Podcast host, JW Marshall, welcomed guest Dr. Melana Silvia, former curriculum Director of Pre-K through 12 Math and Science program for the Calallen Independent School District, Corpus Christi, TX to discuss the past, present, and future state of education on the popular podcast Accelerating Texas K12 Education.
Podcast host, JW Marshall, welcomed guest Dr. Melana Silvia, former curriculum Director of Pre-K through 12 Math and Science program for the Calallen Independent School District, Corpus Christi, TX to discuss the past, present, and future state of education on the popular podcast Accelerating Texas K12 Education.
Dr. Silvia spent 33 years in education with 24 of those years spent working at Calallen. She retired in 2021 and became a training consultant for teachers. While no longer in the school buildings influencing district decisions, Dr. Silvia continues to help others positively impact education while improving students’ learning outcomes.
The discussion covered the breadth of challenges and opportunities brought on by the pandemic with a focus on how experiences and lessons learned will impact future generations. “Everyone struggled at the beginning, We didn’t have the background knowledge or the equipment to set up to start doing virtual learning,” Dr. Silvia noted.
She went on to discuss the challenges of returning to the classroom, virtual learning, technology, Texas House Bill 4545, and much more. Interestingly enough, one of the biggest challenges since returning is meeting the requirements of House Bill 4545 in a manner that truly helps students. What was surely intended to be helpful has placed a significant burden on teachers and administrators.
When asked about the future of students who thrived in a virtual environment, Dr. Silvia agreed that she personally knew “some families who thrived in the virtual setting.” And “moving forward I really feel like there needs to be that option. I don’t feel like it needs to be part of a public-school setting for every school district.”
JW Marshall: [00:00:00] Hello and welcome everyone to this episode of accelerating Texas K12 education. I’m your host, JW Marshall with summit K-12 and we’re so glad that you found us today. Our guest on this episode is an old friend known Dr. Molina Silva for many years, and we’re very excited to have her. On the show with us for the first time, hopefully of many appearances Dr.
Silva is a training consultant currently a new position for her. And previously she was a curriculum director for pre-K through 12 math and science for Cal Allen ISD. And she is also a former president of the stat organization. And that’s where we first met, I think at the casts conference for science teachers, Dr. Silva, how are you doing?
Dr. Melana Silvia: Okay, thank you. Thanks for having me.
JW Marshall: Absolutely. And we always like to start the show off the same way we like to. If you could tell our audience, who are you and not, what do you do, but who are you and what do you love about what you do or do you love about what you’ve done so far in your [00:01:00] career?
Dr. Melana Silvia: I have been in education for 33 years. I recently retired in December 24 of those years were with and ISD as the curriculum director for a pre-K through 12 math and science. I love education. I taught third, fourth and fifth grade. I loved fourth grade. The best. The kids still love you, but yet they’re independent enough to do things on their own.
It was hard leaving the classroom to go into being a curriculum director, but I felt like I got to influence more kids through the teachers that were teaching them. And so that also led me to my retirement to be able to help teachers in the trainings that I did for.
JW Marshall: That’s perfect. And we’ll talk mostly about your career as a curriculum director, because that was the majority of your career needs just less that months ago, a few months ago, I believe.
So you were in the pandemic as the curriculum director and would love to get your perspective on take us through that journey over the last two years [00:02:00] and how difficult it was. Really focus on where are you leaving it now? For the next generation, give us some hope and inspiration that things are going to be better moving forward then than they were during the pandemic, of course, but also maybe even pre.
Dr. Melana Silvia: With Khalil nasty we happened to be a very good school district. And the fact that we’re a, B almost an, a rated district, we had been previously and with the pandemic. Everything just came to a sudden halt. I, it was like one day we left for spring break and then we just never came back.
We, as administrators came back and tried to do things and help our teachers everyone’s struggled at the beginning. We didn’t have the background knowledge or the equipment to be able to set up, to start doing virtual learning. Our teachers. Were phenomenal. They did an awesome job jumping in and learning new things wanting to connect with their kids.
And then trying to come back face to face [00:03:00] was a little bit more difficult because. Different philosophies on things. Some people wanted to be back face-to-face. Some people didn’t want to be back face-to-face. So that was hard. We had some virtual, some face-to-face I will say Cal Allen really pretty much pushed and we went back face-to-face.
The next fall? Probably 98% of our kids came back. Face-to-face we still had virtual through around Christmas time. And then once spring hit, we went full blown face to face. That was the only option that you had. The kids that were face-to-face. I feel like. Really didn’t have any deficit through the pandemic at all.
The kids that never came back face-to-face and continued to be virtual, which the ones that actually stayed virtual and did their work. Got a good education, the ones that stayed virtual and you never saw them. That’s our area that we’re really struggling with. And I [00:04:00] think almost every district in the state is struggling with that aspect.
Those kids basically miss a year and a half of school, and we’re struggling to get them back to where they are. The state of Texas the legislature put in hospital 45, 45 to try to compensate for that. However, That even tied a bigger burden on educators, then I think the intent of the bill was it was to try to help kids, but yet it put this huge burden on trying to make sure that we were remediating and intensive remediation and providing them all these different services that.
We were already trying to attempt to do, but now we were forced to do it in their way. When I left, we were still trying to muddle through how we were going to provide, 30 hours of intense radiation for kids that had not passed the last star test in spring. And and I think they’re still struggling to figure that out.[00:05:00]
JW Marshall: Yeah. And we’ve seen a lot of districts look at trying to really just cram it all in the summer. a, In a one week timeframe or two week timeframe. And it’ll be interesting to see, how that works versus the, dripping it out over time for the students But yeah, a lot of questions are still, sir, circling around, around how do we really get this done and not just check the box, but actually do it in a way that’s making a meaningful impact on the students.
Dr. Melana Silvia: I will say, I felt like TEA, at least provided us with support saying this year, do the best job you can. We’re not going to come in. We’re not going to audit. We’re not going to make sure you’re doing it with every single kid. We were very conscientious about wanting to make sure that, like you said, it wasn’t just a check off the box that we wanted to make sure the kids were getting what they needed and providing different options of opportunities to be able to do that.
I think of everything. We were providing the support for the kids, but the requirements of us having to meet with the parents and show [00:06:00] share with them what we were going to do and have them sign off. And it being three to one instead of our normal remediation, which is usually five or six to one. So yeah, everybody’s going to be muddling through it.
JW Marshall: Yeah. And I want to go back to one of your earlier points around the virtual students that the virtual students that, that you didn’t see or hear from obviously experienced a tremendous learning loss, but you did have some students that were virtual that did the work I participated. And I think we’ve heard from a few districts or more that there was the student population that we focus on the negatives of pandemic, but there was a smaller student population that may be.
Thrived in the virtual environment, because maybe they were more shy to answer in class or they had, some learning disabilities or just confidence issues. Do you think there is a place moving forward, maybe not in Cal Allen or not, but just, around the state for virtual options that maybe are better for some students or more permanent hybrid solutions that [00:07:00] are outside of the pandemic forced out.
Dr. Melana Silvia: I will say I know personally of some families who thrived in the virtual setting had of course parents support. So either the mom or the dad stayed home and the other spouse worked. So they had that support at home and could be able to provide that. Or you had students who were already in middle school and high school who had.
The study skills and the drive to be able to do it online. Me personally, I had three kids in the system. My oldest would have thrived virtually. She was a competitive gymnast. And so it would have provided her with a lot more time to be able to do the thing that she loved in gymnastics, and yet still complete her work.
And so there’s situations like that all around that. I feel like that. Needs to be provided for different students. The K-12 aspect of doing online. I will know, I do know that back [00:08:00] up. I do know that At the beginning of the school year, there were still a lot of parents who wanted their kids to be virtual.
And there was not access enough to be able to have everybody that wanted to be virtual. We had kids that would come in and say we signed that for K-12, but they said they’re full. And we don’t have an option to be able to do that. Yes, moving forward, I really feel like there needs to be that option.
I don’t feel like it needs to be part of a public school setting for every school district.
JW Marshall: Yeah. And of course, I think that’s part of what we’ve learned as well is that every community is really figuring out what works best for them. And they have more options now by necessity than they had pre pandemic.
But at least they. They know what’s possible. And they can say for our community, for our district, this makes sense. And for another community or district, maybe it doesn’t for whatever reasons, but at least they’ve had that experience. They’ve been exposed to it. Which kind of leads to my next question.
It feels [00:09:00] technology pre pandemic was really more of a supplement and now it feels like it is become a part of the core. And again, it doesn’t have to be a hundred percent virtual. And it feels like teachers have realized that the technology wasn’t coming for their jobs after all that it really was.
Something there to enhance the teaching experience and the student learning experience. Is that something that your teams have gone through that metamorphosis, if you will, for pre to post?
Dr. Melana Silvia: Yes. I would agree with that, except that there were some teachers that, because they were required to do both virtual and face-to-face.
We almost completely burned out. It was really hard shift. Teachers either wanted to do face-to-face or they wanted to just do completely virtual. And because in our district we’re smaller than a lot of other districts. You couldn’t have one dedicated teacher to be able to just do virtual.
So they were required to do both. And that was an overwhelming task. And I don’t think that teachers should be [00:10:00] required to have to do both of those. Yes, I feel like we need to have that option out there, but you really need to look at the staff and the personality and to be able to provide that for them.
JW Marshall: And that’s a perfect lead into my next question, which I know is a big passion of yours is the professional development. How has that changed? Because I think often we talked just about the student experience with technology, but how has the professional development changed during the pandemic?
Full-on I’m sure it was all a hundred percent virtual, which is difficult. Now are we going to land on more of a hybrid? PD model and maybe a bonus question, what PD is best for onsite and in person and what is best for asynchronous?
Dr. Melana Silvia: So yes, the professional development has completely changed.
A lot of the professional development is being done virtually, or like we’re doing now by zoom. There are some great things that can happen. Zoom wise. There are others that really need to happen. Face-to-face and hands-on so it just kinda depends on the training that you’re providing. We’ve done a lot of training on the [00:11:00] computer to where.
Teachers could be on their computer and be able to do training virtually with a trainer. The issue with that is, is that a lot of times they don’t have multiple monitors. So doing a training on one computer and trying to go in and do something while you’re listening to somebody on that same computer is hard.
So we did a lot of trainings to where we brought them into a lab setting, put the presenter up on a screen. And that way they could only focus on their computer to be able to do that kind of training. That to me is the best situation to be able to do it.
JW Marshall: I love that. And I love that it’s taking the best of what works in person.
You would have your own activities and things, but the person doing the PD and trying to translate that into the virtual setting, instead of just throwing it all a hundred percent of the computer, I think a phrase I heard a while back that I really liked. Is some of the best online learning happens offline that the technology there is [00:12:00] sometimes just there to, get everyone together, explain the project, and then you go offline completely for 30 minutes and you do it.
Or maybe you’re just zooming with a few people in a small group, and then you come back together, and you share what you, your awareness. Versus just thinking you have to be on the computer, taking questions or doing something the whole time. But using it as a way to facilitate, and as doing eight hours of zoom PD or eight hours of zoom school is not a best practice either.
There’s gotta be breaks in there. To make it again, more of a hybrid experience you’re smiling and nodding. So I’m assuming you, you’ve learned some of those things as well and follow some of those best practices.
Dr. Melana Silvia: So one of the things that we put into place is we provided both a short three to five minute snippet of the training or that to follow along on how to do it, plus a document because we have a lot of teachers who are still.
I mean included old school. I like a paper copy and to be able to go through the steps to do it. And so by being able to provide [00:13:00] those into a server type situation, they can go and search whatever they need to look for. They can see it online and see somebody doing it, and then they can also have the paper version to be able to go through and do the steps themselves that has really worked for us.
JW Marshall: I love it. And then, we talked a lot about hybrid and what you can’t replicate online. What have you found are the best things to be online only are asynchronous.
Dr. Melana Silvia: So the best things have things that are step-by-step. One of the things that we’ve really struggled with being the former step president is doing science online.
Science is very hands-on. There, I feel like out of the panic. We have had an increase in the number of different types of programs that we didn’t see before once that showed labs and let the kids manipulate things within the lab online, that wasn’t necessarily there before. That has been a silver lining to all of this, to be able to have that out there.
[00:14:00] I will say also one of the things. We got inundated with every single company that’s out there trying to provide us with, oh, we have this and we have this and we have this. And that was overwhelming right at the very beginning. What we pretty much did is we stuck with the main. Companies that we were previously working with and didn’t try to jump in to the pool and pick and choose different people.
We did add a couple of science programs that allowed our students to be able to do things at home virtually so they could see those labs and experience that. But we tried to stay with the core so that the kids were already exposed to what they had done previously and they didn’t have to learn something new.
JW Marshall: And you didn’t have to teach the teacher something in the middle of the pandemic. And I think it’s going to be really interesting to see what happens because a lot of new companies did come out of the pandemic by necessity. And I think we’ll see, moving forward [00:15:00] is the great audit of districts looking at, wow, we’ve got all of these online programs.
Are we even using them, all the ones we are using, are they making an impact because life’s too short. The school year is too short to use any program. That’s. Having a noticeable impact. There are so many great technologies out there that I think going into next year, a lot of districts are going to take a hard look at what do we have?
Is it working? And what changes do we need to make? Because there are some new companies now that the dust settled a little bit that came out in the last two years or. Revamped their program in the last two years to handle the needs of virtual only that are really great. And maybe some other companies that have been around longer that, that, are just resting on their worlds.
And so I don’t, it would be the position of the curriculum directors and the district administrator to, because there are so many products out there and it’s hard to know which ones are the best, but I think oftentimes some of the answers lie in the data that you already have. Or don’t have if there’s low usage.
And that’s [00:16:00] my hope is that districts, maybe this summer take a real audit of what do we have, what’s working, what’s not working and let’s not just get by with what we have and make it work. That’s really maybe less is more which would, I think also help with your teachers. Is that something you’ve already been doing over the years or do you think that’s something that’s maybe again, not just for Cal Allan, but statewide something that needs to be.
Dr. Melana Silvia: We have always said that we would go through and look at everything every single year. And I’m sorry, it just didn’t happen. I will say that this past year it really did happen. And I think not just in our district, but in a lot of other districts, because yes, you’re right. I had a list of 20 different programs that my science department had access to.
And when I went in and looked at the usage reports, they only use two of those 20. And but telling them we’re going to cut this particular program. They’re like, oh no, you can’t do that. And we’re like, but you didn’t use it. And so it’s hard. The other thing is I think you get new teachers in.
And they [00:17:00] don’t know what’s even available to them. We did not do a good job of making sure that any new teachers knew exactly what was out there, what was available, what they could get into what costs, what didn’t. And through all this, I think we’ve done a much better job providing our new hires with here’s a list of all the programs that you have access to at your grade level and content area.
Please utilize these. So I think every district is going to have to go through that and really do that. And it’s sometimes hard to cut because we cut programs. Focused on a few kids and those few kids really used it, but. In the big scheme of things, there were other things out there that they could have been using the teacher just wasn’t trained on it or didn’t use it or hadn’t ever used it.
And so that was the hard part is in narrowing that down to be able to be feasible. [00:18:00]
JW Marshall: Yeah. And really brings a question to my mind on what more can the technology providers do to make that transition easy, offering more on demand PD, things like that. Because I think we’ve really seen a shift in the last couple of years from the vendor model to the partner model, that really good at tech companies should be partners. They should, it’s not a one-time training and then you’re on your own. They’re really there to support you, on an ongoing basis. What have you seen without naming any names of any, companies that, as has worked well for you on that side and the other districts listening should be looking for that level of service or that level of partner.
Moving forward as we’re, I think turning a corner in ed tech that you really have to have the best product and the best service and the best of everything just to compete. With the other companies, give us an idea of what you’ve experienced in that regard.
Dr. Melana Silvia: I will say that the companies that we feel have been the best have, like you said, not done a one time drive by here’s your PD.[00:19:00]
Good luck. They’ve done multiple shorter online PDs with different groups of so like one with administrators, one specifically with teachers, one, even with students to help them get online and to share that. Those that have allowed us to videotape those, to be able to show them at later dates for other things, or they provide their own video library of this is how you do this.
And it’s searchable to be able to. So somebody who I need to be able to add a test, or I need to be able to create this item or that they’re searchable short little videos to help them to be able to do that.
JW Marshall: I love it. And as for educators, if it’s not easy, it’s not going to get used. And if it doesn’t get used, it doesn’t get bought the next year.
Maybe just talk for a minute about beyond the PD and the videos and support the programs have to be really intuitive and easy to use. Not only for students, which is often not a problem, but for the [00:20:00] educators.
Dr. Melana Silvia: Exactly. I will say that if it’s not intuitive, if you can’t just sit down and go through and figure out, oh, I can click this button and it does this.
And then those types of programs are going to go away because. Teachers don’t have the time or necessarily the background knowledge to be able to go through and be a computer expert and find that information. Very true. It has to be intuitive. It has to be easy to use. It has to be something that they can be trained on quickly and not require a whole bunch of time in up teachers don’t have the time to be able to do that.
JW Marshall: Yeah. A full eight hour PD on just one product. Seems like there’s a problem with the product if it doesn’t work that well. And it seems again like the shift has been more to not the 1 0 1 it’s usability, but to optimize for specific student populations are the level two. More advanced uses of some of the technology would need that 30 minute or one hour, PD training versus [00:21:00] we need eight hours to just explain how to log in and, get the students on the, those days hopefully are logged on.
Dr. Melana Silvia: Yes, I will say that a lot of the companies out there now that are providing single sign-on services have been very beneficial for education to be able to have. The side that you can have your teachers and your students log into that has access to the different programs and apps that are available within your district.
And to be able to specialize it to specific groups of teachers. So our high school teachers don’t want to see. Sorry, learning a to Z on their screen, their home screens, because they don’t use that and to be able to target and make their screen what they need and be able to see what they need has been very beneficial.
JW Marshall: I love that. All right. So coming back to the teacher, I imagine this is another area that you’re passionate about and you’ve touched on it a little bit. But teacher burnout is a real thing. And even the great resignation of a lot of current teachers. [00:22:00] What have you seen work as far as helping to minimize the burnout, promote health and mental health?
Not just for students, but for the teachers in the district, in the building. And what more can be done on that?
Dr. Melana Silvia: Okay. I think it’s basically three things. Time, money, and support. Money. Always everybody says, oh, we’ll just give them more money that does not solve the problem. Yes, everybody would love more money, but that is not going to be the solution time.
Providing them with the time to be able to learn things and to implement things and to plan for virtual or whatever is much more important to a lot of teachers than any amount of money that you could give them. And then the support having an administrator. Team that knows, oh, this teacher’s really struggling.
Let’s get her some help. Let’s provide her with a time off during the day to be able to go and have another teacher help her and show her how to do things and, or just go in and observe another [00:23:00] classes. Time and supporter my two biggies money. Almost every district is throwing money around.
We did an incentive at Christmas and which was awesome and teachers loved it, but that’s not going to solve the situation. So we’ve got to provide them with a feasible way to be able to do the job. We’re requiring them to do and the time to be able to plan and set that up. I’ve seen a lot of new incentives with districts that are doing a half day during the week to where another teachers is taking over their classes.
So that teacher has that time to be able to do that. I think that’s wonderful. And those are some great things that are going to help with that burnout.
JW Marshall: I love it. Okay. So we’ve talked about teacher burnout and we’ve also talked about one of the solutions is potentially giving them a little bit more time off, which teachers hate to do because they don’t want to substitute in their classroom because they’re afraid of.
But, be able to advance [00:24:00] their babies, their students knowledge and keep them on track. But also there just aren’t any substitutes for the most part right now. Talk to us a little bit about this issue and how y’all have handled it, or maybe some ideas moving forward for other districts and the administrators to think about the substitute problem.
Dr. Melana Silvia: So, our district, like many other districts around us are struggling to find substitutes. We have days that we may be short 10, 15 subs and kids are being pushed into the auditorium just to, during their class period to be able to service because we don’t have enough subs. A lot of districts are providing more money for their subs.
I know that. One district is offering $225 a day to BSM, but like teachers feel like then I’m just going to get a warm body into my classroom. And my kids are going to miss out on education for that particular day if I’m out. So the burnout. But yet I need to be out and have a sub is a real issue.
I feel like there needs to be [00:25:00] more recruitment and getting subs in even maybe starting at the college level, those Individuals who are going into education, want to know what education’s they don’t need to wait until they’re doing their student teaching the last semester after four years and find out, oh, no, this isn’t really what I want to do.
So maybe they should be required to sub earlier on in their educational career. In college that. The money is great, but if you provide training for those subs to be able to know what to expect when they walk in the classroom and that we really do need them to do instruction, not just babysit.
So we need some help and support in providing subs to be able to alleviate the issue with our teachers needing the day off or needing some time off to be able to do that.
JW Marshall: And maybe coming full circle to our discussing earlier on the tech products. I’m looking for products that provide those lesson plans, those videos, those scaffolds as resources that [00:26:00] are easy for a sub to come in and to hit the ground running with.
So you don’t lose a day of learning.
And I’m a big fan of a New York times bestselling author named Dan pink, Daniel pink. And he talks about some of these same things in just all careers and all industries. And he talks about in a perfect world. You were be able to pay people in. That they wouldn’t worry about money, that it would be, you don’t have to overpay, but you can’t underpay.
And so hopefully we keep working on that. And then he talks about, giving people mastery the ability to keep growing in their careers through PD and not just learning programs. Better teaching strategies. And then also autonomy. And I know that’s probably one of the toughest ones that teachers used to have a lot of decades ago and now they have less stuff, but I hear a lot of districts trying to find any type of, additional half days off or ways to give those teachers that autonomy to do with.
Do best, which is teach and impact students without as much [00:27:00] bureaucracy and red tape and things. So that’s my hope. And I did hear one other really fun story or helpful story. There was a district that had what they call the tap in, tap out where if a teacher was really struggling that day, there was a chat or a text that they could send something to and they would try to keep an extra sub or teacher on site that they could.
Tap out for five minutes or the rest of the day, whatever it was. And they said the teachers really use that. And that felt like a really great support that if they were just, having a bad day or that students were being extra annoying, there was this ability to, to reach out, virtually to the entire staff or the administration and say, I just need know.
Or two more and it was I think had a really big impact and it was a really little thing that just was small bursts of time. Yeah. We’re gonna try to wrap up our time here. We’ll transition to our final topic, which is my. We always like to end our shows on a half glass full Austin optimistic kind of story.
[00:28:00] So think back to any stories of success whether that was a specific campus or teacher or something you did with your curriculum team through the pandemic, or coming out of the pandemic that you can look back and say, you know what? That was, tough, but we really, Made an impact.
We made sure those students didn’t experience that wording loss in this case. Give us a, at least one or more, sometimes it’s hard to choose inspirational stories that you’ve experienced recently.
Dr. Melana Silvia: In October, one of my principals contacted me and said, Hey, I have a teacher who’s really struggling. She was doing great last year, but this year she’s really struggling. And it’s with her last period class. Can you please come help? And she says, I know you. Two months out from retiring, but I would really love to have you come.
So I scheduled to go in and observe her class with her knowing that I was coming there because I don’t like to just pop in, sit for an hour. I went in the first time. And she was really struggling. She was frustrated by the end of the day. I think it was her most [00:29:00] challenging group of kids.
They were pushing every single one of her buttons. And so we met after that and gave her some ideas and went back the next week saw that she had implemented some of those ideas. Within those two months, I saw a complete turnaround. Her last period was I wouldn’t say her favorite period of the day, but it was definitely bearable and she enjoyed it.
And so to me that was the success thing, just to be able to provide her with Suggestions to help her to be able to be successful. And sometimes that’s what teachers need. They need a coach to look at their situation and provide them with those incentives and experiences to be able to help them to be able to be.
JW Marshall: I love that. And it seems like independent money. People are more vulnerable to say I need help. And it’s more okay for people to say help. So that’s really exciting that that’s really happening now. And hopefully that’s something we keep moving from.
Dr. Melana Silvia: Yeah, my, my biggest thing was I didn’t want her to [00:30:00] feel like I was coming in to do a gotcha thing because so many times that’s what, when administrators, especially like curriculum directors that aren’t on a campus that come in to do something like that, they would like, oh my gosh, I’m in trouble.
What did I do now? I wanted her to know that I was there to help her and support her. And that’s what I felt like I did. And I feel like she really benefit from that.
JW Marshall: That’s awesome. And they feel like in the past I have to be perfect and nail it. And it’s better just to, we always tell the students don’t have your parent take the test at home.
That shows you’re at a hundred percent when you’re not, because then we can’t help you learn the material. We can’t do that. The same applies to teachers, don’t try to pretend like you’re perfect. Just do it the way you’re would do it normally so that you can come in and help it. So it’s so great to hear stories of administrators that have.
Passion and a supportive mindset for their teachers and not just evaluating and, telling them what they did wrong. That’s really exciting. All right. [00:31:00] We’re out of time, I could keep going for another 30 minutes, but we do have a time limit. We are going to have you back on later this year to check in with you.
But thank you. Dr. Molina, Silvas so much for joining us today. Thank you for having me and to our audience. Thank you for joining us again on the accelerating Texas K-12 podcast. We are so glad that you tuned into us every week and be sure to check out our landing page and consume these podcasts on apple and Spotify and Google and all the places that you consume your podcasts.
Thanks again for joining us and always keep learning.