1 00:00:00,049 --> 00:00:05,299 Hey everybody, it's Cheri Dotterer from Tier One Interventions Today. 2 00:00:05,680 --> 00:00:09,649 Jonily is gonna uncover some new material. 3 00:00:10,129 --> 00:00:13,819 She didn't even tell me what this time, so take it away, 4 00:00:13,819 --> 00:00:16,549 Jonily and let's get started. 5 00:00:18,440 --> 00:00:20,690 Mission accomplished. 6 00:00:21,919 --> 00:00:23,450 Mission accomplished. 7 00:00:23,899 --> 00:00:29,569 We are gonna unpack exactly what that means in our first segment 8 00:00:29,569 --> 00:00:31,700 here of our live session today. 9 00:00:33,440 --> 00:00:36,410 That's what I'm using my assessment for my midterm. 10 00:00:37,579 --> 00:00:43,789 And then I design my next few seasons to dig to mastery so we get much more depth, 11 00:00:44,209 --> 00:00:48,349 which is going to ensure that my kids that have already mastered, get the deeper 12 00:00:48,349 --> 00:00:53,329 versions of it and my kids that haven't mastered get the mastery of the minimum. 13 00:00:55,639 --> 00:00:59,839 So in the next part of the year, this is how it's structured. 14 00:01:01,459 --> 00:01:07,459 Season three is one of my favorites and I already have it planned. 15 00:01:07,999 --> 00:01:11,240 Season three is my absolute favorite. 16 00:01:11,299 --> 00:01:13,639 Even more favorite than season one. 17 00:01:13,639 --> 00:01:18,259 First 15 days, guys, this is the an i I can't wait. 18 00:01:18,259 --> 00:01:22,429 'cause after my midterm, next week we have our two week winter 19 00:01:22,429 --> 00:01:25,969 break, and then we come back and it's the beginning of January and 20 00:01:25,969 --> 00:01:28,700 season three is all of January. 21 00:01:29,150 --> 00:01:33,049 And there is a name, a special name for it, and it's called Math in a Month. 22 00:01:33,530 --> 00:01:38,900 And I have a season three created for every grade level math in a month. 23 00:01:39,559 --> 00:01:40,669 So January. 24 00:01:40,669 --> 00:01:41,749 So what do we have left? 25 00:01:41,749 --> 00:01:43,190 I wanna do this proportionally. 26 00:01:44,074 --> 00:01:46,025 January, February, March, April, may. 27 00:01:46,084 --> 00:01:47,224 Okay, there's five months. 28 00:01:47,224 --> 00:01:47,434 Good. 29 00:01:47,434 --> 00:01:48,424 We're in fifths again. 30 00:01:49,084 --> 00:01:50,374 Oh, this is working out nicely. 31 00:01:50,374 --> 00:01:51,664 I didn't even plan it this way. 32 00:01:54,364 --> 00:01:54,764 I'm so good. 33 00:01:54,764 --> 00:01:55,924 I'm so smart you guys. 34 00:01:56,494 --> 00:01:58,355 Okay, so I'm gonna do fifths again. 35 00:01:58,355 --> 00:01:59,404 So I'm gonna share the middle. 36 00:01:59,554 --> 00:02:03,214 Now, when I share the middle, this time over here, I realized I needed to 37 00:02:03,214 --> 00:02:05,344 share the middle a little bit bigger. 38 00:02:05,884 --> 00:02:06,934 See, this is number sense. 39 00:02:06,934 --> 00:02:09,214 This is why we use this strategy to improve number sense. 40 00:02:09,485 --> 00:02:12,124 So I need to share the middle over here. 41 00:02:12,124 --> 00:02:16,624 This time a little bit bigger than I shared it over here. 42 00:02:18,065 --> 00:02:20,644 But see, you learn by doing that over and over again. 43 00:02:20,644 --> 00:02:22,924 That's what interactions over time means. 44 00:02:23,164 --> 00:02:26,404 It means, that's why we do all of the stuff here. 45 00:02:26,554 --> 00:02:29,254 And then we do most of the stuff again here. 46 00:02:29,254 --> 00:02:32,525 And then we do the same stuff here and the same stuff here, and the same stuff here. 47 00:02:32,735 --> 00:02:37,084 That's why we do the same things over and over, because we develop more of a 48 00:02:37,084 --> 00:02:39,694 mastery each time we're exposed to it. 49 00:02:40,144 --> 00:02:44,014 And I just gave that model here with, oh, I did that and I needed 50 00:02:44,014 --> 00:02:45,634 to share the middle a little bigger. 51 00:02:45,634 --> 00:02:46,924 So I'm gonna do that here. 52 00:02:47,674 --> 00:02:49,654 And then that's one of the parts. 53 00:02:49,654 --> 00:02:52,414 This has to be two parts, and this has to be two parts. 54 00:02:52,565 --> 00:02:54,214 See how they're more equally spaced? 55 00:02:54,424 --> 00:02:55,954 You learn from experience. 56 00:02:56,134 --> 00:02:57,334 We don't give that to kids. 57 00:02:57,454 --> 00:03:02,404 Regular, typical, traditional textbooks do not build the complexity as you go. 58 00:03:03,454 --> 00:03:04,744 They go onto a new topic, 59 00:03:06,815 --> 00:03:07,744 they're so bad. 60 00:03:09,440 --> 00:03:13,670 But what I love about textbooks, because I, I have a textbook that we've adopted 61 00:03:13,670 --> 00:03:19,160 a textbook curriculum and there's a lot of great things in it, and I pull from it 62 00:03:19,190 --> 00:03:23,719 all the time because I don't wanna have to create, I'm, I'm teaching algebra one. 63 00:03:23,960 --> 00:03:29,360 I don't wanna have to create like, every single quadratic equation I give to kids. 64 00:03:29,719 --> 00:03:33,740 Like I don't have the mental capacity for that, that would exhaust me. 65 00:03:33,740 --> 00:03:35,809 I don't wanna have to create all those problems. 66 00:03:36,110 --> 00:03:39,590 So that's one of the ways that I use my textbook and it's a lifesaver. 67 00:03:39,950 --> 00:03:46,849 So if I know I need quadratics that, um, are gonna have, like, so if 68 00:03:46,910 --> 00:03:50,240 I'm, I'm planning my second semester now, so this is one of the things 69 00:03:50,240 --> 00:03:51,440 that I've used my textbook for. 70 00:03:51,980 --> 00:03:58,730 I need all of the quadratics that have no solution, no roots, meaning the 71 00:03:58,730 --> 00:04:01,130 para is not gonna cross the X axis. 72 00:04:01,580 --> 00:04:04,340 I want all of those equation examples. 73 00:04:04,910 --> 00:04:07,070 I ain't smart enough to create them. 74 00:04:07,820 --> 00:04:08,120 Okay? 75 00:04:08,120 --> 00:04:13,429 But the textbook is, so then I go to my textbook and I pull all of those 76 00:04:13,429 --> 00:04:18,980 examples and I want some of them in each of these first three fifths here. 77 00:04:20,059 --> 00:04:21,889 See, that's how I use my textbook. 78 00:04:23,030 --> 00:04:27,559 But I've defined essentials because some of my essentials, and this is essential 79 00:04:27,559 --> 00:04:30,530 for second grade, I've taught this to my second graders in my district two. 80 00:04:30,679 --> 00:04:33,590 And then I, I have really hounded this with algebra one 81 00:04:33,889 --> 00:04:35,480 radicals and square roots. 82 00:04:36,679 --> 00:04:39,829 This is a major essential that needs to happen at every grade level. 83 00:04:40,069 --> 00:04:42,019 Radicals, square roots, they're the same thing. 84 00:04:42,019 --> 00:04:43,069 A radical is a square root. 85 00:04:43,069 --> 00:04:44,179 A square root is a radical. 86 00:04:45,439 --> 00:04:49,609 So I'm telling you, one of the essentials that I have drilled with my Algebra one 87 00:04:49,609 --> 00:04:54,229 kids, which is radicals, using radicals, simplifying radicals, actually is what I 88 00:04:54,229 --> 00:04:59,779 use most of all to improve number sense with my high school kids that have never 89 00:05:00,019 --> 00:05:02,749 like gotten a good sense of number yet. 90 00:05:03,379 --> 00:05:05,809 The other thing that I use are diamond problems, but I talked 91 00:05:05,809 --> 00:05:07,159 about that on another episode. 92 00:05:08,209 --> 00:05:09,919 Radicals and square roots. 93 00:05:10,129 --> 00:05:14,479 The reason that these are so essential is because there are certain numbers 94 00:05:14,479 --> 00:05:17,149 in the radical that I can take out. 95 00:05:17,659 --> 00:05:19,309 Those are called perfect squares. 96 00:05:20,719 --> 00:05:24,409 There are certain perfect square numbers that I want kids to know by memory, just 97 00:05:24,409 --> 00:05:27,169 like single digit multiplication facts. 98 00:05:28,939 --> 00:05:31,789 There are also certain square numbers that are not perfect 99 00:05:31,789 --> 00:05:34,039 squares, but they are square numbers. 100 00:05:35,539 --> 00:05:40,579 Kids that don't have number sense are not able to view radicals and 101 00:05:40,579 --> 00:05:41,869 square roots in the same kids. 102 00:05:41,869 --> 00:05:42,259 They don't. 103 00:05:42,499 --> 00:05:44,989 They don't have the same experiences and exposures. 104 00:05:45,379 --> 00:05:50,869 So with that number sense, lacking, they can't take radicals at the 105 00:05:50,869 --> 00:05:53,419 Algebra one level as far as they can. 106 00:05:53,449 --> 00:05:59,209 They potentially could have, but if I start square roots in second grade, now I 107 00:05:59,209 --> 00:06:01,069 don't just teach a unit on square roots. 108 00:06:01,834 --> 00:06:04,834 So you all listening to this live know what I'm about to say? 109 00:06:05,404 --> 00:06:10,054 The way that I expose square roots in grade two is we do the pizza problem. 110 00:06:10,774 --> 00:06:12,904 A pizza company makes square pizzas. 111 00:06:14,254 --> 00:06:17,764 What are all of the possible numbers of unit pieces? 112 00:06:17,764 --> 00:06:19,174 One by one unit pieces. 113 00:06:19,174 --> 00:06:24,664 That could be in a pizza, that would be a square pizza that that company could sell. 114 00:06:27,244 --> 00:06:30,454 Oh, we could sell a pizza with 16 pieces. 115 00:06:30,964 --> 00:06:32,224 That's a four by four. 116 00:06:33,064 --> 00:06:34,924 16 is a perfect square. 117 00:06:35,554 --> 00:06:39,214 Guess what kids, there's this thing in math I, this is why I said to my second 118 00:06:39,214 --> 00:06:41,194 graders, there's this thing in math. 119 00:06:42,664 --> 00:06:43,384 Don't tell. 120 00:06:43,384 --> 00:06:46,024 Don't tell your principal I'm teaching you this. 121 00:06:46,234 --> 00:06:47,554 I should not be teaching you this. 122 00:06:47,554 --> 00:06:48,605 Second graders love that. 123 00:06:48,605 --> 00:06:50,314 I can't do this with my high school kids. 124 00:06:50,524 --> 00:06:53,914 They're like, shut up, but second graders, eat this stuff up. 125 00:06:54,094 --> 00:06:58,744 I'll lean in and I'll be like, I'm gonna show you something mathematically 126 00:06:58,744 --> 00:07:03,184 right now, but don't tell anybody I taught you this, and I don't even want 127 00:07:03,184 --> 00:07:08,404 you to remember this, but there is a thing in math called square root. 128 00:07:08,974 --> 00:07:10,355 It's a weird symbol. 129 00:07:10,774 --> 00:07:11,614 You wanna see it? 130 00:07:11,974 --> 00:07:14,074 And they're like, yeah, okay. 131 00:07:14,224 --> 00:07:16,114 I mean, you can't do that with high school kids, 132 00:07:18,184 --> 00:07:22,594 but with my second graders, they're like, yeah, we won't tell anyone. 133 00:07:23,749 --> 00:07:27,230 And then I also have to say, now remember, there are secrets that people are 134 00:07:27,230 --> 00:07:29,209 asking you to keep that are dangerous. 135 00:07:29,209 --> 00:07:30,860 And that's not what I'm talking about here. 136 00:07:30,860 --> 00:07:31,520 This is in danger. 137 00:07:31,549 --> 00:07:32,120 You know what I mean? 138 00:07:32,120 --> 00:07:35,240 You have to kind of put that into, so why can't you do 139 00:07:35,240 --> 00:07:36,410 that with your high schoolers? 140 00:07:36,410 --> 00:07:38,629 Why can't you tell 'em there's a secret about math? 141 00:07:39,469 --> 00:07:40,669 Why Mike? 142 00:07:40,879 --> 00:07:43,400 The novel model even more radical. 143 00:07:44,209 --> 00:07:47,809 Well, and this is funny, Cheri, because actually Cheri, in 144 00:07:47,809 --> 00:07:50,870 my math class, I do do that. 145 00:07:52,610 --> 00:07:57,679 What I meant to say was you don't get the same reaction from high school 146 00:07:57,679 --> 00:08:01,730 students that you do from second graders. 147 00:08:02,059 --> 00:08:05,959 It's funny, Cheri, I do that with my kids by this point in the year. 148 00:08:06,020 --> 00:08:07,520 It doesn't even phase them anymore. 149 00:08:07,520 --> 00:08:09,290 At first they were like, oh my God. 150 00:08:09,349 --> 00:08:11,809 And now they're like, that's Miss Z for you. 151 00:08:12,080 --> 00:08:14,059 So Cheri, great point. 152 00:08:14,209 --> 00:08:14,959 Great point. 153 00:08:14,959 --> 00:08:15,770 You're awesome. 154 00:08:15,980 --> 00:08:16,940 It's, that's funny. 155 00:08:16,969 --> 00:08:17,480 That's funny. 156 00:08:17,959 --> 00:08:20,389 So anyway, at the second grade I said, I'm gonna show you, I'm gonna show you. 157 00:08:20,870 --> 00:08:23,629 And I'm talking like, you know, so I show them the square root symbol 158 00:08:23,629 --> 00:08:26,089 and I say, the square, what do you think the square root to 16 is? 159 00:08:26,120 --> 00:08:27,259 And they're like, eight. 160 00:08:27,469 --> 00:08:30,110 I'm like, it's not, what do, what else do you think? 161 00:08:30,110 --> 00:08:30,290 What? 162 00:08:30,499 --> 00:08:35,330 So we have this whole tell me about, you know, we're relating it to square pizzas. 163 00:08:35,570 --> 00:08:38,450 So then I show them, well wait a minute, we had that square 164 00:08:38,450 --> 00:08:40,309 pizza that had 16 pieces. 165 00:08:40,669 --> 00:08:42,110 What stage number was that? 166 00:08:42,139 --> 00:08:43,429 What were the dimensions? 167 00:08:43,580 --> 00:08:45,379 And they're like, oh, it was stage four. 168 00:08:45,709 --> 00:08:47,629 It's got dimensions four by four. 169 00:08:47,719 --> 00:08:48,560 'cause my, my. 170 00:08:48,979 --> 00:08:51,889 Second graders know dimensions of rectangles and squares, and they 171 00:08:51,889 --> 00:08:55,339 know stage number and quick dot and growing patterns, and we've 172 00:08:55,339 --> 00:08:56,869 done that in the first 15 days. 173 00:08:57,229 --> 00:09:00,469 So now they're like, but wait a minute. 174 00:09:00,499 --> 00:09:03,049 The stage number is four and it's a four by four. 175 00:09:03,439 --> 00:09:06,169 I'm like, then that's exactly what the square root of 16 is. 176 00:09:06,649 --> 00:09:11,539 The square root of 16 is four, and what that means is in our pizza 177 00:09:11,539 --> 00:09:14,209 problem, you have 16 pieces of pizza. 178 00:09:15,019 --> 00:09:16,249 What are the dimensions? 179 00:09:16,279 --> 00:09:17,269 What is the stage number? 180 00:09:17,269 --> 00:09:19,849 The square root says root. 181 00:09:19,849 --> 00:09:25,369 The square root means find the solution for the dimensions 182 00:09:25,549 --> 00:09:27,559 of a pizza that has 16 pieces. 183 00:09:27,799 --> 00:09:29,029 That's what a root means. 184 00:09:29,029 --> 00:09:32,989 A root means, it's kind of like the root word in English. 185 00:09:32,989 --> 00:09:36,499 Language arts, engli English, language arts. 186 00:09:36,709 --> 00:09:41,359 Okay, so the root, the square root is what is the root of the square? 187 00:09:41,359 --> 00:09:46,339 I have a square that has an area or array number of 16. 188 00:09:47,329 --> 00:09:50,599 The root is four, the square root is four. 189 00:09:50,659 --> 00:09:56,059 The radical 16, the simplified version of radical 16 is four. 190 00:09:56,119 --> 00:09:58,729 And I tell kids that second grade. 191 00:09:58,849 --> 00:10:00,139 Then I'm like, let's try another one. 192 00:10:00,259 --> 00:10:01,039 Lemme try another one. 193 00:10:01,069 --> 00:10:03,859 They're like, yeah, okay. 194 00:10:05,299 --> 00:10:07,999 So then I'm like square root of 150. 195 00:10:09,559 --> 00:10:10,609 I'm like, perfect. 196 00:10:10,669 --> 00:10:12,079 Let's draw this pizza. 197 00:10:12,169 --> 00:10:12,679 Go. 198 00:10:13,489 --> 00:10:16,729 Then I'll give them graph paper and some of 'em will start putting like 199 00:10:16,729 --> 00:10:19,639 four pieces of graph paper together, because they're gonna try to, they're 200 00:10:19,639 --> 00:10:25,279 gonna draw 50 by 50, and I let them do not steal their struggle. 201 00:10:26,989 --> 00:10:30,649 You need to let them use tape and glue and put all these pieces 202 00:10:30,649 --> 00:10:33,139 together, and then you'll have like two kids over there and they're gonna 203 00:10:33,139 --> 00:10:34,849 be like, why are they taping on? 204 00:10:34,849 --> 00:10:35,689 I'm like, shh. 205 00:10:36,139 --> 00:10:40,219 Just let them do it, because then I'll be like, whisper to me why? 206 00:10:40,339 --> 00:10:43,219 And they'll be like, it's a 10 by 10. 207 00:10:43,669 --> 00:10:44,479 I can fit it. 208 00:10:44,569 --> 00:10:46,849 I'm like, don't tell, don't tell, don't tell. 209 00:10:47,689 --> 00:10:50,869 See, you have to have those kids go through the whole process 210 00:10:51,289 --> 00:10:53,029 to make the learning memorable. 211 00:10:54,469 --> 00:10:57,949 Those kids in fourth grade, fifth grade, sixth grade, seventh grade, eighth grade, 212 00:10:58,069 --> 00:11:01,909 when we do square root of a hundred, they're gonna be less likely to tell me 213 00:11:01,909 --> 00:11:03,679 that the square root of a hundred is 50. 214 00:11:03,949 --> 00:11:09,139 After me letting them suffer through this process of trying to create a 50 by 50, 215 00:11:11,179 --> 00:11:14,659 because with my high school kids this year, guess what my algebra one 216 00:11:14,659 --> 00:11:18,259 kid said, more than half my class said squared of a hundred is 50. 217 00:11:19,099 --> 00:11:23,089 So I did with my Algebra one high school students this year, 218 00:11:24,319 --> 00:11:29,419 that same exercise that I do with second graders, I was like, great. 219 00:11:29,419 --> 00:11:30,439 Draw 50 by 50. 220 00:11:31,249 --> 00:11:36,709 Now I had less kids in my Algebra one taping graph paper together, but I still 221 00:11:36,709 --> 00:11:38,779 had other kids like on the down low. 222 00:11:38,779 --> 00:11:39,804 I'm like, don't say don't. 223 00:11:39,979 --> 00:11:44,419 And I would give my other kids, um, other square roots to do while they, while 224 00:11:44,419 --> 00:11:47,749 other kids were taping paper together and not even noticing that is a 10 by 10. 225 00:11:47,959 --> 00:11:50,119 Like I had to have my high schoolers go through this. 226 00:11:50,119 --> 00:11:56,419 But what I'm telling you is with the novel model, it's best if second grade goes 227 00:11:56,419 --> 00:12:00,079 through this and then they go through it again in third grade and then they 228 00:12:00,079 --> 00:12:01,549 go through it again in fourth grade. 229 00:12:02,239 --> 00:12:05,629 Because even though some of the kids that did the taping together and doing 230 00:12:05,629 --> 00:12:10,579 the 50 by 50 and second grade, even if you do it every year in fifth grade, 231 00:12:10,609 --> 00:12:14,299 some of those same kids are gonna insist that they have to tape the paper 232 00:12:14,299 --> 00:12:19,609 together and you're gonna let them, but they're actually not gonna go as 233 00:12:19,609 --> 00:12:24,229 far because they're gonna start to remember their previous experiences. 234 00:12:25,189 --> 00:12:28,159 This is what builds fact fluency. 235 00:12:32,359 --> 00:12:36,199 So then in grade two, when they're taping this together and I'll actually have kids 236 00:12:36,199 --> 00:12:38,539 draw 50 by 50 and then I'll use it first. 237 00:12:38,539 --> 00:12:42,949 I'll be like, look, alright, so square root of a hundred, how many pieces 238 00:12:42,949 --> 00:12:44,569 of pizza should we have in this? 239 00:12:44,689 --> 00:12:45,619 They're like a hundred. 240 00:12:45,649 --> 00:12:46,520 I'm like, good. 241 00:12:46,579 --> 00:12:49,129 Let's count and make sure we have a hundred total pieces. 242 00:12:49,549 --> 00:12:52,549 They start counting and they look at me and they're like, 243 00:12:54,949 --> 00:12:58,549 fudge, this has a lot more than a hundred. 244 00:12:59,435 --> 00:13:03,334 I'm like, yes, but I get so excited and I'm like, I'm gonna 245 00:13:03,334 --> 00:13:05,405 use your model for other lessons. 246 00:13:05,405 --> 00:13:09,094 I'm gonna teach this year because we're gonna be able to figure out 247 00:13:09,094 --> 00:13:12,304 what Square root makes this 50 by 50. 248 00:13:13,474 --> 00:13:16,714 Okay, we're not gonna do it today, but I'm gonna keep this and you all 249 00:13:16,714 --> 00:13:20,945 are brilliant and you have done all of the work for me for another lesson. 250 00:13:20,974 --> 00:13:23,704 You see how I'm facilitating this energy? 251 00:13:28,264 --> 00:13:32,764 But the point is, what I say in essential chunks, if we get real down in the 252 00:13:32,764 --> 00:13:36,759 nitty gritty square roots radicals are absolutely essential for kids 253 00:13:36,759 --> 00:13:44,764 to be seeing as early as first and second grade with pizza problem chunk. 254 00:13:46,445 --> 00:13:52,655 So season three, remember this is my favorite. 255 00:13:54,784 --> 00:13:58,084 I'm gonna make it, I'm gonna make season three in red as a 256 00:13:58,084 --> 00:13:59,764 heart because it's my favorite. 257 00:14:00,185 --> 00:14:07,054 So season three is one fifth of uh, semester two. 258 00:14:08,195 --> 00:14:10,264 It is in the month of January. 259 00:14:11,494 --> 00:14:15,424 It's got a special name, it's called Math in a Month. 260 00:14:23,014 --> 00:14:24,544 And I already actually. 261 00:14:26,690 --> 00:14:32,150 Have had my January planned because I planned my first 15 days in my January 262 00:14:32,299 --> 00:14:39,560 simultaneously because I use my first 15 day slides to then create my January. 263 00:14:40,190 --> 00:14:42,830 And I've already done this for my Algebra one class. 264 00:14:42,980 --> 00:14:49,700 And I've done it in a way that my other Algebra one teachers at my school, they're 265 00:14:49,700 --> 00:14:53,630 first year teachers, I want them to have a successful January math in a month. 266 00:14:53,839 --> 00:15:00,540 Jonily, I wanna close out Tier One Interventions podcast, and that is, if you 267 00:15:00,540 --> 00:15:04,740 are listening to this podcast and you are 268 00:15:07,380 --> 00:15:15,000 thinking, how do I get involved, you wanna head over to your show 269 00:15:15,000 --> 00:15:16,770 notes and click on the link. 270 00:15:17,250 --> 00:15:22,140 We are offering you to come to a session like this where you get all two 271 00:15:22,140 --> 00:15:26,460 and a half hours at one shot for $47. 272 00:15:27,030 --> 00:15:30,480 You can then join another session for another $47. 273 00:15:30,630 --> 00:15:38,880 Or you can buy the whole year for $497 plus you have to buy the. 274 00:15:39,945 --> 00:15:42,405 When if you're going to go buy the whole year, you're gonna 275 00:15:42,405 --> 00:15:44,175 have to buy level one as well. 276 00:15:44,625 --> 00:15:49,725 But the coaching and these conversations that we're having are $497. 277 00:15:50,355 --> 00:15:56,535 That sounds to me like a really good deal for to, to really think the 278 00:15:56,535 --> 00:16:01,005 way you're thinking about not just mathematics, but occupational therapist 279 00:16:01,005 --> 00:16:07,035 delivery, speech therapy, delivery, special ed delivery, and how we're 280 00:16:07,035 --> 00:16:14,775 helping these kids rethink, reregulate, relearn and think about life as whole. 281 00:16:25,965 --> 00:16:26,610 Bye bye. 282 00:16:26,670 --> 00:16:27,030 Lovely. 283 00:16:27,125 --> 00:16:27,345 All.