# Ohio DEWs Office of Academic Success January 23, 2026 Office Hours

https://www.youtube.com/watch?v=TYaFXESThRc

[00:17] Good morning. I'm just going to give it
[00:19] another minute for everybody to join.
[00:22] We're excited to have you here.
[00:39] Good morning. Those of you joining us,
[00:40] we will be starting here in a minute. I
[00:42] want to give everybody a chance to join.
[00:45] Got quite a few people dropping in here.
[01:16] Okay.
[01:18] Looks like we have people still joining
[01:20] us right now, but I will go ahead and
[01:23] and do a little slower start because I
[01:25] know we have a lot of information to
[01:27] share. Um, but welcome to our academic
[01:31] success office hours on this cold day.
[01:35] Um, I'm excited to be here. Uh, my name
[01:37] is Sheri Burchham and I'm the
[01:39] administrator for the office of academic
[01:41] success and I am kicking off our first
[01:45] of our uh, academic success office
[01:47] hours. These monthly webinars will be
[01:50] held to provide updates and answer
[01:52] initiative related questions to support
[01:54] highquality instruction throughout Ohio.
[01:57] and we look forward to supporting our
[01:59] educators and instructional leaders
[02:01] through these webinar sessions. We have
[02:04] posted online our future dates, but I
[02:07] want to call those out to you. Our next
[02:09] office hours for academic success will
[02:11] be February 13th and then March 13th,
[02:14] April 17th, and May 8th. Make sure you
[02:17] check our website and sign up for
[02:20] updates and we'll have that information
[02:22] out there. Thank you. All right, next
[02:25] slide.
[02:31] All right. So, as we know, our vision
[02:33] here throughout Ohio and the Department
[02:35] of Education and Workforce is for all
[02:37] Ohio students to be prepared for success
[02:39] in this world. And the mission is the
[02:42] Ohio Department of Education and
[02:44] Workforce supports Ohio students,
[02:46] families, and educators to ensure every
[02:48] student gains the knowledge and life
[02:50] skills needed for the future. Many of
[02:53] our topics throughout these office hours
[02:54] will focus specifically on supporting
[02:56] you as educators and instructional
[02:58] leaders to do just this work.
[03:02] Next slide.
[03:04] So here are our education priorities.
[03:07] But I want to call out a couple of
[03:08] highlights from the last uh year.
[03:11] Literacy. And while our work continues
[03:13] with science of reading implementation,
[03:15] the statewide performance index has
[03:17] reached a 5-year high with students in
[03:20] the highest performance categories
[03:22] continuing to excel. Accelerating
[03:24] learning math proficiency is on the rise
[03:27] with improvement at nearly every grade
[03:29] level. But this focus needs to continue
[03:31] and this is the specific topic for
[03:33] today's uh webinar. Student wellness.
[03:36] Chronic absenteeism is decreasing
[03:38] statewide which is wonderful. more
[03:39] students are engaged and there for
[03:42] learning and workforce readiness. For
[03:45] the first time, the college career
[03:46] workforce and military readiness is
[03:49] rated is a rated component and 61.4%
[03:54] of the class of 2024 met at least one of
[03:58] the state's 11 readiness measures, which
[04:00] is an increase from 56.3%
[04:03] the year before. We are excited today to
[04:07] support highquality instruction with our
[04:09] focus on math. And with that, I will
[04:11] turn it over to Wendy Jones, associate
[04:14] administrator in the office of academic
[04:16] success.
[04:18] Thanks, Sherry. Good morning, everyone.
[04:21] Um, and as Sher said, this is our first
[04:24] um, office hours for our office. And so,
[04:26] I'd like to just share with you um, the
[04:29] process that we went through. And so we
[04:31] did ask for registration ahead of time
[04:32] and we did ask for questions to be
[04:35] submitted ahead of time. So we thank all
[04:36] of you that did submit those questions.
[04:39] Um we worked very hard with our team to
[04:41] get those answered ahead of time or we
[04:44] use those to create the FAQ that you
[04:46] find on our website. Um as you listen
[04:49] today, I encourage you to jot down some
[04:53] maybe additional questions that you'll
[04:54] share with us um afterwards.
[04:57] During the presentation, I really want
[04:59] you to focus on just being open to
[05:02] learning about the information that you
[05:04] can take back and then share with your
[05:06] teams and thinking about how to
[05:08] implement um what we're sharing with you
[05:10] today. Many of you are already doing
[05:13] this great work in terms of accelerating
[05:16] students and so um we'll talk a little
[05:18] bit about that policy that's already in
[05:20] place and then how this new legislation
[05:22] comes right along with that. Um, so for
[05:25] today we do have a Q&A option available.
[05:28] We may or may not address those
[05:30] questions within the presentation. I
[05:32] just really encourage you to focus in on
[05:33] listening and learning today. Um, and
[05:37] the questions will probably be answered
[05:39] throughout the presentation or on the
[05:41] website. But again, we are here to
[05:43] support you. And so if afterwards you do
[05:45] still have questions, we definitely want
[05:47] to take that opportunity to work with
[05:49] you. The information today is really
[05:51] going to be general. um we want to have
[05:54] the same message go out across the
[05:56] state, but we do know that each of you
[05:58] will have potentially nuanced situations
[06:02] where um you might be doing things just
[06:04] a little bit differently in mathematics
[06:05] and that's okay. Um and we want to have
[06:08] those conversations, but today is not
[06:10] the day for those conversations. And so
[06:13] again, we want to encourage you to
[06:14] follow up with a call or an email to us
[06:16] to address those very specific
[06:18] situations after you do some learning
[06:20] here today. All right? And again, if you
[06:23] don't have access to the Q&A, we
[06:25] encourage you to send your questions to
[06:27] our math inbox that you see there on the
[06:29] screen. All right,
[06:32] let's move ahead. So, as I said, we want
[06:34] to remind you about the acceleration for
[06:36] advanced learning policy that you should
[06:38] already have in place. And so, on the
[06:40] screen, there's a reminder there around
[06:42] that Ohio Revised Code um that speaks to
[06:45] each district having that acceleration
[06:47] policy. So again, many of you already
[06:50] have opportunities in place for students
[06:52] to excel in mathematics, um to have
[06:55] opportunities to advance their skills
[06:58] and be engaged in learning um that may
[07:01] be beyond the regular classroom
[07:04] experiences. So when we think about the
[07:06] learning today, we're thinking about,
[07:07] okay, with this new legislation, who
[07:10] might I have missed, right? And so for
[07:13] this specifically um this new piece in
[07:16] law is talking about the a criteria that
[07:19] you may not already have in your
[07:22] acceleration policy. All right. So that
[07:25] is coming along with students who are
[07:27] scoring um at the advanced level and
[07:30] Brian's going to really get into that
[07:31] and really give you some ideas about how
[07:34] to have those conversations back at the
[07:36] building and with your parents and
[07:37] guardians. So the second bullet on here
[07:40] um just is another reminder of what that
[07:43] acceleration academic acceleration is.
[07:46] It's defined for you there.
[07:50] And then on the next slide,
[07:53] this is showing you how these kind of
[07:55] come together. So when we think about
[07:57] advanced learning opportunities in math,
[08:00] they're going to be based on that
[08:01] student achieving an advanced level of
[08:04] skill on an applicable assessment or end
[08:07] of course test. So again, you may
[08:10] already have that written into your
[08:11] policy. But if you do not, then this is
[08:14] the opportunity to make that adjustment
[08:17] um in in that policy. And so this first
[08:22] bullet I wanted to point out there, if a
[08:25] student achieves an advanced skill on an
[08:27] OST or other end ofear assessment,
[08:34] they must be offered this opportunity at
[08:37] this advanced math opportunity so long
[08:40] as you have that. So, if you're already
[08:42] offering these opportunities to
[08:44] students, we want to make sure you're
[08:46] considering again students now who are
[08:49] scoring at this level. And then the
[08:51] second bullet addresses what I've
[08:53] already stated around you may need to
[08:55] update that acceleration policy you have
[08:57] in place.
[09:00] Let's go on to the next slide.
[09:04] So, on this slide, what you'll notice is
[09:06] kind of the flow of our session today.
[09:10] Brian's going to take us through how
[09:11] this connects to our integrated
[09:13] multi-ter system to support. He's going
[09:15] to talk about some resources and tip
[09:17] sheets that we have available and then
[09:20] support for those parents and guardians.
[09:22] So again, sit back, relax. We want you
[09:25] to have an open mind and really keep
[09:27] students as the forefront and the focus
[09:30] of this opportunity today. Thank you,
[09:34] Brian.
[09:35] >> Thanks, Wendy. Uh so we're going to just
[09:38] start off with a message that the math
[09:40] team has really been starting everything
[09:43] off with going back to the beginning of
[09:44] the school year and that's the work that
[09:46] we're doing really is grounded in Ohio's
[09:48] plan for K12 mathematics. If this is
[09:51] something that you have not already read
[09:53] or become familiar with, we're just
[09:55] going to bring it to your attention.
[09:56] There's a QR code where you can access
[09:58] the math plan as well as um the tiny URL
[10:01] where you can go to it. But really what
[10:03] you're going to kind of hear for the
[10:04] rest of this session is how this is all
[10:07] going to connect together. How can we
[10:09] bring it together and really make it
[10:10] align with Ohio's vision for math in
[10:13] outlined in the math plan. And so the
[10:16] first thing is what's our vision
[10:19] as a state. Our vision is to empower
[10:21] students with the confidence and ability
[10:23] to apply mathematical concepts,
[10:25] procedures, and reasoning thereby
[10:27] enabling our students to thrive in a
[10:29] variety of contexts, life experiences,
[10:31] and career pathways.
[10:33] And so, okay, that's the vision, but how
[10:35] does that connect to to the topic at
[10:37] hand, to this advanced learning
[10:38] opportunities that we're we're um
[10:41] learning about today?
[10:43] Well, there was a change in law that was
[10:45] made as a part of House Bill 96 last
[10:48] summer.
[10:49] >> [clears throat]
[10:49] >> In that change in law, uh there is a
[10:52] requirement that beginning with the 2026
[10:55] 2027 school year, any school districts
[10:59] that offer advanced learning
[11:00] opportunities in mathematics to some of
[11:03] their students must now offer those
[11:06] opportunities to any student who in the
[11:08] previous school year achieved an
[11:10] advanced level on the Ohio State
[11:14] mathematics test or applicable end of
[11:16] course exam. Districts are not required
[11:19] by law to offer the same advanced
[11:21] learning opportunities in math to
[11:23] students who score below advanced or a
[11:26] level five, but you can certainly use
[11:29] your own local control and local
[11:31] decisionmaking to determine whether or
[11:33] not you want to offer it to anyone else
[11:35] who may score lower than a level five.
[11:38] And this might kind of be a starting
[11:39] point. Think about those high um fours,
[11:41] those high accomplished students or
[11:43] students who uh through an entire year
[11:45] of local data collection, progress
[11:48] monitoring, and through kind of your
[11:49] team-based decision- making, you've
[11:51] determined that, you know what, this
[11:52] student didn't get a five, but we really
[11:54] think they might be able to be
[11:55] successful in an advanced learning
[11:56] opportunity. And if you want to make
[11:58] those decisions locally, you know,
[11:59] absolutely go right ahead. The law does
[12:01] not prohibit that. Um, the next piece
[12:04] about this law is that a school district
[12:06] is not required to offer advanced
[12:08] learning opportunities in math if the
[12:11] district already doesn't provide such an
[12:13] opportunity. So, this isn't a mandate
[12:16] that you need to do something that
[12:17] you're not already doing, but rather
[12:19] what it is really is it's requiring that
[12:22] if you're already offering it, then the
[12:24] students who score level fives need to
[12:26] be um invited and and offer the same
[12:28] opportunity. So, we're just kind of talk
[12:29] about how uh this really can be
[12:33] implemented easily and ways this is
[12:36] really going to be great for your
[12:38] students. It's just going to give more
[12:39] students um that access and that
[12:41] opportunity to take uh some of these
[12:43] advanced learning opportunities that we
[12:44] know schools all over the state offer.
[12:47] So before we get into this too much, I'm
[12:49] going to just kind of do a calibration
[12:52] as I keep talking about advanced
[12:53] learning. So we all have kind of a
[12:55] common definition or understanding of
[12:57] you know what I certainly mean when I
[12:58] say it in the context of this
[13:00] conversation. And I'm going to use the
[13:01] language that's in the law. The law
[13:04] prescribes that advanced learning
[13:06] opportunities in math are those um means
[13:09] of learning that provide academic
[13:11] content or rigor that exceeds the
[13:14] standard mathematics curriculum for the
[13:16] students grade level.
[13:19] And then the other thing is an advanced
[13:21] math course um as I talk about over the
[13:24] rest of this session is really any
[13:25] course that is up to two grade levels
[13:28] above the students current assigned
[13:30] grade level as determined by the
[13:32] district. So, if we talk about advanced
[13:34] coursework, we're talking about, you
[13:35] know, one or more one or two grade
[13:37] levels above where the current student
[13:39] um is placed.
[13:45] So, what are some examples of what this
[13:48] could look like?
[13:51] Advanced learning opportunities provide
[13:53] academic content or rigor that exceeds
[13:55] the students current grade level. Well,
[13:57] here's some examples. It could be as
[13:59] simple as using local database
[14:02] decisionmaking to determine mathematical
[14:05] topics where you're going to provide
[14:07] enrichment as part of local student
[14:10] instruction.
[14:12] This could be very easily done starting
[14:14] maybe at grades four, grade five and
[14:17] above [snorts] because with this law,
[14:20] this law really goes into effect for
[14:22] next school year. That means the
[14:23] determination of eligibility is going to
[14:26] be based on how students perform on the
[14:29] spring 26 Ohio State tests and end of
[14:32] course exams which we all know have yet
[14:34] to be administered.
[14:36] Another way that this could also be done
[14:39] is this could be done again using your
[14:42] local database decision making and team
[14:46] decision. you know, talking about it
[14:47] with your team, um, your teachers, uh,
[14:50] maybe curriculum director,
[14:50] administrator, you're going to look at
[14:52] that data and you're going to determine,
[14:53] okay, we've got some students who on
[14:55] very specific math topics at a grade
[14:58] level or a course, they could actually
[15:00] do really well if we gave them some
[15:02] intensive extensions into this grade
[15:05] level or course content. What that looks
[15:08] like would kind of be topically
[15:10] dependent because it's not going to be
[15:11] the same for all. What it and what that
[15:13] would look like at grade four is just
[15:14] going to look a little different than
[15:15] grade maybe six or seven just because of
[15:17] the nature of the standards and where
[15:19] students are in their learning
[15:20] progression.
[15:22] Another example, and this is going to be
[15:23] very common to most school districts
[15:25] across the state, is just offering a
[15:27] compacted instruction program where
[15:30] students maybe complete all of the
[15:32] content in a single grade level and
[15:34] partial content of the next or
[15:35] subsequent grade level. Uh this would be
[15:38] very much uh modeled in the department's
[15:42] um guidance for compacted learning in
[15:45] middle school where a student maybe in
[15:47] seventh grade takes all of the seventh
[15:50] grade content and half the eighth grade
[15:53] content. At the end of their seventh
[15:55] grade year, they would then take the
[15:58] Ohio State test for grade seven.
[16:01] Now, subsequently in grade eight, they
[16:03] would finish the learning um for grade
[16:06] eight math and they would do all of the
[16:08] learning with algebra 1. At the end of
[16:11] their eighth grade year, they would take
[16:13] the algebra 1 end of course exam. So,
[16:16] what that would mean is that in this
[16:18] compacted instruction model, a student
[16:21] in two years of academic time complete
[16:25] three what you would think grade levels
[16:27] or two grade levels in a course. They
[16:28] they complete three years of learning in
[16:30] two years time is really what they do.
[16:32] And so in terms of how would that impact
[16:34] things like state and federal
[16:36] accountability in terms of you know
[16:38] assessment, the student would have a
[16:40] score for their grade seven math
[16:42] assessment record and they would have a
[16:44] score for grade 8. That score would just
[16:46] be an algebra 1 score and their student
[16:49] assessment record would just never have
[16:50] an actual eighth grade score. Um but
[16:52] they would have met state and federal
[16:54] accountability because they would have
[16:55] taken a test each year in grades 3
[16:57] through 8. Um, another idea, and this is
[17:00] something you're probably going to be
[17:01] more familiar with or do um a little bit
[17:03] more uh maybe at middle school or even
[17:05] high school, and that would be enrolling
[17:07] a student in a course that's entirely
[17:09] above grade level. So maybe you have
[17:11] eighth graders taking algebra 1 or
[17:13] eighth graders taking geometry. Um,
[17:15] that's what that would look like. Same
[17:17] thing if you've got high school students
[17:19] maybe in their freshman or sophomore
[17:20] year and they're taking um CCP or AP
[17:24] courses that that would be another kind
[17:26] of example of taking something above
[17:28] grade level and kind of going to that
[17:30] definition in law. It's something that
[17:32] exceeds the level of rigor of the
[17:34] regular course. Um another example that
[17:37] we do have that u has been around for a
[17:40] few years doubling up on math courses.
[17:43] If we think of that in the context of
[17:45] mathematics, that really could be as
[17:48] simple as it sounds, doubling up on math
[17:49] courses. Fall semester, I take a course
[17:52] in math. In spring, I take another
[17:53] course, so I take two courses in a year.
[17:56] It could also look like um you know, I
[17:58] take second period geometry and I take
[18:00] fourth period statistics and
[18:02] probability. Uh, one more example of how
[18:04] you could double up on math courses
[18:06] would be if you think about our algebra
[18:08] 2 equivalent high school math pathways.
[18:11] Uh, both our data science foundations
[18:13] and our discrete math computer science
[18:15] courses allow under um certain
[18:18] circumstances you can award both math
[18:21] credit and advanced computer science
[18:23] credit for those courses in the same
[18:25] year of learning through integrated
[18:27] coursework for simultaneous credit. And
[18:29] if you want to know more about that, um,
[18:31] you can certainly go to the department's
[18:33] website. We have a document, integrated
[18:35] coursework for simultaneous credit, and
[18:37] that's where you'll find a lot of that
[18:39] outlined if it's something that would be
[18:40] interesting to you and you want to learn
[18:42] more.
[18:46] Now, as we start to think about, okay,
[18:48] how could this really connect into uh an
[18:52] integrated multi-tered systems of
[18:54] support? When I started off, I made the
[18:56] connection to Ohio's plan for K12
[18:58] mathematics. And in the plan, we outline
[19:04] support as a framework that can be
[19:06] designed to accelerate all students rate
[19:09] of learning and proactively address
[19:12] obstacles to their learning. And this is
[19:15] really where we're going to get into
[19:16] that in the context of not just the math
[19:19] plan, but particularly
[19:21] in the situation we're in with the
[19:23] advanced learning in mathematics. And so
[19:26] what could this look like? This could
[19:27] look like the inclusion um of high
[19:30] quality instructional materials,
[19:31] evidence-based programs and practices,
[19:34] and research-based practices that align
[19:36] to the grade level expectations and
[19:38] standards, as well as using efficient
[19:40] and effective academic and non-academic
[19:42] supports that are going to um assist
[19:44] your students in accessing and engaging
[19:47] with the core instruction.
[19:50] So, I'm going to talk a little bit more
[19:52] about that, but I'm going to start to
[19:53] break it into the actual tiers.
[19:56] Tier one core instruction.
[19:59] This is something we provide to all
[20:00] students on a regular basis. Tier one
[20:03] core instruction uses highquality
[20:05] instructional materials. Like I just
[20:07] described, it's going to also use
[20:08] evidence-based and researchbased best
[20:11] practices and programs to really
[20:13] effectively provide um quality
[20:15] instruction to all learners.
[20:18] Well, what we're going to do here is
[20:20] we're going to think about, well, in the
[20:21] context of advanced learning, um, some
[20:24] students may be able to do a little bit
[20:25] more. Well, in our core instruction, how
[20:29] how might we be able to start to to
[20:31] identify that? If we're thinking about
[20:33] differentiated instruction, we're
[20:35] allowing students to access the same
[20:38] high quality math curriculum, but we're
[20:41] thinking about the types of um evidence
[20:43] that we're going to collect in terms of
[20:45] where a student's at in their ability to
[20:47] demonstrate their learning. And so, you
[20:49] may be using math problems or tasks with
[20:52] multiple entry points where you can
[20:54] better kind of gauge where students are
[20:56] in their thinking, their mathematical
[20:58] understanding, problem solving,
[20:59] reasoning. Um, you could be using
[21:02] appropriately challenging tasks with all
[21:04] students. When we say challenging, we
[21:06] want to make sure that that it's at a
[21:08] level where they're learning, but
[21:10] they're not they're not struggling so
[21:11] much that they're withdrawing and
[21:13] shutting down. But at the same time, we
[21:14] don't want it to be so easy that they're
[21:16] bored and they're disengaged. And what
[21:18] that looks like is going to be uh, you
[21:20] know, a classroom byclassroom
[21:21] teacherbased decision. We think about
[21:24] the rich content we want them to build
[21:26] on as we're providing that quality tier
[21:28] one. We want to make sure that the
[21:29] knowledge that they're gaining today and
[21:31] tomorrow is constantly it's connecting
[21:33] back to something we've done before
[21:34] because in math a lot of that stuff
[21:36] builds along a progression either within
[21:39] a school year or multiple school years
[21:41] depending on the topic uh you know the
[21:43] grade level of the course. So we want to
[21:45] make sure we're certainly tapping into
[21:46] that so students are seeing those
[21:48] connections. And the last thing is with
[21:50] our tier one for all learners is we're
[21:52] really focusing on outcomes that are
[21:54] tailored to meet our students needs.
[21:58] And as we do that, we're going to see
[22:00] some students who they're just they're
[22:02] rock stars. They're getting it. They're
[22:03] doing it at a better level than their
[22:04] peers. And so they may be able to um
[22:07] really do well with some enrichment.
[22:10] Well, what would that look like? That
[22:12] may be students who can demonstrate
[22:14] proficiency that causes them to
[22:16] experience a greater depth and
[22:18] complexity of grade level expectations.
[22:21] And this is done to really help to
[22:23] prevent underachievement in any grade
[22:26] level or course. Kind of back to that,
[22:27] we don't want them disengaged or bored
[22:30] because we're not challenging them
[22:32] enough. But also once again,
[22:34] calibration. You don't want it to be so
[22:36] complex and difficult that they just
[22:38] withdraw and they shut down because it's
[22:39] way outside their ability level. And you
[22:42] know where that kind of falls again,
[22:44] teacher by teacher, classroom by
[22:45] classroom situation.
[22:48] We also want to think about for this
[22:49] enrichment, we're including the use of
[22:51] highquality instructional materials, and
[22:54] we're using those evidence-based
[22:56] programs and best practices to provide
[22:58] the instruction so that students are
[23:01] getting their academic needs met.
[23:04] We're also thinking about including the
[23:06] use of efficient and effective academic
[23:09] and non-academic supports that are going
[23:12] to be able to assist students in being
[23:14] able to access and engage with the
[23:16] targeted instruction particularly in
[23:18] this case in mathematics. And where it
[23:20] starts to differentiate is tier one is
[23:22] going to hit all learners. But when we
[23:24] start to get to this enrichment, this is
[23:26] going to be um some learners
[23:28] particularly, you know, thinking in the
[23:30] context of advanced learning. Maybe this
[23:31] is some of your students who scored
[23:33] level five on um the previous Ohio State
[23:35] test or end of course exam.
[23:38] Now even yet, we're going to have some
[23:40] students who can go even further. They
[23:43] can actually be successful with ext with
[23:46] intensive extensions.
[23:48] This is where we are identifying our
[23:51] students as being able to demonstrate an
[23:54] even higher level of proficiency. So,
[23:57] we're we're giving them the opportunity
[23:59] to um engage in an intensified use of
[24:03] our instructional materials. We're still
[24:05] using evidence-based programs and best
[24:07] practices. We are still using effective
[24:10] and efficient academic and non-academic
[24:13] supports, but we're just starting to
[24:14] really think about um ramping up the
[24:18] rigor so that students can demonstrate
[24:20] an understanding of the grade level or
[24:22] course content that's above the above
[24:25] the level of their peers, but may not
[24:27] necessarily be an entire course
[24:30] different. Could be, but not
[24:32] necessarily.
[24:34] And so if we transition this to thinking
[24:36] about, okay, well, here's here's what it
[24:37] is, but how do we do that
[24:38] instructionally? How do we do that in
[24:40] the classroom?
[24:42] We want all students to have the
[24:43] opportunity to engage in grade level or
[24:46] course level instruction regardless of
[24:48] their ability. But what districts can do
[24:50] is they can use local data collection
[24:52] and delivery of highquality core
[24:54] instruction where they are able to
[24:56] determine um which students are capable
[24:58] of demonstrating successfully their
[25:01] advanced learning. And so what teachers
[25:03] can do is then they can use that to
[25:06] extend beyond their core instruction and
[25:09] start to get into both the enrichment
[25:12] and potentially the intensive extensions
[25:15] for those students who are able to
[25:17] qualify for it. And what we do is we
[25:19] start to differentiate what that would
[25:22] look like. So specific instructions and
[25:25] supports are really going to be those
[25:28] services or curricular modifications in
[25:30] math provided to fewer students but
[25:33] those students who can move more deeply
[25:34] and quickly through content. And really
[25:36] what are you going to do to determine
[25:38] this? You're going to use um your local
[25:41] database decisionmaking criteria. you're
[25:44] going to use um you know team-based
[25:47] decisionmaking to try to figure out what
[25:50] this is going to be and who this is
[25:51] going to be for. But at the same time,
[25:53] you're being intentional so as not to
[25:55] omit critical areas of focus or topics
[25:59] because particularly with our advanced
[26:00] learners, we want to make sure that
[26:01] they're challenged. But we don't want to
[26:03] have the unintended consequence of
[26:06] creating gaps in their learning because
[26:07] we skipped over something without
[26:09] getting any evidence of understanding
[26:12] and thereby creating this gap that when
[26:14] um in a later grade level or course we
[26:17] are going to deepen extend or build upon
[26:19] that prior knowledge these students are
[26:21] at a disadvantage because they never
[26:23] they never were given that um
[26:25] instruction or they never were u
[26:27] introduced to that concept.
[26:30] So, how can we provide some specific
[26:32] instruction and supports for this? Well,
[26:36] what we can do is we can think about
[26:39] ways to provide additional rigor and
[26:41] challenge. What could that look like?
[26:44] That could be differentiated
[26:45] instruction. Teachers do that on a daily
[26:48] basis. So, this shouldn't be anything um
[26:50] unfamiliar to them. Could be a
[26:53] differentiated curriculum. Like I had
[26:55] spoke about earlier, we have students um
[26:58] many students in middle school who take
[27:00] a compacted learning sequence where that
[27:03] would be a differentiated curriculum.
[27:05] You know, a regular seventh grader takes
[27:06] just seventh grade math, but a student
[27:08] on a differentiated curriculum takes all
[27:10] of seventh grade math and half of 8th
[27:13] grade. We're thinking about integrated
[27:16] coursework for simultaneous credit.
[27:18] That's a differentiated curriculum
[27:19] because you're significantly addressing
[27:22] uh more than one content area in in a
[27:25] single course. So if we were to think uh
[27:26] or to use data science foundations as an
[27:29] example that significantly addresses
[27:31] statistics and probability as well as um
[27:34] advanced computer science standards.
[27:35] Same thing with discrete math computer
[27:37] science. You're hitting a lot of the
[27:38] math content to cover discrete while
[27:41] also again hitting advanced computer
[27:43] science standards thereby making it
[27:44] eligible for simultaneous credit. That's
[27:47] a differentiated curriculum. Flexible
[27:49] pacing. Um, you know that some students
[27:51] can move faster through certain topics
[27:53] than others and and meanwhile we do have
[27:55] some students who may need to slow down
[27:57] and a little bit more uh support when we
[27:59] get to some of those hard to teach, hard
[28:00] tolearn topics. Uh, but you're you're
[28:03] certainly you're you're speeding up and
[28:05] slowing down when needed based on your
[28:06] database decision-m um through your
[28:09] progress monitoring at the local level.
[28:11] Flexible grouping. This is something to
[28:13] where we allow students the, you know,
[28:15] the opportunity to kind of move in and
[28:17] out of uh groups to be able to engage in
[28:20] maybe that enrichment or that intensive
[28:22] extension based on those specific uh
[28:24] identified topics where it's been
[28:26] locally determined they can they can
[28:28] handle. And so we definitely weave them
[28:30] in and out when appropriate to make sure
[28:31] that they're regularly challenged,
[28:34] appropriately challenged, and we're
[28:35] covering the content. Extended learning
[28:38] time. uh some students may need more
[28:40] time to cover something, especially if
[28:42] we're thinking about um an accelerated
[28:45] uh curriculum that may require a little
[28:47] bit more additional time to meet um the
[28:50] expectations of the course. Uh we also
[28:52] want to be thinking about higher
[28:54] cognitive complexity tasks.
[28:57] Not giving students more work for the
[28:59] sake of work but getting more tasks that
[29:01] go deeper into understanding problem
[29:05] reasoning um explanation so that
[29:08] students feel that they are being
[29:09] appropriately challenged. And certainly
[29:11] another opportunity would be using inter
[29:14] interdisciplinary work opportunities.
[29:16] And that may be more like at the high
[29:18] school level, especially if you're
[29:19] thinking about students who may be on or
[29:22] interested in a career technical
[29:23] education pathway. It's just another
[29:25] option.
[29:30] Now, as I had mentioned earlier, okay,
[29:31] what's the impact on state testing? Um,
[29:34] the simple example that I can use is
[29:36] students would take the state test that
[29:38] aligns to the instruction that they have
[29:40] completed during the school year.
[29:43] uh if they finish all of seventh grade
[29:45] but they're not done with eighth grade,
[29:47] they take the seventh grade test. If
[29:49] they finish all of 8th grade and all of
[29:52] algebra 1 in a school year, they take
[29:54] the higher level that they have
[29:56] completed in a school year. Uh that's
[29:58] going to be very familiar to most
[29:59] schools and districts because that's
[30:01] something that's been happening for
[30:03] easily 10 15 plus years. But it's just
[30:07] something to kind of think about because
[30:09] we do want to make sure that we're
[30:10] challenging students. But I would also
[30:12] kind of just from a math educator's
[30:14] perspective be cautious on if we're if
[30:17] we're covering too much content above
[30:19] grade level, then we have to potentially
[30:21] recover it the next year if they're not
[30:23] taking that state test on it so that
[30:24] they're familiar with it. So it's just a
[30:26] matter of, you know, being mindful that
[30:28] if I'm covering a lot of fifth grade
[30:30] content with fourth graders, they're
[30:33] going to take the fourth grade test at
[30:34] the end of fourth grade. What do I do
[30:36] with that content that they covered in
[30:38] fourth grade when they advance to fifth
[30:39] grade? Do I retach it? how do how do I
[30:43] um
[30:44] get them to remember what was covered
[30:46] maybe anywhere from 12 to 20 months
[30:48] earlier. So, it's just a matter of just
[30:50] being mindful in your um your local
[30:52] scope and sequence as you think about
[30:54] what some of these learning
[30:55] opportunities are going to be that we
[30:56] don't want to disadvantage these
[30:57] students um while giving them the
[30:59] advanced learning opportunities.
[31:03] So, what are some suggestions that we
[31:05] can give you in terms of tips? Uh
[31:08] certainly the recommendation the
[31:10] encouragement would be to use
[31:11] highquality instructional materials to
[31:14] provide advanced learning opportunities
[31:15] for these students. Um you if you've
[31:18] read through the math plan there is a
[31:22] high level of promotion around both
[31:24] research and evidence-based best
[31:25] practices. Those can include um the
[31:28] standards for mathematical practice and
[31:29] the effective math teaching practices
[31:31] which really can be integrated uh daily
[31:34] into instruction as [clears throat] well
[31:36] as alignment to the standards.
[31:38] You can select math tasks that allow
[31:41] students to demonstrate their
[31:42] understanding of the math content using
[31:46] the standards for mathematical practice
[31:48] because that's really what students do
[31:50] and it's ways that they can show how
[31:51] they understand the content in ways that
[31:53] are meaningful to them so that they're
[31:55] kind of internalizing it and they're
[31:56] really committing it to their long-term
[31:58] memory because uh you know they were the
[32:00] ones who were the thinkers, the problem
[32:02] solvers, and the doers. Uh you can also
[32:04] use local database decision-making
[32:06] practices to select tasks that are
[32:08] appropriate for instruction. You can
[32:10] provide enrichment and intensive
[32:13] extension tasks where you are providing
[32:15] learning opportunities for students who
[32:17] have demonstrated that they are ready
[32:19] and able to handle such content. You can
[32:23] even encourage students to use uh
[32:26] mathematical language that's going to
[32:28] move them to be more effective
[32:30] communicators. And something that really
[32:33] can be done simply with this is just
[32:34] encourage them to describe their work
[32:36] with clarity and pre and precision. Um
[32:41] as a teacher, it's very easy to just ask
[32:44] follow-up questions when students are
[32:46] giving responses. Why does your
[32:47] procedure work? Why is this solution
[32:50] appropriate? How do you know? Um, tell
[32:53] me more. Please explain. Those are great
[32:56] open-ended questions that then promote u
[32:58] greater mathematical discourse and
[33:01] dialogue not just u between students but
[33:04] uh you know among teacher and students
[33:05] so that we're really getting that
[33:06] mathematical thinking to be at the
[33:08] forefront.
[33:09] you can incorporate ongoing cumulative
[33:11] review of grade level and course
[33:13] content. And that's certainly a way that
[33:15] you kind of address the potential for
[33:17] gaps as well as um you know some of the
[33:19] concerns about well we taught something
[33:21] one year but it's going to be more than
[33:23] a year before they're going to see it
[33:25] again. And so how do we kind of keep
[33:26] them somewhat familiar so they don't
[33:28] completely uh forget about it and they
[33:31] always kind of have that in their math
[33:32] toolbox to use if and when they deem
[33:34] appropriate.
[33:38] For the next couple of slides, really
[33:40] what we have are just
[33:43] questions that schools and districts can
[33:45] use to engage conversations internally
[33:49] to just kind of think about what this
[33:51] might look like for them. But also, as
[33:54] you read through some of these
[33:55] questions, um, a lot of you who are
[33:57] listening, you're immediately going to
[33:58] jump to, "Yeah, we know that answer. We
[34:00] do that. We we've got that." Which is
[34:02] exactly the point. That's great. That's
[34:04] what we want. We know this is common
[34:06] place. But what it should do is it
[34:07] should just reinforce what you're
[34:09] already doing is fabulous. Keep doing
[34:12] it. If you have some questions here
[34:14] where you know what, we haven't had that
[34:16] conversation. We haven't discussed that.
[34:18] That's a good topic that we want to
[34:20] think further about, then use that with
[34:23] your local teacherbased teams or with
[34:25] your um school administrators to think
[34:28] about some of these issues around
[34:30] advanced learning opportunities. So, you
[34:33] know, here's how will it be provided?
[34:36] Will students receiving the learning
[34:37] opportunities remain in the same
[34:39] classroom? So like where will the
[34:41] instruction be provided? How will you
[34:43] ensure the inclusion of all learners
[34:46] particularly maybe students with
[34:47] disabilities who may have academic or
[34:49] physical needs um to accommodate their
[34:52] learning so that they're able to then
[34:53] access the content?
[34:55] How will um you make online instruction
[34:58] similar in content and performance to
[35:00] face toface? Some of you offer things
[35:03] that are online, some of you don't. Um
[35:06] but it's just something to think about
[35:08] that okay if we if we are going here
[35:10] maybe through our tutoring program or um
[35:13] the department has had uh an opportunity
[35:15] for many districts at K8 to be able to
[35:17] utilize Zern. Uh maybe you're using
[35:21] credit flexibility within a district to
[35:24] provide instruction
[35:26] to a student who's not on your campus.
[35:28] Maybe you have a middle school student
[35:30] taking a high school course and it's
[35:31] easy for them to take the course um you
[35:34] know virtually than it is to transport
[35:37] them back and forth from a middle school
[35:38] to a high school daily because of the
[35:40] lost instruction time um associated with
[35:43] travel. Like those would be situations
[35:44] where I could see the online instruction
[35:46] happen but those are not going to be an
[35:48] everywhere kind of occurrence. So it's
[35:50] just something to if that is you think
[35:51] about it talk about it. If it's not you
[35:54] already know that answer.
[35:56] Parent communication.
[35:58] Parents are going to play a critical
[36:00] role in the success of these advanced
[36:01] learning opportunities at the school and
[36:03] district level. So, here are some
[36:04] questions to just really think about
[36:07] beforehand so you're prepared to lead
[36:10] conversations with parents and guardians
[36:12] around what this is going to look like.
[36:14] You know, how are you going to
[36:16] communicate eligibility to parents and
[36:18] guardians?
[36:20] How will parents communicate if they
[36:22] desire to opt out? uh because one thing
[36:24] with this law is that parents and
[36:26] guardians can opt their student out. So,
[36:29] what will be the local policy or
[36:30] procedure for parents and guardians to
[36:32] communicate that? Um, how will the
[36:35] content of the advanced learning
[36:37] opportunities be different from regular
[36:39] core or tier one instruction? And how
[36:41] are you going to communicate that to
[36:43] parents? Whether it be at a uh meet the
[36:45] teacher night, back to school night,
[36:47] parent conference, or you know, in a
[36:49] communication letter where you're
[36:50] notifying the parent of the students
[36:52] eligibility uh to receive these advanced
[36:54] learning opportunities.
[36:56] In terms of curriculum and assessment,
[36:58] uh, do your teachers need any additional
[37:00] training uh, around what this is going
[37:03] to look like, whether it's in person or
[37:05] it's virtual, maybe it's a hybrid model.
[37:08] Um, how will instruction materials be
[37:11] modified to provide those advanced
[37:13] learning opportunities? Do they need to
[37:15] be modified? And when we're thinking
[37:18] about that, you're looking kind of
[37:19] through the lens of where are there
[37:21] opportunities to um, identify any
[37:23] potential gaps in the materials. Do you
[37:26] need additional materials? Are there um
[37:30] topics where your HQIM
[37:33] just needs a little bit of supplemental
[37:35] support to really address where you want
[37:37] to go with your advanced learning
[37:38] opportunities? How are you using local
[37:41] screening measures to collect data for
[37:43] these students and and your progress
[37:44] monitoring? Um, what are your local
[37:47] teacher-based team conversations and and
[37:49] team decision-making around some of
[37:51] these uh extension and intensive ex uh
[37:55] intensive enrichment and intensive
[37:58] extension until I have a hard time with
[37:59] with that verbiage. Um, so that you're
[38:03] identifying the appropriate topics to
[38:04] meet the needs of all learners. And then
[38:06] also uh what are the local assessments
[38:08] that are going to be administered to
[38:10] really help support students throughout
[38:11] the year?
[38:14] some questions and some tips to help
[38:16] guide uh conversations with parents and
[38:19] guardians around this is uh you know
[38:23] what's the what's the instruction going
[38:24] to look like? What's the scope and
[38:26] sequence so that parents and guardians
[38:29] really understand what their student is
[38:30] going to be uh engaging with as part of
[38:33] this advanced learning opportunity that
[38:34] they may be uh participating in?
[38:39] What are the materials going to be
[38:41] looking like? um how will instruction
[38:43] accompany supports and um anything
[38:46] that's needed be modified so that
[38:49] students are going to be able to be
[38:50] successful. It's really just kind of
[38:52] thinking about what are the questions
[38:53] parents and guardians are likely going
[38:55] to have around the instruction and be
[38:57] prepared to have those conversations
[38:59] with them so that um they're really
[39:01] brought along as partners in this
[39:03] because this is a this really is a good
[39:04] thing and we want them to be able to see
[39:06] that and understand why it's going to
[39:07] benefit their student. um assessments
[39:10] and and testing. Likely parents are
[39:12] going to want to know this as well,
[39:14] especially if you're thinking at the
[39:15] high school level because students do
[39:17] have some assessment requirements
[39:19] attached to graduation. So, you know,
[39:22] how is their progress going to be um
[39:25] monitored and evaluated throughout the
[39:26] year? What test does the student take at
[39:29] the end of the year? How are teachers
[39:31] monitoring and responding to students um
[39:34] preparedness throughout the year?
[39:37] How is the student performing compared
[39:39] to their peers? Just to make sure that
[39:41] okay, well, they're getting these
[39:42] advanced learning opportunities, but um
[39:44] are they are they where they're supposed
[39:46] to be in relation to, you know, their
[39:48] other peers in the cohort. And it's just
[39:50] to try to relieve some of that anxiety
[39:51] that parents and guardians may have.
[39:54] Thinking about some of the extensions
[39:56] and enrichment support. How are you
[39:58] going to collaborate and respond um not
[40:00] just as teachers to any con any issues
[40:03] that a student may have with the
[40:04] advanced learning, but think of that
[40:06] reciprocally. How would parents and
[40:09] guardians communicate?
[40:11] How will the topics be different from
[40:13] regular grade level instruction?
[40:16] How often will the student receive the
[40:18] advanced learning opportunity? You know,
[40:20] again, where will this learning be
[40:21] provided? Is it on campus? Is it online?
[40:24] Are they going to be transported to
[40:25] another building? is a teacher from
[40:27] another building going to be transferred
[40:29] in or transported in um to provide
[40:32] instruction? And we have a lot of
[40:33] schools that do that where you have a
[40:34] teacher teaches a couple um classes at
[40:37] one building and then they uh drive to
[40:41] another nearby building and they spend
[40:42] the other half of the day in that other
[40:44] building providing instruction. So just
[40:46] explaining all that and helping parents
[40:47] understand.
[40:50] And the last couple of things we're just
[40:51] going to kind of close with are
[40:54] some ways that you as school district
[40:58] teacher leaders um in your communities
[41:00] can really think about talking to
[41:02] parents about where they can help their
[41:05] child in this. How can they support
[41:08] students with math um at any age?
[41:10] Especially if we're thinking about uh
[41:12] the lens of advancing learning
[41:15] opportunities. And what are some ways
[41:16] parents can help? They want to help.
[41:18] Well, they can incorporate math just
[41:22] into career applications. Have
[41:25] conversations between parents and
[41:26] students about how uh the parent or
[41:29] guardian uses math in their job. If you
[41:32] want to think about how can you extend
[41:33] that um as students get a little bit
[41:35] older, ask the student what are some
[41:38] careers they want to go to and start to
[41:39] identify with with the learner where's
[41:41] the math um applied in that career. Uh
[41:45] families often play uh games. You can
[41:48] play games with each other, board games,
[41:50] card games, video games, um more like
[41:53] outdoor games, you know, soccer,
[41:54] volleyball, baseball, basketball. Uh you
[41:57] know, play those games. Discuss
[41:58] strategies that you would use to help
[42:00] win. And then if you want to think about
[42:02] how can you deepen and extend that
[42:03] conversation around math, um if any of
[42:07] your households or friends are are like
[42:09] mine growing up, y'all have a few rules
[42:12] that are kind of like your own little
[42:13] customization to the game that you play.
[42:16] talk about how those those customized
[42:18] rules, whether it's we're going to add a
[42:19] rule or we take away a rule um when we
[42:22] play the game, how does that change the
[42:25] strategy? How does that change the
[42:26] overall game? And start to think about,
[42:29] well, does this make it easier or
[42:30] harder? Why? How do you know? And those
[42:33] can be really good ways just to think
[42:35] about mathematics outside of the
[42:37] classroom, but also it certainly is.
[42:39] It's it's extending a student's
[42:41] understanding. They get to apply some of
[42:42] what they know. Um, you can read math
[42:45] related books as a as a family if you
[42:48] don't know of any of those, whether
[42:49] they're fiction or non-fiction. Your
[42:51] local uh school or uh community library
[42:54] could certainly help with that. There's
[42:55] even quite a few that can be available
[42:56] online if um you're in the half of Ohio
[42:59] that's expecting some inclement weather
[43:01] this weekend. You don't want to go out.
[43:02] Totally understandable. Uh you can also
[43:04] then use that as an extension
[43:06] opportunity. What would you do with
[43:08] extension?
[43:10] parents, guardians, we teachers, we've
[43:12] all been hit with that one question
[43:13] where somebody asks you something and
[43:15] you know nothing about it. It is it is
[43:17] an unfamiliar situation. You no clue.
[43:20] You can work together to investigate,
[43:23] learn, um research. If you're not sure
[43:26] what's the math behind a certain
[43:28] situation or um the math behind
[43:32] one my son use, how bridges are made. I
[43:34] don't I don't I don't make bridges, but
[43:35] it would be a great one that you could
[43:36] investigate together. Let's figure out
[43:38] together. how do they use math to design
[43:40] bridges? Um, or whatever the question
[43:42] may be. You can certainly discuss math
[43:45] in the real world. Anytime you go out of
[43:47] the house, whether it's to a park, a
[43:48] store, sporting event, a movie, it
[43:51] doesn't matter. There's opportunities
[43:52] for math everywhere. Um, in in home and
[43:55] out, you can use those as opportunities
[43:57] to just engage in discussion. And now,
[43:59] if you want to think about, okay, how
[44:00] can we extend for our advanced learners,
[44:03] start to think about what's the math
[44:06] behind some of that? There's so many
[44:08] different math investigations around a
[44:10] trip to a store or uh you know to a
[44:13] movie, a sportboarding event, anything
[44:14] that you could really just go into
[44:17] relatively deep dives on. Um there's
[44:20] other ones just think even internally in
[44:22] the house uh in the home topics like
[44:26] measurement, elapse time, whole numbers,
[44:28] fractions, um and so many more. Those
[44:31] are opportunities for just pointing out,
[44:32] hey, here's math in the real world.
[44:34] Here's how we use it every day in our
[44:35] lives.
[44:37] And I know I've just kind of gone
[44:38] through a pretty decent list right
[44:39] there. So I'm going to kind of leave you
[44:41] with one just to brainstorm on your own.
[44:43] Just thinking in daily context. Um the
[44:46] list I gave just later today, this
[44:50] weekend, uh think about measurement or
[44:52] elapse time, whole numbers, fractions,
[44:54] uh decimals, money, uh something of that
[44:58] nature. and what are ways that you can
[45:01] extend that at the home for your student
[45:04] to kind of bring it to a close. Uh there
[45:07] is a parent and guardian opt out. A
[45:09] parent may submit a written request for
[45:11] their student to opt out of receiving
[45:13] any advanced learning opportunities in
[45:15] mathematics or being ro enrolled in any
[45:18] kind of a math uh advanced course.
[45:20] [snorts] And so that can be done by them
[45:22] kind of at any time. So what you want to
[45:24] do is in that case um the district
[45:28] would not be required to provide the
[45:30] student with an advanced learning
[45:31] opportunity but you may want to have
[45:32] some sort of a local policy or procedure
[45:34] for how parents and guardians can do
[45:36] that. Uh the department certainly has a
[45:38] couple of draft forms that can be used
[45:40] uh as kind of a model that districts can
[45:42] use. There's no requirement you use the
[45:44] the state form. It's optional, but it's
[45:47] just something to think about. What
[45:48] could this look like? And so with that,
[45:51] we're going to kind of bring it to an
[45:52] end and use the remainder of our time
[45:54] for any questions that you have. Uh if
[45:59] you have no questions, we have an
[46:01] opportunity for you just to fill out a
[46:02] feedback form, give us feedback on this.
[46:04] It's the first time we've done it, so um
[46:07] let us know if there's ways we can
[46:09] improve. Uh we do have a QR to the
[46:12] advanced learning opportunities web page
[46:14] where you'll find a lot of the
[46:15] information that I just shared with you
[46:16] as well as some tip sheets and uh an
[46:19] FAQs. There will also be a gov delivery
[46:21] notification going out probably within
[46:23] the next hour uh across the state with
[46:25] all of the information from that web
[46:27] page.
[46:29] So if you have questions later today,
[46:32] tomorrow, um there is our email. Feel
[46:36] free to email, ask questions, let us
[46:38] know how we can help. the worst thing
[46:39] you could do is suffer in silence. If
[46:40] there's something we can do, let us
[46:42] know. I'm going to bring this now to
[46:44] what are the questions we have from the
[46:45] chat.
[46:47] >> Thanks, Brian. So, one of the questions
[46:50] that um came up a couple times was an
[46:53] ask or request for the slide deck. And
[46:55] so, I just want to let everybody know we
[46:57] will be posting a recording of this
[46:59] session on our website. So, you will
[47:02] have access to that. Um, and some of the
[47:06] other questions were pretty specific, so
[47:08] I tried to respond in the Q&A to let you
[47:10] know that we'll follow up with an email
[47:13] um to to answer that specific question.
[47:16] And then some of the other questions
[47:17] were around the guidance that the state
[47:20] will be providing in the future. And so
[47:22] some of those things are really still
[47:24] under consideration as you can imagine
[47:25] as we're going through uh thinking
[47:27] about, you know, the needs of all of our
[47:30] LEAs. And so continue to send us those
[47:33] in an email form as well. Um some of you
[47:36] I did specifically ask you to email us
[47:38] so we could have a conversation because
[47:40] they are those very nuanced questions
[47:42] that would require some thoughtfulness
[47:44] on our part to really you know
[47:46] collaborate with each other here and
[47:48] then have some conversations with you.
[47:50] So I appreciate all of the questions um
[47:53] in the chat and I'm going to check it
[47:55] one more time to see I know a few more
[47:57] just came through. So, I'm going to
[47:59] pause for just a second to read through
[48:00] that.
[48:19] All right. So, I do see there are some
[48:21] gifted questions here. We're not going
[48:22] to respond to the gifted questions
[48:25] today. we are going to share those with
[48:26] our office um gifted office friends and
[48:30] we will get some guidance uh around that
[48:32] for those questions. So again, we
[48:34] appreciate that because we're able to
[48:35] capture all those questions today. Um so
[48:39] we will make sure that we get some
[48:41] communication out to you. As Brian said,
[48:44] look for uh Gov Delivery coming out
[48:46] shortly today um that we'll have some
[48:48] more information and we already have
[48:49] information on our website. So, please
[48:52] visit that um to uh help answer some
[48:56] more of your questions. And again, we
[48:57] really appreciate all of you being here
[48:59] with us today. We appreciate the
[49:02] positivity that you're taking in um and
[49:04] really considering like the
[49:06] opportunities for our students, right?
[49:08] So, we just want to make sure we're not
[49:10] missing students who may really be able
[49:12] to benefit from these advanced learning
[49:14] opportunities um with current policies
[49:16] that we may have at the local level. So
[49:19] again, we appreciate you, Brian or
[49:21] Sherry. If there's anything else, I'm
[49:23] going to stop talking. Um, but I hope
[49:25] everybody has a good day. Stay safe this
[49:27] weekend. Um, and stay warm.