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Canyon Springs: From Promising Practices to Model PLC
Follow Canyon Springs Community School as it works towards Model PLC status through conversations about new and ongoing Professional Learning Community (PLC) practices at the school with the teachers inside the classrooms. Get invested in the student growth and learn the systems and practices that are having the greatest impact on student learning at Canyon Springs.
Canyon Springs: From Promising Practices to Model PLC
Episode 12 - Liza Tyra talks Being a Singleton, Multi-School Collaborative Teams and the PLTs for the 1% of Learners
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On the 12th episode of Canyon Springs: From Promising Practices to Model PLC, listen in on the PLC journey with Canyon Springs as we work to be further recognized as a Solution Tree National Model PLC school. This week, meet LIza Tyra, a Canyon Springs Special Education Teacher in an Extensive Supports Needs classroom, and a member of our site Inclusion Team and Logistics Leadership Team. Ms. Tyra explains her work in leading a multi-school collaborative team with ESN teachers across different campuses in our district, then how she collaborates with specific service providers for the guaranteed and viable curriculum for each individual student in her classroom and why being a singleton teacher on a campus led her to look for alternative collaborative structures.
References:
PLC 4 Questions Flowchart - W. Richard Smith
Multi-School Collaborative Teams by Jen Minor and Amy Moore
All Means All by Heather Frizielle, Julie A. Schmidt, & Jeanne Spiller
Good morning. We hope you are having a very, very good start to your learning day. Welcome to the Canyon Springs from Promising Practices to Model PLC podcast. I am your host and the principal of Canyon Springs Community School, Matt Gilpin. Today we are so lucky. We are back to having a teacher from Canyon Springs. We are so grateful to have Miss Lisa Tyra, a teacher here at Canyon Springs since 2019, as a special education teacher, all within a self-contained classroom of students with extensive supports needs. In the last couple of years, she has stepped into leadership and serving on our site inclusion team and a member of our logistics leadership team. Welcome to the podcast, Miss Tyra.
SPEAKER_02Well, hi.
SPEAKER_00That's a fantastic. We are so excited to have you. It's been a long time coming. We have started attending some professional development workshops together. We are headed to one soon that I know we're going to talk about. And it's been fantastic. This conversation is a long time coming. So thank you again. And we asked the same question every time we get started with one of our teachers from Canyon Springs. Prior to two years ago, year and a half ago, whenever we kind of started this process, what was your experience with PLC or professional learning community?
SPEAKER_02I've actually never heard of it before two years ago. And all of last year, every time PLC came up in a meeting, I had to try and remember what it was. I even Googled it a few times because I had no idea. It's okay.
SPEAKER_00It's fair. And then we would dip into saying PLT, and you're like, why is this one of a T and not a C? And there's how are you feeling about your, at least just the definition of it? How are you? Can I put you on the spot? What does PLC stand for?
SPEAKER_02A professional learning community.
SPEAKER_00Fantastic. We can end the podcast right there. No, but I think it's great. And that's what I'm hoping to talk about in this conversation is where you have really stepped into how you fit into it. Let's put use the word that's in so many of the books as a singleton teacher here at Canyon Springs, where you have colleagues that teach a similar course as you, but of different ages. It's not like a fourth grade team that you're working with. And I'm hoping to kind of come about that. But within the PLC world, there are four big PLC questions. What do we want all students to learn? How will we know that they have learned it? How will we respond when learning has not occurred? And how will we respond when learning has already occurred? Which of those are you going to talk to us about today?
SPEAKER_02So I think the one that I focus most throughout the school year is what do we want all students to learn?
SPEAKER_00And before we get in deeper into it, why do you think that's the one you identified as like you think about that one the most? Why might what do we want all students to learn be the most crucial for you?
SPEAKER_02So currently I have kinder through third grade. I have taught TKK first through third. So just a wide variety of students, but all with extensive support needs. And some of these students come with a severe learning disability. Sometimes uh cognitively they're still an infant. And others are a little bit more advanced. So there's a wide variety, just a you know, vast array of things that the students need to learn. So I just need to know what they need to learn. I mean, that's really what it is.
SPEAKER_00And so again, then if you if if you've listened to the podcast before, you know that our our reference point, our flow chart, um, is this Richard Smith flow chart that has the the PLC questions in blue and then some action steps in yellow. Um, so which underneath that PLC question one, what do we want all students to learn? Which of the yellow action steps do you think you're leaning most heavily into right now?
SPEAKER_02Uh so determining the learning target.
SPEAKER_00Okay. And so teach me bluntly. You just described you have a classroom of students of varying grades, of varying needs, of varying cognitive uh abilities. How are you determining the standards that are essential and a viable, guaranteeing viable curriculum for your students?
SPEAKER_02So most of my students, well, they are all on IEPs. So they all have individual goals to um meet throughout the year. And sometimes I have to come up with new goals. Uh this year I did do an initial IEP for a student where I had to come up with the goals out of the blue. So this means I need to kind of observe the students, see what's needed. And as I spend time with the students throughout the year, especially when they're new to me, um I kind of get a feeling of okay, we need to learn how to sit at the table and eat. Uh, we need to learn how to use some utensils, chew our food, wait in between um another bite. And I mean, this is just food references, but it's all right.
SPEAKER_00It's late on a Friday. We're all a little hungry.
SPEAKER_02I also get to uh determine if the student needs to learn their alphabet.
SPEAKER_01Yeah.
SPEAKER_02Do they can they recognize their name in print? Do we need to start learning um phonics? Is the student matching? Can we match colors? Can we match letters? Can we match words? Um, and then there's some, most of my students are nonverbal. Um, but there are some students who all of a sudden I have a word in front of them and they read that word, and I have no idea that they knew how to read the word. So it's just a whole like, what do we need to do? How can we help them grow more? So if they know how to read, I'm putting more words in front of them, saying, What's that? What's that?
SPEAKER_00I don't know what that sound is. We have a very exciting sound happening right now. We're gonna figure this out. We're gonna pause for one second and figure out this very exciting sound. But that's wonderful. We'll figure it out. We are back. I'm gonna tell you, I don't actually know what that random sound was, but we're in a school, things happen. So welcome back to the conversation. That's just a tab gone wild on a computer. Um, but I want to get right back into what you were talking about with observing and identifying what students need to learn. Because we had the great fortune of um attending the Yes We Can workshop um in Pasadena, right around if you're a listener to the podcast, that's the episode with Heather Frizel on location. I think that was episode four or five, probably five, I think. And one of the key moments of learning that I took away from that from both from the workshop and the con and the conversation with her on the podcast was um you are um a teacher within a classroom of students who fit within that 1% of that may need support as an adult throughout their life. And so their guarantee and viable curriculum is different than grade level expectations at times. And so one of the conversations that she had with us was their IEP goals are the guaranteed and viable curriculum. And when you talked about like the observations and what leads you to make the choice, is you make a note as we were planning this that so often um you are teaching your students to human is the phrase you put. Like, what does that mean to human? And what are some of the steps within our PLC world and you and your PLT, what are the steps you are taking a little bit to collaborate around your students' humaning and their own individualized essential guaranteed and viable curriculum?
SPEAKER_02So, one of the things that we have within our staff meetings, um, within our PLC, we've got our PLTs, uh, which is that professional learning team.
SPEAKER_01Very good, by the way.
SPEAKER_02I'm trying. And um earlier this school year when we were introduced and told that okay, we're gonna have some staff meeting time and then we're gonna have PLT time. Um, I admit I was a little bit jealous of all the Gen Ed teachers because they have a PLT.
SPEAKER_01Yeah.
SPEAKER_02Um and I did not.
SPEAKER_01Yeah.
SPEAKER_02Uh and so, you know, I had approached you with the um thought, could we could I meet with some of the other ESN teachers throughout the district? Um and so we did over Zoom for a little while, and then we quickly moved it to in person every other week, and we meet together and we discuss the needs of students and how each of us kind of um address things, uh help students teach them, um, and then also help the other adults in our class as we, you know, just have our whole team because we've got I've got a team in my classroom, and then we have our uh extensive support needs students team, which includes the teachers and um stuff that teaches and we're gonna and I and so I want to take us to one of the research because you introduced me to a book that I haven't finished yet.
SPEAKER_00I'm not sure if you finished it yet, but it was a it fits right into this topic. It's it's called Multi School Collaborative Teams, um, building district-wide partnerships in a PLC at work, written by Jen Minor and Amy Moore. And if you're following along, if you randomly have that book next to you right now, um, on page 18, there is a quote there that kind of speaks to a little bit, at least it speaks to me in terms of what you just said. And it says MSC teams or multi-school collaborative teams play a transformative role in not only building, but also more importantly, sustaining high-performing district and school cultures by bridging gaps across schools, uniting educators from diverse demographics, and tackling complex challenges. MSCTs or multi-school collaborative teams inspire innovative solutions and drive impactful, lasting improvements. And the reason I pull that quote out is it speaks to me a little bit about what you just said about when the Wednesday structure changed and our staff meeting structure changed, and we would do a little bit of professional learning. It's like, okay, guys, lean into your PLTs, like we say at the end of every one episode, decide your next step on your PLC work journey as you were deciding, you as a singleton had a little bit of loneliness. Like, who am I leaning into, especially with your students and their individualized needs? That on an emotional level, what did creating a multi school collaborative team do for you in regards to motivation or problem solving or innovative solutions? How has it contributed to your year?
SPEAKER_02Well, I think that with meeting with the other teachers, there's just a lot more support uh with one another. We are bouncing ideas off of one another. Um, and then with our curriculum is also new. So we're all trying different things and then we share, okay, we're gonna try this and this. Um but uh it it just kind of it makes me feel a bit more part of a team, like I've just got more support that it might not be right next door to me, although I do have one of our ESN teachers right next door. Um but you know, just I can reach out to others and be okay.
SPEAKER_00And I think that's one of the things as you read through this multi-school collaborative team, it is so rooted in um supporting singletons or people who don't, like you talked about, you do have another special education teacher with a with an ESN class next door to you, but a different age range. And so needs might have some overlap, but also different. You have a connective in terms of service providers and and how to communicate school culture-wise, like where to on what campus, but your day-to-day, you might want to reach out to. You're the primary ESN teacher, you might want to reach out to, hey, I got another primary ESN teacher. How are you approaching this topic? Or I have this student with this IEP goal. What is it? And so bluntly, I appreciate what you said. I don't want to put words in your mouth, but it seems like it's just less lonely. There's a little bit less loneliness. And so one of the exciting things that that has come out of your meetings is whether it's necessarily directly related to a student's individualized IEP goal is we are not only taking having a multi-school collaborative team, you are on a couple days away from my multi-school field trip.
SPEAKER_02We're so excited that came out of this.
SPEAKER_00And so um, we don't have to go in depth about it, but how did that conversation come about in terms of like building a common learning experience for students across campuses?
SPEAKER_02So we talk about how some of our students are going into other classrooms for some inclusion opportunities. And um, and then we started talking about field trips one day, and we're like, well, could we do one throughout the schools? And because the topic was just kind of out there, um, I said, let me check with my principal.
SPEAKER_00Well, and I think what's exciting about it and it is is service providers thinking of the individual students that are gonna be going on that field trip and extending their learning day away from campus, just just like any student on a field trip, but then not only like our speech provider, our SLP has come and said, like, hey, I'm gonna attend the field trip and I'm gonna be I'm gonna be meeting with this student for these minutes on this goal, not like by animal, but you know, but like this is what I can offer. And I think those innovative solutions and impactful improvements to the educational journey of all students, specifically the ones within your classroom, directly came from you starting a multi-school collaborative team. No question. I just want you to feel proud of yourself.
SPEAKER_02Well, thank you.
SPEAKER_00So, where do you where what are some other than some areas in which you have maybe reached out or offered support to those that are maybe? I mean, again, you've have you have some years of experience teaching there. Um, and what are some areas that maybe that multi-school collaborative team has offered support from another district as opposed to just the innovation idea to do something cool? You know, think more about is there more like classroom support of like, hey, as we implement a new curriculum, or hey, we have a this student has a common toileting goal or a common other human goal. Have you been able to offer solutions to those?
SPEAKER_02Uh so nothing that I can think off the top of my head, but yes, we have discussed um different students and their needs and how uh we like we've just problem solved together.
SPEAKER_01Yeah.
SPEAKER_02Um and my mind went blank. That's okay.
SPEAKER_00We can play more sounds from your computer if you want to to fill it. I'm just teasing you. Okay, but I do want to put some pressure on you to think even more because coming out of um coming out of that all means all, no, it wasn't all means all, the Yes We Can workshop in Pasadena, and going back to um your students and their guaranteed environment. I mean, I keep going back to it because that was the biggest aha moment. It opened my eyes in terms of um I feel a little sad. I didn't know you were lonely when staff meetings started. I didn't know that. So I'm grappling with that right now, everybody. But no, but but knowing how to support you, because that's always a that's always been the thing, is okay, we we have these big endeavors with our with our um PLC at work journey in terms of implementing different assessment plans, or or what does it look like to map out the learning, or what is what is the first grade phonics continuum and how does that look like when it comes to um the guarantee and viable curriculum? And then turning to you and realizing that the learning journey for your students is so drastically different. That when Heather Frizel kind of taught us that you your PLTs, right, is you have your PLC, your professional learning community across multi-schools, where a student at another campus has, I mean, a student, a teacher's another campus has 10 or 12 students, you've got 10 or 12 students or 18 or whatever the numbers may be.
SPEAKER_02Not 18.
SPEAKER_00Not 18, but whatever the numbers may be, there are overlaps, and those are the innovative solutions you're trying trying to solve. But when it comes to the PLT collaboration, you are looking at specific students one by one. And so it brings me to a quote from the book All Means All. So again, if you also are randomly driving around with this book while you listen to this, on page 153 and 154, right at the bottom, there's a quote here that says, A high level of collective ownership is required in order for a system of interventions to be highly effective. If key personnel, such as individual teachers, teacher teams, special education teachers, instructional coaches, interventionists, counselors, administrators, and so on, are unable to articulate the desired outcome for the student, the specific steps of the intervention plan, the responsibilities of all those who provide support, how progress will be monitored, and the standard the student must achieve to no longer require intervention support will be ineffective. More is not always better, but coordinated strategies are. And so again, I know there's a line in there about a grade level standard, but how has the theme of that and the learning of Heather Verzell gone straight into you collaborating with a tighter PLT about each individual student on our campus?
SPEAKER_02So I know during that Yes We Can conference, uh, when Heather Verzell had first mentioned the 1%, and you had asked her specifically what uh that uh PLT would look like. And so she had mentioned that it was the teacher and then all the support staff uh for the students, and that includes like the speech therapist, the occupational therapist, um anything for that student. And so for a lot of the things, a lot of students, um, if we've got a handwriting goal, the occupational therapist is in the classroom about once a week and stuff, and that means in class I'm working on writing, tracing. Um sometimes it's just manipulating Play-Doh. Uh, but to have a PLT meeting specifically for students and how we can all uh help them. Um I think it'll be it's still new, but I think it'll be uh successful.
SPEAKER_00It is still new because I know I remember I was sitting at the, you know, you go to the you go to the workshops, always round tables, right? So I was sitting at the round table, you were next to me, and the the concept of weekly collaboration with members of that PLT, I remember turning to you and saying, okay, so who's on this team? Yes, you know, who do you need? It's you have your multi-school collaborative team, it's not them, because that teacher on another campus is not directly impacting the learning uh like you know, student facing of your students. And yeah, you said just I'm just repeating what you said was okay, I well, I would need the SLP, I would sometimes need the adaptive PE teacher, I would, I would sometimes need the occupational therapist. And if my student had does have some moments of mainstream into a general education classroom, I would need that teacher. And so we said, okay, we'll we don't have any time after school. Like that those moments don't exist. There's IPs every day, like there's other PLT meetings already scheduled, there's leadership meetings, like we don't, that doesn't exist. And in our district, um, we do have some shared service providers. So we are very fortunate uh to have um full-time speech and language um pathologists on our campus, but our adaptive PE teacher and our uh occupational therapist are shared across campuses. So then it was like lining up the day that they might be available. And it's like, okay, on Thursdays, on Thursdays that they're available. So we kind of put out this time, you know. I think it's like a 40-minute block uh on Thursdays where um you and your ESN teaching partner kind of support each other's class with the paraprofessionals, and one of you can step out and start to collaborate. And what I I wanna, I'm gonna try to relay a story that you told me, and I hope you can expand on it. But uh, but we met for the first time and had to kind of describe what our purpose was because we happen to be at the workshop and get the learning from the primary source. So we had to kind of teach, you know, SLP and APE and OT, you know, what that was. And once they got the handle on, oh, okay, we are not preparing for an IEP. We are directly looking at, okay, like you talked about, there's a handwriting goal. This is the strategy that I'm teaching it with. Ms. Tyra, can you follow this up in class with the support? Like those direct ways of this is how I'm teaching it, this is how the support it will impact the student learning. And you kind of relate, I I asked you a couple weeks into it, like, how's it going? And you said, you know what, it's going pretty good. We get about one or two students discussed in the 40 minutes, and sometimes we release one of the service providers, like we'll coordinate amongst ourselves of, hey, today, Adaptive P teacher, the two students we're discussing don't have your service in their IEP. So you don't need to. We don't need to take your time. Can you expand on that and and talk a little bit about maybe some of the positives you're I know it's very new, it's very new. We've had holidays and spring break, but I'm excited by the process of talking about a student as a team more than just preparing for the IEP.
SPEAKER_02Uh so one of the things that we when we were discussing specific students um is so our service providers a lot of times will pull out, so take the student out to their because then they can focus more on the student without other students interrupting. And uh it was nice when we were talking about the student and just kind of uh seeing what everybody else is seeing. You know, okay, the student is doing this for me. Okay, yes, he's doing that for me as well. Okay, he's not quite doing that for me, but it could be because there's some distractions. Um so I mean, like you said, it's still very new. But just being able to focus more on one student at a time just seems to be a little more individualized.
SPEAKER_00I would think so. And I think it will lead to whether it's already, we've already had, and pardon me for losing track of like what student you've talked about on what day and what IEP meeting we've been annual or triennual that we've been able to hold. But I but I imagine that it's going to lead to more collaborative IEPs. I know there's a whole book called called Collaborative IEP Offered by Solution Tree, but but I would imagine it's going to lead to more, I don't want to say conversational because that leads to informal, but less it's your turn to talk. It's my turn to talk. It's their turn to talk once everyone's done at the table. Did you feel involved, mom and dad? Okay, good. You know, you do want a little bit of a banter at the IEP to really, to really make it seem to make it true that it is a team effort to educate the child. Have we had that experience? Are we foreseeing that experience?
SPEAKER_02Um I think when we share um strengths and some learning challenges with um parents and stuff, everybody uh jumps in with what they you know see the students doing really well in or something that they uh need to uh fine-tune a little bit more, uh and parents get to jump in as well. Those those are the really good collaborative um discussions with the IEP. And then of course we do have um you know, when we go into goals and stuff, they're specific for the um specialists, so that's when it's kind of more separate.
SPEAKER_00You have a little more separate, but again, the as these PLTs grow and you've had more distinct conversations about this specific student, and then two weeks later you're able to talk about that student again, and then two weeks after that, you're having more shared conversations about oh, when okay, you taught that specific grip for handwriting. Okay, that's what I'm seeing back, you know, in my classroom. Okay, when we're working in our small groups, I'll make sure we're supporting that. Oh, do you have another extra one of those tools? And I know those conversations are happening, but they were more informal. And hey, we don't have hallways at the school. I always say, like, I'll catch you in the hallway. There's no hallways at the school.
SPEAKER_02It's in the doorway.
SPEAKER_00It's in the doorway or the blacktop on your way to somewhere. But you, you know, it has a more to that the collective area from there. And I and I think that's really, really an exciting prospect as we go into. Okay, Mr. I'm gonna put you on the spot here, as if this whole conversation has been me put been me putting you on the spot.
SPEAKER_01Uh-huh.
SPEAKER_00We have the opportunity to go to Yes We Can 2.0, the All Means All Institute, coming up in a month and a half, June, somewhat, right? Uh in Florida. And we're very excited about it. Um, I don't have the the layout or the breakdown or whatever in front of us. So I guess what it is, is it's a it's a hope and a dream. Coming out of the yes we can, I know I felt very motivated about how to get you more involved in the PLC process. I saw you react well to um the team that was there and collaboration and what that looked like. And oh, you're seeing that as a mild, moderate, you know, self-contained teacher. Oh, you know, in the ESN world we have this. What are you hoping there might be a nugget of learning that is on your brain that, hey, I just want to know more about this as it comes to my students within a collaborative environment, you know, kind of taking the next steps in their own student learning?
SPEAKER_02For my students, um, I mean, I would hope that they have more uh little mini workshops within that whole conference about that 1%. Yeah, you know, that that little bit of one percent. Um, but what is on a different, yeah, uh more expansive topic, I I do like to see the whole thing because I want to see how things impact my students, but then if we can get my students a little bit more with mild mod, and so I mean, I I love my students, I want to keep them always, um, but I also want to kick them out. Like if we can, you know, I want them to grow and just to keep uh doing what they can. Uh, and so I want to learn what I can do more for my 1% and uh what that would look like if they expand their horizons.
SPEAKER_00And I think that's great. And we're seeing that, like you talked about when it came all the way back in the beginning of this conversation when you were talking about the yellow action step of determining the standard or learning target and to human, the different levels of IEP goals or guarantee and viable curriculum for your individualized students. Those that have, like you gave the example, hey, you're reading some of the words, you know, and let me get you into the learning environment that's drowning in reading words, where where your learning environment is it has words you're working on extensively, but also has other individualized needs as well. And so finding opportunities for that, um, that's an exciting prospect. I think that that that's a great big picture to see. That's a big picture. Can I, okay, I'm jumping back in a conversation, but something I just thought of is teach me, right? Because I'm a general educator, uh-huh, and that's my experience prior to becoming an administrator. And so when the prospect of collaborating, I've learned a lot about the vocabulary to collaborate, whereas is, and I think I'd said this on a previous episode, and we we learned it from Dr. Cruz, like we've been collaborating for years. Like, I know how to talk to teachers about what workshop they're gonna do and things like that. But you have next door to you a teacher with the same title but a different age range, you know. Um what are daily conversations like with as two singletons who have a little bit of overlap that offers support to one another? Do you do you see what I'm asking there? I feel like it was not a great question that I just asked. But like you turn to you turn to the you, you know, the teacher to which you have an adjoining door and hey, I need some help. My student has I'm struggling with my student with this. What does that look like? Are you able to have those conversations even though it's a different age range?
SPEAKER_02Sometimes.
SPEAKER_00Okay.
SPEAKER_02Um, other times uh the teacher will come by during their break.
SPEAKER_01Yeah.
SPEAKER_02Um, and one of my students more recently has been more excited to see this teacher and wants to go to their classroom.
SPEAKER_01Okay.
SPEAKER_02And so she will invite them over.
SPEAKER_00Yeah.
SPEAKER_02And stuff. So like we're we're sharing the students.
SPEAKER_00And I think that goes to because because we both get caught in this. And listen, we each say it, like my students, my students, my students, but even just that that little tidbit of immediately it becomes a collective student. You know, that student is is is yearning for the environment of, hey, this is exciting to me.
SPEAKER_01Yes.
SPEAKER_00And and you're, I don't have you always had that release, or can we give the last year and a half credit to see that, like, hey, we're not, even though the phrase self-contained, we're not, we have an open door policy next door to us to a similar learning environment, similar to, hey, my fourth grader needs to learn this skill, you're pretty good at it. Why don't you go to that classroom to learn it for an hour and then come back?
SPEAKER_02That'd be great. We haven't done that yet. Yeah, but that would be great. We do um share some students with our mild mod, primary teacher. And, you know, now those students that are being shared are excited to go to the other classroom. Like it's not a fight and stuff there.
SPEAKER_00Yeah. And I think that the work and the leadership and the steps you've taken into, whether they're instinctual or intentional, um, I can tell you on a culture and climate stance at Canyon Springs has made the concept of inclusive practices and the concept of student movements from different labeled classrooms less scary and more accessible. And why it was before, I can't explain, right? But your modeling of that and your reaching out through your leadership to say, like, hey, let's open this conversation and let's go. And whether it leads to a field trip or whether it leads to, yeah, my student will go there for an hour and see what you're doing and come back. Um, it's absolutely contributing to the benefit of the whole. So thank you. Right? You're welcome. Thank you for that. Um, and so um, Miss Howard, it is Friday afternoon. Let's get you home for the weekend. I would say it's a school night, but it's not. Nope. It's just Friday afternoon. Um, so thank you so much for being here. I really love this conversation. I really love where you are taking our um uh our school and our district as initiating and and leading, honestly, the multi-school collaborative team that I'm gonna tell you um our gen ed teachers are actually trying to uh to model and figure out how to do is because you started it. And so thank you for that.
SPEAKER_02You're welcome.
SPEAKER_00Fantastic. Now turn to your PLT for the next step in your PLC at work journey, and we'll see you out there. You can find more information about this week's episode in the podcast description. The intro and outro music provided courtesy of the Signors of Marseille, and podcast cover art provided care of Jumble.