Shifting the Balance: Meet the Authors

Science of Reading Discussion Facebook Live Transcripts

Deedee Wills  0:00 

Everybody, thank you so much for joining me. I am completely honored and blown away by having the two authors with who I’ve actually lived for the last six months. They don’t know it, but I’ve lived with them for the last six months. The authors of the book “Shifting The Balance”. So I have Jan Burkins and Kari Yates with me. Thank you so much for coming and being here on such a last-minute short notice.

 

Kari Yates  0:25 

We are so excited to be here and, I mean, who doesn’t want to hang out with Mrs. Will’s kindergarten.

 

Deedee Wills  0:34 

So this is going to be kind of originally those people who are popping in right now. We were doing an online book study. So we were doing two chapters a week. We were supposed to do chapters three and four. We’re going to put that aside because although it’s great to go through the chapter when we have like the real McCoy here, we are going to take advantage of having them with us. So those of you who are popping in, would you please just really quickly find that chat. I would love for you to tell me where you are in the world so that we can get you chatting. We want to make sure that you can see that function. Hello from New York City. We got some people here. And also if you have teaching friends that are not on here, tag them so that they know what’s going on. This is a very last-minute kind of party of three unless everybody else is here. But we want to make sure everybody can find it. So wonderful, wishing lots of people popping in from Baltimore in Nevada, Texas Kokomo. My husband lives in Kokomo. Lovely. Now ladies, can you see my comments coming through?

 

Kari Yates  1:44 

Yeah. Oh, someone is from Minnesota, my home state.

 

Deedee Wills  1:55 

All of you coming through. So first grade from North Carolina as well. Wow, you guys are awesome. Thank you so much for being here. I’m going to do something a little techie. We’re just going to see if this works because y’all know, sometimes it doesn’t. So let’s go ahead, I want to have you, there should be a link that just popped up in there by me sharing that. And it is the link so that you can join the giveaway because these ladies not only are giving their time, but they’re also giving away a huge grand prize. It’s a ticket, a seat to be part of their online learning community. and it starts tomorrow.

 

Kari Yates  2:44 

Yeah, our online class starts tomorrow. And we are so excited to have anyone from your group. Join us and we want to give away some seats.

 

Jan Burkins  2:53 

And it’s synchronous, so you don’t have to actually be in your seat tomorrow.

 

Kari Yates  3:01 

It works with your busy schedule, whatever part of the world you’re in.

 

Deedee Wills  3:09 

I had read that they would have access till the beginning of November. Is that true?

 

Jan Burkins  3:14 

Yes.

 

Kari Yates  3:14 

Let me check the date.

 

Yes, November 14. We have access from September 13 through November 14, six weeks of fresh content. So we roll out fresh content every Monday for six weeks. But then there’s like three bonus weeks for if you got behind, or you want more time to review or go back over some things. So yeah, nine total, we do six weeks of work.

 

Jan Burkins  3:57 

And those six weeks, they line up to the six shifts that are in each of the chapters. So there’s a module for each of the chapters in the book. So your group who’s reading the book will find that the class just takes the content deeper.

 

Kari Yates  4:18  

And I find for myself, like even though, I might have read something one time when I go back and read it again, I get something else but then when I can have that conversation or just sort of that, you know, even if I’m just listening in on the conversation with other people, my understanding goes deeper, which is, I guess, every teacher is like, yeah, daddy, we know that question. But for teachers learning as well, this is something that’s going to be really helpful for them to not just get a surface understanding but a really deep understanding of what it is that you’ve shared in your book.

 

I think that teachers who have taken the class that has really gotten us feedback that is like, wow, I kind of wondered how much you know, deeper could you go than the book, but it really helped me pull things together. We know teachers are busy, and they need to know that science, but also they need to know what I can do tomorrow with kids and that’s really a bit of hope of that class is really actionable ways to bring this alive in your classroom.

 

Deedee Wills  5:27 

I found that as I was going through, Julie wants to know if they can join the class even if they can’t win or if they don’t win?

 

Jan Burkins  5:36 

Yeah, we will put the link to the online class page from our site.

 

Deedee Wills  5:46 

So it should be sharing here in just a second but I’m going to go ahead and manually pop it in there as well. It’s pretty amazing. I was looking through it, I’m like, this looks really like something that would really help somebody, you know, to kind of give you to ladies and people who are listening, I started looking at the science of reading about a three years ago. And as we were reading it, we were hearing like no more guided reading and we’re like what, and we were in a major state of denial was like the first time I found out the Twinkies weren’t good for you… up until so amazing. I was just not going to have any of that. So but the more we heard, the more we researched, the more we realized that this was a shift.

 

So when you have all of that background, I think a lot of teachers have a guided reading bounce literacy background. And now you’re asked for kind of put all of that in a different pocket and think in a different way. It’s a tough transition but your book really was one of them again, I’m getting goosebumps just talking about it. I mean, it made it like somebody was holding your hand and going it could be, you’re going to be like, oh, here comes Ozzie. You’re going to be fine, and it just was a nice way to step into it. And also make us realize, we know some things we just have even more that we want to learn. So I love that. Absolutely.

 

Kari Yates  7:24 

It’s important to us, too. We know teachers are so hard-working, and they’ve got so much coming at them. And it’s hard to have to take a really honest look at practices you’ve been committed to, we know this because that’s, I mean, it sounds like we’ve been on a really similar journey, you know, having to ask ourselves. What is all this pushback about some of our practices? And what are we missing or misunderstanding?

 

But ultimately, we really change outcomes for kids. We know that part of that it’s understanding the science of reading, and what we need to technically change about our practice. But also as adults, we’ve got to take care of ourselves and each other along the way, and what really matters to us is that we, you know, if we’re all feeling kind of panicked and overwhelmed, that’s not good for kids either.

 

Deedee Wills  8:34 

I don’t know where the expression came from. It might be from my grandma, and she, “Don’t throw out the baby with the bathwater”. We don’t want to throw out everything that we know as a teacher. We just need to make a couple of changes here and there. Let’s see, I’m a reading teacher this year. Does this book address my role? Yes. Like, this is absolutely what you’re going to be wanting to pick up and look so Shifting The Balance by these two ladies, Jan Burkins, and Kari Yates. I love the way that it’s organized as well and then steps into each area, gently walks you through it, gives you the science and gives you the things to think about, and the way that you made me think. First of all, I really appreciated it and made me think beyond where I would normally go. But I can see every teacher being able to identify with those stories that you shared, and then the next steps for instruction.

 

Jan Burkins  9:53 

We believe you know the chapters are written around common misunderstandings. It seems to resonate with people and then come in with those high-leverage routines. So each misunderstanding or four or five misunderstandings in each chapter. Each misunderstanding is unpacked in light of the science. And then we come in the second half of the chapter, it kind of pivots from the science to easy to implement instructional practices. And really the whole book; it’s cumulative, you know, those practices build one on another and the order of the chapters matters. We were really intentional about beginning with language comprehension and there’s a reason that chapter six is chapter six, and chapter five and chapter five and all that so.

 

Deedee Wills  10:54 

We had somebody ask, can you speak at the general premise of the book? Do you mind if I just go ahead and go over that really quick?

 

Jan Burkins  11:01 

Absolutely.

 

Deedee Wills  11:02 

Okay, so the book is Shifting The Balance, and it’s taking those teachers who have lived in the balanced literacy world. And now I understand we need to change some things in our instruction so that we can keep what the science tells us as best for kids in mind as we’re planning new instruction, so it takes us through different things like the first chapter is really on reading comprehension. The next one is phonemic awareness. The next one is on phonics, high-frequency word instruction, and looking at the three cueing systems for guided reading that we’ve used in the past the [MSB]. [inaudible 11:40]

 

So those are the three areas that they’ve unpacked for us. So hopefully, that helps. This book has been fantastic for those areas, just reimagining what we used to think, what we now know, and want to make changes in our classroom to be supportive of what students need.

 

Kari Yates  12:06 

One of the big threads we pull on throughout the book is that Marilyn Adams taught us this term, “Inside Out versus Outside in” and that many of the practices that we’ve relied on through the years are built on looking at reading from the outside and inferring what’s going on inside but now we have more and more information about what’s actually going on inside the brain. And it turns out that some of that, what it tells us is that some of our previous practices are actually contrary, might have been making learning to read harder for kids. No teacher wants to do that. And so the good news is there’s information about what we can do to shift and make early literacy instruction, make learning to read easier, make early literacy instruction more aligned to what now we know from this huge body of science.

 

But you said, a baby with the bathwater, and I think it’s really important to us that everybody knows going in. Each of those shifts is about reflecting on your current practice and deciding what am I already doing that doggone? I should keep doing that. Because baby, that’s non-target. What do I need to adjust in order to make a practice more aligned and then yes, there are some practices that we need to let go of like we need to replace them. The whole book isn’t about starting over. It’s about the places that are right for you to make some shifts.

 

Jan Burkins  13:51 

And that understanding what’s going on in the reading brain that inside out perspective is really the foundation that just the thread that runs all the way through and supports understanding of why for the structural changes. So it was really important to us that there was this knowledge-building alongside really practical strategies that could be implemented quickly and easily.

 

Kari Yates  14:25 

Deedee, I was saying I was in your, you did a Facebook live a few weeks ago about reading comprehension, and that’s such a passion point for us that we don’t let ourselves think that this is only a conversation about foundational skills, although that’s a huge part of it. You know, meaning is the ultimate goal of literate activity. And so it was exciting to us to see the work that you’re helping teachers to really think about how to leverage read aloud in service of knowledge building and vocabulary building and building that, you know, chapter one and helps us understand that reading comprehension begins long before the reading begins.

 

Deedee Wills  15:20 

I was reading your book, and as I was reading, I’m like saying, yes, [inaudible] were like, what’s going on? To me, it was so nice to hear. Okay, some things that I believe are still valid. I know that one of my big concerns when I first started here about the science of reading is the emphasis on decodable books. And I thought is that all we’re going to put in our student’s hands because those rich conversations, I knew the power of them. I could see it in my own classroom, I could see them as being deep thinkers, beyond being in my own classroom. And if that’s something that we’re going to have to take away, I wasn’t sure if I was buying into it. And of course, that was definitely something that we didn’t take away. We teach comprehension in the read aloud. And that’s something that I’m really grateful that we have. I feel something to hold on to that is, it’s a fun part of the day. It’s very fun. It invites students to talk and to think deeply about books.

 

Kari Yates  16:30 

Yeah, and you mentioned talk, which of course, is learning to read isn’t something the human brain is built to naturally do. But learning to talk and using the oral language is something the brain is built to do and that does become the foundation for later reading comprehension. So you’re such huge advocates of purposeful, intentional opportunities for kids to use language all day long, and grow background knowledge and vocabulary through productive talk.

 

Deedee Wills  17:07 

Look, what I have?

 

Kari Yates  17:09 

Ahhhh..

 

Deedee Wills  17:11 

Yeah, I mean, this has been your story for a long time.

 

Jan Burkins  17:14 

It has. Do you carry that book every day?

 

Deedee Wills  17:20 

That’s a good one. I was thinking about when I was thinking, as I was doing my own research, and I think a lot of teachers as well is that we always have in our classroom, a group of, let’s just say, because I need easy math, let’s just say we have 20 students, we always seem to have four or five students in our intervention group year after year, after year, after year. And now that we understand the way that learning language-based learning issues show up in 20% of the population, it makes us think and that makes sense. If we’re teaching in the way we used to that these students are really not grasping it because their brains not firing in the same way that maybe another student is.

 

So I appreciate that we have because it’s a horrible feeling to get to the end of the year, and know that you’ve done. You’ve worked really hard. They’ve worked really hard, and yet, they’re still struggling. And you send them off to the next grade, they are going to be in the intervention group and the intervention group, here comes the other one. And this is going to keep being in that group and so how lovely that it’s almost like, it’s like we have Superman powers now. We have things that we can do that will make a difference for those students.

 

Jan Burkins  18:45 

Well, I was just going to speak to you know, when you think of superpowers, I think probably, I know you were originally going to talk about chapters three and four, and that chapter four the chapter on high-frequency words that really is a place where those superpowers are kind of evident that orthographic mapping and teaching sight words in this way that feels so counterintuitive. It’s so contrary to what we’re taught in our undergraduate and graduate classes, where we’re actually teaching them to learn the sounds and these words that are so irregular. It really is if you’re looking for a starting point, it really is a great way to just dip your toes in the water and see some amazing results with kids.

 

Kari Yates  19:43 

I think that the whole concept of orthographic mapping is one that every teacher is so much better equipped to create success for kids once he or she understands that. And the other thing I was thinking as you were talking about intervention and, kids whom we’ve not found the sweet spot in terms of making reading easier for them. So often, again, maybe there’s a perception that this whole conversation is about intentional phonics instruction. And that certainly is a big important part of it but the phonemic awareness piece. We feel it’s not like people aren’t working hard at teaching phonics and haven’t been working hard at teaching phonics for a long time. I know there are different approaches and degrees of that but in many ways, we’ve really come to see how we, in so many cases, almost overemphasize the phonics sight of wisdom under-emphasis on the phonemic awareness piece if you really have to pull on that interrelatedness. And it really helps kids develop this strong alphabetic principle, which is this deep understanding of how the two go together. Phonemic awareness is another chapter where we can do some exciting things for kids when we power up more there as well.

 

Jan Burkins  21:30 

Well, I’m just noticing such sweet comments, and it really warms my heart when people say that they’ve read the book, and it made them feel empowered, or it was easier to read. So sweet. Cherry’s saying, can you speak more about the course? Yes, I’m sure we can.

 

Kari Yates  22:01 

We’re excited about the course. And Asynchronous, there’s about two hours. Each module has about two hours of video, split between understanding the science and really thinking about those principles for implementation. We do two live Q&A sessions very much like this, we just get you to know people who want to jump on live and have a conversation. We do that twice during the class, and that’s a highlight for us.

 

Jan Burkins  22:37 

The videos are short. There may be two hours worth of them but most of them are like seven or eight minutes long and so you can kind of knock off a few at a time. They’re also available in audio. So if you wanted to read, listen, or if you’re going for a walk..

 

Kari Yates  22:58 

We’d say go for a walk because we need more exercise so please wake up for a walk.

 

Jan Burkins  23:08 

So you have nine weeks to do six modules. And then you don’t have to be like week one is all about module one, although they do unlock one at a time. So after six weeks, all the content is unlocked. But week one, we unlock module one, week two, we unlock module two, so the content rolls out week by week for the first six weeks. And then there are three more weeks to do kind of digging deeper if you want to.

 

Deedee Wills  23:39 

Wonderful. I think sometimes if I have a course or something that I can watch, and I have a gear to watch it because I’ve done this before, you know, business things that give you a whole year to watch. I don’t watch any of them because I have a whole year to do it. Anything that short is actually, I mean, it’s not short, it’s long. But keeping it not ever ending is a great way to hold ourselves accountable to complete it because otherwise, I’d never finished. I’d be like okay sorry; I’ll get to it. This way you’ve got to keep working towards it.

 

Kari Yates  24:19 

The other thing we hear from teachers we’ve heard from many teachers is something to the effect of, I kind of wished everything was available all at once but once I realized the power of having a week to really deeply focus on a topic, it just really kind of helped me to go deeper and show.

 

Jan Burkins  24:43 

We open the module and then we open the section about these instructional practices and then we wrap up the module with just a video of us visiting basically, and we try to do all kinds of interesting…

 

Deedee Wills  25:01 

We have some fun along the way. [cross talking]

 

Kari Yates  25:27 

But I mean, you know, we’re passionate about the course because we’re passionate about teachers having a really accessible way to just build their foundational knowledge but get really actionable strategies that they can use with their kindergarten first and second-grade students right away.

 

Deedee Wills  25:50 

You were talking about phonemic awareness and phonics and how intertwined they are and one thing that I had been saying to teachers is I always think of phonics is like the race car, but phonemic awareness is the gas. So if you don’t have that, you just can’t drive your car. So I love that those two are, I think with the science of reading and your book, especially how they are really delineated because I don’t know that a lot of us as teachers have had the instruction in the…  Let’s be a teacher class that we were in that really underlines the importance and I think as time has gone on, we really see how truly important those two are and how they work together. There is a big notion for that together like a bondage trap.

 

The thing about phonemic awareness is it’s easy as a proficient reader to think what’s the big deal about pulling the sounds apart in a word. It’s huge, and I mean, there’s no reason human beings ever had to do that before they invented written language. And it is so maybe…

 

Kari Yates  27:12 

Not magical for the brain.

 

Deedee Wills  27:14 

We’ve underestimated really how much intentionality and practice it takes for kids to get good at that and how much that power is everything, including sight words, which is so counterintuitive, but I mean, that’s one of the connections is like what is building strength site or acknowledge have to do with phonemic awareness?

 

Jan Burkins  27:41 

I want to mention with the class, there’s a guarantee so if you’re thinking, you’re curious, like you, if after the first two modules, if they’re done within four weeks, if after the first two modules, you think, no, this is not for me, then we’ll give you…

 

Kari Yates  28:01 

Send us an email and we’ll refund your money.

 

Jan Burkins  28:05 

So you have two modules to kind of test drive.

 

Deedee Wills  28:08 

Oh, that’s very generous. Some people might think, I don’t know if this is going to help me, or we have a parent here, she says, she’s a homeschool parent. She said she’s really thankful for the things that you guys have put together. It’s wonderful. You may have a student or a child of your own who’s struggling, you know, I share my sister struggled to learn and read as well and it turns out dyslexia was in her wheelhouse there. So as parents who see their own child struggling.

 

This is a great book, even if you’re not teaching the k two grades, you might have a third grader or fourth grader with who you’re seeing some issues. And this gives you some insight into how you can make it. I’m going to keep using the word shift because it’s the perfect word, but shifting your instruction so that you can have them realize success and that’s an amazing feeling.

 

Kari Yates  29:15 

Yeah, and I think, the book is written for k two teachers, but every intermediate level teacher has students who haven’t yet unlocked reading who are still really struggling to get a foothold, and understanding the beginnings of literacy are going to benefit them to a great deal as well and that emic awareness piece is very likely a missing piece for many of those older kids who are struggling.

 

Jan Burkins  29:52 

Everyone who works with children on reading regardless of the grade needs to understand the science in the books. We hear from upper elementary teachers and there are some places where there’s some generalizations to be made, some adaptations to be made to higher grades, but we get a lot of feedback that they appreciate understanding how the brain is reading.

 

Kari Yates  30:22 

So the other thing I guess, I want to make sure we emphasize, and we always want to emphasize is that we wrote this book as an entry point for anyone who’s starting to get really curious about what this conversation about the science of reading is, and what is it that we might have missed or misunderstood, but this is not an end. This is a Getting Started book. And there are lots of people in the field with way more expertise, paper expertise, and next steps for anybody. Our hope is you’ll read the book and go, oh, yeah, now I’m ready for some of those other ways of learning more.

 

Deedee Wills  31:05 

I love that.

 

Kari Yates  31:06 

And that is important to us because…

 

Deedee Wills  31:08 

We are not neuroscientists…

 

Kari Yates  31:15 

I mean, it’s written to be an entry point. If you feel like you’re far along on your journey of understanding all of this, and might need another book, that’s for you.

 

Deedee Wills  31:29 

You know, I’m a year and a half into my journey. So what I found was, it gave me the words to talk about it to people who aren’t there yet. And in so maybe you are in your building, and you’re carrying the science of reading flag up and down the hall, and you don’t have anybody who’s on your team yet because they are in a different mindset. This would be a great book for you to have so that you would be able to have that conversation, and it’s done in such a gentle way. I feel like this year and a half has been really hard on teachers, and students and the whole, you know, people who are breathing in and exhaling every day, it’s been hard, but teachers have had a really rough go of it.

 

So I love the gentle approach that you guys brought to this. I don’t even sugarcoat it. You didn’t say, oh, you know, you can’t do what you’re doing. But you said, if you were doing this, this is how you can make a slight change to make it more aligned to what we know, students’ needs, and how they learn to read. So I do love that.

 

Kari Yates  33:02 

Yeah, well, thanks. That means a lot to us and that’s a really important piece to us is to be really respectful and supportive of teachers and all that they’re up against.

 

Deedee Wills  33:13 

And it’s been a time hasn’t it? But somebody said this would be great. The whole building book and I agree 1,000%. I was talking to my friend Adam Peterson. I was telling the ladies before and I think oh, it’s the book Shifting The Balance. And he, I don’t know that, and I send him a picture. And he’s like, oh my gosh, my wife, Tricia, she’s a second-grade teacher, their whole building is doing the books. I think when people see, first of all, can I just tell you how much I love these colors. It makes my heart so happy. But the book is so recognizable on top of it, so we love a pretty book cover.

 

Jan Burkins  33:57 

[inaudible] did a great job.

 

Kari Yates  33:59 

And the colors on the cover are pretty but what we love is if you can show the page bleed on the side. It’s really easy navigation because you just know that green chapter that’s the awareness. We hope it becomes like a guidebook that you dig back in when you’re thinking about this topic, you can dig right back into that.

 

Jan Burkins  34:22 

And in the online class, we’ve color-coded the online class to match the book.

 

Kari Yates  34:29 

We love color-coding. We also don’t have lots of resources. We also have lots of free reach resources on our site and if you’re thinking of doing a book study, we have videos there and all we have the Stenhouse book study guide is there and lots of resources to support you in your book study that is just free resources, and we have a download page that has downloads. You can download every chapter and all kinds of stuff.

 

Deedee Wills  35:06 

One day I stumbled into that area of that web. I just put the link up there again, y’all so you can find it. I stumbled into the downloads, and I was like, this is gold. Do you have the downloads for phonemic awareness?

 

Kari Yates  35:19 

Yeah.

 

Deedee Wills  35:21 

I mean, that is amazing. So please make sure that you go check that out also. Do you do school tours, they want to know?

 

Jan Burkins  35:29 

Yeah.

 

Deedee Wills  35:31 

Road trip?

 

Kari Yates  35:34 

Yes.

 

Deedee Wills  35:35 

Wonderful. So I told the ladies that we were going to keep it to 30 minutes, and now it’s been 35. So let’s go ahead. Let me see if I’m going to add, you guys talk amongst yourself. I’m just going to go over here and see if I can pick a winner. If you have not entered you have like 3.3 seconds to do that.

 

Kari Yates  35:58 

So exciting, I mean, Deedee is like the queen of just managing technology. Keep it all going.

 

Deedee Wills  36:07 

Listen I had this recorded so every time something fails, I’m just going to go in and like going to listen to you say that again and again.

 

Kari Yates  36:14 

Oh, we are really impressed. And I’m usually like where’s the chat box?

 

Deedee Wills  36:25 

I don’t know if I can really share this in here, but we have 300 Maybe people. So we have over 2000 individual entries. So we’re ready to award. The first winner is…

 

Kari Yates  36:40 

What are they going to win Deedee?

 

Deedee Wills  36:42 

The first winner is going to win a seat at your course. So you have the word “Yahoo” in there. So, Sophia, I don’t want to say the wholething.com. So if you are here, Sophia, will you please make sure you let us know? Say I’m here. The other person who won a seat C. Schwartz. It looks like she is from Canada. Oh, I’m so Miss Schwartz. It doesn’t tell me the name. I could probably dig deeper. Sophina Anderson, I see you right there. That’s you. Oh my gosh, I’m so glad. I’m so glad that you’re here. So you are going to get an email from somebody. I’m going to get your email over to the powers that be.

 

Kari Yates  37:51 

So we can tell you our email right now and she could just email us we’ve got her name.

 

Deedee Wills  37:56 

Perfect.

 

Kari Yates  37:57 

Our email is Janandkari@gmail.com.

 

Deedee Wills  38:08 

And Christie Schwartz is here too. You got a ton of entries because you must have been sharing it all over the place. So I’m glad you’re here.

 

Kari Yates  38:22 

Thank you so much.

 

Deedee Wills  38:31 

And then the next person who was winning a copy of the book is also a Canadian, and it’s A. Galant, some more letters in the email. The other person. It’s A forever Coug, so if that person is here, I feel like I’m talking code. Jan and Kari, there’s only one R by Sophia?

 

Kari Yates  39:10 

Yeah, ARI. And if you have trouble if you go to our website, there’s an email message thing there too. That is a way to get us an email.

 

Deedee Wills  39:26 

And then the last person for the book, congrats. Yep, that’s the person. And then Janet Reardon also wins a copy of your book.

 

Kari Yates  39:39 

She commented about so I know she’s here.

 

Deedee Wills  39:47 

I will make a copy of these emails and get them over to you to find people as well.

 

Kari Yates  39:52 

Thank you so much.

 

Deedee Wills  39:57 

This has been such an honor. Thank you so much. We’re talking with teachers and right mostly, I mean, that’s awesome that writing the book has been. I mean, it’s just been a changing. It’s changed a lot of teachers. I think it’s brought the anxiety level down. And somebody said the front door, Alexa. Anyhow, thank you.

 

Kari Yates  40:29 

We want to thank you. We want to thank everybody who showed up on a Sunday night teachers are amazing. Look at this. Throw out an announcement on a Sunday afternoon and they just show up on. Great.

 

Jan Burkins  40:41 

Thanks so much.

 

Deedee Wills  40:43 

Thanks, everybody.

 

Kari Yates  40:44 

Thank you for all your work with children and have a great learning week and we’re just so grateful.

 

Deedee Wills  40:53 

All right, bye, guys. Goodbye.