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The voice of the American Consortium for Equity in Education at ace-ed.org | Host Larry Jacobs facilitates rich discussions with innovative educators, thought leaders, authors and the leaders within the education industry to promote equity, access and opportunity for every student in every school.
I'm David Cicero, and this
is Education Talk Radio.
One of the things I enjoy most about
hosting this show is finding schools and
districts that are willing to challenge
assumptions about how learning happens.
Sometimes that innovation involves
curriculum, sometimes technology,
sometimes assessment, and sometimes
it's a complete rethinking of
the learning environment itself.
That's what caught my attention
about Central Elementary Stream
Academy in Allentown, Pennsylvania.
Through a partnership with the Da Vinci
Science Center, students don't just
visit the science center on field trips.
Instead, it serves as an
official secondary campus.
The partnership raises
some interesting questions.
What learning experiences are valuable
enough to redesign school around?
What happens when a community
institution becomes part of
the educational experience?
And what can we learn from models that
intentionally blur the lines between
school, community, and hands-on learning?
Joining me today to explore
those questions are Dr.
Carol Burks, Superintendent of
the Allentown School District,
and Rebecca Bodnar, Principal of
Central Elementary Stream Academy.
Dr.
Burks, Principal Bodnar, welcome
to Education Talk Radio, and
thanks so much for joining me.
And thank you, David, for having us.
Thank you so much.
Absolutely.
Now, there are a lot of exciting things
happening over there in ASD, and I
kind of want to start by uncovering
the thinking that started all of this.
Dr.
Burks, when the district first began
envisioning the partnership between
Stream Academy and the Da Vinci
Science Center, what opportunities
did you see that a traditional
school model wasn't fully providing?
So thank you, David.
And again, thank you for recognizing
the great things that are happening
at the Central STREAM Academy.
I just get to talk about it and say yes,
but it's truly Tr- uh, Principal Bodnar
and her team that's doing the real work.
I just had a vision, um, as part
of our theory of change, is to
create opportunities and choice in
theme-based schools across the district.
And so when we realized that the Da Vinci
Science Center was going to open a new
campus downtown Allentown, we saw this as
a great opportunity for our students to
engage in more project-based learning, um,
and also to build their science capital.
And we really wanted to immerse our
students in more experiential learning as
well as authentic learning experiences.
So I had the opportunity to talk
with Lynn Erickson, uh, the executive
director and CEO for the Da Vinci
Science Center, and thought about my
past experiences as a district and
school leader, and say, "You know what?
We can make something amazing happen
here, here, um, as two organizations
working in a true partnership, elevating
opportunities for students to really
be exposed to advanced levels of
science, uh, push their cr- critical
thinking skills, as well as, as
logical thinking at a very young age."
So I am so thrilled about this, David.
You canâ¦
And I'm sure you can tell.
Absolutely.
I mean, it is absolutely exciting.
It, it even sounds like it's
elevated students, teachers, it's
elevated the Science Center, right,
all stakeholders in learning.
And, and what we haven't done yet is, is
really talk about what STREAM Academy is.
So- Principal Bodnar, for listeners
who maybe aren't familiar with
the model, what is Stream Academy?
What makes it different from a
traditional school experience?
So for starters, uh, we
operate off of two campuses.
We have Central proper, which is our,
uh, normal, uh, elementary school,
and then we also have the Da Vinci
Science Center at PPL Pavilion, which is
literally just a few blocks away from us.
So when our students travel up to Da Vinci
Science Center, they're up there one day
for about a half a day every five days.
They have access to their media
production studio, the early
learning center, um, family science
celebrations, uh, and after-school
programming, and it's open to our
pre-K through our fifth grade students.
Uh, and they spend about two and
a half to three hours a week up
there, and that's really where they
get to roll up their sleeves and
bring all of their learning to life.
So we are literally taking the concepts
that they have in the classroom and
building the background knowledge here
at Central proper, and then they expand
and explore upon it up at Da Vinci.
So my, my question was what
makes it different from a
traditional school experience?
Sounds like they're able to apply what
they learn nearly im- immediately.
Correct.
They, they really are.
So the, the teachers work to build
that background knowledge, um,
enhance the students' vocabulary
here at Central proper, and then
bring it to life up at Da Vinci.
Um, so once every five days, they do
spend that half a day up there and,
and they really take that time, um, to
bring the learning to life for students.
So they have access to 3D
printers and a fab lab.
Um, if students want to visually
express what they're doing,
they have a media studio.
So our students have access to all of
these different, um, avenues for them to
express and expand upon their learning
up at Da Vinci that we don't have or
couldn't offer here at Central proper.
And, and really when we think about
schooling experience, a lot of times
when we don't have a partnership in place
or, you know, students that may not have
any, um, sort of real world experience
using what they learn in the classroom,
you might have to wait until you, you
get a job or you graduate high school
to use some of what you've learned.
But they're being prepared.
They are immediately using that.
They get that real world experience
from the real world frequently.
Now, as I was reading about,
um, Stream Academy, one of the
phrases that stood out to me, Dr.
Burks, this, this question
is gonna go to you.
One of the phrases that stood out to
me was around this idea that students
would explore topics in relationship
to one another rather than sort
of as distinct, separate subjects.
I'm wondering why that was
important in particular.
No, David, it's really important because
when students explore relationships
amongst, um, various disciplines, uh,
they get to see the world itself as
it being, you know, interconnected.
As we know, the world is interconnected,
and real-life challenges and
careers and civic matters rarely
require knowledge from one area.
You have to be able to be, um, th- things
have to be more interdisciplinary for
there to be deeper learning to take place.
And so we wanted, and, and what our
thinking when we developed the Central
Stream Academy is to keep, to have
students expose or create conditions for
deeper understanding and more meaningful
and challenging learning, and to get
beyond basic, like, rote memorization,
kind of the way that I learned.
I don't know about you, David.
No, me too.
Me too.
And that, so where students could see the
world at the, and the concepts that are
more revelent, re- relevant to their own
day-to-day living, as well as how they
impact their community and their families.
Uh, we want to put- uh, push students'
thinking or stretch their thinking to
higher levels of, the higher levels
of Bloom's Taxonomy and get to the
analysis level as well as evaluation
and, and some deeper problem-solving.
And we thought that here, even at
the, um, earliest ages, that that
knowledge could be transferred
for more meaningful learning.
And, you know, I was thinking
about this too, David.
We, and really looking at the whole child
and whole child development and how our
students learn and think and grow, and
building on, um, d- additional assets that
they bring around the arts and their gifts
in the arts and all those other areas.
You know, there's a lot of research from
the Search Institutes that suggest that
if students are engaged in, you know, the
arts, in sports, in community, in giving
back, in addition to their, us working
on their cognitive abilities, that they
are more inclined to be more successful
in school and in life in general So that,
that was where I thoughts about that.
So I'm really excited about our thinking
about developing this into a STREAM
Academy, and that's why we put in all the
other letters be- Stream ⦠beyond STEM.
Right.
Right.
So now I, I had a
follow-up written here, Dr.
Burks, and I didn't wanna lead you to what
I was thinking, but I just wanna summarize
'cause I, I'm wondering if this is true.
It almost sounds like the way you just
described it, by, by combining all
those letters, you know, that make
up the word STREAM, you're almost
providing access to every student.
Like regardless of what they're
interested in, you're pro- you're
probably, you're probably tapping into
something that child has by making this
a really interdisciplinary experience.
Would, would you say that that's true?
Oh, absolutely.
Um, again, our thinking around this,
you know, coupled, you know, grounded
in research, is that we really want to
elevate students as assets, the assets
that they bring in terms of their cultural
backgrounds, their interests, and see
who they are as people, as, uh, assets.
And sometimes, uh, s- when students
are from, who are, you know, students
of color, students from urban areas,
students who may speak another language,
all these things in terms of, especially
speaking another language, I wish
I had that, seeing those as assets.
So that's why we took this appr-
approach Um, and having, um, our team
look at what are the higher, um, and
setting higher expectations for learning
and academic perfor-performance by
grounding students a lot earlier in,
again, looking at them, not just the
co- their cognitive abilities, but w-
with all the social science research
and psychological research around their
affective developmental skill sets, that,
th- th- what they value, their commitment
to learning, who they are as people.
So, uh, I'm, I'm just really, again,
I know I'm the superintendent, but
I'm really happy about the work that's
happening 'cause that was w- the theory
that I put, that I've had in my head.
To see it enacted i-
is just been fantastic.
I was starting to think about it
as, as the district has created
these, these frequent, um, moments
of application from s- from what's
being learned in the classroom,
they get that hands-on experience.
You have all the letters in STREAM.
The way I was thinking about it, you may
not have, um, done this intentionally,
but I was thinking every student, w- we've
got a, a path to every student's interest.
It's very likely we do.
W- w- right?
Every STREAM, every student
has a STREAM, right?
They've got their own- Mm-hmm
STREAM from, from what's inside of
them to what they can do in the world.
That's, that's what I'm seeing,
um, at the combination between the
very frequent hands-on application
plus the inter- interdisciplinary
aspect of this a- as well.
Now, what, what really struck me in
terms of process, because there was
something about this, I, I love to
speak in these sort of idealistic
states, but there was a process part
of this that really interested me, Dr.
Burks, and I wanted to ask you
about it, and that was the fact that
The da Vinci Science Center isn't
just a place students go to visit.
It's actually an official secondary
campus, and I, I found myself
asking, what does that really mean?
So I was wondering, um, how
to even ask this question, and
I'm thinking it might be around
responsibilities and expectations.
So what, what responsibilities and
expectations come with that designation?
So through this partnership, David,
the learning, teaching, the curriculum,
and the overall schooling experience
for students, um, is co-created
basically planned collaboratively
with our team at the s- uh, STEAM
Academy, the district's team at the
school district, as well as the, uh,
Da Vinci Science Center professionals.
We work together to ensure that the
lessons, uh, meet or align with the
Pennsylvania Core standards and the
Pennsylvania SKILLS s- standards,
uh, as well as the career education
and workforce standards, both
nationally as well as statewide.
Uh, also the d- designation, it requires
the district coordination 'cause with the
s- the school, yes, the school team is
doing amazing work, but it also requires
the sc- the central office to really lean
in and support the needs of the schools,
um, from an operational standpoint as well
as academically Yeah, so the curriculum's
co-created, and my follow-up question was
actually around assessment because it,
I, I know that there's a, there's shared
assessment, but that makes sense now.
The curriculum's co-created.
We, we've all decided on what
the objectives are together.
We've decided on what learning
experiences look like together, and so
it would make sense that we would roll
out, um, I shouldn't say roll out, we
would develop assessments together.
Now, once students take those
assessments, does it- Yes
does the partnership continue on?
We, both teams look at the data,
and both teams reflect revise
on that shared curriculum?
Yes, that is correct.
Now, what is a, I'm wondering what a
typical week looks like for a student.
And Principal Bodnar, I'm gonna,
I'm gonna pass this one to you.
How does learning- So I've been-
move between the classroom
and the science center?
What does this really look like?
There are four classrooms that are ASD
Central STEAM Academy designated spaces.
Um, our students are using those daily.
We have a rotational schedule where
we're sending up all of our students
pre-K through fifth grade up there.
Um, during a typical week, curriculum is
seamlessly tied to the exhibit gallery
floor, uh, where students can visit,
um, the Lehigh River Watershed, and
of course, the infamous otters, the
My Body exhibit, uh, Curiosity Hall.
And this is where, really where
they get to contextualize what
they read in their textbooks.
So it, again, it's building that
background knowledge here at Central
proper, and then going up to da Vinci
to bring all of their learning to life.
Um, teachers are asking questions
differently and expanding on
students' natural inquisitive minds.
Uh, the, one of my favorite
questions growing up, uh, was why.
I think I questioned everything as a
child and, and we're really leaning into
students', um, and that question of why.
They wanna know how things work, why
things work, just why the world is the
way that it is around them, and that's
what we're trying to help them understand.
Um, teachers transition from
building background knowledge and
vocabulary at Central proper, um,
to engineering and coding expansions
of their classroom up at da Vinci.
Uh, da Vinci's really where they
can bring the learning to life.
They have access to the
space and the resources that
Central proper really doesn't.
And from there, we find ways
to make connections to career
pathways so that it, it really
does go full circle for students.
Students at an elementary early age can
see how their learning directly relates
to career options and pathways that
they might wanna consider going forward.
Can you give us an example of how a
particular project or unit that got
carried out, just what it looked like?
Can you kind of take us there and
put us in the driver's seat of that?
Sure.
One of my favorite projects that I
saw this year, uh, happened, occurred
in our fourth grade classrooms.
So students studied here at Central
Proper renewable energy sources.
Um, in tandem with that they were learning
different, um, geographical locations.
So they all picked a geographical
location, they studied that specific
region of the world, uh, and really
dove into what the climate was like,
what the weather's like, and explored
different renewable energy sources.
From there, they decided which type of
renewable energy source will be most
appropriate for that geographic location,
um, and wrote a persuasive essay as to why
that area should, uh, explore, uh, either
solar, wind, or water renewable energy.
Um, from there they went up to Da
Vinci and they built and tested
their own water wheel inventions,
pinwheels which simulated wind
turbines, um, and explored the wind
turbines, hydroelectric energy sources.
Um, they also were able to
explore the solar energy panel-
panels that are up at Da Vinci.
Um, so that again brought the
learning to life for them.
Um, in Pennsylvania we're fortunate
to have three different types of
renewable energy types here that
jobs are associated with each one.
So again, just really leaning into
the career pathways and giving our
students different options of, of what
type of career field that they would
wanna go into, um, and employment
area, employment opportunities that
are here locally in the area for them.
You opened the, the answer to
this, or the answer to the last
question as students wanna know why.
You were one of those students, I was
one of those students, my, my son is
a, is, is a, is a why kid as well.
And it sounds like a lot of why's get
answered along the way here, right?
One of the why's is, you
know, I get to see the why.
Someone doesn't even have to tell me.
I'm gonna go see it.
I'm gonna experience it.
And another why is, well,
why do I have to learn this?
Well, you're gonna have to
build a water wheel, right?
Right.
We're gonna have to do
something with this very soon.
This isn't just gonna stay
theoretical, um, sit in the book, and
I'm gonna have to answer A through
D on a test or something, right?
Um, I'm gonna go use this very
soon, and I'm cognizant of that.
I'm aware of that.
So there's a lot of why's to grab onto.
I really like that idea that part
of what you've built here is you've
built in a natural answer to those
whys that s- that students experience.
Um, instead of a person having to
know all those, you know, I was a
former math teacher, and students,
"Why do I have to learn this math?"
And sometimes it's
difficult to tell them why.
I, I really like this idea that you
naturally integrated the answers to those
whys in the student experience already.
And that kinda takes me to a couple of my
next questions, which I started, I began
to wonder, w- what's happening to students
and teachers as a result of this, right?
I'm always very curious as to what
changes we're seeing in students, what
changes we're seeing in teachers as
well when we roll out new initiatives.
And so, Principal Bodnar, I, I kinda
wanted to Tap your knowledge on this.
You know, a lot of students decide pretty
early whether they're science kids or not.
You know, I'm a math person, I,
I'm not a math person For us,
we really give students options
on how they explore the why.
So leaning into Gardner's Multiple
Intelligences and ensuring that we're
providing opportunities for students
to either write about, um, their, their
newfound knowledge or they can act it out.
We have a media studio, so if they
wanna produce a, a video short, which
some of them have, um, there's all
these different ways for the students
to express themselves and to explain
the natural phenomena that, that are
around them, that they're exploring
either here at Central or up at Da Vinci.
Um, they're actively experimenting,
um, discovering, hypothesizing, and
building on those science skills,
whether they realize it or not.
Uh, there's definitely a few instances
where when we, uh, became the Stream
Academy, we knew some, some students
just were not that into science before
we became the Stream Academy, and
those are the students that really
flourished because we gave them
all these different opportunities
to engage in hands-on, meaningful
applications of their knowledge.
It transitioned away from just teachers
teaching them about it and having
the students explore the answers.
So going back to your point of they just
didn't have to memorize facts anymore.
They were exploring to find out and figure
out how things were working or why the
world is the way that it is around them.
Um, and then of course, the students were
very excited when we started explainingâ¦
exploring different STEM
careers and pathways.
Um, all the different, uh, careers that
they just didn't know existed out there.
One of the favorite ones from fifth
grade this year, we had, uh, someone
come in to show them about the world
of being, um, of doing masonry.
So the students, uh, made their own,
own bricks and made their own, um,
little tchotchkes, uh, with cement.
So it, it was really neat to see them
exploring pathways and careers that
they don't even know exist through all
of their learning, um, that they're
exploring here on a regular basis.
Let me see if I got this right.
I mean, it sounds like if I were to
sum it up, it sounds like a, a, a lot
of the students you were just speaking
about sort of maybe previously did
not see themselves as science learners
or into science, you know, and they
slowly Begin to maybe, you know,
identify with it a little bit, right?
Accept that, "Hey, I can do this, and
I, I, I can walk with this," right?
Um, this is something that is kinda cool.
This is something I can see myself doing.
Do, would you say that that would be
true, that they've sort of began to
identify it with themselves a bit?
Absolutely.
It, it, it no longer was one of
those things where people, uh, where
students saw it as, as something, um,
that is only for, you know, the, the
very highly intellectual, you know,
Newton or, or any famous scientist.
It's something that any
student, um, is able to do.
It, it, science was something that
was tangible and something that,
um, everyone in the building could
then apply themselves to, to tackle,
um, some real-world problems.
So every student became less nervous about
science and, and learning all of, all
of the, the different standards, um, in
science as they saw that it was something
that they could master and understand with
the way that we were presenting it to them
Yeah, I think that ties back to what Dr.
Burke said b-before, um, and that we
kind of, uh, we kind of landed on was
that the, the constant hands-on or
the frequent hands-on, uh, and the
interdisciplinary nature provided
paths of access for every student.
Um, whereas maybe that path wasn't as
clear before because, you know, I prefer
the arts or I express myself in this way.
There is a path through STREAM and
through that hand- that hands-on
partnership that gives me a path
now to see myself in that role.
I think that's as kind of designed.
It sounds like it's, it's working.
Now, the flip of this question
is on the teacher side.
And I have a, a very senior teacher that
I'm specifically thinking about who's been
teaching here in the district for over
20 years, and it was something new and
something that a lot of the staff really
just, uh, they, they took to immediately.
Um, we have a lot of the staff
who are no go- now going back
for their STEM endorsement.
Um, they're exploring
local college courses.
They're really diving into all things
STREAM related and figuring out
ways how to bring, um, all different
aspects of STREAM into their classroom.
Uh, teachers sometimes are a little
hesitant, right, to, to teach science
because, again, of the background
knowledge, but we're all learning and
going through this process together.
Um, but teachers really do seem to, umâ¦
It, it, it reignited a fire in their
teaching and learning in the classroom,
um, that had not been there before.
I literally got chills.
That is so encouraging to hear.
I mean, when you hear, "Hey, people
are going back for certifications,"
I mean, we're really talking about
teachers who have found that passion
again for the subject area, right?
When you first learn the subject
area, and you decide you wanna be
a teacher, and, you know, you have
this relationship with the subject.
It sounds like that has sort of,
yeah, reignited, woke that back
up, and that is so, so encouraging.
I'm really happy to hear that.
Um, my final question I'll
pose to both of you, um- Dr.
Burks, I'll start with you, and then
Principal Bodnar, you can, you can
follow up and answer the same question.
You know, whenever we roll out an
initiative like this that is innovative,
there's, there's always things that
pop up and things that we expected to
learn that we learn, and there's things
that we didn't expect to learn, right?
We, we don't even know what we
don't know, but they pop up-
Sure ⦠and we get new insights.
So what's something, Dr.
Burks, in this partnership that's
been revealed about students are
learning that you don't think you
would've discovered otherwise?
So you know, David, it's
interesting, and I'm not just
saying this 'cause I'm on your show.
We, when we thought of this concept,
the school design concept, we never
thought that you, David, would be
asking us to talk about our work around
the country to help provide insights
to others about how we create more
meaningful schooling experiences for
students, uh, so that they could excel.
So, uh, we wanna thank you for honoring,
uh, this, our work and helping us to
think through our own learnings some more.
And I think, you know, for me, nothing
really surprised me, but it also really
helped me to be reminded of when you
engage the broader community as well,
including our families As well as all
stakeholder groups in supporting a
child's educational trajectory, that
you will see greater results and that
the learning experience will be more
challenging, more rigorous, and, and
overall just more meaningful for students.
Uh, just seeing the, the amazing things
that are happening, and to see the
family involvement in the work that's
happening at Central Elementary STREAM
Academy, uh, as well as, you know, one
part of this partnership, we also offer
authentic learning internships and such
to our high school students, and some
s- some exposure to our middle school
students, uh, to STREAM experiences.
And so, and to see how that is
transforming the thinking across
our district was very surprising
to me, uh, to see it in action.
Again, it's one thing to have the theory
and the plan, but to see it enacted
was very eye-opening and gratifying.
Also, through our work at Central,
you know, as we know in our district,
we are often working on closing, uh,
and ensuring that students have, you
know, cl- the opportunity gap for our
students, and that we are really seeing
our students be real consumers, not
just passive consumers, but really
active creators and designers of their
thinking and in, and becoming innovators.
And, uh, I just think back to we
had our multidisciplinary fair, and
to see that Central won, you know,
was on the top of, of, of allâ¦
To think of we have 16,000 students,
this, and to have the students at Central
be the top performers at that particular
multidisciplinary fair is what we
hope to see, but we're able to see it.
We hoped that this would
happen, but it did.
And so it's very gratifying
when you create these pathways
for students, and also tap into
the region in which they live.
And I'm not sure of how much you
know about the Lehigh Valley, but
we have very, lots of corporations
here that fir- uh, uh, there's a
heavy focus on workforce development.
But to expose students to their c- broader
community and help them to really take
stock of who they are as people and their
role and relationship to the community
was very eye-opening to me, how the
community has embraced this concept,
as well as the students and, and staff
and their families That was a long way
of answering David, but No, that's, I-
I was writing things down there.
Um, there's quite a few insights,
um, that you just laid out for us,
and I'm, I'm not gonna repeat it
all 'cause you said it so well.
But one thing that has been popping
up on this podcast is strengthening
the school to family connection and
how- Absolutely ⦠important that is.
In order to strengthen the student
to school connection, the first
thing you said was Families have
been, you know, all hands on deck.
And that is, that is extremely exciting.
So this, this model has, um, strengthened
that family to school connection.
And the second thing you mentioned, I'm
just summarizing for our listeners- Sure
was K12 coherence, right?
Things are happening at the m- elementary
school, has impacted middle school, has
impacted, um, high school as well, and
that family connection being strengthened.
'Cause the third thing you mentioned,
I want our listeners to, to realize
this, the third thing was actually
academic outcomes and achievement.
That family connection strengthened, that
coherence across districts strengthened,
then we're seeing those academic results.
We're seeing those excited
students in subject areas.
We're seeing achievement.
Principal Bodnar, the
q- same question to you.
What, what has this revealed
about students, learning,
teaching, that you don't think
you would've otherwise discovered?
I think, uh, the biggest one has been
the resilience of the community, the
parents, the teachers, even the students.
Uh, this took, took a lot of buy-in
heading into this project, becoming
the STREAM Academy, from our community
and from our parents to fully explain
what it means to be a STREAM Academy.
Um, and then the teachers, their
resilience and imagine doing something
the same way for over 20 years,
and then one year your principal
comes in and says, "Great news.
We're becoming a STREAM Academy,
and I want you to do everything that
you've been doing so far differently."
It's not that they're doing, um, that
we've totally scrapped how school
looks or, or how we're teaching.
It's just that we're asking them to ask
different types of questions, to present
lessons differently, um, engage students
in a multitude of, of different areas.
Uh, we are heavy with the arts here.
We have a partnership
with the local art museum.
Um, we have a lot of
athletics here in school.
So thinking differently about how we
can tap into students' unique strengths
and find something that r- they can
really attach to here at school.
Um, same thing with the, the parents.
We have a, a huge parent partnership here.
Uh, and they really help us identify
areas that we can strengthen the
STREAM Academy, um, different things
that they would like to see here,
and listening to their voices.
They now are going out into the community
and finding things and bringing it
to, to the building leadership, um,
that they think that would, will just
strengthen the academy, um, even more.
Opportunities with different careers
or people that we can talk to.
Sometimes they bring me random
things like fossils or beetles.
Um, so it's- ⦠it's become pretty
neat to see how it has been a collective
community buy-in, and everyone around
us i- is really here to support us
and ensure that the STREAM Academy
is very successful I love this
thinking, looking out at the district
system, the building system as well.
Instead of seeing this rigid, overly
structured behemoth, if we can see
it as, "Hey, there's agility here."
If we can get buy-in, we have people
that are ready to make meaningful
change, we, and they're capable.
And thinking back to what Dr.
Burks said, and here are the outcomes.
If we, if we treat this as such,
and we, we prepare folks, and we
execute on meaningful change, we
will see greater family, student
engagement, coherence, achievement.
Dr.
Burks, Principal Bodnar, thank
you so much for joining me today.
Thanks for joining us on Education Talk
Radio, a part of the B Podcast Network.
If there's a topic you'd like us to
tackle or have a guest idea, send me
a message at dciceroedutalk@gmail.com.
Thanks for listening, and
we'll see you next time.