- Alright, well, we are a minute past the hour, so I will go ahead and get started with our webinar. Thank you everyone for joining us today. This webinar, Deploying EdTech at Scale, How Tennessee SAILS and EdReady are Expanding Math Education Statewide, is part of our regular webinar series here at the NROCProject/EdReady. And we'll just be going through a really dynamic discussion today with our panelists. We'll be talking a little bit about the fantastic work they've been doing in the state of Tennessee. They'll come on in just a little bit. I'll start off with just a couple housekeeping tips. If there are any issues, please feel free to drop a line in the chat and we'll do our best to assist you from there. Just to get started, obviously, if you have any questions, comments, concerns, please feel free to drop those in the chat or in the Q&A function throughout the course of the webinar. Please, we will get to the questions as they're available. If we don't get to your question during the course of the webinar, we'll also have a Q&A section at the end there. Just on a technical note, the webinar is being recorded and will be available via our website. You'll also receive an email follow-up after the webinar, probably in about a day or so, with a link to the recording. That will also be provided with closed captioning. As I said earlier, if you have any technical issues whatsoever, please don't hesitate to reach out to us at community@NROC.org. One quick note about the chat, and it comes into play here with the welcome poll that we like to do. If you're messaging in a question, please feel free to switch it over to everyone in the chat. That way everybody will be able to see your question and not just the hosts and panelists, which is the default. But if you'd like to, please feel free to pop your name, your title, and your institution in the chat. That way everybody can get a sense of who's joining us today. So I will leave you all to do that, and I will dive into a brief overview of our organization, the NROC Project, and EdReady, for those of you who might not be familiar. So at this point, we're over 20 years old, the NROC Project. We were originally founded back in 2003, really in the first wave of the open education resource movement. We received funding from both the Gates Foundation and the Hewlett Foundation to really start pioneering this sort of crazy concept of open education resources and how education resources could be married with the internet. And as that has sort of progressed, we've seen some really exciting developments in that space. Obviously, OER has now grown to be really, I mean, a crucial part of so many sectors of education, obviously. As we got started, we really started with a curriculum repository, which eventually manifested in HippoCampus, which we still maintain to this day as a free resource for everyone to access with open education resources. However, as we were working with partners and other organizations in the education space, we really found that there was an increased need for more hands-on technology, which is what led to our development of EdReady, which is an adaptive learning platform. I'll talk a little bit more about that in a second, but that's really varied our open education resource foundation with developing technological tools that help bring those resources into the classroom to actually help students and educators make progress. Now, obviously, as we've scaled up into the future, that's continuing to grow, and you'll hear a little bit more about how EdReady is being deployed on an even wider and wider scale, just like in Tennessee. So EdReady supports a lot of different use cases, not only sort of the strict K-12 or higher education models. You can see some of those listed out here. We've really found that the ability to work through this academic personalized learning pathway model allows for students to really make progress toward whatever goal they're looking to accomplish, and that's what our goal is for our organization, is to assist students on that journey. If any of you are unfamiliar with how EdReady works, a student takes an initial learning diagnostic where they're given a score, and they're deemed ready, not ready, needs review, mastered, whatever it is, as you see here on the screen, on any range of the different topics that they've been evaluated on. Then EdReady creates a personalized learning pathway for them to work on the areas that they still need to improve on in both math and English. Then as they work through that, they're able to improve their score and eventually bring it up to line to whatever goal they've set to accomplish. You can see a sort of snapshot of how that looks in the application here. After you take that diagnostic, you can see, you know, you're doing all right on whole numbers, but you need a lot of work on decimals and measurement, geometry, and that learning pathway will essentially customize that content, so you're able to really easily and really digestible chunks work through the material and make real progress as a student. So with that, I will call in our amazing partners, Laura Mason and Micah Smith, over at the Tennessee SAILS Initiative, and they'll be talking about how they've really integrated EdReady into some of their initiatives, and they're bringing that to students across the state of Tennessee. Laura, turn it over to you.

- Awesome, thank you. I will speak for a little while about the history of our program, and then I'll turn it over to Micah. So you can go ahead to the next slide. So we'll start out with the acronym. What do the letters actually stand for? Seamless Alignment and Integrated Learning Support. This is a partnership between the Tennessee Board of Regents and high schools across the state for students that either through an ACT math score or their GPA, some item that would be used as a admissions requirement is not exactly at level, and so we intervene and work with the students to help them get ready for college. Next slide. So our mission is to provide innovative programs that promote college readiness for the Tennessee high school students, and our vision is that every student would be college ready. Next slide. So starting out, we were actually at one high school, Red Bank High School in Chattanooga, and we started out there, but very quickly we expanded across the state, and 8000 students were enrolled when we went out from the pilot. We then began to work with the community colleges, and we actually had 13 different versions of our math course, and that was a bit difficult to manage. So in 2017, we unified the course and we launched that out to everyone. We did very well, a decade running with this math program, very successful, and then the math standards for the state of Tennessee were actually going to sunset, so we began to look at what would students need. So the next phase for us was to look at sales statistics, and so we launched that pilot as well in the spring of 22 and then went statewide in the fall. We also looked at, well maybe we could intervene before the need, and so we began to look at ACT prep, and then we also now have new standards with the state of Tennessee for the mathematical reasoning of decision making, and we piloted that last year, and then this is our first year going statewide. Next slide. So here's exactly to see our funding across the years when we started out the pilot. We were funded through Chatt State, then we went into different grant funding, and you can see those that there were reoccurring years there, and then at the end of our 10th year, we were then brought in and we were made a budget item, and we are now overseen by the Tennessee Board of Regents. Next slide. We have over the years received many accolades. Our sales math program that I was talking about that did sunset due to the state standards was highlighted in higher ed by the Bill and Melinda Gates Foundation, so exactly doing what we intended to do, which was reduce the need for college remediation. Next slide. And also we received the Frank Newman Award from Education Commission of the States, again beginning to notice how that we were helping students to arrive at the next level ready for that college level math. Next slide. And there have been many different features of the sales program over the years, articles and publications. Here's a list and all of those, and there's been more since then, we can't list them all, but it's great that people are always looking into our program and studying it to see what kind of little nuggets they can take out and apply in their area. Next slide. So the most important thing is the impact that we've made with the students. So over 116000 students have been enrolled in the sales program, and we've worked with over 300 high school partners. There have been over 92000 student completers, and what that means is that they had to pass a proctored exam at a certain grade point average in order to then get the waiver at the next level, which would be a secondary industry. So then also we work with 95 counties across the state. Next slide. So here's some data to share with you. As you see here on the left of your screen, this is the pilot starting out in 2012, and then how we grew across, and we had a number of enrollment as well as our completion rate there. And then of course, the COVID year, you'll see a dramatic drop. We went from 92% down to 59%, and then we slowly came back. But then also this is when those standards that I was talking about would shift in Tennessee, and we would move away from our bridge math that everyone had known, and we would then move into our statistics. So we're hoping now with our new program that we're gonna talk about today, that we'll begin to see those continue upward. Next slide. Alright, Micah, take it away.

- Thank you, Laura. Glad to be on here today. Going to go over some more in-depth information from the field coordinator view and also talk about the mathematical reasoning for decision making course. So as you can see, we provide over 336 courses. We have 6485 students and are in 232 high schools. This is statewide, so we are spread from east to west, north to south. And as you can see, we also have a range of field coordinators who live throughout the state as well. So it's a unique situation where we are in these schools, we are working with each of these, and the variety of students that we get to interact on a daily basis. So as you move to the next slide, you can see this is our staff from leadership team to the FCs. It's a great, great group to work with and do a fantastic job throughout. Next slide. So I want to dive in and provide a little insight of what us as a field coordinator do. We have a lot of different roles that we play behind the scenes outside of the classroom. So we do support teachers and students throughout the semester and the year as the class progresses. So we are in classrooms every two to three weeks supporting students, checking on do they need anything, supporting teachers, and that can change based on the needs of each school. We try to provide resources for administrators. We work directly with those and counselors to help answer questions as far as how students doing and also connecting them to more post-secondary opportunities and how the waiver is going to work. And we're always continuing to outreach and look for new partners. Our goal is to reach into every high school within the state and we're seeing actually growth from, as Laura said, once the new standards and we have been able to add not only statistics but the MRDM. We are seeing growth in several high schools this year. So kind of the year looks like the partnership meetings. We look and we meet with each school. We fill out a partnership plan for them where they say, hey, we want so many students in or we commit to x number of students for next year and that helps us to budget the number of seats that we can provide. And then we will offer a teacher training in the summer based on new and returning teachers, whether that is virtually or in person at community college locations or TCAT locations. And we work with the teachers to register all the students and get those usernames, get the students imported into the courses. We try to help make that as seamless as possible on the teacher and the students so they can get started on day one, they're ready to go. So as I mentioned, we do routine class visits. That's to provide support. And then throughout the year, we'll monitor the gradebook, help with pacing. If we see that a student or school is struggling, we will intervene and try to provide extra support in what we call SAILS days where we bring in multiple FCs to one school and have an all day SAILS work as students can come by throughout the day as they have free time and just add an extra layer of support in that way. So our every person on our team, our goal is student success and want the student to succeed, want the schools to succeed and just prepare the students for college and career. So as we go to the next slide. As Laura mentioned, we do have high school statistics that we move to once those brief standards went away. Also, and it has been a great addition, the mathematical reasoning for decision making and each one of those provides waivers for their prospective students. The statistics will waive math 1010, which is a general math at community colleges, and 1530 will waive the remediation for those. So students can go right into math 1010 or 1530, which is probably proven stat without any remediation or learning support courses. With the MRDM, we work closely with the TCAT and that will waive parts of the tech foundations that I will talk a little bit more deeply in in just a few minutes as we go to the next slide. So with focusing on the MRDM for this session, who can take it? We do not have any ACT requirements or any GPA requirements on who can be enrolled in SAILS MRDM. We do follow the general required sequences with the high school of Algebra 1, Geometry and Algebra 2. They must complete those three or still some have integrated math 1, 2, and 3. Now although anyone can be enrolled in this course, we do say that this curriculum is best suited for planning to attend a TCAT or a College of Applied Technology that we call them in Tennessee, the military, or straight into a workforce job placement, which is not to say that this doesn't benefit those students that are going to community colleges and that's our goal moving forward as well to apply those students as well. But statistics usually those students are going to community colleges for sure, but we see a lot of success in both courses depending on any future plans. So as we go to the next slide. So as we the progress through in building the MRDM course, we moved from a Pearson platform that is with statistics to D2L and Brightspace and added also the EdReady tool, which has been a great tool for the students working through. So it is been a learning curve and a learning experience for us as field coordinators as well as teachers and moving to D2L, but it has proved to be a very very good move in helping us with budgetary needs and other access for the schools. So as we move to the next slide, I will lay out the modules here and you can see where we have implemented the EdReady content into the module. So in module one is just a getting started module to get used to the platform and student survey to collect some student information and a getting started quiz with that just some simple housekeeping questions in that. Once they get through module two, they move into the finance module, which has a range of income taxes, paychecks, and progresses up every day buying a house, buying a car, finding your job, cost of living, and all that compiles into a personal finance budget at the end. So students see that real hand-on real world experience, but before each module and they dive into the curriculum that we have, we have an EdReady content that we swoosh over to EdReady and work and do their diagnostic test and work through their study path and get ready and prepare for the content within each module. So that works really well, is a great asset to have to review and remediate those math skills that are needed to be successful in the course. So we move on in module three is algebra. It is in module four geometry. This is very everyday applicable algebra and geometry provide a lot of application problems. For example, in geometry remodeling a house, laying floor, painting, just different stuff like that. And then into module five statistics, very basic applicable statistics. A lot of if we wanna cut 20% of a budget, how much would that be given what we have manufacturing tolerances, investment strategies, insurance, things like that. At the end of each module two, three, four, and five, there is a proctored exam that students must score a 70 on along with a midterm exam of a 70 and a final exam of a 70. That is what will give them their waiver and earned that TCAT waiver that I'll talk about just in a moment. In module six, we've added this year what is called ready for industry. That is a kind of a mini module that is that students can work through based on the top performing industries in Tennessee, so they can look at, for example, construction or logistics or health care. They work through that and they see what everyday job practices in those industries and also the education that is required and the training that is required for each of those industries. So that is that has been implemented and into this year's course. Next slide, please. So as I mentioned, the MRDM course provides TCAT at all Tennessee TCATs with data literacy and applied mathematics. That is what the waiver is for with the tech foundations. Again, they must score 70% or higher on all proctored tests. So it's cumulative from the EdReady to the curriculum that's within each module is all wrapped into those proctored tests and that but it is a great opportunity within each module to prepare from EdReady down to the rest of the curriculum. They're very prepared for those proctored tests. So as we move on to the next slide, I'm going to pass it back on to Laura and she will finish it up.

- Thank you, Micah. So our pilot was successful. And so now we're launched statewide. During the pilot, we were able to work with some diverse partners and we across the state of Tennessee are very, I guess, fortunate that we have those just wherever we are, there is a diversity. We then began to ask our partners to collaborate with us. So not only are we as the SAILS team working on the development of this program, we're also asking for feedback from our teachers and our students and even the partners that we work with. We all want it to be a student centered design. So that is where EdReady comes in to play there. The math diagnostic helps each student have an individualized learning path so that we're able to identify what gaps they have in their math knowledge. The integration of the Ready for Industry is also student centered in that each one can explore career options, even if maybe they think they know there's some others that they could look at and maybe become interested in. Also incorporating decision education within our name, Mathematical Reasoning for Decision Making. We also have found this partner, the Alliance for Decision Education, and we've began to incorporate their lessons as well. And those are helping our students to build critical thinking skills that are not only gonna help them in this course, but are going to help them in their future careers and in everyday life. Next slide. So there were some challenges as you go from pilot to statewide rollout. Technology, because we are online as well as within the classroom, so we're hybrid approach. We always have those barriers and challenges. We also had to then teach the teachers that had been with us for many years on one platform to come over to the Brightspace platform. We also had to help them learn how to navigate EdReady as well. So those were some things that we had to work with. Then the compliance and accessibility, always keeping your technology and your programs up to date and making sure that all students can be able to work within your platforms. And then there were some new legislations that went into effect, not only in the state of Tennessee, but federal level. And so we had to work with our schools as to each school interpret those new laws differently, and so we had to support them. Of course, we have seen successes. So the EdReady has enabled personal learning. The students know that this is where they need to learn, what they need to access, and the resources are there. So the teacher doesn't have to go and hunt up additional material for them. Those study materials are right there. The decision education, we've already seen from just the first quarter, the survey results that the students are finding, those lessons are helping, not only the lessons, but also the information there are helping them to make better decisions and make a determination of their pathway beyond high school. So that's great. And we have strengthened our partnerships with our TCATs and various industries. Next slide. So we'd like to talk about some of our new partners. In addition to our EdReady partnership that we have, the Ready for Industry is the five top demanding fields in Tennessee, healthcare, manufacturing, logistics, construction, and IT. And we're helping those students to earn micro-credential as they're working in this course. If they do not have the ability to finish the math course and this industry course, then at least they had some exploration and they could finish it after our class time. So it's open to them. Then the Alliance for Decision Education is also a partner. They encouraged us to apply and we were awarded a $200000 grant. Over the next two years, they're gonna help us to provide more seats for students to be a part of this course. So we're really excited about that. Also, they are helping to support our mission because we want students not only to be successful in math and further learning, but also workforce development. And they are practical reasoning and critical thinking and problem-solving skills that they will need to be successful wherever they decide to go. Next slide. Alright.

- Alright, well, thank you so much, both of you, Laura and Micah, for that wonderful explanation and for diving into those details for us. It's just such an exciting dynamic system that you all have worked so hard to set up. Since the first pilot went out in 2012, I imagine that's it's been a really exciting journey to be on. So I'm also going to welcome in my colleague, Nicole McCabe, who is the Customer Success Director here at the NROC Project. She's been working with the team at Tennessee SAILS on getting EdReady implemented in their math initiative. And she'll handle some more questions. I do wanna direct us initially though, to a couple of questions that came in as you all were speaking. First and foremost, about the modules that you all have. Marcy's question about whether or not the sixth module there, if it's required or optional. I don't know, Laura or Micah, if you wanna jump on that really quickly.

- So we want and encourage them to do module six. Okay? So we weighted the grading within our platform that that would be 10% of their grade. And we've encouraged teachers to allow the students early access or at some point when they felt they were for far long enough into the math, of course, this is a math class and our math teachers are expecting them to finish the math. So sometimes they hold it off as a bookend. So that's why I said that we do allow them to work even after they finish the math class. So I guess the answer is it's not officially required attached to them earning their graduation credit. It's not required for them to earn the waiver. But we are actually encouraging that in many of our schools. We're finding that they want the students not only that are in our class, but other students to have access to the module six.

- Great, that's super helpful to know. Likewise, I do also want to jump on a question that came up in the chat about if you have any module that teaches about human psychology, whether it's handling conflicts with people, dealing with sort of personnel management, any of that sort of stuff, or is there a plan for that in the future?

- I will say something that we have almost would be the precursor for that. So in the beginning of the modules, we talk about our decision making styles and we have the students take this little survey and identify this is through the decision education standards. And then we talk about either as a class or if it's a student working individually, how is it important and how is it helpful to know my decision making style and how I'm different from someone else when it comes to working with others. So I guess we're starting to get on that, but we're not full blown with all those great... I understand why they're asking. Those would be great work for skills. So thank you for that suggestion.

- Maybe in the future we shall see. Maybe we'll we'll get on that with that ready as well. I don't know. We're also getting some other questions here in the chat. If you have any questions at all please feel free to pop them either in the chat or the Q&A section and we'll get them to them sort of in the order that they come in. But I wanted to direct to a question from Tony about what's been most helpful from scaling from that initial pilot that you all did up to where you are right now, both sort of in your initial initial pilots and then maybe also your more recent pilots of your math initiatives and things like that.

- Well, I will say our number one resource are our people. We could not do what we do across the state without our field coordinators. They're the very reason that we're successful. If you look at other programs that try to go across a great system, you'll find out that if you don't have people on the ground in the classroom making those connections and getting answers to those questions, then you're not successful. Secondly, I'd like to say that our partners that we've worked with like in EdReady, Nicole knows that we've had some schools that really did a knee jerk reaction to some of the legislation that came down and they banned YouTube. And so a lot of our training materials were on EdReady and also a lot of our remedial and supplemental videos are on YouTube. And so she was very quick to put our training materials onto another platform so we could share them with our teachers. But then also to remind us about the HippoCampus and that we could look for resources there that are not YouTube based. So that's great. And then of course, the Alliance, not only giving us the resources for the decision education, but also supporting our work and partnering with us as we move forward to roll this out. All of those have been the success that how we got there.

- I will add just a little bit to that and echo what Laura said that all of those, but I want to point out that throughout the years since we have have started the leadership at TBR and within the state education system has been a huge support. And they have listened to the FCs and given us the resources that we need to go out within the state and support these schools.

- So that's fantastic. Well, I'm gonna tap in Nicole here to take Fred's question actually about trade education, if you will.

- Yeah, so the question came in as students are heading into trade education. What module contains the fraction applications to include reading rulers, imperial and metric.

- That's gonna be our module four geometry. And not only do we use the ready going way back to where we can talk about what the different milli and centi all those prefixes mean, but then also conversion. So we take it as basic as we need to. But then we also have real world as Micah said, how are you going to determine how much paint you need to paint this wall or flooring you need to buy in order to put down a new kitchen tile. Also, then we have a lot of online games since we are the hybrid and online. The students get to practice measuring with the different instruments that they would see in a trade industry, not just the tape ruler. So that's great.

- Thank you. I think an interesting question came in that I wanna ask, but I'll sort of generalize, you know, have you seen results with your students in the construction trade since you started using EdReady? And I would sort of ask also more generally, obviously, these students are earning this waiver, but are you able to see sort of any successes for these students as they continue on? You know, they've completed this course, they get that waiver. How are they doing as they continue on to their programs after this course?

- Interesting enough, we do find that the students are successful because in Tennessee, we're a co-requisite across the state. If you come in not already able to go into course bearing work with your academic transcript, then you're going to be taking a remedial as well. And so that's very burdensome for someone that's already struggling. So the fact that we've helped take that out and build up their skills, that does make them more successful. But we do have our partners that report back to our leaders and to us that they love the sales students, that they are successful, and they enjoy seeing the quality of students that come to class.

- That's wonderful to hear. I think that's always so challenging, that information to get, right? You can see how they do in your course, but then, obviously the real measure of success is this is preparing them for something. How did it do to prepare them? How well did they do once they got there? So that's really wonderful. You have those partnerships and that you're hearing that great feedback, really exciting. A question came in about kind of who, I know you'd mentioned earlier who kind of was maybe best positioned to take this course, typically students heading into those TCAP programs. You know, can students who are headed into community college or four-year institutions also take these courses if they'd like?

- I can start on that one. Absolutely. We encourage any student, no matter, to take our MRDM course and be placed in there. We just encourage that those students, because that's where the the waiver and the TCAP, and that's most of where those students are planning for their future. Most students that are going to community colleges and four-year institutions will have to take that general math or province stats. So that's why we say we recommend the statistics, self-statistics course for those students. But to answer that simply, no, we encourage everyone to find a home in one of our courses. We want to service as many students as possible.

- That's great. A question I had was just kind of how you mentioned wanting, of course, to be able to support all the high schools across the state. How do you identify the schools that you work with? How are you kind of finding new schools to be in touch with? And then within those schools, I also think it's interesting, how are they identifying the students that would be best served by your courses?

- So we're open to partnering with the high school, any high school across the state of Tennessee. We do ask our field coordinators to go into their area and scope out if this school would be interested in being a partner. So again, we couldn't do the outreach part without them. They're the ones that go out and hold those meetings. Once the school has determined that they want to partner with us, we do offer some guidance, whether it be the state standards state that it would be best for, you know, the TCAT bound military workforce. Or if it is our statistics class, then we're offering up suggestions like an ACT score of, or a GPA, but they are the ones, the school decides. And a lot of them do have the programs that let the student make some decisions. And so then the student decides that they would rather go into the mathematical reasoning, even though they already know that they're going to TCAT and they could get in because they don't need an admission. They've met all those requirements, but they're still interested in getting ready. And they wanna come in and learn what might be asked of them.

- That's great. Thank you. Are you hearing any feedback from your schools that this is potentially opening up avenues for students, maybe students who thought that they weren't, you know, potentially on a path to go to a TCAT and are kind of open to taking the course? Is it able to sort of give them the confidence that they have these skills that maybe they didn't think they did?

- So I'll share a story. I had a student that came in undecided what her pathway would be, and she took MRDM. And so at the end, she was a student at the end. She decided I'm going to go to community college. I feel I now can do this math. And so she took the ACCUPLACER, which was what the community college required for admissions. And she scored high enough to go into dual enrollment statistics in the spring with one of our community colleges. And she gave all the credits to module five, which is statistics of the SAILS MRDM course. So yes, we get little stories like that.

- That's so exciting. You know, we often, hear anecdotally, some of this is maybe the student doesn't have the skills, but I think some of it is also they don't believe they have the skills. And so helping them to build that confidence is really, really exciting. A question came in that you mentioned that this is helping to fulfill the requirements for this remedial course, giving them that waiver. Is there are there any plans to basically expand the requirements that maybe this course covers, or maybe have other courses that help fulfill other requirements?

- So I can say we're working on that. So it is a process, but yes, we do have that desire. We have started those conversations. The first thing that we would like to do is the TCAT tech foundations has three components. So it's the applied mathematics and it's the data literacy, which we're already in agreement of having a waiver with that. But there's another component and it's the reading comprehension. And so that's the one that we're asking our TCAT partners to review for that. We also found that our course really aligns and supports the math 1010, which is the general studies math at our community colleges. So we've asked the learning support committee to review as well. They're very positive, of course, in bringing about change. It takes a process and it'll take a while, but we are very excited to explore that.

- Thank you. I think something I'm not sure if everyone totally understands how interesting this is, but from my perspective, one thing that's really unique about how MRDM is set up is that integration of your LMS and EdReady that there are supporting resources you have in your course, but then the students are also getting the resources and the information in EdReady and they're kind of doing it in both places, which I think is really unique. You're kind of getting both opportunities for your students. How is that working? What kind of feedback are you getting from your teachers? Because some of that is a little bit more self-paced, right? The students are gonna probably work through the EdReady modules at different speeds. They're gonna come in with different varying levels of knowledge. How are your teachers responding to that? I know that can be challenging in a classroom setting if people are off kind of at different places. I don't know if that's something, Micah, you're hearing feedback in the field, but would love to just kind of hear how that's working from their perspective.

- Absolutely. Yeah, I hear feedback from my schools and each school is unique. That's the great thing of it. Some teachers like to keep everybody kind of at the same exact. Some of them just turn them loose and say, you know, work at your pace, however works for them. But like you said, with the EdReady aspect in there, it is working very well. And the teachers compliment, just like you said, being able to hit the content in both applications. And I feel like that they see the benefit to getting those students that basic math skills because the schools or the students that we're servicing in those classes are many times the ones that need those skills to just go back over and to hit them as many times as we can. But we also provide pacing to help them provide teachers that extra support and the pacing as well.

- Yeah, I think, something that's really interesting whenever you're rolling something out so widely like this, are there guidelines on, are all the teachers supposed to be teaching this and structuring this in a similar way as far as kind of, you know, or do you give them options? Kind of how do you manage that, making sure everyone's doing it kind of at the appropriate levels of kind of fidelity and making sure the students are obviously in a position to pass those tests?

- Yeah, that's that's part of our job as an FC to make sure that the academic integrity is there. And that is something we really hit within our teacher trainings during the summer. And I will say another resource, it is really, really awesome at these teacher trainings to see 20, 25 teachers or more come together and share those ideas, maybe with a veteran teacher, with a younger teacher or vice versa, that that's that's really encouraging. And we've learned a lot of processes of what works and some ideas to share statewide from those teacher trainings.

- That's really great. Yeah, that sharing, we always talk about, you know, the stuff outside of the computer is so important. You know, obviously, we've got the stuff they're doing in EdReady that they're doing in D12, but everything else supporting it is just so critical and really exciting that you have that sharing. Obviously, that's part of what we do at NROC because we want to have that sharing across our partners and part of what you guys are sharing with us today. So really exciting. I think a question kind of similar, you know, how are you keeping your teachers all consistent for your community colleges and TBR? How hard is it to get them to all agree that this is meeting that waiver? Is that just sort of happened naturally because you guys are kind of housed under TBR? But sometimes that can be challenging across the system to have the different colleges agree and feel comfortable with something that maybe they're not controlling quite as tightly.

- I wish I could tell you that we were given any special treatment, but we're not. So just like any other program that a community college would review and want to implement, we go through the same steps and same procedures. So generally, there is a department head or there's a committee and we put together our curriculum crosswalk and we put in and give them access to review all the materials. We submit the scope of work from EdReady that we're calling as the homework. All of these things are then reviewed and then we make ourself available for any follow-up questions that they may have.

- That's great. Thank you. I think we're gonna do just kind of a final plea. If there's any questions, anything else that you would like to hear from our amazing presenters today, please. We're kind of coming to the end of our time here today.

- Yeah, please feel free to submit those questions if you have them. I actually do have one other question that really piqued my interest. Micah, when you were talking earlier about the classroom visits you do and the sort of sales days you have, I'd love if you could talk a little bit more about what that experience is like, what the interaction has been like down on the ground there, and what sort of feedback maybe you're getting from teachers or students as they work through this program.

- Well, as a former teacher myself before I become a SAILS field coordinator, you know, that interaction and support to the students is always near and dear to all of our hearts and that's our motivation and our main goal when we go into these school visits. So, once kind of a sneak peek into the visits, and again, it depends on school to school, but usually there's one teacher and 20 to 30 students. So, any opportunity that we get to sit down and answer questions or help answer questions, and there may be some of those students that we see that are struggling and we just go have a one-on-one conversation and provide just some support one-on-one for them and the next visit kind of check, hey, how you doing? Good job on your progress. One thing with the SAILS day, it's encouraging for those students that may have struggled in math and don't have that confidence that Nicole was talking about, they just need some confidence and seeing their excitement once they finish and they have earned this and it's not something that they have just been given, but they have sat down and they have earned this waiver, they've earned this credit. Those are fun days and I enjoy that, but yeah, we just come in and we provide support kind of where it's needed and to the teacher as well. It's their classroom and we're there to support and to encourage them and if there's any issues that they're having to troubleshoot that or if they have students that need extra resources or extra one-on-one tutoring, we're happy to provide that as well via the classroom visits or the SAILS days.

- That's great. Thank you so much. Yeah, just to hear the difference that a program like this can make in really, as Nicole was talking about earlier too, empowering a student to believe that they're prepared for the next step in their journey. That can be a daunting phase for a high school student and knowing where they wanna go and what they wanna do can be a difficult thing to navigate, so giving them another tool in their tool belt to feel empowered to move along that journey, I think is really amazing and that's what I've really appreciated hearing you all speak about today is we're all aligned and coordinated on centering those students for their success. So, this is the last call. If anybody has any last minute questions, please pop them into the chat, pop them into the Q&A box, but from there, I'll make a couple last little quick notes and then I'll set everybody out on their way since we're only five away from the top of the hour. Please join us this coming spring for our continued webinar series. We'll have webinars roughly every month as well and the Tennessee SAILS team should be back with us to talk some more about more data that they're seeing hopefully as that comes in. So, if you wanna see as their journey progresses, please be sure to keep an eye out for our upcoming events. Also, if you're gonna be at any of these conferences in the coming future, please feel free to meet up with a member of our team. We are always looking to coordinate with new partners to bring that student success mission to as many people as possible. So, with that, I will send us out on our way. Thank you so much, Laura, Micah, Cole for your insights today. It has been just a fantastic, fantastic discussion. If there's anything else that anybody needs, please don't hesitate to reach out to us via email. You can see Nicole and I's emails here. You can also scan the QR code on the screen right now if you'd like to book a demo of EdReady, see what it can do for your institution. And again, also, the recording of this webinar will be available for everyone online. You'll also be able to get a copy of the transcript, as well as with closed captioning, as well as the presentation slides themselves. So, if there's anything you wanna go back and take a look at, you'll be able to do that. So, thank you all so much for joining us, and happy holidays to however you celebrate, and we look forward to seeing you all in the new year. Thanks very much.