Episode 68: The Boomerang Career Journey!

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Welcome to the Under the Hat podcast.

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The show where we talk about everything

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and anything that is top of mind in

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education.

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The goal is to provide meaningful

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conversations to what is currently

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happening in our classrooms.

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Stories, pains, moments of success.

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We want to hear it all.

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Hey friends,

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welcome back to Under the Hat.

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And why do, why am I down here?

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Okay, cool.

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All right, let's do that instead.

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So I'm super stoked to be here.

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I am hanging solo today.

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So for those that are watching,

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listening today, we are, what is this,

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January, January, January, January,

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January, January, January, January,

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January, January, January,

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on a plane in the air uh something

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of the sort so it's just me holding

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it down um so for those that are

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going to be at the conference um be

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sure to find us uh we do have

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a media pass we will be in the

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exhibit hall um and any type of social

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stuff like feel free to um you know

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mention us ping us uh you know where

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to find us so um happy to connect

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we are going to do some road potting

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as we're there

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uh kind of in the streets in the

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exhibit hall kind of what's top of mind

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for everyone and we will also be doing

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some live stuff so like you know going

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live on uh what are the things we

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go live on tick tock as the kids

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talk about like right so we'll be on

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tick tock as well as um i don't

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think we'll be on facebook but we'll

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certainly be on instagram going live and

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providing that content

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in that way.

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Sophie and I also put out a little

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teaser.

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You'll notice that we are doing something

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fairly big in the month of March and

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so stay tuned for all of that info.

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But friends, but super excited.

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I have a really good friend on the

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show today.

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And so this is somebody that I met

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over at Kami,

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has a huge heart with a whole lot

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of talent,

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with a whole lot of experience in and

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out of the classroom.

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And we will talk about that.

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But we're excited to have Mantha Camacho,

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who is the heart,

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mind and soul of Behind the

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EdTech ears.

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And so we're going to get to hear

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more about that.

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Mantha,

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with having a master's in over twenty

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years of education experience as a special

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education teacher,

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she knows exactly how tech works for every

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single learner.

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Mantha's passion shines through her work

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as a former teaching and learning

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coordinator at CAMI.

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That's where Mantha and I first met,

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at least officially.

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And did a whole lot of professional

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development and training and support

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across the United States and

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internationally.

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Friends,

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we're super pumped to have Mantha here.

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Welcome, Mantha.

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Hello, hello, hello.

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So glad to be here.

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This is my podcast debut, if you would.

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Yeah, we're super excited.

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Better place to start it than with my

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friend Steve.

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Yeah, no, no, no.

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We're super excited.

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And like I said, Sophie was super bummed,

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but she is in route right now.

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She's in travel.

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And, Manta,

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you are going or not going to FETC?

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Yes, I am going.

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I have been very fortunate to kind of

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partner up with Kirak.

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which is a new to me EdTech app,

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and I've been exploring that.

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It's absolutely fabulous,

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and they like me.

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They really like me.

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They asked me to go and hang out

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at their booth,

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and I will be presenting sessions at FUTC

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at their booth.

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I'm super excited to learn more about that

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and be a part of that growing platform.

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Okay.

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So I definitely want to talk about that

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because I've never –

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Well, that's not true.

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I heard of Care,

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like you had recently posted on it.

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And I think it was just shining that

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out that you're going to be there in

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the booth.

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And so I'm very interested to hear more

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about that tool in a little bit because

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I don't know about it and I'm here

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to learn.

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But before we dig into that and perhaps

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other things, Mantha,

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for those that are watching, listening,

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just a little bit of context about you,

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how you got into education and your

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educational journey.

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Yeah, well, I went to college and thought,

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I'm going to be a piano major.

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And I was great at it.

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But my professor said, you know,

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so I undecided.

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Then I was like,

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I'm going to be a political science major.

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I did that.

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And my professors were like, you know.

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And then I thought, okay,

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I'm going to be an artist.

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And my professors were really like hard

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no, hard no on that.

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So after three years of college,

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I went to my advisor and said,

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what gets me out of here the fastest

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with a degree?

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And they said,

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looking at all the courses that you've

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taken, education.

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And I'm like, fine, I'll do education.

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Thinking,

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honestly thinking that was going to be my

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last semester in college.

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and experienced for the first time ever in

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my life, success at school.

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Like the lesson made sense.

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I was like thriving and it made,

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I got honors role for the first time

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ever in my life.

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And I was like, huh,

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tell me more education, tell me more.

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And kind of as I completed my coursework

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and graduated,

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really kind of fell in love with

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like the underpinnings of education,

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the pedagogy, the reasons why,

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and kind of learning about that.

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And got into the classroom.

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And, you know,

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as all women do when they get married

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and they have children and they realize,

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hey,

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I want to learn more about this human

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that I've got.

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And that's kind of inspired me to go

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get my master's degree.

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My master's is in early childhood because

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I was just super fascinated with him.

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I wanted to learn how his brain works.

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how the early mind was put together and

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how I could kind of help influence that

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and grow that.

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So that's kind of where I got my

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master's from and, you know,

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stayed home for a few years with him.

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But then when he went back to school,

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I was like, well,

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I guess if he's in school,

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I have to be in school too.

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And I started applying for teaching

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positions and landed at where I absolutely

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never wanted to be,

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which was at a disciplinary alternative

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education center.

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I mean,

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That's where the bad kids go, though,

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I thought.

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I didn't want to be there and really

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fell in love with the culture and the

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climate and the mission of that campus.

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This was not where the bad kids go.

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This was where the struggling kids go,

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the kids that needed a little bit of

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extra support, a little bit of extra love,

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a lot of extra love.

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even more patients as they learn how to

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become better students and better humans

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in the world.

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And that's where I really it did all

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kind of click.

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And I was like,

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this is what I'm supposed to be doing.

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I taught there for sixteen years,

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absolutely loved it and only left when

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they closed the building because they were

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restructuring things in the district.

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It was really something I thought I'd be

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doing for the rest of my life because

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I loved it and believed in it so

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much.

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And then from there, I decided,

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you know what?

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The universe is steering me somewhere

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else.

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And that's kind of how I ended up

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at CAMI.

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I did that for three and a half

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years.

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And then when that opportunity went away,

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I was welcomed back into my district.

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This is the district that I served at

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for sixteen years.

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And now I'm doing high school.

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You've had it on some PD with me.

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You know how much I was dreading high

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school.

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Yeah.

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And so what was the

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what was the kind of, like,

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what are the biggest differences from

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first time to second time, right?

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Because, like,

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you're talking about a different audience,

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but there might be some similarities as

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well.

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There are.

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I mean, kids are kids.

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I mean,

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I don't care if they're five years old

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or fifteen years old.

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Kids are kids.

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And they want

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You know, they want to cause records.

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They want to do good in school.

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They want to do all the things,

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just like they're doing their five,

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just when they're doing their fifteen,

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sixteen, seventeen.

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It just kind of presents itself a little

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bit differently.

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Middle school was kind of where I settled

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when I was at the D.A.E.P.

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I started off in the early years and

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then kind of shifted to middle.

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And there's a huge difference between

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middle school and high school.

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Middle school, they are just,

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I hate to use it,

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but

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the best way possible but you know you

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got to really be like on your a

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game every day yeah with high school you

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don't quite have to be on your a

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game every single moment of every day you

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can kind of you know put the brakes

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on a little bit um but it's been

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really interesting to see how

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how students phase out of that middle

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school and they turn into like almost

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adults, almost real humans.

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And so it's just been fun.

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The role that I'm in right now is

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actually not a direct teaching role.

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I am running the academic testing center.

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And that brought a lot of issues to

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light in kind of my skillset and knowledge

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of public education, as well as ed tech.

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It's like interesting to see, okay,

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I'm seeing some pain points.

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I'm seeing some room for improvement in

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this area because the students that come

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to me in my classroom,

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they're coming from their regular class to

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come take a test and go back to

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their classroom kind of thing.

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So, sorry, like,

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explain this role a little bit in more

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detail for me.

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Because, like, this concept,

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and maybe it's because I'm out of state,

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like,

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it seems like a foreign concept to me.

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So are we talking about, like,

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all students in your school that come in

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and just test?

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Is it, like, five or four IEP students?

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It's designed for those five or four and

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special education students.

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We have the occasional outlier,

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like a student that maybe broke their leg

00:10:49.134 --> 00:10:50.275
and they're at a cash kind of thing

00:10:50.296 --> 00:10:51.596
and they can't get up there to the

00:10:51.615 --> 00:10:53.936
class or they're doing homebound services

00:10:53.995 --> 00:10:55.296
and coming in for assessment.

00:10:55.336 --> 00:10:57.657
But the general population that's coming

00:10:57.697 --> 00:11:00.277
to me are special education students and

00:11:00.297 --> 00:11:01.697
five or four students that have an

00:11:01.717 --> 00:11:03.638
accommodation in their paperwork where

00:11:03.658 --> 00:11:05.298
they get a small group testing

00:11:05.357 --> 00:11:05.937
environment.

00:11:06.138 --> 00:11:08.418
They get an alternate testing environment

00:11:08.698 --> 00:11:10.038
to complete those assessments.

00:11:10.761 --> 00:11:13.744
This is – so let me pull back

00:11:13.844 --> 00:11:15.725
and almost like for anybody that is

00:11:15.806 --> 00:11:17.687
listening that is from California,

00:11:17.706 --> 00:11:19.607
be like, Steve, dummy, we have that.

00:11:19.668 --> 00:11:22.350
But like I don't – like we do

00:11:22.370 --> 00:11:23.191
and we don't, right?

00:11:23.250 --> 00:11:25.913
Because when we do like, hey,

00:11:26.052 --> 00:11:28.014
I would have a lot of kids like

00:11:28.073 --> 00:11:30.916
in my government class that would – they

00:11:30.936 --> 00:11:32.837
would have that accommodation of like,

00:11:32.878 --> 00:11:33.018
hey,

00:11:33.077 --> 00:11:34.599
I can go take a test even though

00:11:34.619 --> 00:11:35.580
there wasn't really a test in my room.

00:11:35.600 --> 00:11:37.120
But like they can go complete a task.

00:11:37.789 --> 00:11:40.272
in uh with the resource teacher right but

00:11:40.292 --> 00:11:42.572
then it was whoever the case manager was

00:11:42.972 --> 00:11:46.395
um this seems a little bit more i

00:11:46.436 --> 00:11:48.897
guess like purposeful and specialized in

00:11:48.937 --> 00:11:50.859
the sense of like like you were that

00:11:51.019 --> 00:11:52.879
one-stop shop instead of a resource

00:11:52.899 --> 00:11:55.662
teacher so like um how does that work

00:11:55.701 --> 00:11:58.744
so a student has that in their paperwork

00:11:59.501 --> 00:12:02.283
They get their teacher is assigning a unit

00:12:02.322 --> 00:12:05.725
test or a cap or even final exam

00:12:05.745 --> 00:12:06.605
for the semester.

00:12:07.004 --> 00:12:09.426
But they have that in their accommodation

00:12:09.446 --> 00:12:10.586
that they can go to an alternate

00:12:10.606 --> 00:12:11.106
environment.

00:12:11.527 --> 00:12:13.248
So then that teacher would communicate to

00:12:13.388 --> 00:12:13.948
us, hey,

00:12:14.109 --> 00:12:19.010
I'm giving an APRUS test on Thursday.

00:12:19.370 --> 00:12:21.032
And these are the students that may be

00:12:21.052 --> 00:12:21.532
coming to you.

00:12:23.157 --> 00:12:24.357
And so we kind of, you know,

00:12:24.378 --> 00:12:25.078
throughout the day,

00:12:25.119 --> 00:12:27.941
we would either get a digital or a

00:12:28.000 --> 00:12:29.721
paper copy of that assessment.

00:12:30.763 --> 00:12:32.144
And they come to our room and they

00:12:32.163 --> 00:12:33.044
take that assessment.

00:12:33.404 --> 00:12:34.505
And then because, again,

00:12:34.525 --> 00:12:36.267
this is a testing environment and those

00:12:36.287 --> 00:12:37.347
are secure documents,

00:12:37.729 --> 00:12:39.169
we hang on to them until the teacher

00:12:39.190 --> 00:12:40.490
comes to pick them up and sign for

00:12:40.510 --> 00:12:40.730
them.

00:12:41.250 --> 00:12:41.611
Got it.

00:12:42.312 --> 00:12:44.933
And so are you in lieu of a

00:12:45.735 --> 00:12:47.135
educational specialist position?

00:12:47.980 --> 00:12:52.725
Or are you the case manager for these

00:12:52.745 --> 00:12:52.965
students?

00:12:53.264 --> 00:12:55.947
I do have a small caseload that I

00:12:56.087 --> 00:12:57.448
am the case manager for.

00:12:58.048 --> 00:12:59.730
But that's kind of separate.

00:13:01.251 --> 00:13:03.033
Not necessarily... I mean,

00:13:03.072 --> 00:13:05.375
my caseload is not the only students that

00:13:05.394 --> 00:13:06.816
are coming to me.

00:13:06.855 --> 00:13:07.797
Got it.

00:13:08.417 --> 00:13:09.979
My campus has about twenty-five hundred

00:13:09.999 --> 00:13:10.519
students.

00:13:10.538 --> 00:13:14.861
It's a big campus.

00:13:14.923 --> 00:13:15.143
So...

00:13:16.265 --> 00:13:16.826
And of that,

00:13:17.105 --> 00:13:18.907
we have a slice that is five or

00:13:18.927 --> 00:13:20.427
four and special education,

00:13:20.547 --> 00:13:21.788
and they may choose to come.

00:13:22.128 --> 00:13:23.928
Now, they don't always choose to come.

00:13:23.948 --> 00:13:25.688
Sometimes it's better for them to stay in

00:13:25.708 --> 00:13:27.769
the classroom, but they always have that.

00:13:27.830 --> 00:13:28.750
If they have it in the paperwork,

00:13:28.769 --> 00:13:30.910
they have it in their accommodation to

00:13:30.951 --> 00:13:32.831
come to us for that quiet test

00:13:32.871 --> 00:13:36.273
environment, that small group environment.

00:13:36.533 --> 00:13:38.453
And I'm not helping them.

00:13:38.573 --> 00:13:40.114
I'm not giving them the answers.

00:13:40.134 --> 00:13:41.114
I'm not any of that kind of stuff.

00:13:41.214 --> 00:13:44.034
I'm truly just a house for them to

00:13:44.075 --> 00:13:44.535
have a nice,

00:13:44.576 --> 00:13:45.635
quiet place to take their test.

00:13:46.115 --> 00:13:47.115
So that was my,

00:13:47.355 --> 00:13:49.136
that was my next question for you is

00:13:49.197 --> 00:13:51.938
like, so how, what,

00:13:52.178 --> 00:13:54.201
to what extent are you, and I'm not,

00:13:54.240 --> 00:13:55.380
maybe not even academically.

00:13:55.422 --> 00:13:55.581
Right.

00:13:55.601 --> 00:13:56.501
But like, like what is,

00:13:57.123 --> 00:13:59.163
what are you doing in your own four

00:13:59.183 --> 00:14:00.884
walls that are like,

00:14:00.945 --> 00:14:01.926
how are you providing support?

00:14:01.946 --> 00:14:03.447
Because it's not like you can give them

00:14:03.466 --> 00:14:04.107
the answers.

00:14:04.207 --> 00:14:06.649
It's not like you're teaching them in what

00:14:06.688 --> 00:14:07.929
we normally consider teaching.

00:14:08.129 --> 00:14:08.309
Right.

00:14:08.330 --> 00:14:10.172
But I'm sure you are just knowing who

00:14:10.192 --> 00:14:10.611
you are, man,

00:14:10.631 --> 00:14:12.874
that like you are doing things to provide

00:14:13.514 --> 00:14:14.794
an environment that,

00:14:15.235 --> 00:14:16.836
If they need help with a word,

00:14:17.196 --> 00:14:18.976
understanding what a word means,

00:14:18.996 --> 00:14:20.876
I might give them,

00:14:21.157 --> 00:14:22.697
depending upon the level of the test,

00:14:22.758 --> 00:14:25.298
if it's a chapter test versus a summative,

00:14:25.337 --> 00:14:27.578
formative kind of situation, I might say,

00:14:28.038 --> 00:14:33.000
well, this word means along that.

00:14:33.019 --> 00:14:33.759
But truly,

00:14:33.860 --> 00:14:35.201
their instruction comes from their

00:14:35.240 --> 00:14:35.740
teacher.

00:14:35.841 --> 00:14:36.721
It's not coming from me.

00:14:38.701 --> 00:14:40.542
But they do need that structured

00:14:40.562 --> 00:14:40.741
situation.

00:14:45.458 --> 00:14:48.399
yeah yeah thankfully we live in the in

00:14:48.460 --> 00:14:50.380
twenty twenty six where email and phones

00:14:50.421 --> 00:14:51.822
are available and so if there are any

00:14:51.861 --> 00:14:53.982
kind of questions of understanding what's

00:14:54.043 --> 00:14:56.364
being asked if we needed to if and

00:14:56.384 --> 00:14:57.803
i have done that reached out the teacher

00:14:57.844 --> 00:14:59.725
hey is there anything i need to be

00:14:59.745 --> 00:15:02.485
doing extra on this kind of thing um

00:15:03.066 --> 00:15:06.067
but typically speaking i'm literally just

00:15:06.128 --> 00:15:09.688
uh a friendly face to help them as

00:15:09.729 --> 00:15:11.169
they're you know to kind of be there

00:15:11.210 --> 00:15:12.049
while they're taking their test

00:15:12.986 --> 00:15:13.768
Yeah.

00:15:14.567 --> 00:15:15.668
So if it's okay,

00:15:15.749 --> 00:15:18.672
I like to kind of pull back,

00:15:19.011 --> 00:15:20.754
go back to like some earlier comments you

00:15:20.793 --> 00:15:22.174
made in your first like, you know,

00:15:22.235 --> 00:15:23.975
like intro stuff.

00:15:24.277 --> 00:15:26.519
And so the first one,

00:15:26.578 --> 00:15:28.399
and I have two things here and they're

00:15:28.419 --> 00:15:28.820
very different,

00:15:28.841 --> 00:15:30.422
but like the first one was like,

00:15:30.501 --> 00:15:32.663
you kind of talked about how

00:15:33.677 --> 00:15:35.078
in college when you're like, hey,

00:15:35.259 --> 00:15:37.620
I'm going to start training to be a

00:15:37.679 --> 00:15:38.200
teacher.

00:15:38.299 --> 00:15:39.841
I'm going to start taking that kind of

00:15:39.880 --> 00:15:40.421
coursework.

00:15:40.640 --> 00:15:42.501
You kind of made the comment of like,

00:15:42.701 --> 00:15:43.702
this is the first time that I actually

00:15:43.722 --> 00:15:47.604
started thriving, perhaps academically.

00:15:48.044 --> 00:15:48.784
That's kind of what I heard.

00:15:50.306 --> 00:15:52.166
And so I kind of have in my

00:15:52.206 --> 00:15:52.527
notes here,

00:15:52.547 --> 00:15:54.908
like really the big difference there is

00:15:54.927 --> 00:15:57.889
that you started learning how to learn.

00:15:59.532 --> 00:15:59.772
Yeah.

00:16:00.072 --> 00:16:02.575
Like and like kind of like I think

00:16:02.595 --> 00:16:04.556
kids go through school like they're just

00:16:04.696 --> 00:16:05.437
so much.

00:16:05.476 --> 00:16:09.759
They're so the consumer right of of that.

00:16:10.620 --> 00:16:13.082
But then when you get into like how

00:16:13.123 --> 00:16:15.144
we learn and why we learn in the

00:16:15.184 --> 00:16:18.246
brain science and the social emotional

00:16:18.287 --> 00:16:22.630
stuff and like to me, that was striking.

00:16:22.730 --> 00:16:24.972
I'm just like and to me,

00:16:25.592 --> 00:16:28.134
why aren't we doing that more often?

00:16:28.755 --> 00:16:29.015
Right.

00:16:30.134 --> 00:16:31.754
Why aren't we?

00:16:31.934 --> 00:16:36.677
And that's something I experienced in my

00:16:36.736 --> 00:16:37.977
time at the DAEP.

00:16:38.857 --> 00:16:43.000
When students understand the why behind

00:16:43.061 --> 00:16:47.423
something, they're instantly more engaged.

00:16:47.442 --> 00:16:53.946
They're instantly more turned on to the

00:16:53.985 --> 00:16:54.385
learning,

00:16:54.405 --> 00:16:55.586
to the things that are happening.

00:16:59.249 --> 00:17:01.149
In the DAEP setting, sorry,

00:17:01.168 --> 00:17:02.690
that sounded like the law and order.

00:17:02.730 --> 00:17:08.451
I'm going to have to play with that

00:17:08.490 --> 00:17:11.192
one in my head for a little bit

00:17:11.211 --> 00:17:11.332
now.

00:17:11.352 --> 00:17:12.291
But in that setting, you know,

00:17:12.311 --> 00:17:15.653
there are a lot of guidelines.

00:17:15.673 --> 00:17:17.032
There are a lot of rules.

00:17:17.292 --> 00:17:20.054
And sometimes they don't always make sense

00:17:20.074 --> 00:17:20.733
to the students.

00:17:21.683 --> 00:17:24.184
But that was something that was always

00:17:24.224 --> 00:17:26.766
super key for me was the reason we

00:17:26.806 --> 00:17:29.086
do this is because of this.

00:17:29.106 --> 00:17:31.367
The reason I have this structure in place

00:17:31.488 --> 00:17:34.288
is because of this pain point that I'm

00:17:34.308 --> 00:17:35.368
trying to address.

00:17:36.229 --> 00:17:39.711
And once we kind of had that conversation

00:17:39.770 --> 00:17:42.991
and they understood the pedagogy,

00:17:43.011 --> 00:17:44.972
the underpinning, the why behind it,

00:17:45.032 --> 00:17:49.153
then I was like, oh, like the anxiety,

00:17:49.193 --> 00:17:50.894
you could feel the energy just

00:17:52.626 --> 00:17:53.926
come down to a, you know,

00:17:54.027 --> 00:17:54.948
a reasonable level.

00:17:54.988 --> 00:17:57.209
You could feel the,

00:17:57.229 --> 00:17:59.070
the tension totally changed and the energy

00:17:59.090 --> 00:18:00.270
in the room changed where there was like,

00:18:00.510 --> 00:18:00.771
Oh,

00:18:01.432 --> 00:18:03.012
so she's not trying to just crab at

00:18:03.032 --> 00:18:03.752
me to crab at me.

00:18:03.772 --> 00:18:05.615
She has a reason for why she wants

00:18:05.634 --> 00:18:07.576
me to do this particular task in this

00:18:07.655 --> 00:18:08.355
particular way.

00:18:09.257 --> 00:18:10.617
That was something that also resonated

00:18:10.637 --> 00:18:11.337
with me in college.

00:18:11.738 --> 00:18:13.179
I hadn't really quite put it in that

00:18:13.239 --> 00:18:14.880
light, but yeah,

00:18:15.000 --> 00:18:16.141
once I kind of got to a point

00:18:16.161 --> 00:18:17.622
to where I was studying the,

00:18:17.761 --> 00:18:19.282
why we learn and how we learn,

00:18:19.303 --> 00:18:20.804
it was like, Oh,

00:18:22.534 --> 00:18:27.897
yeah okay cool what's next and that's part

00:18:27.938 --> 00:18:29.519
of the you know that's part of the

00:18:29.539 --> 00:18:31.721
whole thing with like the universal design

00:18:31.760 --> 00:18:34.743
for learning right and leaning like if you

00:18:34.903 --> 00:18:39.567
read anything by you know katie novak um

00:18:39.607 --> 00:18:43.290
kat tucker right like you you you hear

00:18:43.330 --> 00:18:46.192
from these phenomenal people but like like

00:18:46.492 --> 00:18:47.773
a big part of their narrative is like

00:18:47.894 --> 00:18:50.016
look like if you just let them lean

00:18:50.076 --> 00:18:51.958
into their metacognition and provide like

00:18:53.362 --> 00:18:55.122
that skill set like they teach them that

00:18:55.142 --> 00:18:56.843
skill set of like really thinking how

00:18:56.883 --> 00:18:59.323
they're thinking and evaluating what

00:18:59.363 --> 00:19:01.064
they're writing what they're seeing what

00:19:01.124 --> 00:19:04.045
they're sometimes even physically doing

00:19:04.105 --> 00:19:05.585
right depending on what you're teaching

00:19:05.644 --> 00:19:07.925
and and the type of uh you know

00:19:08.506 --> 00:19:12.106
variations that you're doing um i think

00:19:12.126 --> 00:19:14.146
that's like that's like a big part of

00:19:15.586 --> 00:19:18.048
what learning should be and what creates

00:19:19.045 --> 00:19:20.125
best outcomes.

00:19:21.027 --> 00:19:21.606
But admittedly,

00:19:21.646 --> 00:19:23.448
we don't see it across the landscape,

00:19:23.669 --> 00:19:23.868
right?

00:19:23.909 --> 00:19:25.529
Like, we don't see it across the board.

00:19:26.009 --> 00:19:26.490
No.

00:19:27.191 --> 00:19:27.592
I think,

00:19:27.932 --> 00:19:31.494
especially in my previous teaching

00:19:31.515 --> 00:19:32.075
experience,

00:19:32.115 --> 00:19:35.597
the curriculum needs are so great and the

00:19:35.657 --> 00:19:37.078
time is so limited.

00:19:37.159 --> 00:19:39.300
You don't necessarily have the time as a

00:19:39.340 --> 00:19:43.124
teacher to build all of that, you know,

00:19:43.263 --> 00:19:44.183
understanding.

00:19:45.065 --> 00:19:46.266
And that affects things.

00:19:46.946 --> 00:19:47.646
So, in...

00:19:49.010 --> 00:19:51.351
In about a week from now, next week,

00:19:51.471 --> 00:19:54.132
I start a new wave of courses that

00:19:54.172 --> 00:19:56.152
I'm teaching at my college,

00:19:56.672 --> 00:19:58.173
one of which is the social science

00:19:58.212 --> 00:19:59.093
pedagogy course.

00:20:00.032 --> 00:20:00.913
And in that course,

00:20:00.952 --> 00:20:05.054
they do read UDL Now by Katie Novak.

00:20:05.634 --> 00:20:07.334
And I'm just doing like I've read that

00:20:07.374 --> 00:20:07.874
book before.

00:20:08.273 --> 00:20:09.054
It's a good book.

00:20:09.233 --> 00:20:10.515
And I was just going through it,

00:20:10.575 --> 00:20:11.255
like taking notes,

00:20:11.275 --> 00:20:13.234
like preparing stuff for them to like work

00:20:13.275 --> 00:20:14.335
with and talk with.

00:20:15.315 --> 00:20:17.635
But like there is this really good line

00:20:17.655 --> 00:20:18.256
in that book.

00:20:19.451 --> 00:20:22.515
of like what are we what are we

00:20:22.576 --> 00:20:25.959
trying to fix like what what needs fixing

00:20:26.019 --> 00:20:28.301
is it the kids because historically

00:20:28.741 --> 00:20:30.104
teachers have been like oh no we have

00:20:30.144 --> 00:20:32.125
to fix the kids it's like the kids

00:20:32.165 --> 00:20:35.148
are broken right and she's like really the

00:20:35.189 --> 00:20:37.432
thing that really needs fixing is the

00:20:37.491 --> 00:20:41.276
curriculum so what is it that like where

00:20:43.844 --> 00:20:45.565
where should the medicine go, right?

00:20:45.625 --> 00:20:45.785
Like,

00:20:45.865 --> 00:20:48.426
is it the kids themselves or is it

00:20:48.467 --> 00:20:49.067
the curriculum?

00:20:49.186 --> 00:20:50.107
And she's advocating,

00:20:50.127 --> 00:20:51.127
and I do agree with her that it's

00:20:51.147 --> 00:20:53.250
like, it is the curriculum.

00:20:53.329 --> 00:20:55.431
It is the stuff that we are given.

00:20:55.631 --> 00:21:01.075
It is the, like, it's the system, right,

00:21:01.375 --> 00:21:01.855
as well.

00:21:02.355 --> 00:21:04.376
Like, that is what needs fixing.

00:21:04.596 --> 00:21:07.699
And what you just said right now just

00:21:07.798 --> 00:21:08.038
really,

00:21:09.135 --> 00:21:11.717
reminding me of that line in that book

00:21:11.757 --> 00:21:12.438
that resonates.

00:21:13.278 --> 00:21:17.880
That was something that another reason why

00:21:18.500 --> 00:21:21.521
I was compelled to stay in the DAEP

00:21:21.582 --> 00:21:27.164
setting is because we were given a little

00:21:27.184 --> 00:21:29.826
bit of extra freedom that other teachers

00:21:29.967 --> 00:21:32.407
weren't necessarily given because of the

00:21:32.428 --> 00:21:33.188
nature of our school,

00:21:33.208 --> 00:21:34.648
because of the nature of our students.

00:21:35.528 --> 00:21:35.788
Yes,

00:21:35.828 --> 00:21:37.170
the curriculum is the curriculum and we

00:21:37.190 --> 00:21:37.851
need to teach it.

00:21:38.976 --> 00:21:40.696
but we were kind of given a little

00:21:40.717 --> 00:21:42.657
bit of leeway to kind of try some

00:21:43.818 --> 00:21:46.880
unconventional things to help get left in.

00:21:47.300 --> 00:21:51.363
And so it, it really, you know, the,

00:21:51.383 --> 00:21:53.564
the garden you water is what flourishes.

00:21:54.505 --> 00:21:55.565
And so, you know,

00:21:55.704 --> 00:21:56.625
and if you've got weeds,

00:21:56.645 --> 00:21:57.506
you got to pull the weeds.

00:21:57.926 --> 00:21:58.106
So,

00:21:59.448 --> 00:22:00.568
So we were able to kind of go

00:22:00.588 --> 00:22:02.271
through and take those curriculum pieces

00:22:02.332 --> 00:22:03.432
and still teach them,

00:22:03.452 --> 00:22:05.915
but in a way that made more relevant

00:22:05.996 --> 00:22:07.577
and made more sense to the student,

00:22:07.959 --> 00:22:09.119
give them a little bit of an extra

00:22:09.140 --> 00:22:11.462
context that you might not be able to

00:22:11.502 --> 00:22:13.786
do in a more traditional public setting

00:22:13.826 --> 00:22:14.326
classroom.

00:22:14.366 --> 00:22:16.849
And it really helped the kids.

00:22:17.987 --> 00:22:19.948
And so this role that you speak of,

00:22:20.147 --> 00:22:21.508
so this would have been your first role

00:22:21.788 --> 00:22:24.609
before you got to CAMI.

00:22:25.210 --> 00:22:29.330
It's interesting because I had a student a

00:22:29.371 --> 00:22:30.011
few weeks ago,

00:22:30.112 --> 00:22:33.393
I closed down a course and we did

00:22:33.413 --> 00:22:36.733
a whole debrief thing just to get feedback

00:22:36.814 --> 00:22:37.994
on how the course went,

00:22:38.035 --> 00:22:39.654
feedback from me and stuff like that.

00:22:40.316 --> 00:22:42.415
But one individual, one candidate

00:22:44.317 --> 00:22:46.699
he uh he is he is in the

00:22:47.598 --> 00:22:49.961
he's in juvie like not not himself but

00:22:50.000 --> 00:22:54.182
he teaches in juvie um and um it

00:22:54.202 --> 00:22:56.023
was kind of interesting having him in my

00:22:56.064 --> 00:22:59.226
class because no matter what i showed them

00:22:59.286 --> 00:23:00.926
what strategy i showed them what

00:23:01.771 --> 00:23:03.252
pieces of theory I gave them,

00:23:04.133 --> 00:23:06.314
whatever it was, it was always like,

00:23:07.094 --> 00:23:07.773
that's great,

00:23:07.953 --> 00:23:10.755
but what does this look like for me?

00:23:10.974 --> 00:23:14.376
And it was a lot of growing for

00:23:14.396 --> 00:23:17.077
me in terms of like, ooh,

00:23:17.137 --> 00:23:18.958
what would a station rotation look like in

00:23:18.998 --> 00:23:19.638
that environment?

00:23:21.459 --> 00:23:22.680
And him and I talked a lot about

00:23:22.759 --> 00:23:25.921
kind of what you're talking about of like,

00:23:26.820 --> 00:23:28.082
these are kids that just need help.

00:23:28.521 --> 00:23:29.622
And at the end of the day,

00:23:29.662 --> 00:23:30.423
they just need love.

00:23:34.500 --> 00:23:35.880
I, I'm really proud of, of,

00:23:36.140 --> 00:23:38.040
of this gentleman who is like, you know,

00:23:38.060 --> 00:23:39.141
cause he went from,

00:23:39.821 --> 00:23:41.521
he was one of the guards that he's

00:23:41.541 --> 00:23:42.103
been there for years.

00:23:42.123 --> 00:23:42.722
He's one of the guards.

00:23:42.742 --> 00:23:43.563
Now he wants to be a teacher.

00:23:44.663 --> 00:23:45.624
So, yeah.

00:23:45.983 --> 00:23:46.943
And he cares.

00:23:47.384 --> 00:23:47.625
Yeah.

00:23:47.684 --> 00:23:49.765
He cares deeply about those kids.

00:23:50.486 --> 00:23:51.806
He's just like constantly trying to

00:23:51.846 --> 00:23:53.527
problem solve and like, you know,

00:23:53.547 --> 00:23:54.606
just try to figure stuff out.

00:23:54.626 --> 00:23:58.848
And like what I really love about the,

00:23:59.752 --> 00:24:01.534
rapport that I've established with this

00:24:01.574 --> 00:24:04.135
man is that I can like when I

00:24:04.155 --> 00:24:05.376
show him something that I know that he

00:24:05.416 --> 00:24:07.439
can use like he just gets so excited

00:24:07.459 --> 00:24:07.519
and

00:24:08.387 --> 00:24:10.108
and at the end of the day like

00:24:10.169 --> 00:24:14.050
he is he just wants so badly just

00:24:14.131 --> 00:24:17.751
to position those kids in a place to

00:24:17.771 --> 00:24:20.133
where they know and they feel that they

00:24:20.153 --> 00:24:21.733
can be successful and i feel like he's

00:24:21.794 --> 00:24:24.595
doing that doing that because that his his

00:24:24.634 --> 00:24:26.715
principle also teaches for me so i'm kind

00:24:26.736 --> 00:24:28.057
of like kind of get a sense of

00:24:28.317 --> 00:24:29.738
of the kind of good work that he

00:24:29.778 --> 00:24:32.499
is doing um but yeah like those aren't

00:24:34.086 --> 00:24:35.307
the bad kids,

00:24:35.868 --> 00:24:38.871
they just got dealt a really bad hand,

00:24:39.271 --> 00:24:42.054
and oftentimes they have no control over

00:24:42.074 --> 00:24:42.994
that, right?

00:24:43.515 --> 00:24:45.217
And that, yes,

00:24:45.237 --> 00:24:47.199
that was what I experienced time and time

00:24:47.239 --> 00:24:47.479
again.

00:24:47.519 --> 00:24:50.862
These were not bad children.

00:24:51.363 --> 00:24:53.605
They were children, they are children,

00:24:53.865 --> 00:24:56.767
young adults that just,

00:24:56.787 --> 00:24:59.108
beyond things that were, you know,

00:24:59.128 --> 00:25:00.109
things that they could control,

00:25:01.516 --> 00:25:03.717
They were surviving the best way they knew

00:25:03.777 --> 00:25:08.440
how with the skills that they had.

00:25:08.980 --> 00:25:12.902
And it was resulting in some negative

00:25:13.602 --> 00:25:16.263
consequences that were getting them to my

00:25:16.304 --> 00:25:16.663
school,

00:25:16.983 --> 00:25:19.425
which the DAEP is kind of like a

00:25:20.286 --> 00:25:23.126
halfway house between traditional campuses

00:25:23.667 --> 00:25:24.407
and juvie.

00:25:24.708 --> 00:25:26.509
So sometimes a student that was maybe

00:25:26.548 --> 00:25:27.630
transitioning over

00:25:28.301 --> 00:25:29.982
because UV might come to us for a

00:25:30.022 --> 00:25:32.022
short time while they were preparing a

00:25:32.083 --> 00:25:34.223
space for them at UV and vice versa.

00:25:34.324 --> 00:25:37.164
And sometimes it was not,

00:25:37.464 --> 00:25:39.144
it wasn't even that full path.

00:25:39.525 --> 00:25:40.066
It was just,

00:25:40.326 --> 00:25:42.586
we're going to come here and you broke

00:25:42.605 --> 00:25:43.586
the student code of conduct.

00:25:43.606 --> 00:25:45.866
You're going to go to a special program

00:25:45.886 --> 00:25:47.448
for X, Y number of days,

00:25:47.768 --> 00:25:48.567
and then you'll come back.

00:25:48.688 --> 00:25:52.229
Well, in that time, that's when I learned,

00:25:52.269 --> 00:25:52.449
I mean,

00:25:52.489 --> 00:25:54.549
I only have a limited time with that

00:25:54.589 --> 00:25:55.009
kid.

00:25:55.829 --> 00:25:57.131
So the things that I do,

00:25:58.891 --> 00:26:01.212
need to be big impact with a small

00:26:01.232 --> 00:26:02.034
amount of time.

00:26:02.574 --> 00:26:03.755
So that's, I mean,

00:26:03.894 --> 00:26:05.797
kind of leaning more into the ed tech

00:26:05.836 --> 00:26:08.778
of it is that that's what dictated what

00:26:08.818 --> 00:26:11.942
tools I was using in my classroom.

00:26:11.981 --> 00:26:14.483
Because I needed things that were super

00:26:14.503 --> 00:26:16.464
intuitive and super easy for students to

00:26:16.505 --> 00:26:20.147
pick up so that we could have that

00:26:20.188 --> 00:26:20.848
differentiated,

00:26:20.868 --> 00:26:22.691
so we could have those curriculum pieces

00:26:23.131 --> 00:26:24.872
and then get them caught up on their

00:26:24.912 --> 00:26:26.794
work as well as their behaviors.

00:26:27.901 --> 00:26:30.644
yeah and so these were this was in

00:26:31.463 --> 00:26:34.186
an environment that i'm assuming was a

00:26:34.307 --> 00:26:38.351
one-to-one right or maybe computers were

00:26:38.371 --> 00:26:40.313
just accessible in the room only yes um

00:26:40.333 --> 00:26:40.633
we uh

00:26:44.605 --> 00:26:46.627
We weren't quite a one-to-one device

00:26:46.788 --> 00:26:48.308
campus when I first started.

00:26:48.348 --> 00:26:51.210
We got that way kind of in the

00:26:51.230 --> 00:26:52.570
sixteen years that I was there.

00:26:53.152 --> 00:26:57.875
But we had a set of desktops in

00:26:57.914 --> 00:26:58.634
the classroom.

00:26:59.234 --> 00:27:00.455
And you mentioned earlier,

00:27:00.516 --> 00:27:03.317
how does station rotation work on a DAUP?

00:27:03.738 --> 00:27:04.318
That's how.

00:27:04.419 --> 00:27:07.279
You do a combination of digital and

00:27:07.461 --> 00:27:08.141
non-digital.

00:27:08.221 --> 00:27:10.843
And I had digital rotation on

00:27:11.563 --> 00:27:13.983
in my classroom that students would go to

00:27:14.023 --> 00:27:15.845
different computers and do work.

00:27:16.585 --> 00:27:17.566
Oh, I love that.

00:27:18.105 --> 00:27:18.205
Yeah.

00:27:18.226 --> 00:27:19.405
It's almost like they have their own

00:27:19.465 --> 00:27:22.346
little theater.

00:27:22.366 --> 00:27:23.928
Cause I was everything.

00:27:24.107 --> 00:27:25.788
I was, I was self-contained.

00:27:26.028 --> 00:27:27.068
So there was a math station,

00:27:27.088 --> 00:27:28.390
there was a vocabulary station,

00:27:28.410 --> 00:27:29.589
there was a writing station,

00:27:29.609 --> 00:27:31.230
there was a science station.

00:27:31.891 --> 00:27:34.211
Um, and it was all computer based.

00:27:34.332 --> 00:27:34.893
Okay.

00:27:34.952 --> 00:27:35.813
So I'm,

00:27:36.765 --> 00:27:37.625
I have to, nope,

00:27:37.766 --> 00:27:39.827
I don't want it that close.

00:27:39.867 --> 00:27:40.348
Get away.

00:27:41.329 --> 00:27:42.050
No, it's not backing up.

00:27:42.111 --> 00:27:42.510
Okay, cool.

00:27:43.592 --> 00:27:44.854
That is,

00:27:45.855 --> 00:27:47.296
so there was a question that I got

00:27:47.355 --> 00:27:48.717
from one of my candidates.

00:27:48.737 --> 00:27:50.618
Like we were doing something.

00:27:50.638 --> 00:27:51.800
This was like a few months ago.

00:27:53.123 --> 00:27:53.522
You know me,

00:27:53.603 --> 00:27:56.424
I'm showing them stuff that it's on the

00:27:56.505 --> 00:27:58.086
innovative side, right?

00:27:58.205 --> 00:28:00.327
And because the nature,

00:28:00.347 --> 00:28:01.087
and I don't know how it is in

00:28:01.127 --> 00:28:01.989
Texas, but in nature,

00:28:02.009 --> 00:28:04.390
like about half of my audience right now

00:28:04.550 --> 00:28:05.711
that are working on their credential,

00:28:06.231 --> 00:28:07.451
half are future sped.

00:28:08.032 --> 00:28:10.515
Like that's where the shortage is at,

00:28:10.954 --> 00:28:12.195
at least in my area.

00:28:12.855 --> 00:28:14.376
So it's about half of our audience.

00:28:14.537 --> 00:28:15.797
And you know, Mantha, that like,

00:28:16.656 --> 00:28:18.117
and I tell my candidates this,

00:28:18.157 --> 00:28:19.578
like SPED is not,

00:28:19.778 --> 00:28:21.578
that's not my wheelhouse, right?

00:28:22.059 --> 00:28:23.799
I can speak to it from a general

00:28:23.859 --> 00:28:25.681
ed perspective on like what it means to

00:28:25.701 --> 00:28:27.442
like collaborate with like a resource

00:28:27.461 --> 00:28:29.362
teacher and a specialist and a case

00:28:29.402 --> 00:28:29.662
manager.

00:28:31.482 --> 00:28:33.203
but i was showing them something and i

00:28:33.243 --> 00:28:34.625
feel like mantha like you're a good person

00:28:34.644 --> 00:28:37.467
to like answer this uh way better than

00:28:37.547 --> 00:28:39.748
i so i think we were doing it

00:28:39.788 --> 00:28:43.069
was like a um it was either a

00:28:43.170 --> 00:28:47.133
playlist or it was think of like blended

00:28:47.173 --> 00:28:48.973
learning it was some sort of like station

00:28:49.013 --> 00:28:52.596
rotation very student-centered right and

00:28:52.635 --> 00:28:55.637
the question i got was like steve so

00:28:56.198 --> 00:28:58.500
in a special education classroom though

00:28:59.449 --> 00:29:01.069
um each period that we get like a

00:29:01.150 --> 00:29:03.270
slightly different batch and there's like

00:29:03.371 --> 00:29:07.393
different subjects right so what does and

00:29:07.432 --> 00:29:09.714
i think i answered it to the like

00:29:09.755 --> 00:29:11.434
good enough to where like they started

00:29:11.476 --> 00:29:13.096
brainstorming on like on like how to do

00:29:13.135 --> 00:29:16.637
it like what when you've seen me do

00:29:16.657 --> 00:29:18.459
a lot of pd mantha like a lot

00:29:18.499 --> 00:29:19.420
of my strategies like

00:29:20.116 --> 00:29:23.398
I'm having a hard time transferring that

00:29:23.599 --> 00:29:26.342
over into a special ed environment.

00:29:26.981 --> 00:29:27.261
So, like,

00:29:27.301 --> 00:29:28.682
let's say you have a station rotate, like,

00:29:28.702 --> 00:29:30.664
because I love what you mentioned, like,

00:29:30.765 --> 00:29:32.246
oh, one is the math part,

00:29:32.425 --> 00:29:34.928
one is the ELA part, let's say, right?

00:29:35.667 --> 00:29:37.429
What other guidance do you have for

00:29:37.609 --> 00:29:39.270
special education teachers that they do

00:29:39.310 --> 00:29:41.792
want to do more of like blended learning

00:29:42.633 --> 00:29:43.594
type of strategies,

00:29:44.354 --> 00:29:47.916
but have a lot to navigate, though,

00:29:48.017 --> 00:29:49.238
compared to a general ed environment?

00:29:52.573 --> 00:29:52.973
Yeah.

00:29:55.256 --> 00:29:58.519
When you and I first started CAMI,

00:29:59.821 --> 00:30:01.103
we talked about the different learning

00:30:01.123 --> 00:30:02.144
management systems,

00:30:02.884 --> 00:30:05.107
and I compared them to

00:30:07.236 --> 00:30:08.317
Was it Ferris Bueller?

00:30:09.077 --> 00:30:09.459
I think it was.

00:30:09.499 --> 00:30:12.521
I compared him to like Schoology, Canvas,

00:30:12.602 --> 00:30:14.263
Teams, and Google Classroom.

00:30:14.344 --> 00:30:14.785
I don't know.

00:30:15.025 --> 00:30:16.446
There was a movie comparison.

00:30:16.487 --> 00:30:16.626
Yes.

00:30:16.646 --> 00:30:18.108
It was a movie comparison.

00:30:18.128 --> 00:30:18.829
I can't remember what it was.

00:30:18.849 --> 00:30:20.030
It was a movie comparison.

00:30:21.458 --> 00:30:24.038
And why I chose Google Classroom as my

00:30:24.058 --> 00:30:24.459
vehicle.

00:30:24.519 --> 00:30:26.179
And you were like, no, Schoology.

00:30:26.298 --> 00:30:27.459
And it was a little bit of a,

00:30:27.479 --> 00:30:27.638
you know.

00:30:27.659 --> 00:30:30.880
Yeah, yeah, yeah.

00:30:30.920 --> 00:30:32.720
But for me,

00:30:33.300 --> 00:30:35.060
what has been really instrumental to

00:30:35.121 --> 00:30:38.862
provide that differentiation and on-level

00:30:38.902 --> 00:30:41.001
support for the students that need it at

00:30:41.382 --> 00:30:43.643
their level is Google Classroom.

00:30:43.823 --> 00:30:44.742
Because I can...

00:30:45.989 --> 00:30:47.230
In the DAEP world,

00:30:47.410 --> 00:30:49.852
I was able to create a Google Classroom

00:30:49.872 --> 00:30:53.795
thread topic for just that student.

00:30:53.815 --> 00:30:56.497
So those digital stations would go,

00:30:56.557 --> 00:30:59.038
would be assigned to just that student.

00:30:59.598 --> 00:31:01.019
And so they were getting it at the

00:31:01.059 --> 00:31:02.060
level that they need.

00:31:03.261 --> 00:31:05.303
So one of the tools that I used

00:31:05.363 --> 00:31:07.023
a lot was Newsela,

00:31:07.884 --> 00:31:09.605
especially for the ELA portion of it.

00:31:09.665 --> 00:31:10.767
Because Newsela,

00:31:11.086 --> 00:31:12.387
you get a reading article and it's the

00:31:12.428 --> 00:31:13.189
same article,

00:31:13.429 --> 00:31:15.109
but it's on like five different levels.

00:31:16.534 --> 00:31:16.654
Yeah.

00:31:16.674 --> 00:31:18.055
And sometimes even better,

00:31:18.095 --> 00:31:20.257
which was great because you know what?

00:31:20.436 --> 00:31:22.917
Non-English kids still come to the DAP

00:31:22.938 --> 00:31:23.357
too.

00:31:23.758 --> 00:31:24.858
And I was like,

00:31:24.878 --> 00:31:25.960
how do I do all of this in

00:31:26.039 --> 00:31:26.660
one classroom?

00:31:27.099 --> 00:31:27.760
Yeah.

00:31:27.780 --> 00:31:29.902
That was kind of my saving grace was

00:31:30.382 --> 00:31:31.823
in the digital environment,

00:31:32.242 --> 00:31:38.306
creating multiple levels of access in as

00:31:38.507 --> 00:31:40.627
easy of a way as I could so

00:31:40.647 --> 00:31:42.429
that students could get what they needed

00:31:43.729 --> 00:31:44.690
in the time that I had them.

00:31:45.871 --> 00:31:49.954
yeah um i had to just bookmark my

00:31:49.994 --> 00:31:52.196
new zel in my work profile because i

00:31:52.237 --> 00:31:55.941
forgot nuzel existed until right now it

00:31:55.961 --> 00:31:58.442
was okay in texas we have the star

00:31:58.482 --> 00:32:02.307
test right and it is a beast and

00:32:02.346 --> 00:32:05.910
if you don't speak star you're not going

00:32:05.930 --> 00:32:07.652
to be as successful yeah

00:32:08.068 --> 00:32:11.609
So if you're new to Texas or you

00:32:11.650 --> 00:32:14.271
haven't been taught the star way of

00:32:14.392 --> 00:32:15.912
addressing text and things like that,

00:32:16.271 --> 00:32:17.692
you're not going to be as successful as

00:32:17.712 --> 00:32:18.252
you could be.

00:32:18.653 --> 00:32:20.354
But I found consistently,

00:32:20.394 --> 00:32:21.233
kind of anecdotally,

00:32:21.273 --> 00:32:23.095
I didn't like take formal records because

00:32:23.115 --> 00:32:24.476
I'm not that much of a data hound.

00:32:24.955 --> 00:32:26.477
I should be, but I'm getting there.

00:32:26.537 --> 00:32:29.178
I'm working on it.

00:32:29.198 --> 00:32:31.499
But what I found in that middle school

00:32:31.538 --> 00:32:33.638
reading is with Newsella,

00:32:33.659 --> 00:32:35.019
you get the articles in different levels

00:32:35.339 --> 00:32:37.221
and then you get four questions

00:32:38.814 --> 00:32:39.693
to go with the article.

00:32:40.094 --> 00:32:42.615
And that was critical, four questions.

00:32:42.955 --> 00:32:44.715
Because it's only four questions.

00:32:44.736 --> 00:32:45.957
I'm not asking you to do the whole

00:32:46.017 --> 00:32:46.217
lot.

00:32:46.237 --> 00:32:48.136
I'm just asking you to do four questions.

00:32:48.637 --> 00:32:50.577
And so it wasn't a big lift for

00:32:50.597 --> 00:32:53.338
me to ask my students to read an

00:32:53.378 --> 00:32:54.599
article and answer four questions.

00:32:55.079 --> 00:32:58.320
But those four questions are so rigorous,

00:32:58.461 --> 00:33:00.642
are so well-developed,

00:33:00.682 --> 00:33:02.742
at least four or five years ago when

00:33:02.782 --> 00:33:04.163
I was using this regularly in my

00:33:04.182 --> 00:33:04.763
classroom.

00:33:05.864 --> 00:33:07.664
If my students consistently

00:33:08.529 --> 00:33:10.351
we're getting three out of the four

00:33:10.371 --> 00:33:13.532
questions correct on those news yellow

00:33:13.573 --> 00:33:14.013
articles,

00:33:14.433 --> 00:33:15.595
then a hundred percent of the time,

00:33:15.615 --> 00:33:16.915
they're going to pass that star the first

00:33:16.955 --> 00:33:18.817
time.

00:33:18.836 --> 00:33:20.038
Something about, I don't know,

00:33:20.077 --> 00:33:20.557
they were just,

00:33:20.678 --> 00:33:22.038
it was just something that I noticed.

00:33:22.199 --> 00:33:23.259
And then I just kind of paid a

00:33:23.279 --> 00:33:24.881
little bit more attention to it.

00:33:25.601 --> 00:33:27.782
So when I was doing remediation,

00:33:27.883 --> 00:33:29.223
when I was really kind of wanting to

00:33:29.304 --> 00:33:31.184
build that capacity in my student,

00:33:31.775 --> 00:33:33.635
We did a weekly Newsella article.

00:33:33.655 --> 00:33:36.195
That was an every week station.

00:33:36.215 --> 00:33:38.096
You had a Newsella article that you had

00:33:38.116 --> 00:33:39.936
to read and answer the four questions.

00:33:40.298 --> 00:33:42.137
And if you could consistently get three of

00:33:42.157 --> 00:33:43.838
those four questions correct,

00:33:45.159 --> 00:33:47.099
then I was not worried about you.

00:33:47.519 --> 00:33:50.421
You weren't on my radar for start because

00:33:50.461 --> 00:33:52.340
I knew you were prepared to handle it.

00:33:52.361 --> 00:33:53.622
Right.

00:33:53.721 --> 00:33:54.721
Yeah.

00:33:54.862 --> 00:33:57.923
And anything, any tool that could like,

00:33:58.563 --> 00:33:59.722
and that's what I tell my candidates,

00:33:59.923 --> 00:34:01.284
any tool that can lift

00:34:02.352 --> 00:34:04.855
the burden of differentiation,

00:34:05.935 --> 00:34:07.738
but yet it's doing it effectively.

00:34:08.498 --> 00:34:09.740
Those are the tools you want.

00:34:13.005 --> 00:34:13.425
It doesn't,

00:34:14.326 --> 00:34:17.309
I think like back in the day in

00:34:17.329 --> 00:34:18.271
teacher prep programs,

00:34:18.291 --> 00:34:19.733
like you heard the word differentiation,

00:34:19.773 --> 00:34:21.614
like immediately you were like,

00:34:22.327 --> 00:34:22.507
wait,

00:34:22.527 --> 00:34:24.148
I have to create twenty different lessons.

00:34:24.168 --> 00:34:25.568
And that's not...

00:34:26.628 --> 00:34:29.269
That wasn't the case then, but now,

00:34:29.469 --> 00:34:31.110
it's like, it's still not the case,

00:34:31.150 --> 00:34:32.271
but now, it's like...

00:34:32.291 --> 00:34:33.652
Definitely a misconception.

00:34:34.012 --> 00:34:34.552
Well, yeah,

00:34:34.612 --> 00:34:35.972
but I guess what I'm getting at,

00:34:36.873 --> 00:34:42.375
it can be even more streamlined because

00:34:42.675 --> 00:34:43.615
you kind of just take...

00:34:44.900 --> 00:34:47.623
Newzell is a really good example of that.

00:34:47.842 --> 00:34:48.623
CommonLit,

00:34:49.224 --> 00:34:51.985
which I see CommonLit was the one that

00:34:52.166 --> 00:34:53.226
I was more familiar with because that's

00:34:53.246 --> 00:34:53.887
the one that I use,

00:34:53.927 --> 00:34:55.887
but it's kind of same as these.

00:34:55.907 --> 00:34:56.807
There are some differences.

00:34:58.228 --> 00:35:01.050
Kami is a good example of that.

00:35:01.510 --> 00:35:04.833
We have this laundry list of tools that

00:35:04.853 --> 00:35:05.173
we have.

00:35:05.753 --> 00:35:08.255
But speaking of that, Mantha,

00:35:08.295 --> 00:35:10.657
so with the time that we have left,

00:35:10.978 --> 00:35:14.679
I'd really love to dig into Kira.

00:35:14.880 --> 00:35:16.240
Is that the name of the tool?

00:35:17.882 --> 00:35:18.623
So first of all,

00:35:18.682 --> 00:35:19.923
how did you come across Kira?

00:35:19.943 --> 00:35:20.103
Okay,

00:35:21.885 --> 00:35:29.130
so I spend way too much time on

00:35:29.150 --> 00:35:29.369
Facebook.

00:35:29.389 --> 00:35:29.510
Sure.

00:35:29.530 --> 00:35:29.951
I mean, you know,

00:35:29.971 --> 00:35:30.871
what else does an almost-fifty-year-old

00:35:30.911 --> 00:35:31.751
white woman do?

00:35:31.771 --> 00:35:32.411
Go on Facebook.

00:35:36.311 --> 00:35:37.192
So on Facebook,

00:35:37.291 --> 00:35:40.293
I'm part of an ISTE Global Collaborators

00:35:40.454 --> 00:35:40.873
group.

00:35:41.894 --> 00:35:43.936
In that group, it was posted, hey,

00:35:43.956 --> 00:35:45.277
we're looking for beta testers.

00:35:45.657 --> 00:35:46.838
If you're an educator and you're

00:35:46.878 --> 00:35:48.679
interested in beta testing this product,

00:35:49.059 --> 00:35:51.101
we'd love to meet with you and possibly

00:35:51.121 --> 00:35:52.161
get you in this beta group.

00:35:52.862 --> 00:35:56.144
And this came on the heels of my

00:35:56.184 --> 00:35:57.166
departure from CAMI.

00:35:57.994 --> 00:36:01.275
I was looking for ways to kind of

00:36:01.496 --> 00:36:04.018
still be relevant and involved in the ed

00:36:04.057 --> 00:36:04.677
tech space.

00:36:05.018 --> 00:36:06.818
I was like, yes, please let me find,

00:36:07.179 --> 00:36:08.259
I've never heard of this, but yes,

00:36:08.280 --> 00:36:09.059
let's give it a go.

00:36:09.559 --> 00:36:12.021
And so I met with the community head

00:36:12.101 --> 00:36:15.802
at Kira and really kind of sold myself.

00:36:15.822 --> 00:36:16.422
I was like, hey,

00:36:16.603 --> 00:36:18.023
I am who you want for this group.

00:36:18.503 --> 00:36:20.804
I was like truly understanding for myself.

00:36:21.324 --> 00:36:22.505
And she was like, oh, really, why?

00:36:22.545 --> 00:36:22.885
I said, well,

00:36:22.965 --> 00:36:24.786
I've got education experience and I've got

00:36:24.827 --> 00:36:26.126
corporate ed tech experience.

00:36:26.306 --> 00:36:27.427
I'm going to be the best one you've

00:36:27.447 --> 00:36:27.588
got.

00:36:29.871 --> 00:36:31.474
And I mean, I wasn't lying.

00:36:31.594 --> 00:36:33.315
I was telling the truth, but you know,

00:36:33.775 --> 00:36:34.135
it's just,

00:36:34.556 --> 00:36:37.820
it's not in my natural wheelhouse to

00:36:38.119 --> 00:36:40.603
promote myself quite so blatantly.

00:36:44.880 --> 00:36:46.121
But yeah, so she was like, yeah,

00:36:46.282 --> 00:36:47.682
you'd be a good person to have in

00:36:47.702 --> 00:36:48.402
this beta group.

00:36:49.204 --> 00:36:51.925
And so I've been beta testing this since

00:36:52.025 --> 00:36:52.585
October.

00:36:53.266 --> 00:36:55.626
And it is just in the three months

00:36:55.646 --> 00:36:57.929
that I've kind of known of and worked

00:36:57.969 --> 00:37:01.010
with this, it has really taken off.

00:37:01.070 --> 00:37:03.791
And they are really putting in some

00:37:03.851 --> 00:37:05.373
powerful, intentional,

00:37:05.452 --> 00:37:07.793
purposeful things for teachers to use.

00:37:08.335 --> 00:37:11.876
It is designed, it is AI powered.

00:37:11.956 --> 00:37:14.038
It's designed to kind of help teachers

00:37:15.068 --> 00:37:16.449
differentiate and streamline,

00:37:16.469 --> 00:37:17.349
like what we're talking about.

00:37:17.429 --> 00:37:19.690
Kind of take some of that burden off

00:37:20.590 --> 00:37:23.592
that we kind of get stuck in and

00:37:23.751 --> 00:37:25.273
do it in a way that's intentional,

00:37:25.353 --> 00:37:26.554
provide some support,

00:37:27.173 --> 00:37:28.474
and get it out to the students in

00:37:28.494 --> 00:37:32.155
a way that's engaging.

00:37:33.096 --> 00:37:37.137
Yeah, so this sounds very interesting.

00:37:38.038 --> 00:37:39.659
Because I'm on their website right now,

00:37:39.938 --> 00:37:42.059
and just for anybody that is going to

00:37:42.099 --> 00:37:42.199
be

00:37:43.010 --> 00:37:47.074
watching i'm gonna do a quick screen share

00:37:47.114 --> 00:37:50.318
here just to kind of like capture uh

00:37:50.358 --> 00:37:52.141
what this is um

00:37:55.222 --> 00:37:58.202
And so it looks like there's some AI

00:37:58.302 --> 00:37:59.844
agents in the background making all this

00:37:59.884 --> 00:38:00.284
happen.

00:38:00.483 --> 00:38:04.244
It looks like there is an administrator's

00:38:04.744 --> 00:38:05.545
dashboard.

00:38:06.405 --> 00:38:08.567
So what does that look like?

00:38:08.686 --> 00:38:13.728
Is that intended to capture PLC data?

00:38:14.628 --> 00:38:17.550
No, I'm still learning.

00:38:17.610 --> 00:38:18.869
I mean, that's the beauty.

00:38:19.269 --> 00:38:21.670
They're still building and I'm still

00:38:21.710 --> 00:38:24.032
learning and kind of becoming more

00:38:24.052 --> 00:38:24.751
familiar with it.

00:38:25.681 --> 00:38:28.945
I'm really intrigued by two things,

00:38:28.965 --> 00:38:33.206
the AI lesson builder and the chatbots.

00:38:34.867 --> 00:38:36.590
Those are the two things that I'm just

00:38:36.610 --> 00:38:38.690
like, tell me more, tell me more.

00:38:39.911 --> 00:38:43.114
It's got some really great opportunities

00:38:43.273 --> 00:38:44.914
in there to help teachers build those

00:38:44.954 --> 00:38:47.617
lessons with the standards that you need,

00:38:48.378 --> 00:38:51.440
tailor it and customize it to what's best

00:38:51.460 --> 00:38:52.719
for you and your students and your

00:38:52.760 --> 00:38:53.280
workflow.

00:38:53.887 --> 00:38:55.349
And then the chat pods are really neat

00:38:55.369 --> 00:38:58.431
to kind of offer that conversation.

00:38:58.452 --> 00:38:59.914
Is Kira coming after Cammie?

00:38:59.934 --> 00:39:03.777
Look at this.

00:39:03.916 --> 00:39:04.858
I can't speak to that.

00:39:04.938 --> 00:39:05.599
I don't know.

00:39:08.201 --> 00:39:12.784
But it is wanting to be kind of

00:39:13.106 --> 00:39:14.786
a reputable, dependable,

00:39:15.427 --> 00:39:18.230
one-stop shop to help teachers in the

00:39:18.250 --> 00:39:18.731
classroom.

00:39:19.590 --> 00:39:20.891
And that was, I mean,

00:39:21.170 --> 00:39:22.791
that was what attracted me to Kami

00:39:22.831 --> 00:39:24.952
initially was that they were seeking out

00:39:25.032 --> 00:39:28.353
teacher input to develop their product

00:39:28.413 --> 00:39:30.434
more and to make it more relevant for

00:39:30.474 --> 00:39:31.114
classrooms.

00:39:31.733 --> 00:39:33.253
And that's kind of what I've experienced

00:39:33.273 --> 00:39:34.355
with Kira as well.

00:39:34.795 --> 00:39:37.034
They are actively,

00:39:37.135 --> 00:39:39.556
intentionally seeking out teacher feedback

00:39:39.996 --> 00:39:42.577
to make this a reliable,

00:39:42.956 --> 00:39:44.657
helpful resource in the classroom.

00:39:44.677 --> 00:39:44.797
Yeah.

00:39:44.836 --> 00:39:48.137
I, so.

00:39:49.577 --> 00:39:52.097
I definitely want to give this a go

00:39:52.197 --> 00:39:53.119
and a try.

00:39:54.119 --> 00:39:55.699
Cause I'm part of me too.

00:39:55.800 --> 00:39:56.701
And I,

00:39:56.721 --> 00:39:59.661
I really hate to compare like one tool

00:39:59.782 --> 00:40:00.402
to another.

00:40:00.663 --> 00:40:00.902
Right.

00:40:01.543 --> 00:40:04.005
But I, cause when you go,

00:40:04.025 --> 00:40:06.085
go back to like the lesson builder

00:40:06.186 --> 00:40:10.168
component of this or lesson planet,

00:40:10.208 --> 00:40:12.548
like I'd almost want to stack this up.

00:40:12.728 --> 00:40:13.530
I haven't signed up yet.

00:40:14.710 --> 00:40:16.371
I almost want to go back and like,

00:40:17.092 --> 00:40:18.875
give it a go and like, well,

00:40:18.914 --> 00:40:20.896
what is, what is, what's the quality?

00:40:20.916 --> 00:40:21.617
What's the output?

00:40:21.637 --> 00:40:21.918
What's the,

00:40:22.179 --> 00:40:25.282
the user experience compared to like,

00:40:25.302 --> 00:40:27.143
when you do that, like in,

00:40:27.204 --> 00:40:29.206
I'll say it like magic school, right.

00:40:29.347 --> 00:40:30.989
Or learning genie.

00:40:31.048 --> 00:40:33.831
Like what, what is the, um,

00:40:33.851 --> 00:40:34.853
so I'm kind of curious, um,

00:40:35.891 --> 00:40:38.353
So with the Lesson Plan Builder, that's,

00:40:38.432 --> 00:40:40.355
oh, because it doesn't,

00:40:40.875 --> 00:40:42.317
it generates assessments.

00:40:43.016 --> 00:40:46.139
So is it speaking to or is it

00:40:46.159 --> 00:40:48.442
pulling all state standards?

00:40:48.461 --> 00:40:49.583
Is that?

00:40:49.603 --> 00:40:50.304
I believe so.

00:40:50.324 --> 00:40:50.784
Okay.

00:40:53.887 --> 00:40:54.827
And if you want,

00:40:54.907 --> 00:40:56.309
if you want me to share my screen,

00:40:56.349 --> 00:40:57.650
I can share with you what the dashboard

00:40:57.670 --> 00:40:58.831
looks like and with the home screen.

00:40:59.072 --> 00:41:00.592
Oh, I would love that.

00:41:00.713 --> 00:41:02.054
Yeah, let me remove my screen.

00:41:04.096 --> 00:41:05.277
So it's the little TV plus.

00:41:05.297 --> 00:41:06.757
TV plus.

00:41:10.960 --> 00:41:11.179
Yeah,

00:41:11.219 --> 00:41:13.081
there's like a little monitor down at the

00:41:13.121 --> 00:41:13.561
bottom.

00:41:14.601 --> 00:41:15.402
There's the present.

00:41:15.443 --> 00:41:17.704
There you go.

00:41:17.724 --> 00:41:18.465
Share screen.

00:41:18.664 --> 00:41:19.764
It's been a minute.

00:41:21.927 --> 00:41:22.686
Share screen.

00:41:22.706 --> 00:41:24.728
And I'm going to do entire screen.

00:41:25.028 --> 00:41:26.469
So when I log in and I go

00:41:26.590 --> 00:41:27.269
into Cura,

00:41:27.329 --> 00:41:28.391
this is kind of where I land.

00:41:28.411 --> 00:41:29.210
Are you able to see?

00:41:33.793 --> 00:41:35.054
Boom, here we are.

00:41:35.074 --> 00:41:35.273
Okay, cool.

00:41:35.293 --> 00:41:36.295
So this is kind of where I land.

00:41:36.454 --> 00:41:37.135
And from here,

00:41:37.175 --> 00:41:39.996
this is the lesson studio and the chat

00:41:40.036 --> 00:41:40.197
pots.

00:41:40.237 --> 00:41:41.257
And those are kind of the two that

00:41:41.277 --> 00:41:42.739
are just kind of really catching my

00:41:42.820 --> 00:41:43.699
interest right now.

00:41:44.101 --> 00:41:45.842
Something that also caught my,

00:41:45.862 --> 00:41:48.244
because there's a lot of little like chat

00:41:48.284 --> 00:41:48.684
widgets.

00:41:48.744 --> 00:41:49.905
I'm not quite sure what they're called.

00:41:50.284 --> 00:41:52.806
I do these like singular purpose type

00:41:52.827 --> 00:41:53.146
things.

00:41:53.708 --> 00:41:54.889
And in the high school world,

00:41:55.228 --> 00:41:56.989
what really kind of caught my interest,

00:41:57.010 --> 00:41:58.831
because we had this come up my last

00:41:58.871 --> 00:42:00.112
week before finals,

00:42:00.532 --> 00:42:01.693
was a reference letter.

00:42:05.251 --> 00:42:06.172
I had a student,

00:42:06.972 --> 00:42:08.213
a teacher came in to pick up a

00:42:08.273 --> 00:42:09.434
test and said, man,

00:42:09.474 --> 00:42:11.478
the student came in and needed a reference

00:42:11.518 --> 00:42:15.822
letter for college that day.

00:42:16.001 --> 00:42:16.842
I'm like,

00:42:16.862 --> 00:42:18.485
how very high school is that student to

00:42:18.505 --> 00:42:19.425
wait to the last minute?

00:42:22.626 --> 00:42:23.585
to something like Kira,

00:42:23.626 --> 00:42:24.666
which I'm sure there are others,

00:42:24.706 --> 00:42:26.407
but this is the one that I'm going

00:42:26.427 --> 00:42:27.047
to right now.

00:42:27.927 --> 00:42:28.907
This reference letter,

00:42:29.248 --> 00:42:31.849
you go in and you type in a

00:42:31.889 --> 00:42:33.128
couple of accomplishments with the

00:42:33.148 --> 00:42:33.869
student's grant,

00:42:33.909 --> 00:42:36.451
the purpose of the letter, and it will,

00:42:36.951 --> 00:42:37.550
in seconds,

00:42:37.690 --> 00:42:40.152
generate a reference letter for you to

00:42:40.211 --> 00:42:40.972
send to your students.

00:42:46.273 --> 00:42:48.235
that load off of me, you know,

00:42:48.255 --> 00:42:49.498
having to save it in my Google,

00:42:49.557 --> 00:42:51.480
having a standard form that I customize

00:42:51.500 --> 00:42:53.021
for the students or whatever the case may

00:42:53.061 --> 00:42:55.003
be in the classroom to be able to

00:42:55.023 --> 00:42:58.188
make it right there, Johnny, on the spot.

00:42:58.969 --> 00:43:00.110
Are you able to...

00:43:01.425 --> 00:43:04.846
Because the big use case I have right

00:43:04.905 --> 00:43:08.347
now in Magic School is a custom bot.

00:43:09.188 --> 00:43:11.728
Is that something that exists here?

00:43:12.068 --> 00:43:12.369
And again,

00:43:12.409 --> 00:43:14.389
not to compare to other companies,

00:43:14.409 --> 00:43:14.688
whatever.

00:43:14.708 --> 00:43:15.309
I'm just curious.

00:43:16.170 --> 00:43:17.909
Oh, this is very similar.

00:43:17.929 --> 00:43:18.030
Okay.

00:43:18.630 --> 00:43:18.891
Yeah.

00:43:18.931 --> 00:43:21.150
So you would create the grade level that

00:43:21.190 --> 00:43:21.771
you need.

00:43:22.811 --> 00:43:23.972
You would give it a title.

00:43:24.052 --> 00:43:25.052
You would give it a prompt.

00:43:25.112 --> 00:43:27.713
You can add checkpoint standards, file,

00:43:27.813 --> 00:43:28.733
additional context.

00:43:30.117 --> 00:43:32.097
And you can create a chat pod and

00:43:32.157 --> 00:43:32.639
save it.

00:43:33.679 --> 00:43:36.800
I've actually created one because the

00:43:36.840 --> 00:43:39.202
students at my school just recently read

00:43:39.382 --> 00:43:40.603
Killers of the Flower Moon.

00:43:41.003 --> 00:43:42.403
That was like a big novel study that

00:43:42.423 --> 00:43:43.905
they did.

00:43:43.925 --> 00:43:45.246
So I created this a couple days ago

00:43:45.365 --> 00:43:47.086
just to test it out myself.

00:43:47.106 --> 00:43:48.527
Because again, I'm still beta testing.

00:43:48.547 --> 00:43:50.769
I'm still learning.

00:43:51.809 --> 00:43:53.851
And I was able to kind of get

00:43:53.871 --> 00:43:54.911
a prompt in there.

00:43:55.913 --> 00:43:56.293
I still...

00:43:58.065 --> 00:44:00.387
I need more information to feed into it

00:44:00.487 --> 00:44:02.168
to kind of help with that.

00:44:02.528 --> 00:44:05.751
But it was able to create a pretty

00:44:05.771 --> 00:44:06.291
simple,

00:44:06.632 --> 00:44:09.875
quick chat pod for students to interact

00:44:09.914 --> 00:44:10.235
with.

00:44:10.434 --> 00:44:12.235
And you can launch it and send it

00:44:12.255 --> 00:44:13.137
out to students.

00:44:14.418 --> 00:44:14.858
Pretty cool.

00:44:16.018 --> 00:44:18.420
What's that button do that says insert

00:44:18.501 --> 00:44:18.960
math?

00:44:19.360 --> 00:44:20.242
Am I reading that correctly?

00:44:20.922 --> 00:44:21.643
Insert math.

00:44:23.304 --> 00:44:24.045
If you've got...

00:44:26.376 --> 00:44:27.416
That's cool.

00:44:27.536 --> 00:44:31.079
And I'm assuming it reads the math

00:44:31.099 --> 00:44:31.498
symbols.

00:44:32.199 --> 00:44:32.918
They math, right?

00:44:32.938 --> 00:44:35.659
Like they burp and okay.

00:44:35.699 --> 00:44:37.240
Wasn't really quite on level with the

00:44:37.320 --> 00:44:38.300
filler to the flower moon,

00:44:38.340 --> 00:44:39.621
but if I were to create another one,

00:44:39.882 --> 00:44:40.942
when I create another one.

00:44:41.143 --> 00:44:42.302
Right, right, right.

00:44:42.583 --> 00:44:42.762
Yeah,

00:44:42.822 --> 00:44:44.003
you don't want to be throwing math in

00:44:44.043 --> 00:44:47.005
that one because yeah, yeah.

00:44:47.065 --> 00:44:47.905
This is,

00:44:48.344 --> 00:44:51.106
and I guess my last question with this

00:44:51.706 --> 00:44:54.487
is I did read somewhere on the website

00:44:54.507 --> 00:44:55.367
that there is a

00:44:56.943 --> 00:45:00.804
lms integration like is that is that just

00:45:00.824 --> 00:45:04.304
is uh google classroom only okay i think

00:45:04.364 --> 00:45:07.485
more will be coming but i i am

00:45:07.585 --> 00:45:11.186
able to uh send like once the lesson

00:45:11.206 --> 00:45:13.067
studio is pretty awesome by the way you

00:45:13.086 --> 00:45:14.567
go in and you you can do it

00:45:14.586 --> 00:45:17.088
by standard prompt or content and add all

00:45:17.108 --> 00:45:19.128
that there and it creates a fabulous

00:45:19.168 --> 00:45:21.548
lesson um i've done a couple of those

00:45:27.271 --> 00:45:28.351
She's the one I did.

00:45:31.231 --> 00:45:33.393
Just bringing in weather observations.

00:45:33.452 --> 00:45:35.552
And so at any point in this step,

00:45:35.672 --> 00:45:38.833
you are able to kind of adjust it,

00:45:39.193 --> 00:45:40.074
add a title,

00:45:40.213 --> 00:45:41.715
add different elements in there,

00:45:41.855 --> 00:45:43.434
interactive elements with the student.

00:45:43.835 --> 00:45:45.675
And then when you're ready to assign it,

00:45:47.576 --> 00:45:49.896
you can assign it as individual students

00:45:49.956 --> 00:45:50.697
or a whole section.

00:45:50.717 --> 00:45:52.117
And I believe you can also send it

00:45:52.157 --> 00:45:53.257
out to Google Classroom.

00:45:53.277 --> 00:45:53.318
OK.

00:45:55.210 --> 00:45:56.612
I was able to at one point.

00:45:56.793 --> 00:46:01.318
Is there like a grade pass back?

00:46:01.898 --> 00:46:03.641
I need to explore more on that.

00:46:03.760 --> 00:46:06.043
I haven't been successful with the grading

00:46:06.083 --> 00:46:08.507
piece of it now because the district that

00:46:08.666 --> 00:46:12.391
I'm in is just really hesitant with new

00:46:12.451 --> 00:46:12.911
tools.

00:46:13.257 --> 00:46:15.398
And so I'm not able to share that

00:46:15.418 --> 00:46:16.978
with my students and get that real time

00:46:17.039 --> 00:46:17.878
opportunity.

00:46:17.898 --> 00:46:18.958
Yeah, that makes sense.

00:46:20.420 --> 00:46:22.260
So this is interesting.

00:46:22.601 --> 00:46:23.400
I do see,

00:46:23.601 --> 00:46:26.181
so obviously Kira is going to be at

00:46:26.382 --> 00:46:27.282
FETC.

00:46:28.902 --> 00:46:32.284
Expect an under the hat visits in the

00:46:32.425 --> 00:46:34.646
booth because I am intrigued.

00:46:34.985 --> 00:46:36.927
But also on Monday night,

00:46:36.967 --> 00:46:38.567
they're doing a mixer.

00:46:39.807 --> 00:46:40.047
Okay.

00:46:41.755 --> 00:46:42.476
I'd love for you and Sophie to go

00:46:42.496 --> 00:46:44.458
and be a part of that.

00:46:44.478 --> 00:46:44.597
Yeah.

00:46:44.958 --> 00:46:46.159
Is there a registration?

00:46:47.621 --> 00:46:47.981
There is.

00:46:48.141 --> 00:46:51.826
And Eric Kurtz has his big document with

00:46:51.965 --> 00:46:52.786
all the different things.

00:46:52.806 --> 00:46:53.248
Oh, gosh.

00:46:53.588 --> 00:46:53.827
Eric.

00:46:54.688 --> 00:46:54.909
Okay.

00:46:55.349 --> 00:46:57.331
Can I just – I think Eric Kurtz

00:46:57.371 --> 00:46:58.793
is amazing, first of all.

00:46:59.353 --> 00:47:02.376
But his doc is so overwhelming to me.

00:47:03.358 --> 00:47:03.878
I get in there.

00:47:03.898 --> 00:47:04.137
It's crazy.

00:47:04.157 --> 00:47:06.759
Well, and admittedly,

00:47:07.159 --> 00:47:08.880
I'm always looking at it over a phone,

00:47:09.380 --> 00:47:11.161
which I don't, it's not,

00:47:11.501 --> 00:47:12.081
that doesn't help.

00:47:12.101 --> 00:47:14.061
It's not ideal for a phone.

00:47:14.342 --> 00:47:16.862
But I discovered that there is a mixer

00:47:16.902 --> 00:47:17.702
Sunday night at Epcot.

00:47:17.722 --> 00:47:18.583
So you know where you're going to see

00:47:18.603 --> 00:47:19.862
Sunday night.

00:47:20.282 --> 00:47:24.025
Yeah, I did see that.

00:47:24.625 --> 00:47:25.184
We'll see.

00:47:25.945 --> 00:47:27.106
In the mixers on Monday,

00:47:27.126 --> 00:47:28.485
there's the link for the Kira one.

00:47:29.099 --> 00:47:29.358
Okay.

00:47:29.960 --> 00:47:31.621
I will... Maybe at the airport,

00:47:32.201 --> 00:47:32.902
I'll dig that up.

00:47:32.942 --> 00:47:36.224
No, I'll send it to you.

00:47:36.244 --> 00:47:36.403
Yeah.

00:47:36.563 --> 00:47:37.184
This is cool.

00:47:37.344 --> 00:47:40.065
So, Mantha, as you know, you've been...

00:47:41.047 --> 00:47:42.947
You know, you've watched the show.

00:47:42.967 --> 00:47:44.048
We see you in the background.

00:47:44.068 --> 00:47:44.768
You contribute.

00:47:44.789 --> 00:47:48.851
Really appreciate all the love that you've

00:47:48.891 --> 00:47:52.173
shown to us as we've launched the show

00:47:52.233 --> 00:47:53.655
and kind of build it out.

00:47:54.675 --> 00:47:56.277
But we're at that time, though,

00:47:56.556 --> 00:47:57.777
as you know, that we...

00:47:58.297 --> 00:47:59.717
we ask our guests, you know,

00:48:00.099 --> 00:48:01.619
that one show,

00:48:01.659 --> 00:48:03.719
that one question that we ask on the

00:48:03.739 --> 00:48:04.460
show that's guaranteed,

00:48:04.840 --> 00:48:06.260
is that what is top of mind?

00:48:06.300 --> 00:48:07.239
What is under the hat?

00:48:07.280 --> 00:48:09.380
What is something we should be talking

00:48:09.420 --> 00:48:11.981
more about right now?

00:48:12.001 --> 00:48:14.621
Inclusive tech.

00:48:14.762 --> 00:48:16.003
Inclusive tech.

00:48:16.443 --> 00:48:17.543
In my current role,

00:48:17.882 --> 00:48:18.862
which we don't even get to talk about

00:48:18.943 --> 00:48:20.043
ed tech here, but that's okay.

00:48:21.744 --> 00:48:25.125
In my current role as the academic testing

00:48:25.144 --> 00:48:25.485
director

00:48:26.606 --> 00:48:27.927
house center,

00:48:29.570 --> 00:48:32.853
there is a disconnect in that assessment

00:48:32.893 --> 00:48:36.936
piece to where if a teacher is assigning

00:48:37.398 --> 00:48:37.777
a test,

00:48:37.978 --> 00:48:39.539
a pair assess is a big one in

00:48:39.579 --> 00:48:44.083
my district for doing digital assessments.

00:48:44.605 --> 00:48:45.465
It's hard,

00:48:45.885 --> 00:48:48.447
it's really challenging to keep that

00:48:48.487 --> 00:48:52.068
fidelity from the classroom teacher to me,

00:48:52.108 --> 00:48:54.050
this Fed teacher working with that student

00:48:54.251 --> 00:48:58.273
and kind of proctoring that exam in an

00:48:58.313 --> 00:48:59.373
alternative environment.

00:48:59.793 --> 00:49:02.335
It's really challenging to get that going.

00:49:04.215 --> 00:49:07.077
And what happens as a result is more

00:49:07.137 --> 00:49:11.340
students are taking tests in that pencil

00:49:11.360 --> 00:49:12.161
paper format

00:49:14.760 --> 00:49:15.782
And probably, I mean,

00:49:15.822 --> 00:49:18.661
we're literally printing out digital exams

00:49:18.882 --> 00:49:21.722
to give students the pencil paper test so

00:49:21.744 --> 00:49:23.423
that they can take the test that they're

00:49:23.443 --> 00:49:24.043
supposed to take.

00:49:25.684 --> 00:49:30.186
I wish that there was more opportunities

00:49:30.206 --> 00:49:32.047
to kind of really kind of meld that

00:49:32.086 --> 00:49:34.007
better so that students were getting what

00:49:34.027 --> 00:49:34.507
they need.

00:49:34.527 --> 00:49:36.307
Yeah.

00:49:36.327 --> 00:49:38.068
That's kind of the pain point that I'm

00:49:38.108 --> 00:49:38.349
seeing.

00:49:38.389 --> 00:49:39.789
And so that's kind of what my brain

00:49:39.869 --> 00:49:40.610
is focused on.

00:49:40.650 --> 00:49:41.429
Yeah.

00:49:42.250 --> 00:49:44.530
Yeah, no, that's good.

00:49:44.570 --> 00:49:46.913
And thanks for a shout on EdTech Ears.

00:49:48.594 --> 00:49:49.873
I did pull up the website.

00:49:51.554 --> 00:49:53.215
And so this was something,

00:49:53.856 --> 00:49:55.777
the inception of this was like fairly

00:49:55.838 --> 00:49:56.318
recent.

00:49:58.199 --> 00:50:00.340
We'd love to give you some space to

00:50:00.380 --> 00:50:05.143
talk about what EdTech Ears is.

00:50:05.182 --> 00:50:05.844
Love would love to hear it.

00:50:07.077 --> 00:50:09.577
Right now, it's really a passion project.

00:50:09.898 --> 00:50:14.000
It's really, you know, in the wake of,

00:50:15.061 --> 00:50:15.300
you know,

00:50:15.380 --> 00:50:17.461
having been unemployed for the first time

00:50:17.501 --> 00:50:18.541
in my adult life,

00:50:19.081 --> 00:50:20.083
what am I going to do?

00:50:20.643 --> 00:50:21.623
What am I going to do?

00:50:21.864 --> 00:50:25.085
And kind of what has usually worked for

00:50:25.125 --> 00:50:27.166
me is you take a bunch of spaghetti

00:50:27.226 --> 00:50:28.606
and you fling it at the wall and

00:50:28.626 --> 00:50:29.686
you see what sticks.

00:50:30.568 --> 00:50:30.947
And...

00:50:31.726 --> 00:50:32.367
There you go.

00:50:33.148 --> 00:50:34.807
I'm used to just like one or two

00:50:34.849 --> 00:50:37.349
noodles sticking and now like everything

00:50:37.429 --> 00:50:37.909
sticking.

00:50:38.269 --> 00:50:40.471
So I, it's a little overwhelming.

00:50:41.351 --> 00:50:44.052
But EdTech Ears is kind of a space

00:50:44.092 --> 00:50:46.454
for me to grow as an EdTech leader,

00:50:46.813 --> 00:50:49.715
to build my name brand up and recognition

00:50:50.315 --> 00:50:53.577
to kind of, you know,

00:50:53.878 --> 00:50:56.239
reconnect and continue building

00:50:56.278 --> 00:50:56.918
connections

00:50:57.284 --> 00:50:58.143
with companies,

00:50:58.583 --> 00:51:01.164
ideas that kind of help move education

00:51:01.204 --> 00:51:01.684
forward.

00:51:02.945 --> 00:51:04.726
And so that's really important to me.

00:51:05.206 --> 00:51:07.447
And so there's a little bit of

00:51:07.487 --> 00:51:08.427
instructional coaching.

00:51:08.447 --> 00:51:10.307
There's a little bit of, you know,

00:51:10.527 --> 00:51:11.489
a little bit of everything,

00:51:11.509 --> 00:51:12.728
kind of a hodgepodge.

00:51:13.429 --> 00:51:16.070
But that is EdTech Ears right now.

00:51:16.489 --> 00:51:18.050
We are in the beginning stages.

00:51:18.351 --> 00:51:20.032
In addition to EdTech Ears,

00:51:20.072 --> 00:51:23.233
another spaghetti string that stuck on the

00:51:23.273 --> 00:51:25.373
wall is my stuff with Google.

00:51:25.534 --> 00:51:26.673
I am now a Google trainer.

00:51:28.052 --> 00:51:29.373
And later this month,

00:51:29.413 --> 00:51:31.994
we are launching a new Google educator

00:51:32.014 --> 00:51:32.275
group.

00:51:32.574 --> 00:51:35.177
And I am the leader of Gag Fed

00:51:35.516 --> 00:51:36.137
Texas.

00:51:37.378 --> 00:51:40.360
And so I want to continue to find

00:51:40.860 --> 00:51:43.202
resources and tools and things to kind of

00:51:43.262 --> 00:51:46.304
blend ed tech with special education and

00:51:46.344 --> 00:51:48.527
how best to help students.

00:51:48.626 --> 00:51:50.728
Yeah, I love that.

00:51:50.827 --> 00:51:51.628
And I love that.

00:51:52.688 --> 00:51:54.309
that, I guess,

00:51:54.389 --> 00:51:57.871
mindset of going into it as a passion

00:51:57.911 --> 00:52:00.452
project, right?

00:52:01.733 --> 00:52:06.534
This was a passion project and I feel

00:52:06.574 --> 00:52:12.038
very grateful and even lucky that it is

00:52:12.657 --> 00:52:16.460
growing in the way that it's growing and

00:52:16.480 --> 00:52:17.800
there's still a lot of work to do,

00:52:17.880 --> 00:52:18.199
right?

00:52:18.880 --> 00:52:21.882
But I think that

00:52:23.072 --> 00:52:25.574
I love the brand and I think when

00:52:26.193 --> 00:52:28.215
you go to work at a company like

00:52:28.255 --> 00:52:28.735
Kami,

00:52:29.916 --> 00:52:32.679
a lot of this hard work gets done

00:52:32.719 --> 00:52:34.460
for us, right?

00:52:34.599 --> 00:52:37.041
Like when we worked at Kami,

00:52:37.061 --> 00:52:38.882
we were out at these conferences out in

00:52:38.902 --> 00:52:41.425
these streets and it was as simple as

00:52:41.465 --> 00:52:42.945
like the shirt that

00:52:43.972 --> 00:52:45.534
They mail to us, right?

00:52:45.655 --> 00:52:47.976
And then, you know, especially like,

00:52:48.036 --> 00:52:50.199
you know, when being in our doorsteps,

00:52:50.239 --> 00:52:53.382
like me out at Q or you at

00:52:53.802 --> 00:52:56.164
TCEA, like whatever the case is,

00:52:56.204 --> 00:52:56.786
like we're like, oh,

00:52:56.806 --> 00:52:58.487
that's the Kami person, right?

00:52:58.527 --> 00:53:00.068
That's our Kami girl.

00:53:00.530 --> 00:53:02.291
That's Steve from Kami, right?

00:53:02.311 --> 00:53:02.851
Yeah.

00:53:03.092 --> 00:53:06.193
And so when you leave though, um,

00:53:06.293 --> 00:53:07.114
it is scary.

00:53:07.135 --> 00:53:07.655
It is like,

00:53:07.755 --> 00:53:09.577
and I'm really proud of you for like,

00:53:09.896 --> 00:53:12.518
Hey, this is, there's, we,

00:53:12.559 --> 00:53:14.340
we learned while we, while we were there.

00:53:14.579 --> 00:53:14.820
Right.

00:53:15.240 --> 00:53:17.782
Like what a good brand looks like, how,

00:53:18.023 --> 00:53:19.264
what's the tone of voice,

00:53:19.403 --> 00:53:21.664
what's the narrative, how we tell a story.

00:53:21.824 --> 00:53:22.045
Right.

00:53:22.786 --> 00:53:25.447
And, um, no, I think it's phenomenal.

00:53:25.648 --> 00:53:26.688
I, uh,

00:53:27.286 --> 00:53:28.748
I wish you all the luck with it.

00:53:29.608 --> 00:53:31.409
If we can help you in any way

00:53:32.630 --> 00:53:33.891
over here on the show,

00:53:34.731 --> 00:53:37.132
anything that we can do to support.

00:53:38.173 --> 00:53:42.237
I kind of see company partnerships in the

00:53:42.277 --> 00:53:44.438
future with this and how you can scale

00:53:44.478 --> 00:53:49.541
that to get your message out there and

00:53:49.581 --> 00:53:51.682
get that support to those that need it.

00:53:52.773 --> 00:53:53.333
Thank you.

00:53:53.353 --> 00:53:55.454
Yeah, I am very fortunate.

00:53:55.653 --> 00:53:56.675
Just, you know,

00:53:56.815 --> 00:53:57.614
in the last couple of months,

00:53:57.695 --> 00:53:59.436
I've got several conferences that I'm

00:53:59.657 --> 00:54:02.858
gearing up to go to as the founder

00:54:02.878 --> 00:54:03.719
of EdTech Ears,

00:54:03.898 --> 00:54:05.699
as a teacher in my school district,

00:54:05.719 --> 00:54:08.300
kind of representing that dual situation.

00:54:09.041 --> 00:54:11.322
I'm going to Mecca in Mississippi in

00:54:11.342 --> 00:54:11.943
February.

00:54:11.983 --> 00:54:14.023
I'm going to NJECC in March.

00:54:15.505 --> 00:54:17.686
And I am reaching out to the companies

00:54:17.726 --> 00:54:20.067
that I'm promoting in these sessions of

00:54:20.487 --> 00:54:22.447
more accessibility for the different,

00:54:22.487 --> 00:54:23.068
you know, threads.

00:54:23.168 --> 00:54:24.510
I'm reaching out to them saying, hey,

00:54:25.090 --> 00:54:25.650
here I am.

00:54:25.769 --> 00:54:26.550
I am a teacher.

00:54:26.911 --> 00:54:28.692
And I'm also this ed tech enthusiast.

00:54:28.751 --> 00:54:30.032
And I'm now promoting your product.

00:54:30.052 --> 00:54:30.893
You want to help me out?

00:54:30.914 --> 00:54:32.353
You want to provide some support?

00:54:32.855 --> 00:54:34.896
And I've had great success,

00:54:34.936 --> 00:54:38.878
lots of receptivity and positive

00:54:38.938 --> 00:54:39.398
reception.

00:54:39.418 --> 00:54:40.239
Let me rephrase that.

00:54:40.559 --> 00:54:41.960
Lots of positive reception.

00:54:42.561 --> 00:54:44.942
And I'm looking forward to continuing to

00:54:44.961 --> 00:54:48.403
grow it out and be more involved in

00:54:48.423 --> 00:54:49.364
the ed tech space.

00:54:50.123 --> 00:54:53.144
yeah yeah absolutely mantha this is really

00:54:53.224 --> 00:54:55.246
fun uh i for one have learned a

00:54:55.306 --> 00:54:57.646
lot um i feel like i've learned about

00:54:57.746 --> 00:55:02.068
you like as a person because uh i

00:55:02.088 --> 00:55:03.929
don't think we used to when we worked

00:55:04.010 --> 00:55:05.590
at cami we used to talk about our

00:55:05.650 --> 00:55:07.931
previous lives right like our previous

00:55:07.952 --> 00:55:10.213
like oh this is everyone knew at cami

00:55:10.233 --> 00:55:12.313
that like oh steve was a social science

00:55:12.373 --> 00:55:13.034
person but like

00:55:13.715 --> 00:55:16.257
we never really got into the weeds of

00:55:16.338 --> 00:55:18.960
what our jobs were before and so like

00:55:19.081 --> 00:55:20.623
there's a lot of like that i learned

00:55:20.742 --> 00:55:23.846
about you in your previous job um that

00:55:25.208 --> 00:55:27.809
i was not aware of and and so

00:55:28.110 --> 00:55:31.333
this was super insightful um for those

00:55:31.373 --> 00:55:34.697
that are listening watching uh be sure to

00:55:34.757 --> 00:55:35.539
catch mantha

00:55:36.610 --> 00:55:37.570
on her website.

00:55:37.710 --> 00:55:39.490
So I have it up on the video.

00:55:39.590 --> 00:55:43.952
But if you're in the car, edtechears.com,

00:55:44.072 --> 00:55:45.514
that is the place to go to check

00:55:45.554 --> 00:55:46.313
out the website.

00:55:46.454 --> 00:55:47.534
And then through the website,

00:55:47.554 --> 00:55:48.235
you also get through,

00:55:48.795 --> 00:55:52.637
you go into the Instagram from there if

00:55:52.657 --> 00:55:53.956
you're on the site.

00:55:54.016 --> 00:55:56.077
So some amazing content there.

00:55:57.239 --> 00:55:58.958
And if you are at FETC,

00:55:59.039 --> 00:56:02.061
be sure to try to catch Sophie and

00:56:02.280 --> 00:56:04.681
I. Under the Hat pod is in Florida.

00:56:06.121 --> 00:56:08.682
I will be packing the gear.

00:56:08.722 --> 00:56:10.483
We're going to be doing some content out

00:56:10.523 --> 00:56:10.784
there.

00:56:12.324 --> 00:56:13.806
And so with companies,

00:56:13.865 --> 00:56:15.726
people have already booked in.

00:56:15.865 --> 00:56:17.887
I believe we are scheduled to have some

00:56:17.927 --> 00:56:19.648
content with FarmerFobz.

00:56:20.367 --> 00:56:23.530
If you at all are aware of FarmerFobz

00:56:23.809 --> 00:56:24.849
and that energy.

00:56:25.791 --> 00:56:25.990
Yeah,

00:56:26.030 --> 00:56:28.112
so we're trying to and with a few

00:56:28.172 --> 00:56:28.652
others as well.

00:56:29.788 --> 00:56:31.070
Um, and, uh, Mantha,

00:56:31.090 --> 00:56:32.934
maybe we'll do a little bit of content

00:56:32.954 --> 00:56:35.358
too while we're there and some

00:56:35.378 --> 00:56:35.878
connections.

00:56:35.938 --> 00:56:36.139
Yeah.

00:56:36.561 --> 00:56:39.382
uh but in any case all right friends

00:56:39.523 --> 00:56:42.425
this has been fun uh be sure to

00:56:42.485 --> 00:56:44.827
continue to shower that love for the show

00:56:44.887 --> 00:56:47.949
the likes the comments um we're seeing all

00:56:47.989 --> 00:56:50.670
of those come through um and don't forget

00:56:50.751 --> 00:56:52.751
that we do have the swag store um

00:56:53.192 --> 00:56:55.914
under hadpod.com the store is up there it

00:56:55.974 --> 00:56:58.054
is a revamp of the store sophie's done

00:56:58.074 --> 00:57:01.478
an amazing job uh with the swag mantha

00:57:01.518 --> 00:57:03.219
you have some swag too yeah is that

00:57:05.329 --> 00:57:06.670
Or is that like on the way?

00:57:06.751 --> 00:57:07.992
It's on the way.

00:57:08.032 --> 00:57:11.634
Right now I have stickers and I have

00:57:11.653 --> 00:57:12.775
vintage cards and I have one shirt and

00:57:12.795 --> 00:57:14.315
it's mine.

00:57:14.396 --> 00:57:16.697
You can't have it.

00:57:17.077 --> 00:57:20.679
We are excited to see that launch at

00:57:20.719 --> 00:57:21.239
some point.

00:57:21.659 --> 00:57:23.800
It's always fun to have your own stuff

00:57:23.840 --> 00:57:26.623
and be able to promote what we're doing

00:57:27.123 --> 00:57:28.864
in that way.

00:57:28.905 --> 00:57:29.644
So awesome.

00:57:29.885 --> 00:57:30.425
All right, friends.

00:57:30.585 --> 00:57:32.987
Until next time, keep your hats on,

00:57:33.347 --> 00:57:34.307
but your minds open.

00:57:35.818 --> 00:57:36.097
Take care.