structure and resources is it's never going to replace our strong core instruction. It's never going to replace licensed amazing teacher that does great work. And Nikki will tell you that every time she meets with her teacher, she says the same thing. You guys are the best intervention, but here's how this tool can help you. so that's why for us, Exact Path has been the right the best match we found. And, when we started using the product, the teachers, administrators will get this. How long am going to have that? How long am going to have that? and and I've told them we we have to be able to show results in order to spend money on this and as funding changes that's critical. So the teachers know that that's what we have to do. So and they want it. They want to keep it. So that think says lot too. Nikki's laughing. can tell. But she's she knows it's true. every time we get on thing, how much longer we're going to have this next year, right? Yes. Yes. love what you said too, Shannon, about maximizing that human capital and how as teacher, you know, sometimes we were asked, you know, for those intervention groups, it was all hands- on deck and like you said, some of those aren't certified teachers and without having to tax the classroom teacher with creating more lesson plans for those other groups, you know, those resources can easily be pushed out to them. So, definitely did that myself and love that you, you know, knocked that one out of the park. That was exactly what was happening in your schools and in mine, too. So, excellent. Well, and to to lot of those points as well, Nikki would love to have you share your perspective on okay, once once the decision's been made by the district, we want to move forward. We've identified exact path that we feel like is great solution for us. We want to move forward with that. We know that the the decision is being made because they've identified outcomes they want to achieve. So they're not just choosing product, they're choosing partner and saying, "Okay, we believe exact path and adventum as partner are going to help us succeed because otherwise we all, you know, regardless of what our roles are, we all have to make similar decisions around, well, this other thing might be little bit better than what I'm using now, but then have to learn it and is it really worth it?" And when you're scaling across district, right? And then all my teachers are going to have to learn this new tool. They're going to have questions about am going to learn this and then in year or two have to learn something else? What does that look like? How much should commit? How do know how is it practical for me? How do know that it's worth it? And how do know that this was the right the right choice? Right? So that's of course where where you're going to come in and have those conversations and really support that process to ensuring that it's that it is successful move. Absolutely. we definitely sit down at the beginning of an implementation and create goals to make sure that they're reaching the outcomes that they want and then creating support plan for teachers because change is hard and especially when teachers are juggling so many other things. And so we definitely work together on plan of support and then call in our our PD team to provide that support for them. And like said, whether it's leave behinds, you know, like some little instructions or check-ins, you know, whatever we have to do to make sure that they are successful, we will do. And on top of that, it truly is partnership. as as CSM, most if not all of us are former educators and so we have heart for their kids to succeed too. Their kids kind of become our kids. We want to see their success just as much as they do. So it does become true partnership. Yeah. Excellent. Yeah. would just piggyback real quickly to say it's because of Nikki and her role that I'm able to know that exact path can happen effectively in our buildings. She works directly with our instructional coaches in our buildings to make sure that that teachers can get what they need. She's shows up in our buildings and sits and looks and talks to teachers and how's this working? She does check-ins throughout it is that part of the partnership is across all the vendors that work with personally and I'm the corporation test coordinator and work with whole lot of textbook companies for all of our mean this this partnership is by far the best value that have because of you're making me blush Shannon. Good. Nobody else can have her by the way. Let's not let's not make that happen. No, actually I'll share. But mean, he's amazing. You're so sweet. Excellent. that's wonderful. Yeah, I'd love to to get into couple of more of the, you know, specific elements and and what it what it ends up looking like in in implementation and and how creating again that context about what what educators are looking for in the classroom. think one of the things you referenced it briefly earlier or at least in part right that sometimes there can be challenge around repetitive practice with tools or time that just becomes it gets apart from that really purposeful use of saying okay we know what our what our goals are here we know we have the personalization this student needs to work on these things we want to target that we want it to to be happening in fashion that supports the educator by helping them right scale that personalization but then on the other end right brings the students back to what happens next. And so that really requires that the time be well spent that it not also be repetitive demotivating for students. right. And so you're balancing students interest, their understanding of what they're learning, the role that the teacher plays. I'm I'm curious about like what you have found about in some of those regards regarding how you know Exact Path facilitates that and what that really looks like for your teachers and and the way that they are using it within their right their their instructional environment and all of the various things that they're they're attempting to help students achieve. Well, would say that there's there's going to be variations of this what I'm going to describe is like what we aspire to have happening at at in our flow basically of our MTSS, right? So our teacher is delivering our their first best instruction based on our curriculum apps and and assessments and exact path is also available to them as something that they can use as formatives. The the new tool Nikki's going to correct me when get it wrong. Standards master standards mastery or proficiency. Yes. Our teachers just got little taste of that. And again, I'm getting questions about are we can we have that again next year? They are able to pull in specific. They can go to standard and pull set of I'm going to get this. Help me when get it wrong. think it's five or 10 questions. 10 questions. Thank you, Nikki. And then but think they can customize from that too and make it less if they want. But the teachers are able they're specific to state standard and so they can use that in addition to what they're already using with their within their core unit or AC as PLC if they want to check in. so they have they they use it they use exact path as part of core but it's not our main core. It's not our adopted material. The PLC also leans into our checkpoint. So we opted in yes to have our learning path adjust each time we have new checkpoint data. So our teachers do the benchmark at the start of the year. and think Nikki said there might be potential of next year being able to look back to the island data, but right now they're doing the Yeah, fingers crossed. But right now they're doing the diagnostic or benchmark in the in the fall. And then after the first checkpoint when we're finished, then we do sync and Nikki helps us get that sync set up and get the right date set. And and then what that allows is for our students that were not yet at or above proficiency, our middle schools run intervention. So those students for certain are going to be doing tier 2 in exact path to try to focus on those skills that they were not yet proficient on. So, we still have core going on and all of that fun, but we have this and more that's just been cycled in. And so we're able to then see what happens then between both in exact path by tracking their learning skills that they're growing in. And then also in checkpoint data, we can see okay, here's where they were at the end of checkpoint one. Here's comparatively here's where they are at checkpoint two and in in the states central reporting system well it's not the states it's cambiums our test vendor for the state we can look and see what the predictive percent pass for our state test sumitive is. So, we're able to to track and triangulate all of that fun to see how our students and keep moving forward with both our core and information from exact path about core and then also tracking how they are growing towards those skills in Exact Path if they're doing tier 2 and then it's just hopefully going to be an amazing amazing summitative that we're working on giving right Now, will say last year we opted into the checkpoints and last year that did shape some of our tier 2 that just talked about and we were using exact path last year as well. it didn't align it we couldn't integrate them like we can this year last year but our teachers used it in that same way where they were digging in and we saw some very nice increases in our middle school percent pass and the state data center anybody can go look and see what every school by grade what our what their scores were by year but We we were pleased and we're hopeful that we're going to have an even bigger increase this year. Excellent. don't remember the original question or why I'm even discussing all of that at this point. You're going to have to remind me, Ross. who knows? No, think we we were mean, you you got into an important point there about the assessment integration. because that pertains to to so many of the important realities within within districts, right? And it's what we here at Adventum really call our less testing more learning approach to say if you're already taking the iLearn assessment in Indiana or if you're using NWA map Renaissance star you know depending on the state you are what you're using right and you you like that data you know you know that that data is good why have students retake another assessment to give you duplicate of the data when they what they really need to be doing is working on what the data tells you right that skill and and think that's something I'd love to give Nikki an opportunity to add to add more to that. Shannon also referenced the predictive piece, right, of knowing, okay, based on what we're seeing and we can kind of tell what we'd anticipate students are going to do in the next assessment cycle and what does that enable their educators to do and to right to make decisions as they're preparing for that. but that integration being so crucial, not only is it you know demotivating for students to be retaking things or just doing more and more assessments but also there is there's not lot of discretionary time right to go around like all of our time has to be well spent we need to be focused on the learning and mean can be tremendously impactful in that way. Yeah, absolutely. And not only just time saving, you know, by utilizing the data that's already there, but in addition to that, it's the game that we have to play, you know, mean, it's what teachers, you know, we want to see our scores grow as teachers. And so, in order to do that, you know, Exact Path has linking study with our state assessment, which is huge. And then you know sometimes our state assessment summitive data doesn't come out until the next fall after as teacher know no longer have those students. What is great about this integration of the checkpoints is that once the checkpoint syncs am getting updated learning path or updated support needs for all of my students as we're going throughout the year rather than having to wait until the end of the year. So really do appreciate the checkpoints feeding into it. think that it's been powerful tool for lot of my schools that are, you know, trying to to win the game that we play and trying to help students be as successful as possible. And yeah, guess that's probably all have to say about that one. But we do have diagnostic like Shannon said because Gambium hasn't released the summitive results to us from last year. You know, we're still this is new integration. So, we're still working on the summitive piece, but because of that, we were easily able to pivot to our own diagnostic inside of the platform. it's called the exact path insights. And so, we were able to give that at the beginning of the year to initiate those differentiated learning paths right off the bat. And then from then on, no extra assessments were needed for the rest of the school year because we were able to do those checkpoints. And would just piggyback and say that was surprised last year when we met with the language arts department chairs and we talked about what are we going to are we do we want to opt in to to the checkpoints. They also wanted to put another diagnostic midyear because the checkpoint timing and when we're giving it was not going to allow them to get fresh crispy data on any students that moved in. And we don't as district have ton, but we do have students that we want to be able that move in at different times that and teacher can assign where for path for student, but the diagnostic is much better and for student that hasn't come to us or that we don't have information about that the the teachers valued that. will just say it that way. So think we will probably do that same structure again next year so that the teachers in at the start of second semester can still catch those kids. I'd love to hear Shannon about just when you are making decisions and and designing and structuring your your program overall. Right? Part of that is how you're selecting the different tools and resources that you're going to use. But there's also all these other decisions how you are you know working to to design it so that it's accounting for both the educator needs and the student needs right we know some examples where it's one answer that answers both needs right we talked about that with the assessment think that's great example where having those those integrations and data like it it there's obvious how that benefits both educators and students and everybody's happy. There's other things where you you have to weigh things little differently, right? We made decision about new resource that we feel like is really going to be the best for our students, but we know that comes with challenges for educators. And so, we have to work through how vice versa, we want to solve these challenges educators are facing, but we need to investigate it little more and make sure that it it makes sense for our learners and how that all works together. just curious, right, as leader in this role, what are some of the questions you ask or some of the the ways you work through those decisions to to ensure that educators and students are all represented in the in the strategy? Yeah, think that's that's really good question. think as leaders, it's difficult to find that right balance. Obviously, student learning always trumps And if it means that we need to find way to support our teachers in either learning or having time to do something in order to make that student need happen, then that's what we do as leaders in terms of thinking through exact path and and like why would choose exact path over other resources that balance student and teacher needs. would say was in lucky position because teachers were asking for resource that would balance both that would give them normed data about where students are and have partner of the learning path. and some of the other pieces that other options and tools that looked at had assessment pieces. They could tell the teacher where students were, but they didn't have the learning path side. So, mean, for yeah, we we used some diagnostic resources for very very long time and that was the biggest issue. It was good for teachers to know where students were. It was good for students and families to know where their kids were, but we couldn't partner it with the learning path side. So, if can get as leader, if can kill two birds with one stone, will do that. That and in this case, that was probably my my leadership decision was, can have both. Yes. was just going to add to that. It just makes the data actionable. don't have to pour over the data. It turns into action right away with the integration, you know, because then it's the learning path and it's being addressed right away. So, that was one thing. And then logistically, Shannon, something that work on the back end, is that it lives on the same platform as courseware. So, working with your tech team and the high school using our courseware product, it was very easy for us to bring on. And so just ease of use then for teachers because you know two birds one stone kind of thing there too. Yeah. Yeah. Absolutely. in fact mean and billowing on that would love to to give you Shannon an opportunity to kind of shout out your educators. mean tell me about like what are some of the things that your educators are doing to help students be successful, right? like what are some of the strategies that it could be of course part of the the entirety of the program but also I'm sure things you're observing as you're seeing okay this is really effective really like what these teachers are doing like what these building leaders are you know are having their educators do etc but but of course you know teaching and learning happens when teachers are doing great work right so would love to hear what you've observed and what you've you know what you've als also designed right and and how does it work and and what what is working well for your students? Sure. our instructional framework that we lean into in Center Grove for our secondary schools is Marzano's new art and science of teaching. And so when we talk about what does highquality instruction and teaching and learning look like in our secondary schools, that's the framework that we lean into. We are also professional learning community district and so our teachers are are given time twice week where we are either spending time as PLC teams or we have professional development time. So things that I've seen teachers do really well in our district and would be like if you go into our PLC teams, you will see teachers that are thinking about where are stu what do want students to know? How do know that they know it? What am going to do if they haven't and what am going to do if they already have and exact path supports those that question three and question four, right? If we're using the foundations of the new art and science and our best first instruction and it's not getting us the results we expect or we have kids that need extension. When you're talking about secondary school, teacher probably has six classes here. They probably have 30 to 35 maybe more kids in class. That is lot of individualized learning. and our our teachers work really hard to know where our kids are and what where they need to go next and they lean into their colleagues during that PLC discussion to figure out and lean into each other and how how how did you teach that you got better results or how did how did you teach that want to do that next year or did that did that best this time. Why don't you do see our teachers share students across what win time. think lot of of secondary schools have time set aside for either students to ask to go get help with or for to students to get pulled for help with teachers. we do that in our middle schools and in our high school. And again, the exact path comes alongside of our core program and our core instructional resources and and helps support our teachers in being able to support 160 170 students that they might have on on their case load. Yeah. and you know this discussion has referenced making data actionable. You were talking about Okay, if we're doing all the right things and we're not getting the results now, what do we do? But it it's basically another form of diagnostic Nikki, right? That you would work together on, okay, what's the data showing us? How are students doing? What are educators doing? And all right, if we're doing all these things that we believe are correct and and we are still looking to achieve something else, how do we dive into that? How do we kind of deconstruct it, right? And diagnose, all right, what should we focus on? And sometimes that focus is on you know usage and implementation support. Sometimes it's it's other elements, right? But it's having when everything is clear in that way, then you have the ability to look at it and ask those questions and figure out, this is what's happening or we, you know, we're not doing this the way we wanted to or not not everybody in the building is, you know, is is implementing this strategy, right? And so we can see where the difference is there. but would you know maybe would love to hear from from both of you as you're you know partnering on that right how do you go about it's it's continuous improvement process either way it's not always something is not going well but it's saying all right now we're now we're doing this how do we make it little better okay now we have lot of students doing really successfully how do we help some of these others or now we're in year one now it's year two year three how do we get little bit better and and where do find those opportunities in partnership and and would just love to hear your perspectives on on what that looks like and and how you go about that when you understand very clearly what the program is supposed to be like. would imagine it gives you starting point and it gives you it gives you you know lot that you can focus on together. Do you want to go first, Shannon? No, I'm hoping that you're going to say what think you're going to say, and if you don't, I'm going to prompt you to say it. okay. Good. Okay. so we have research that shows that using or completing eight skills every semester is what will show significant impact on assessments. And so that's very because we already have that research, it's already been done. We know it's proven to work, you know, then can work with my partners like Shannon to say, "Hey, if we can get the kids across this finish line, then we know you're going to see results." And so we make goal around usage for sure simply because we want time spent on any platform to be fruitful. And so we don't we don't want it to just be sit and get. It needs to be engaging. it needs to be at their level so that the teacher can maybe shift and do some small group instruction while they're getting the most out of program. So there's lot of things that we can do to make sure that everyone is getting everyone in the room is getting what they need even though teacher is human and cannot necessarily differentiate 30 different ways in one class period. And so that is something that exact path can come alongside and then because we're able to write those goals specifically based on that research we can see are we tracking towards that are we doing good job what is what what are the barriers is it we don't have enough time okay how can we carve out the time and where does it belong in the school day especially at the secondary level that's always crunch and so finding the time and and really helping teachers to make it priority and then yeah, guess that would be my answer. don't know that said what was supposed to say though, Shannon. You did good job. You get an A+. Thanks. Thanks. Yeah. And mean, was just going to say Nikki when she comes along in those check-ins and says, "Okay, here's where we are in usage." It is. have never said to the teachers here in Center Grove, you have to go in if you are not hitting is it 40 minutes and eight skills like am like have not treated exact path like that. Now, we may get tighter and but we aren't currently doing it that way. But the teachers because Nikki comes alongside and says, "Hey, here's what our data looks like in in this building. Here's what our data looks like in this building." They look at it and they kind of and then now they can also compare it to their checkpoint data, right? And and they can see, didn't take advantage of this. And think through that over time, don't know whether Nikki would agree or not, feel like we have naturally had more and more teachers that have said, that worked for so and so. would like think I'm going to give that try as well." So, it it is not exact path is not our core program. So am not telling teachers you absolutely have to use this but we are telling them this is very effective resource to support our students that show that they need it andor for you to use as come alongside for your core when you find it work and if you want to see it work this is what you have to get to right you have to do it to right it won't work unless you do it so the very nice like check-ins that show us that data make it very easy for teachers to to naturally want to take advantage of this resource. And will also say because at the beginning of the year, Nikki also does like here's how for teachers that are brand new because we always have teachers that are brand new. Here's how you use it like getting started and then for the teachers that have used it before she goes deeper. So we always schedule that for the beginning of the year and then she stays with us alongside in the whole year. And Nikki, the only other thing was going to say is you have to give your one of your examples of how in when you were in the class here is what because yeah, the teachers love those. Yes. Yeah. Well, I'm always use the example had one student who couldn't figure out what the issue was and when we open up because you can see the students answers on the the learning path questions on the mastery quizzes and was like, he's adding denominators." That was what the answer was that he was choosing every time. And so it's like the data that got from exact path was able to make actionable. could could easily address what needed to be done after that. And when Nikki shows the human side that partners with it to our teachers, that's when they understand, that's how I'm supposed to use it. Yeah, it's definitely not passive program where we can just put kids on it and let them ride. You know, it's definitely something where the student has to stay engaged in order to move their themselves forward. And then we also need teachers to engage to look at that data and then mine out what's most important and and and take care of the student needs because you're right, we are educator first here at Edenum. do always say that and the reason is because at the end of the day, we need that that human teacher to interact because they're the best asset everybody has. So yeah. Yeah. Yeah. And then then the importance of having actionable insights and data at at all levels, right? You referenced all the research that's been done time and again to show it's that eight plus skills per semester that about 40 minutes per week. The 40 minutes basically comes from it. You know, think because it corresponds to what gets you to working on those eight skills, right? But it's very clear for teachers to say it's exactly what it is. It's been studied over and over again. all all student groups, all kinds of states, no matter where it is, this is very repeatable and achievable and you know what it looks like. And then you also have your data inside your own district to see how that looks and it's actionable as well. So they pair together. It's not just one or the other. but it's coming in with with the ability to provide that kind of plan and have everybody have that clear understanding. takes out the uncertainty of of what that would look like. Something else that Shannon and looked at last year was the impact report too in exact path. we can do that with NWA Runstar believe. and then the diagnostic and we're still developing it for iLearn but the impact report and exact path because it's still new. the integration's still new, but the impact report really does show growth from, you know, you can see how much more the students who did hit that researchbased level, how much more they grew than the students who didn't hit that researchbased level of eight plus skills. So, that has also been something that we we discussed at length last year with the iLearn integration. We were like, okay, we won't be able to have the impact report, but it's more important to have that learn integration this year. So, we went that direction. but know the team is working on that in the future. So, definitely powerful report. Yeah, absolutely. Nikki, is there anything that comes to mind for you when you think about, you know, your your partners that you work with? If you could say, "All right, would love to take you along for day when go and visit Shannon and and Center Grove." And there's there's one thing that they do really really well or very interestingly there that would love everybody to be able to see. It's it's it's something great to learn from. It's strategy to pick up on. It's just part of the way they've designed their program, right? That's all right. You know what? Everybody could sort of learn something from this. and and just like what what do you wish other folks could observe? Gosh. Well, they have really invested teachers that, you know, remove barriers for kids, no matter what it is. And I'm always there to help if there is something that can help with. they also have two dedicated coaches that, Shannon mentioned earlier that are that stay engaged with me. And know that that may sound like something small, but staying engaged with the vendor, it really allows me to share all the updates that are coming to make sure that they are mining out the most important data to make sure that they're able to make instructional, you know, changes if they, you know, gosh, you know, so and so looks like usage has gone down bit. it turns out there was reason, you know, maybe she was, you know, having trouble with something. And so, would say what they do well is just staying engaged and, utilizing tools with purpose, and really goal setting, focusing on outcomes and that it's not just program. It truly is partnership and how can we make it work the best for kids. So, that's guess what would say. Shannon, what what would you like to share? What what do you you know think your peers would like to know about if they are addressing similar challenges to what you've had in the past and what you know how you've learned and iterated and built your program over time. What's something you'd like to communicate to them to say, this is this is what we were working on. This is what we're doing now. It worked really well for us. Try this." think probably the biggest change that we have made would be that that addition of the linking with the checkpoints. mean, prior that to that, we got good information from the diagnostic, but we did always feel like, and and you mentioned this couple times already, Ross, you know, it's that catch 22 of how much testing is too much testing. in our past life we we used NWA and and also had the diagnostic and we were so it was just lot of of testing and so the and that was took me to like my brain froze there for second thinking about all of that testing. So to come back to the exact path piece and what we learn having the checkpoints connected to that has been the biggest change and and if any district is considering products that that and and want to know whether that API is useful part of it would say yes it is and don't know whether would look at product that didn't do that now that we have had that benefit and I've looked very much forward to that impact study being done so that we'll be able to use that part in the future as well. Nikki's right when we use that when we didn't have connection to checkpoints and we were just using the impact report it is meaningful and sometimes would hang my head like maybe should we didn't hit enough numbers like we didn't take advantage of as much as we should have the weight of it but the the impact report is report is meaningful and can help move your district forward in and effective fidelity based implementation. Yeah, was going to say just thought of something else too. think in the secondary space it's very difficult to carve out time for spending time working on platform and so Grove has done really amazing job of using it with purpose and making sure it fits into the schedule because it is priority and it can you know come alongside but it can only come alongside if we commit some time to it and would say know that's extra hard when you know an elementary teacher you have the same kids all day long. So, it's easier to be flexible with how and when you put exact path into your schedule. But with secondary, Shannon, don't know if you can speak to it, but they've found way to make it work. think it for my my best case scenario is that we're using it we're using our win time every day for whether it's exact small group or small group right and again just do not want if walk into building as leader and see bunch of kids on devices for 20 minutes that is not what I'm looking for but if walk in and see effective ive use of students having individualized learning path and teachers that are interacting with them about their success in that or about their areas where they need support to continue to move forward. That's that's what want to see. get really nervous when if say to to teachers, you have to have kids on there number of minutes because don't want them to default to, okay, well, put them on the computer for few. That's not what I'm looking for at all. But, the partnership has worked well, think, in in that showing having Nikki show here's where we are, here's how many kids that earned this, and being able to take that information and then reflect on, okay, where are we connecting kids with exact path? Is it are there other kids that would also could hit eight? What would we have to give up for those students to do this? we would just have to not have them, you know, do this other product or whatever for for 10 minutes. Yeah, how simple would that be? Whatever those simple conver we can make those choices, those student first choices because we have partnership that provides that data to reflect and make those student first choices. Excellent. well, participants, I'm going to pull up our slide here just to give you preview of some of the the additional resources that will come your way. So, you'll get the recording of of this session and this article about Ferman Middle School, which is in South Carolina, really relevant to lot of what Shannon was talking about. It's it's how they make sure that their tier one and tier two work well to support each other with those middle school learners. So, good story there. Another success story on Texas district and how they're using the NWA map integration with Exact Path to help them achieve their results. We have some more research and additional webinar on getting those schools ready for algebra 1, right? Those students in those middle grades, how they're working toward that. So, all of it really relates to this conversation. and as show this, want to go back. I'll go to Shannon and Nikki one final time here. guess we'll start with Nikki and then we'll give Shannon the last word. Any last thing you'd like to share? Any any, you know, final final notes, insights, successes, anything before we wrap here? gosh. would say that I'm excited that some of our middle school content is being refreshed over the summer for back to school and that it is all like backwards planned or backwards designed to help support students in those gateway courses in high school, English 9 and algebra just to really help make sure that they can be successful because know that those are predictive of graduations. So, I'm excited for the refresh. It's always good to get new stuff. So, I'm excited for how the kids are going to react to the newer lessons. So, and and more printed materials, too, for some of those, too. So, yeah. Shannon, any last any last note? Man, feel like I've said lot today. would just say thank you to the Edenum team for all that you do to try to partner with us and and providing for the best success for every one of our students learning at high levels. Excellent. Well, thank you both so much. Thank you so much Shannon for joining us here and sharing. Thank you Nikki for being here. Thank you to all of our participants who joined live. anybody who's watching the recording on our website, YouTube, all those places, we know that you'll continue to dig in there. if you are getting the recording via email, please feel free to reply directly to that email. If you have question or you want to learn more about any of this, that'll go right to real person and we'll get to you with some responses and we can help you understand more about all of the bases here in the research. and and you can also dive into these additional resources at your leisure. So thanks everybody for joining us. We appreciate you being here and and once again we really thank Shannon and Nikki for being here to share.