Redefining How We Teach Reading

WEBVTT
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Hi, I'm Lydia and I'm Kristen.
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Through our work at Learning Lab, which talk, we get a front row seat to innovation and personalized kindergarten through 12th grade learning.
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On this podcast, we share stories of how educators and parents are helping kids discover their passions so you can do the same for a child you love.
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Time to dive in.
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Let's get personal.
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Hi everyone and welcome to Let's Get Personal Real Talk About Reimagining Education.
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Today we have our friends Jane and Amy here from Reed Redefined.
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You guys have kind of been around Learning Lab for a little while now, but you have good connections with Kristen.
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So maybe let's just take a little moment here, introduce yourselves.
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Who are you?
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What do you do?
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How'd you get there?
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Okay, well, um, Amy.
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So I started as a classroom teacher, started kindergarten, second grade, fourth grade, kind of did that.
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Uh, went over as an intervention specialist, and then um got my master's in as a reading specialist.
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Anyway, super long story shorter.
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Um ended up getting some training, and that is where initially I met Jane, and I kind of fell into this business um a few years ago, and we can get into that later.
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But um, yeah, I've been working with students and been writing um curriculum and working at Newman and kind of doing all of the above for a little bit now.
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Jane?
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My name is Jane, and my path originally, I was a classroom teacher with USD 259 here in town, and I had three kids in five years, so I was working to pay my wonderful, lovely, love her daycare person.
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But it was time for me to step out for a little bit, and in that time I came across the the working, being able to work with a student with dyslexia.
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And the more I investigated, the more I went, oh, this is kind of cool.
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And so I just kept digging and digging and digging, and in digging, I just fell in love with it.
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And fast forward a little bit, and I went, oh, look, what lives at my house?
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So I also have that going on as well.
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But through time, through being back in the classroom, out of the classroom, being in higher education, um, all the things uh being in business with Amy.
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We can talk about that more too.
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Exactly.
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You know, there's all the things.
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Yeah.
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Yeah, that's that's really fun.
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So talk a little bit about read, redefine, and what do you all offer families as services?
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Yes.
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So there are several things.
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Um, we advocate for students, we work with students, so we both have caseloads of kids that we work with.
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We also have some other therapists that work for us that provide services.
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Um we have several different courses that we offer.
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Um, some of them are through a university, some of them are through read redefined.
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Um so we have a lot of different things.
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Some of them are on the KSDE.
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Oh.
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Yes, we have two courses that we wrote, um, the Read Redefined course and literacy redefined, that are both on KSDE website.
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They both are at-risk list funds, um, both sealed literacy classes.
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So we were very excited to be on that.
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Um and we've gotten in our read-redefined main course, that's our dyslexia therapy one.
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That has um been the one that we have accredited through IDA, which is International Dyslexia Association.
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So, and then of course we have our Newman stuff.
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Yeah.
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We have a lot of different avenues.
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Talk a little bit about I don't know exactly the right question, right?
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But set the stage for people.
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I feel like if you have a family member or a child that has dyslexia, you know about the world and the issues that have existed with teaching kids how to read.
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But I feel like if you don't have an inlet to that or you haven't experienced it, it doesn't feel like as pressing up a problem, I guess, as it actually is.
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That's how I feel like it's like been an unaddressed pain point.
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And there are things that are happening to change it.
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But can you guys just set the stage of context a little bit for people who maybe aren't familiar with reading and teaching kids how to read and how we've done it so far and why your guys' work is so important?
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Does that make sense as a question?
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So that's a three-hour conversation.
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Give me like so let me give you a shorter version.
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Um the first thing I would say is that in the history of education, we did not call it dyslexia.
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So if you go back, it would be a grandparent who struggled to read, or a parent or an aunt or an uncle or a cousin who had to get intervention while they were in school or after school, or we hired a third grade teacher to help us with phonics or whatever.
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And do not get me wrong, it is not just phonics before others will go that way, but it's that whole being able to understand.
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So part of it, yes, a family member who struggles is going to be your first number one predictor of oh, I should probably pay attention to this.
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Then when you get into the school system per se, our struggle has always been in I'm of a certain age, that when I went through college, it was whole language.
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With whole language, whole language was a completely and totally different setup than structured literacy.
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And because of that different setup, not everybody's on board to that switch because not everybody likes change.
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So there's a shift that's happening.
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That shift is coming.
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So we want to make sure that we're watching out for a family member 100%.
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If you've had a family member who has struggled, you're kind of going, hmm, mm-hmm.
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I wonder if this could be something I pay attention to.
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And so if that's the case, then obviously then we do need to pay attention to that.
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Is it the is it the guarantee?
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It is not the guarantee.
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Um, so therefore, then we get in and we start looking at what what are our skills, what are what are where are our weaknesses, how can we help with that?
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The fabulous, wonderful thing about structured literacy is that it really works with students who struggle with reading, whether it is um English as a second language, whether it is dyslexia, whether it is anything that falls under that reading, that system works well.
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We know that the human brain is the same human brain, no matter who it is and how they were developed, what country that fabulous, wonderful human brain was is created with knowing every single language, every single sound in that.
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And so we know that we can all get there.
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Yeah, but the question has been the struggle or the path that way.
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It's interesting because five perhaps of people just absorb it.
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I swear they can lay their head on a pillow and just absorb it and know how to read.
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Yeah.
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Everybody else is gonna need help.
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It's only five percent.
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Five percent.
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I worked at a dyslexia center and I didn't know that.
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Yeah.
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And everybody else, now is the struggle gonna be the same?
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Of course it's not.
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Yeah.
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So there's gonna be lots of varying degrees of that.
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But we're still talking that the majority of people are gonna need a little bit of extra boost somewhere.
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So why not teach everybody what works for the lowest so it would it can benefit everybody?
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Yeah.
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Yeah.
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Well, you think it would even help the strongest learners be better.
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It does.
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Absolutely.
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I think that's just really interesting.
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I when I was teaching in my high school, we had over 50 different countries represented in the building.
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We had, I don't even know how many languages then.
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So I think that your point about learning a language, like if you're learning, if you're a non-native English speaker, there are structures to language.
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So therefore, yeah, that's just a really interesting connection.
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I hadn't thought about that.
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By teaching those who are genetically not wired to have that same understanding, you're teaching all kids.
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So you're teaching the other 95%.
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Yeah.
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So that's the fabulous part.
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Uh-huh.
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Uh-huh.
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It's good on multiple levels.
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It's good on multiple levels.
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Um why do you guys care about dyslexia?
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Why you?
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Why you two?
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What's your personal connection?
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Personal connection.
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You're right.
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Um Well, I am dyslexic myself.
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Um, and I did not realize that I was dyslexic uh until Jane told me.
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And I go, Thank God for Jane.
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I didn't know.
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She didn't learn anymore.
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I put many characteristics on the board and she said, I do all of those things.
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And I said, Okay.
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And then I just stopped talking to let that kind of scene in.
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Equals.
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And and so I was 30 when I found that out.
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So until then, I had struggled, everything was difficult.
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I just thought that I lacked intelligence to be able to do things.
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So the decisions I made, the paths I took were all with that filter of, well, I I can't do anymore.
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Like this is this is my path, and that's okay.
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Um so once I found that out, like, oh, well, that kind of puts a spin on things.
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Yeah.
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I went through life working with that.
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But then the the main shift, as everybody I'm sure gets, is when I became a mom.
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I'm like, okay, well, my babies are gonna be part of me.
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And if they're part of me, then I have to fix this because they will not experience school, they will not experience get that self-esteem like I had.
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Like that's not acceptable.
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So it kind of was a fire of no, no, no, we're we have to do something about this.
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We're gonna break this cycle.
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This is not gonna continue.
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Yeah.
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I kind of wanna like pause and just like let the people reflect on this idea because I know you like pretty well, and you are very intelligent and you're creative.
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And people respond really, I mean, you have all these strengths.
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So I know that you're intelligent, but you spent 30 years of your life thinking that was untrue because you did not understand how you learned, right?
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And if you had that experience as someone who I can testify to the fact that you're a competent, charming, lovely human being.
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Think about all of the other people, not even just kids, because we focus on kids, we love kids, we can remediate better when they're kids.
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We can break cycles for kids, right?
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So think of all the people of all ages who think they are dumb.
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Yeah, and that's yeah, honestly, that's the number one thing that I that comes from this is that dyslexia.
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So, yes, I I get that, but do you think those scars go away?
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Right.
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They don't.
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So these people that are walking around, like I am this, I am this, which is wonderful and empowering in itself, it still doesn't mean that it gets the best of you some days.
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That it's still a struggle all the time.
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It doesn't make it easier.
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So that is one of those conceptions of just because you receive or you know where it's gonna help there's parts of it that help.
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But that's why you're like, well, if I could start having these conversations and work on this before, maybe it's and to jump on that just a little bit, it's one of those that dyslexia is often tied to school-age children.
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We have the reading, writing, and spelling, it's the first things that we ask them to do once they enter kindergarten.
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However, it's one of those we also know that it's all language that has to be processed.
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So if you think about setting up a new computer, how do you talk to your friends?
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What is socially appropriate, what is not socially appropriate?
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How can I, my the relationship you have with your spouse, how you hire someone, how you give directions to someone.
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We have even had conversations where we're like, okay, something's amiss, what's going on?
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And we go, oh, that's just a vocabulary.
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I got this all the time.
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Yeah, yeah, sure, sure.
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So, Jane, what about you?
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You're not dyslexic.
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I know you are.
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I know that about you.
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How did you know that about me?
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I just know you.
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I know I mean not dyslexic.
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I and I also aren't dyslexic.
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But we might be in the 5%, to be honest with you.
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I don't, I mean, but to your point, I don't ever remember struggling to remember.
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I don't either.
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Truly, truly in my heart of hearts.
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I know to make you jealous.
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Yeah.
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I just think that 5%, like it, that's just a really interesting factor.
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I'm actually jealous of you, just to be clear.
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When I worked in a dyslexia center, I dyslexic people have some cool strengths, but that's we're gonna talk about that later.
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Okay.
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So originally um getting into this as the classroom teacher, and and I was able to, again, three kids, five years, was able to stay at home.
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And I loved being able to go and do the Valentine's parties and put out the little heart-shaped cookies and does mom.
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Exactly.
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And get to see them and all that kind of stuff.
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Love to be able to do that.
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But if you're a classroom teacher, you get to host all of those events.
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You don't get to go to any of those events.
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So when I came across the program, it was one of those, it was fabulous because it really fit the niche for me.
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Short version is the my three-year-old that I mentioned earlier is profoundly, profoundly the less than one percent or of those who struggle with reading, writing, and spelling.
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It's really cute when they mix up words like seat cart.
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It's not so cute when they mix up lawnmower and call it a monlower and they're 13.
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You're gonna get made fun of, right?
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Yeah.
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So I do have that personal connection, that personal importance.
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However, I also knew I could teach her to read.
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So I was gifted in that.
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I was also gifted with, we started intervention when she was four.
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So when she was going through the process, when she was going through all of this, it was something that she was developmentally on par with her peers.
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Was it always perfect?
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No, but she was hanging in there and she was not profoundly behind her peers.
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She only asked me one time, Mom am I the only one in the family who's dyslexic?
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And I said, yes.
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And you're also the only one with blue eyes.
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So that's a that's as much control as a parent that you have over it.
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Like, and it's but I also struggle with telling my story because I did not have the kid who came home crying every day with homework.
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And I did not have the kid who stomach aches before going to school or headaches, or I didn't have that experience.
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And I know I am a teeny, teeny, teeny, tiny subgroup.
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And it's one of those that, you know, my kid went to my kid went to college, graduated with honors on an SAT scholarship.
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So it's one of those that we know it works.
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So the question is, how do we get at all the other ones?
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If I had waited for a school or school system to be able to be what she needed when she needed she's now 27.
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She's completely outside of all the realms of high school, middle school, elementary school, all of that.
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So for me, it's not it's no longer about being the parent, which is still important, but it's also too about as an educator, how can I help the profession?
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How can I change that so that when I was sitting there in my very first week of class, I was like, oh, and oh, that one probably was, and that one meets those characteristics.
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And you know, if I go back to a different grade, I can think of these kids.
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And so how can we, how can we just get the information to other educators so that they too can feel those successes?
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As an educator, we did not go into education for the money.
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So you apparently go into it for the little light bulb moments, and that's what you want.
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How can how can I share with educators so that they can get those light bulb moments as well?
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With to your point about early intervention, like what did you because it is cute and they my daughter calls fruit snacks snoot snacks?
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And they're forever snoot snacks in our family.
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Right.
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So like so that's cute.
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I understand.
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So like so like some things are just like cute toddler talk, right?
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So what did you notice with your daughter that if somebody's listening would be like, hey, these just early intervention could look like this for that young of an age.
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So mine is still a little bit different because I'm gonna have you also share on this.
00:17:07.519 --> 00:17:21.119
So for for my child, it was sitting in that Valentine's Day party and we had the most wonderful, loving grandma of a teacher for preschool for the pre for the four-year-old preschool class.
00:17:21.279 --> 00:17:24.319
And uh she was it was a three-year-old pre preschool class.
00:17:24.400 --> 00:17:26.559
We had we had Barbie for four-year preschool class.
00:17:26.640 --> 00:17:27.519
I should have known that.
00:17:27.839 --> 00:17:31.039
But um, she was sitting there and she was doing a fabulous job.
00:17:31.119 --> 00:17:41.839
She was reading the Barernstein Bears book, she was asking comprehension questions, she was talking about characters and settings, she was doing all the things all great educators do.
00:17:42.160 --> 00:17:49.200
And when the students were raising were raising their hand, they were sitting in a little semicircle, there were 12 kids in her class.
00:17:50.480 --> 00:17:53.279
She asked the question, and 11 raised their hand.
00:17:54.079 --> 00:17:56.079
And guess who was the one who did not?
00:17:56.960 --> 00:18:03.920
And then when she asked the second question, my sweet one was the first one with her hand in the air.
00:18:04.720 --> 00:18:06.799
And she answered question number one.
00:18:08.000 --> 00:18:10.559
And it took her that much time to process her language.
00:18:11.440 --> 00:18:12.880
And that's where it gets back to the language.
00:18:13.839 --> 00:18:17.680
So, did I have a definitive she is dyslexic because she's done this?
00:18:18.000 --> 00:18:21.359
I did not, but I did have a you had a little hmm over here.
00:18:21.519 --> 00:18:24.079
I should maybe I should maybe pay attention to this.
00:18:24.319 --> 00:18:28.640
And at that point in time, somebody said, Have you ever considered working, you know, and doing this with her?
00:18:28.799 --> 00:18:33.839
I was like, you know, I'm just like, am I being oversensitive?
00:18:34.000 --> 00:18:35.519
Because I work with kids all day with this.
00:18:35.680 --> 00:18:43.359
Is and the comment that she made was but what hurt does it do if you do it?
00:18:43.599 --> 00:18:45.920
And I went, Okay, I can't answer that question.
00:18:46.079 --> 00:18:48.720
So I guess I'm now also working with her too.
00:18:48.880 --> 00:18:49.039
Yeah.
00:18:49.279 --> 00:18:51.200
And it was one of those, it was to our benefit.
00:18:51.440 --> 00:18:54.960
She wasn't the kid behind because so we were very fortunate in that.
00:18:55.200 --> 00:18:55.759
Yeah, yeah.
00:18:56.000 --> 00:18:58.720
You had the different situation with your cutie patooties.
00:19:01.359 --> 00:19:05.599
Um, so when I first um hold on, Amy.
00:19:06.240 --> 00:19:07.119
Closer your microphone.
00:19:07.200 --> 00:19:07.599
I'm sorry.
00:19:07.920 --> 00:19:08.240
Thank you.
00:19:09.440 --> 00:19:13.839
So I was in uh I lived in Baton Ridge, Louisiana for a while.
00:19:14.160 --> 00:19:22.880
And when COVID hit, I decided, I don't know why, that I wanted to do preschool with a whole bunch of toddlers in my house.
00:19:23.920 --> 00:19:27.359
You're so generous and kind of choice that were interesting.
00:19:28.400 --> 00:19:30.160
So that's a good word.
00:19:30.799 --> 00:19:44.000
So I did, and so we were in the middle of, I was leaving circle time on the carpet in my living room, and we were talking about eye igloo, and they were had, you know, they had the feely thing, and we were talking about that, and it was great.
00:19:44.240 --> 00:19:53.039
Next day we went to review it, and my three-year-old, she was equally amazed every time that it was an igloo.
00:19:53.920 --> 00:19:55.279
No concept at all.
00:19:55.599 --> 00:19:56.799
I'm like, okay, that's all right.
00:19:56.880 --> 00:19:58.720
We'll just work on repetition, not a big deal.
00:19:58.880 --> 00:19:59.759
She just needs some more.
00:20:00.400 --> 00:20:01.680
So I did it again.
00:20:02.480 --> 00:20:06.480
We worked on the concept I igloo eye for three years.
00:20:07.759 --> 00:20:13.839
And the number of repetitions until she finally got it.
00:20:14.400 --> 00:20:20.799
Um so there were those moments like when she was three that I was like, oh boy.
00:20:21.839 --> 00:20:22.720
We're gonna need to be a good thing.
00:20:22.880 --> 00:20:37.119
And for mine, it was, you know, she was the youngest, so it was one of those, it didn't matter how long it took her to answer a question because she was generally sitting in the back of the car while I was dropping off at soccer and picking up from gymnastics, and I'd ask the questions and she'd respond.
00:20:37.200 --> 00:20:45.599
And but it was in both situations that it was how this one is doing compared to their peers of their age.
00:20:46.160 --> 00:20:48.400
So as a mom, it didn't matter how long it took.
00:20:48.559 --> 00:20:49.200
Right, right.
00:20:49.440 --> 00:20:55.680
But compared to other peers, you go, oh, she is doing this, but the peers are not.
00:20:55.759 --> 00:20:58.799
And that's the same as to what was happening with my situation as well.
00:20:59.039 --> 00:20:59.119
Yeah.
00:20:59.279 --> 00:21:06.799
And it was tough because her her sister, um, who is 16 months older, she was wow, you did that quickly.
00:21:06.960 --> 00:21:08.319
Those were all the choices.
00:21:09.519 --> 00:21:12.480
You know, it doesn't have consequences.
00:21:14.799 --> 00:21:16.480
Sometimes I have names.
00:21:19.119 --> 00:21:19.920
That was funny.
00:21:20.160 --> 00:21:26.559
So that's she is the polar opposite, where she was reading chapter books by the time she was five.
00:21:27.200 --> 00:21:31.759
And not because of me, um, because she was the one that just absorbed the information.
00:21:31.920 --> 00:21:38.480
She was, she would watch the magic schoolhouse and she would run and she would fact-check sources at five.
00:21:38.640 --> 00:21:39.039
Good for her.
00:21:39.200 --> 00:21:40.640
And I'd be like, honey, what are you doing?
00:21:40.720 --> 00:21:42.480
And she's like, Mom, that was clearly wrong.
00:21:42.799 --> 00:21:44.640
It says right here National Geographic.
00:21:45.119 --> 00:21:45.440
Okay.
00:21:46.319 --> 00:21:47.359
So I mean, we had to.
00:21:47.519 --> 00:21:50.240
I thought she could tell the difference between a primary and a secondary.
00:21:53.200 --> 00:21:55.440
And he was wrong, and she was right.
00:21:56.480 --> 00:21:57.599
It was a day.
00:21:58.319 --> 00:21:59.119
But it was cute.
00:21:59.359 --> 00:22:06.559
Oh, that's So you also had that comparison because your older daughter's the one that took to it easily.
00:22:06.799 --> 00:22:07.119
Yes.
00:22:07.359 --> 00:22:15.039
And so I mean, as a parent, you had you had already had training to where you could do IE glue eye.
00:22:15.359 --> 00:22:21.119
But what about parents that have a three-year-old or a four-year-old or a five-year-old doing this?
00:22:21.279 --> 00:22:24.960
Like, what should a parent do if they kind of start recognizing?
00:22:25.119 --> 00:22:31.200
And also you might share, you're sharing what you saw in your ch children, but like what else can parents look for?
00:22:31.279 --> 00:22:34.480
Because there are other ways to identify dyslexia.
00:22:35.599 --> 00:22:41.119
Um so with littles, you have to think about things like left and right, tying your shoes.
00:22:41.359 --> 00:22:43.759
All of those are abstract and they have language.
00:22:44.319 --> 00:22:46.000
Tying shoes has a lot of directions.
00:22:46.160 --> 00:22:47.279
How are those directions?
00:22:47.440 --> 00:22:49.839
They're all me talking.
00:22:50.559 --> 00:22:52.160
The same thing with left-right.
00:22:53.039 --> 00:23:01.359
Some adults don't still struggle with that concept because, again, it's an abstract object, an abstract concept.
00:23:01.839 --> 00:23:17.359
With that, it's one of those that um you'll also see things like they are struggling with the names of the letters, they're struggling with any of the sounds, they're struggling with multiple conversations about the same letter over and over, and they're still not getting what those letters and sounds are.
00:23:17.519 --> 00:23:23.119
Um, as they get a little bit older, do they know uh a house number?
00:23:23.359 --> 00:23:24.000
I laughed.
00:23:24.079 --> 00:23:28.720
Uh, I was trying to hold back because um a kindergarten requirement is that they know their phone number.
00:23:28.799 --> 00:23:32.960
And if you ask a kindergartner what is your phone number, the first response is I don't have a phone.
00:23:33.359 --> 00:23:38.240
And then the second say, okay, but if I was to call your mom, what phone number would I?
00:23:38.640 --> 00:23:41.200
And then they would give you the four-digit pin number to get into the phone.
00:23:41.759 --> 00:23:43.279
Yeah, yeah, there's too many numbers now.
00:23:43.359 --> 00:23:43.920
There's too many.
00:23:45.039 --> 00:23:49.519
So that that, you know, standards are shifting a little bit on us as we speak.
00:23:49.759 --> 00:23:54.799
But but those abstract things are things that are that struggle.
00:23:54.960 --> 00:23:57.599
So anything that requires a remembering.
00:23:57.680 --> 00:24:02.720
Um, she would also be the kid I would say, okay, I need you to go get your shoes, your socks, and your backpack.
00:24:03.119 --> 00:24:05.440
And she would come back and she'd be holding a Barbie.
00:24:05.599 --> 00:24:06.240
Yeah.
00:24:07.279 --> 00:24:12.000
And at times that just feels like, okay, they're just not focusing, or you know, you can dismiss it easily.
00:24:12.079 --> 00:24:14.799
It'd be like, well, they're so good, especially when they're three, four.
00:24:16.240 --> 00:24:19.200
And she was the kid who taught me, what did you hear me say?
00:24:19.440 --> 00:24:19.599
Yeah.
00:24:19.759 --> 00:24:20.960
And what's a great question.
00:24:21.279 --> 00:24:24.079
And she said, Well, you said today's preschool.
00:24:24.799 --> 00:24:26.160
It's show and tell.
00:24:27.279 --> 00:24:27.839
Great.
00:24:28.079 --> 00:24:30.799
I am I am loving the fact that you have already picked it out.
00:24:31.039 --> 00:24:33.759
We're not going to spend 45 minutes on coming out the door in order to do it.
00:24:34.559 --> 00:24:40.079
I love that you already know what you're going to share, but I still need you to put your shoes or socks and your backpack.
00:24:40.319 --> 00:24:41.839
So it were little things like that.
00:24:42.000 --> 00:24:45.039
That it's that abstract or remembering concepts.
00:24:45.519 --> 00:24:56.160
Um, if you think as an adult, um, one of the assessments that I have worked with with most often high schoolers above, I'll give a list of like things in the grocery store.
00:24:56.319 --> 00:24:58.799
You know, as an adult, things in the grocery store.
00:24:58.880 --> 00:24:59.039
Yeah.
00:24:59.200 --> 00:25:12.559
Um, they generally remember the beginning of the list and the end of the list, and they never heard anything in the beginning because there's just I had to hold on to this, which means you're still talking, but I'm not listening anymore.
00:25:12.799 --> 00:25:14.160
Okay, I think I got those three.
00:25:14.240 --> 00:25:23.119
Now I'm re-engaging and now I I see that my husband has dyslexia and he's a high school English teacher, and uh, which is a whole thing.
00:25:24.480 --> 00:25:34.240
But um that's how I knew is I would say go to the bank, go to the store, and you know, go to the mailbox.
00:25:34.720 --> 00:25:42.559
And like, first of all, he you can't give him a list of things to do in order verbally because he will not do it in order.
00:25:42.720 --> 00:25:42.880
No.
00:25:44.160 --> 00:25:47.680
And you really can't just give him anything verbally.
00:25:47.839 --> 00:25:52.400
I have to send a text that's like bank, but and then he is real good.
00:25:52.559 --> 00:26:09.039
But it's the it's the processing of the language, which is wild because he can, you know, his mom, and I think I've said this on the podcast before, but his mom took off of work, quit her job when he was in kindergarten, had the wherewithal to know, and just did phonics.
00:26:09.119 --> 00:26:09.359
Yep.
00:26:09.519 --> 00:26:12.319
And that's the only reason that he can read, I'm sure of it.
00:26:12.559 --> 00:26:18.480
But he's loves to read now, but as you said, as an adult, it doesn't go away.
00:26:18.640 --> 00:26:20.319
It's not something they're going to outgrow.
00:26:20.480 --> 00:26:21.680
It's going to be something that goes away.
00:26:22.000 --> 00:26:23.599
You're still gonna be able to tell.
00:26:23.920 --> 00:26:25.279
You're still gonna be able to do that.
00:26:25.440 --> 00:26:28.720
I can't even after repeating ADK.
00:26:29.440 --> 00:26:34.000
And people often forget about the comorbidity between dyslexia and ADHD and autism.
00:26:34.240 --> 00:26:37.759
How they they kind of often they'll be like, oh, well, this is this.
00:26:38.079 --> 00:26:40.400
Okay, but if it's this, be careful.
00:26:40.720 --> 00:26:42.480
Because a lot of times things overlap.
00:26:42.799 --> 00:26:43.920
So you have to be careful too.
00:26:44.000 --> 00:26:45.839
If they'll be like, oh, this is ADHD.
00:26:46.559 --> 00:26:48.720
But is it just ADHD?
00:26:48.960 --> 00:26:54.559
So that's also something that one might be shining stronger than the other, but it doesn't mean that they don't have something different.
00:26:56.000 --> 00:26:57.440
My son has dyslexia.
00:26:57.680 --> 00:26:58.799
We've learned this recently.
00:26:59.200 --> 00:27:01.599
Something that I wish I had known as a parent.
00:27:01.839 --> 00:27:03.119
I don't know, nobody just made it a word.
00:27:03.680 --> 00:27:05.680
He had a hard time crossing his midline.
00:27:06.480 --> 00:27:09.839
And like now we're like, well, of course he has dyslexia.
00:27:09.920 --> 00:27:12.640
Like that's that's I think those things are tied together, right?
00:27:12.720 --> 00:27:15.680
Because you're trying to get things, information across the brain.
00:27:15.839 --> 00:27:17.440
But he went to an occupational therapist.
00:27:17.519 --> 00:27:24.640
Like there's little things that it's like, no, if they're there are just developmental cues that you could just be curious about more.
00:27:24.960 --> 00:27:28.720
Well, and it's one of those that it's it just keeps building.
00:27:28.880 --> 00:27:29.119
Yeah.
00:27:29.279 --> 00:27:36.400
So you can have like the tying the shoes, the left, right, the the abstract concepts, the address, the phone number.
00:27:37.119 --> 00:27:37.599
Question mark.
00:27:37.839 --> 00:27:40.079
I mean, anymore, it's like, what what what's your husband?
00:27:40.319 --> 00:27:41.440
Uh he he's number two.
00:27:41.599 --> 00:27:42.559
Like number one.
00:27:42.799 --> 00:27:44.400
Like, uh, okay, yeah, I just press the button.
00:27:44.559 --> 00:27:44.880
There you go.
00:27:45.359 --> 00:27:46.720
Um, and so you have that.
00:27:46.799 --> 00:27:50.799
And so it's one of those at any time, it's what did you hear?
00:27:50.960 --> 00:27:52.400
How are you processing that?
00:27:52.559 --> 00:27:54.720
I ask those questions as often as I can.
00:27:54.960 --> 00:27:55.200
Yeah.
00:27:55.359 --> 00:27:55.759
Yeah.
00:27:56.079 --> 00:28:00.880
Well, and I think something that in Kristen's seen crew since he was like a little tiny baby.
00:28:01.039 --> 00:28:04.319
So she's watched it, he's just always been really quiet.
00:28:04.480 --> 00:28:08.640
Like if you if he's not quiet with us, but he's very quiet, he's very observant.
00:28:08.799 --> 00:28:10.880
He does not miss anything.
00:28:11.039 --> 00:28:17.599
But Kristen, God bless her, will tell him hi and ask him how he is every time that she's seen him for his whole life at this point.
00:28:18.160 --> 00:28:20.559
And he just like won't respond to her.
00:28:20.799 --> 00:28:26.720
But I I think it's I what I've just been learning, I feel like I've been learning is like, no, his brain is trying to reach for that language.
00:28:26.799 --> 00:28:33.200
And so when he's feeling like slightly uncomfortable, it's like it's just harder for his brain to find the words.
00:28:33.279 --> 00:28:34.880
And he's gotten so much better at it.
00:28:35.200 --> 00:28:35.599
He has.
00:28:35.680 --> 00:28:47.759
And I also think like I usually ask him, like in transition, when he's like entering the office or like he's thinking about Fun Friday in class or whatever, if I would wait until he was like seated.
00:28:47.920 --> 00:28:50.079
Yeah, and like focusing.
00:28:50.319 --> 00:29:00.079
But but after we would leave, after we would leave anywhere where he would have this kind of um, I don't know, quiet interaction, awkward interaction, he could tell me what Kristen was wearing.
00:29:00.160 --> 00:29:02.000
It could tell me exactly what he wanted to.
00:29:02.079 --> 00:29:14.640
I mean, he could he knew what he, but processing-wise, he just it's like it just took him longer to get his brain to it's been interesting because you know, I worked at a dyslexia center and I worked with Lydia's husband.
00:29:14.799 --> 00:29:28.000
And so I immediately diagnosed Connor with dyslexia when I met him, um, which he does have dyslexia on his side of the family, but he was never diagnosed.
00:29:28.079 --> 00:29:29.200
So Connor may or may not.
00:29:29.680 --> 00:29:32.079
Sometimes we know him, we just don't tell him the people.
00:29:32.319 --> 00:29:41.519
Well, yeah, I probably don't need to tell everyone on the podcast, but he just has those like classic strengths.
00:29:41.599 --> 00:29:42.079
He's Mr.
00:29:42.240 --> 00:29:44.799
Charisma, he's very good at athletics.
00:29:44.880 --> 00:29:49.200
I mean, just some of those strengths that often come along with dyslexia.
00:29:49.359 --> 00:29:58.960
But then whenever crew was having like these OT uh appointments the whole time in the back of my head, I'm like, he has dyslexia.
00:30:00.480 --> 00:30:02.400
But how do you share that?
00:30:02.559 --> 00:30:04.240
I mean, I wasn't gonna be like, hey, Olivia.
00:30:04.799 --> 00:30:10.799
What's so difficult about that is that my my oldest, she also OT, trouble with the myth line.
00:30:11.519 --> 00:30:12.480
Incredible reader.
00:30:12.720 --> 00:30:13.279
Yeah, right.
00:30:13.599 --> 00:30:15.039
It's not always the same line.
00:30:15.599 --> 00:30:16.000
Yeah, you're right.
00:30:18.880 --> 00:30:19.759
Yeah, yeah.
00:30:20.000 --> 00:30:22.000
But is there some strand in there somewhere?
00:30:22.160 --> 00:30:23.359
Yeah, there 100% is.
00:30:23.440 --> 00:30:23.920
Yeah, sure.
00:30:24.079 --> 00:30:32.000
There's a little bit because her spelling, but that's what makes it so hard to diagnose and so hard for people to be like, well, this is you have this, this is dyslexia.
00:30:32.160 --> 00:30:32.559
Mm-hmm.
00:30:32.880 --> 00:30:33.519
Not really.
00:30:33.680 --> 00:30:33.920
Yeah.
00:30:34.079 --> 00:30:34.799
It's a spectrum.
00:30:35.359 --> 00:30:40.480
Or there would be things like um another one that's on there is uh chronic ear infections.
00:30:40.640 --> 00:30:41.279
Oh, uh huh.
00:30:41.359 --> 00:30:41.519
Yeah.
00:30:41.680 --> 00:30:41.920
Yes.
00:30:42.000 --> 00:30:42.160
Yeah.
00:30:42.559 --> 00:30:44.400
I've never had that mind either.
00:30:44.960 --> 00:30:47.200
Uh learn to talk later.
00:30:47.759 --> 00:30:50.000
Well, yeah, no, not either with mine.
00:30:50.480 --> 00:30:57.039
This daughter learned to talk after the first daughter went to school because she finally got an opportunity to talk, you know, things like that.
00:30:57.440 --> 00:30:58.640
My youngest is a chatterbox.
00:30:58.799 --> 00:30:58.960
Yeah.
00:30:59.039 --> 00:31:00.000
He talks all the time.
00:31:00.160 --> 00:31:00.400
Yeah.
00:31:00.559 --> 00:31:01.839
So it that's not the case.
00:31:02.000 --> 00:31:08.160
You just yeah, so knowing that it's not gonna look the same is a really important thing for people to understand.
00:31:08.640 --> 00:31:18.000
Would you say it's a spectrum or like a wheel of like a like I'm thinking like a tool I've shared with a lot of friends is the autism wheel.
00:31:18.160 --> 00:31:23.519
Like, stop thinking about autism as a spectrum, but think about how it's like there are there are skills within this wheel.
00:31:23.759 --> 00:31:26.160
Would you say the same thing for dyslexia?
00:31:26.400 --> 00:31:28.240
Yes, and those wheels collide.
00:31:28.400 --> 00:31:32.559
Yeah, it's never been presented that way, it's presented as a spectrum.
00:31:33.119 --> 00:31:38.079
But at the same time, yes, because just because you're good in one does not mean you you're the other.
00:31:38.160 --> 00:31:44.480
The one that I that really hurts my heart is when we talk about, oh, well, those with dyslexia, they have a superpower.
00:31:44.640 --> 00:31:48.079
Well, what happens if you just have the plain old average Joe kind of kid?
00:31:48.160 --> 00:31:48.319
Yeah.
00:31:48.559 --> 00:31:49.359
That's okay too.
00:31:49.759 --> 00:31:50.000
Sure.
00:31:50.240 --> 00:31:59.039
It's the how do we provide access for that child to get to whatever they want to be when they grow up.
00:31:59.119 --> 00:31:59.279
Right.
00:31:59.519 --> 00:32:01.519
Because as parents, that's what we want.
00:32:02.000 --> 00:32:03.759
Whatever you want to be, let me help you get there.
00:32:04.000 --> 00:32:04.160
Yeah.
00:32:04.319 --> 00:32:15.039
Well, and I think we were I think we were talking about it at some point today, but it really education, the way that you learn, what you're learning, is such a foundational core identity builder for you.
00:32:15.200 --> 00:32:20.319
So I care more that kids are growing up feeling confident and capable and like they can contribute.
00:32:20.400 --> 00:32:39.279
And yes, that will look at varying levels, but if you can't even feel like you can have success in learning something like reading, like that is I'm I know I know there's a statistic about the number of people in the correction system that have some sort of they call it the education prison pipeline.
00:32:40.240 --> 00:32:46.960
Because they did not receive the support that they needed to be to feel confident, capable, and like they can contribute in a positive way.
00:32:47.200 --> 00:32:58.000
And really, I think that comes down to self-esteem, but also they don't feel they feel dumb, so they don't they don't know how else to make money than the things that they're then it's a generational thing.
00:32:58.400 --> 00:33:01.440
So you're talking about breaking a generational system.
00:33:02.000 --> 00:33:02.960
That's hard to do.
00:33:03.119 --> 00:33:04.079
Yeah, absolutely.
00:33:04.400 --> 00:33:11.759
So you both have happen to have children with dyslexia, which is not unusual because actually all four of us have children with dyslexia.
00:33:12.240 --> 00:33:15.519
Go figure because do you still say one in five?
00:33:15.680 --> 00:33:17.279
One in five have dyslexia.
00:33:17.599 --> 00:33:20.720
Um, I'm interested in your business story.
00:33:20.960 --> 00:33:22.720
So you two knew each other.
00:33:23.039 --> 00:33:25.359
Amy moved away.
00:33:26.000 --> 00:33:34.799
I did, and then you moved back, and then and Jane, you were working, and I'm sorry, I'm just trying to get to the point of the story, but you were a teacher.
00:33:34.960 --> 00:33:36.319
Yeah, I was a classroom teacher.
00:33:36.559 --> 00:33:39.680
I taught in public education and I have taught in the parochial system.
00:33:39.839 --> 00:33:44.079
And it's one of those that when I went through, it was like check, check, check, check, check.
00:33:44.240 --> 00:33:53.359
But it was really because not even because of Katie, because I had actually had about two years' worth of time with students when I recognized what was going on with her.
00:33:53.759 --> 00:33:58.960
So the story of the business actually starts with my friend Amy.
00:34:00.480 --> 00:34:06.480
So we got word that we were moving, so we were in Louisiana, we got word we were moving back to Kansas.
00:34:06.960 --> 00:34:21.519
And at this point, I had not, other than like the preschool that I randomly did a pop-up shop with in my living room, I decided to um, okay, if we're moving back, then I need to kind of dive into some stuff.
00:34:21.920 --> 00:34:28.559
So I thought, all right, my uh sister had actually said, you know, this has really been on my brain, it's really been on my mind.
00:34:28.639 --> 00:34:31.440
I really think this is something that you need to gravitate towards.
00:34:31.599 --> 00:34:32.800
Okay, okay, okay.
00:34:33.039 --> 00:34:34.719
So I got it got my wheel spinning.
00:34:34.800 --> 00:34:35.599
I'm like, Jane.
00:34:36.400 --> 00:34:39.360
So I knew You knew the exact person negotiated meeting.
00:34:39.760 --> 00:34:40.880
Exactly who I needed.
00:34:41.280 --> 00:34:41.840
Exactly.
00:34:42.159 --> 00:34:45.360
I can tell you the exact place in town where I was driving when she called.
00:34:45.679 --> 00:34:46.320
I love us.
00:34:47.280 --> 00:34:50.719
And I pick up the phone and I said, Hey, I'm moving back to Wichita.
00:34:51.039 --> 00:34:52.000
You want to start a business?
00:34:52.239 --> 00:34:53.599
And she goes, Yeah.
00:34:55.679 --> 00:34:57.039
I have a crazy idea.
00:34:57.199 --> 00:34:57.840
Are you in?
00:34:58.000 --> 00:34:58.800
And I said, Yeah.
00:34:59.199 --> 00:35:00.719
I haven't told you what it's yet.
00:35:00.880 --> 00:35:02.800
And I went, that's okay.
00:35:03.840 --> 00:35:04.880
I said, Great.
00:35:05.039 --> 00:35:08.159
So I pitched the idea that I had.
00:35:08.960 --> 00:35:15.679
And uh luckily, she's always able to put the rest of the words together that I often forget to add.
00:35:16.159 --> 00:35:18.079
So she was able to do that.
00:35:18.159 --> 00:35:20.239
And then I we go, we move back.
00:35:20.480 --> 00:35:22.880
We haven't found a house, so we're in an apartment.
00:35:22.960 --> 00:35:27.519
We're in um the ones by the um by the stadium, the baseball stadium.
00:35:27.679 --> 00:35:28.159
Oh, uh-huh.
00:35:28.239 --> 00:35:28.320
Yeah.
00:35:28.480 --> 00:35:32.239
And so we're in there, all the family, and just this tiny little apartment.
00:35:32.480 --> 00:35:33.840
And Jane comes over.
00:35:34.000 --> 00:35:38.320
She's like, okay, so I'm gonna need this going ahead and this business starting like in a couple months.
00:35:38.800 --> 00:35:41.519
I'm like, I was thinking we could like brainstorm for a year.
00:35:41.760 --> 00:35:43.360
She's like, No, you need to talk about it now.
00:35:43.679 --> 00:35:43.840
Yeah.
00:35:44.480 --> 00:35:48.960
So um, so I did the initial and then she And then I shoved her off a cliff.
00:35:49.760 --> 00:35:50.400
Let's do this.
00:35:50.559 --> 00:35:50.960
Here we go.
00:35:51.039 --> 00:35:52.320
If we're gonna do this, let's do this.
00:35:52.960 --> 00:35:57.119
Um yeah, so it was one of those that it really touched on a lot of things.
00:35:57.280 --> 00:36:00.880
It it was um Amy grew up in a small town.
00:36:01.119 --> 00:36:08.559
We recognize that oftentimes in rural communities, there is no access to anyone who does struggle.
00:36:08.719 --> 00:36:16.559
Um, they don't have access to a person who has had any sort of dyslexia, background, training, structured literacy, anything.
00:36:16.719 --> 00:36:18.719
So, how can we help those?
00:36:18.880 --> 00:36:22.239
Well, the one thing COVID did teach us is kids can do online.
00:36:22.639 --> 00:36:23.840
Is in person better?
00:36:24.000 --> 00:36:27.119
It is yeah, but can they do online?
00:36:27.519 --> 00:36:30.079
This has helped us break barriers.
00:36:30.400 --> 00:36:34.079
So online, people find us kind of from all over.
00:36:34.239 --> 00:36:37.760
I have one student in Boston and one student in Bakersfield, California.
00:36:37.840 --> 00:36:38.559
So that's fine.
00:36:38.800 --> 00:36:39.360
Coast to coast.
00:36:39.519 --> 00:36:41.599
So literally coast to coast, exactly.
00:36:41.840 --> 00:36:45.519
Um, and we've had a parent call from Aja Bajan.
00:36:45.760 --> 00:36:46.320
Oh, fine.
00:36:46.559 --> 00:37:01.280
Because of how the time difference worked out for us and that like it has just been amazing how many doors it has opened um for those in the military who are not always in the same place, who land in different places.
00:37:01.519 --> 00:37:07.360
Um so that was kind of where we first started with okay, let's start here.
00:37:07.599 --> 00:37:12.000
Um, and then at that point in time, then we started writing a teacher training program.
00:37:12.239 --> 00:37:14.159
And that's how we got into Newman.
00:37:15.039 --> 00:37:16.480
So talk about your work at Newman.
00:37:16.559 --> 00:37:18.639
So you guys are teaching students.
00:37:19.039 --> 00:37:21.519
So I have to, I still have to back up just a little bit.
00:37:21.840 --> 00:37:22.320
That's fine.
00:37:22.880 --> 00:37:28.239
Because so when we went to teach, so she's like, you know, this is kind of what I've been doing.
00:37:28.320 --> 00:37:30.159
I'm like, yeah, yeah, this is good, this is good.
00:37:31.119 --> 00:37:32.960
Oh, so this is where she shoved me off the second class.
00:37:33.199 --> 00:37:33.840
Ah, yeah, okay, got it.
00:37:33.920 --> 00:37:35.199
Yeah, she forgot the shit.
00:37:35.440 --> 00:37:37.760
So No, I didn't forget, I blocked it out.
00:37:39.519 --> 00:37:42.320
So she goes, Well, I just want to do a little bit more research on this.
00:37:42.400 --> 00:37:43.920
I want to see if I can find a program like this.
00:37:44.000 --> 00:37:45.280
I'm like, okay, I get it.
00:37:45.519 --> 00:37:49.920
You she's the research person, and words are words to me, whatever.
00:37:50.159 --> 00:37:53.039
So she's going to research and I said, Okay, here's the thing though.
00:37:53.280 --> 00:37:56.400
So you get one more month to research.
00:37:56.559 --> 00:37:58.960
And after that, if you don't find it, we're writing our own program.
00:37:59.360 --> 00:38:01.840
And she goes, Okay, I'll find it.
00:38:02.000 --> 00:38:03.760
So she's on the phone with Harvard people.
00:38:03.840 --> 00:38:06.400
I mean, she's just she is trying everything out of the world.
00:38:06.719 --> 00:38:08.159
Harvard and all the researchers.
00:38:08.320 --> 00:38:08.400
Yeah.
00:38:08.639 --> 00:38:10.159
And month came and I said, Do you well, do you have it?
00:38:10.239 --> 00:38:10.719
She goes, Nope.
00:38:10.800 --> 00:38:12.880
And I said, Okay, so what part are you gonna start on?
00:38:13.360 --> 00:38:15.679
And pretty much how that conversation went.
00:38:16.000 --> 00:38:17.519
So we wrote two books in a summer.
00:38:17.840 --> 00:38:19.119
Good for you, six weeks.
00:38:19.360 --> 00:38:21.679
Wait, they're curriculum books.
00:38:21.920 --> 00:38:22.239
Correct.
00:38:22.400 --> 00:38:22.639
Yes.
00:38:23.119 --> 00:38:24.400
For adults?
00:38:24.559 --> 00:38:26.400
For that's an interesting question.
00:38:26.639 --> 00:38:28.079
We'll have that conversation in just a second.
00:38:28.400 --> 00:38:29.039
Press pause.
00:38:29.280 --> 00:38:29.519
Okay.
00:38:30.079 --> 00:38:40.400
So um, no, it is it was meant for an intervention as an intervention program um for dyslexia therapy, however, it's structured literacy, so it would work for anybody.
00:38:41.039 --> 00:38:48.480
What we wanted was we collectively have been trained in many different things, and we've taught many different things.
00:38:48.800 --> 00:38:50.880
And we're always like, oh, but it could really use this.
00:38:50.960 --> 00:38:52.159
Oh, it could really use that.
00:38:52.480 --> 00:38:55.440
So we took that and we put it in one book.
00:38:55.920 --> 00:39:00.960
And one book that's easy to follow, that's not gonna take 75 other things all over the place.
00:39:01.360 --> 00:39:10.400
Um so we started writing those, and then when you go to conferences, you're like, oh yeah, we wrote our own, you get this little, I'm sure you did.
00:39:12.159 --> 00:39:14.159
So then we're like, oh, not kidding, yes.
00:39:14.480 --> 00:39:15.599
We need to be taken seriously.
00:39:15.679 --> 00:39:16.639
So how do we do that?
00:39:16.960 --> 00:39:19.440
So that's when we went through the accreditation process with IDA.
00:39:19.519 --> 00:39:26.000
Be like, well, okay, okay, we have to it had to be peer-reviewed, we have to show that this is legit and it actually is gonna be working.
00:39:26.480 --> 00:39:29.519
Um, so that's when we went through that process and we got that.
00:39:29.760 --> 00:39:36.880
Um, and then we went with Newman, and Newman says, Hey, you know, we're actually getting ready to get rid of this reading specialist program.
00:39:37.039 --> 00:39:39.840
We're like, hey, how about we rewrite it?
00:39:41.119 --> 00:39:41.360
Yeah.
00:39:41.760 --> 00:39:48.239
So they luckily we have an incredible dean that was like that said yes to us many times.
00:39:48.559 --> 00:39:48.880
Yes.
00:39:50.880 --> 00:39:56.639
And let us kind of She keeps reminding us we don't fit into the standard box that others fit into.
00:39:56.880 --> 00:39:57.119
That's true.
00:39:57.280 --> 00:39:58.079
And you're like, well, thank you.
00:39:58.320 --> 00:39:59.119
What a compliment.
00:39:59.840 --> 00:40:00.639
So exactly.
00:40:00.960 --> 00:40:02.320
I think I said that yesterday.
00:40:03.760 --> 00:40:08.880
So we created the reading specialist dyslexia emphasis program at Newman.
00:40:09.519 --> 00:40:13.039
Um, and now I'm gonna boost it to you.
00:40:13.360 --> 00:40:19.920
Because of the IDA accreditation, because the state of Kansas, the law has changed regarding reading specialists.
00:40:20.559 --> 00:40:33.679
In the spring, I believe it was April, governor signed a law that every single building, every single elementary building by 2029 will have a reading specialist.
00:40:34.800 --> 00:40:50.719
In the past, in school districts, what has happened is the teacher has had experience, she's worked lots of grades, she's good at um instruction, working with all ages, and she will move herself and she will be the reading specialist.
00:40:50.880 --> 00:40:51.039
Yeah.
00:40:51.280 --> 00:41:09.360
Then what happens also too then in schools is that the um budget cuts happen and that teacher costs a lot of money, sure, and they're mandated in terms of you need to have uh teachers in schools, and you can't, it's really hard to have a reading specialist, but you don't have a second grade teacher.
00:41:09.760 --> 00:41:11.840
So something has to happen in that.
00:41:12.000 --> 00:41:15.920
So therefore, all oftentimes those positions are then cut.
00:41:16.320 --> 00:41:22.639
So what this does is at least provides the coverage that they have to have one somewhere.
00:41:23.280 --> 00:41:29.039
Um, and it's not an access to, it's a they need to have a reading specialist.
00:41:29.360 --> 00:41:33.760
So that has helped with um that from that.
00:41:34.079 --> 00:41:38.079
We got uh we were um I I say bequeathed.
00:41:38.159 --> 00:41:39.440
I don't know if that's the right word.
00:41:39.519 --> 00:41:55.920
I feel like it was a great big giant gift from uh Kansas Board of Regents, and we have 60 scholarships for teachers that will cover the reading specialist licensure, or it will cover at least the five of the 10 courses if they're going for the full masters.
00:41:56.320 --> 00:41:56.559
Okay.
00:41:56.800 --> 00:41:58.239
Yeah, so that's really exciting.
00:41:58.719 --> 00:41:59.039
Great deal.
00:41:59.199 --> 00:41:59.840
Congratulations.
00:42:00.079 --> 00:42:01.679
It's yeah, very gift.
00:42:01.920 --> 00:42:03.360
It is a gift.
00:42:03.679 --> 00:42:04.000
Yeah, yeah.
00:42:04.159 --> 00:42:06.400
It will be how long ago was that approved?
00:42:06.559 --> 00:42:11.119
The April beginning of April.
00:42:11.360 --> 00:42:16.239
So yeah, it's one of those that it's we didn't have to wait 12 years for something to be implemented.
00:42:16.400 --> 00:42:17.199
That was kind of cool.
00:42:17.360 --> 00:42:20.079
Yeah, um, there are two other universities in the state.
00:42:20.159 --> 00:42:25.760
Um, being that having that IDA accreditation is definitely what helped put human in those conversations.
00:42:26.239 --> 00:42:28.000
Tell her what is IDA?
00:42:28.719 --> 00:42:32.079
Uh IDA, International Dyslexia Association.
00:42:32.239 --> 00:42:38.079
It is often misunderstood that IDA is only dyslexia.
00:42:38.239 --> 00:42:40.239
It is not only dyslexia.
00:42:40.320 --> 00:42:53.119
Um, back in 2014, the president who was Louisa Moates, any educators might know that name because she was the one who wrote the letters training program that many teachers have had, because also through state funding.
00:42:54.559 --> 00:42:58.480
She had the foresight to know we know how the brain learns.
00:42:58.800 --> 00:43:04.719
We know how the brain is activated, in which parts, or how does a student learn to read?
00:43:05.199 --> 00:43:17.920
In doing so, she trademarked the words structured literacy because getting back to the 5%, 95%, yeah, we know that this really works for everybody, and we need to get that structured literacy.
00:43:18.239 --> 00:43:22.320
So whether you are a gen ed teacher, structured literacy.
00:43:22.719 --> 00:43:38.000
If you are an interventionist, a SED teacher, still structured literacy, but we're just gonna get you that if you are have that student sitting on the other side of your table, that you know the exact words to come out of your mouth in order to get success.
00:43:38.880 --> 00:43:40.320
So that's that's our goal.
00:43:40.559 --> 00:43:41.199
I love it.
00:43:43.199 --> 00:43:52.719
That's kind of a loaded question, but like what do you think that uh teachers in the state when do you think reading education will get better in Kansas?
00:43:52.880 --> 00:43:56.559
We have bad test scores and they just passed this law, and I know that.
00:43:56.639 --> 00:43:58.159
So when is it gonna get better?
00:43:58.480 --> 00:43:59.599
That's a great question.
00:44:00.880 --> 00:44:05.440
There's also a difference between passing a law and those who implement it.
00:44:05.599 --> 00:44:05.840
Yeah.
00:44:06.079 --> 00:44:10.480
We have a lot of different barriers to instruction.
00:44:11.440 --> 00:44:15.440
Do you have a do you have a superintendent?
00:44:15.519 --> 00:44:16.800
Do you have a school principal?
00:44:16.960 --> 00:44:23.199
Do you have team members who are willing to also shift with you so that you can have the same lesson plans?
00:44:23.519 --> 00:44:33.760
Do you have a building principal who says that they're helpful and then gives you 23 minutes of intervention time to work with your kiddos?
00:44:34.000 --> 00:44:35.360
23 minutes isn't very long.
00:44:35.519 --> 00:44:37.840
I, you know, research tells me an hour.
00:44:38.000 --> 00:44:39.840
So no less than three days a week.
00:44:40.000 --> 00:44:44.079
So 23 minutes is extremely limited and short-sighted.
00:44:44.320 --> 00:44:49.760
So some are in name, yeah, very much 100% on board.
00:44:50.079 --> 00:44:55.840
Some are not, and then you have the, but that's not the way we've always done it.
00:44:56.000 --> 00:44:56.159
Yeah.
00:44:56.320 --> 00:44:57.760
And that is also frustrating.
00:44:58.000 --> 00:45:05.840
So it's frustrating for those because it comes off as we are not acknowledging the experience that those teachers have.
00:45:06.079 --> 00:45:10.320
Those teachers have fabulous resources and knowledge.
00:45:10.639 --> 00:45:24.320
Our goal is nobody wants to spend their entire Sunday searching teacher pay teacher in order to find the science of reading information that they can use to echo with whatever's going on in their class.
00:45:24.880 --> 00:45:29.360
It's also a misnomer that it's only K2 that teach these skills.
00:45:29.840 --> 00:45:48.880
Well, unfortunately, because we know certain research and what we refer to as Scarborough's rope, we also know that there's higher level things like vocabulary, morphology, syntax, how to write a sentence, grammar, um, comprehension, or yeah, comprehension is not necessarily in the strands, but it leads to comprehension.
00:45:49.440 --> 00:45:55.280
What teachers see is and how we know that is because that's the phone calls from the parents that we get.
00:45:55.920 --> 00:45:59.920
My teacher tells me my child struggles with fluency and comprehension.
00:46:00.559 --> 00:46:05.519
The only way to improve those is to teach the strands that we need to and build.
00:46:05.920 --> 00:46:08.000
So when is it going to get better in education?
00:46:08.079 --> 00:46:09.599
There's so many components to that.
00:46:09.760 --> 00:46:15.119
Higher ed is is playing a component because they're just like some of the, but that's not the way that we've always done it.
00:46:15.199 --> 00:46:16.719
I've always taught my classes this way.
00:46:16.960 --> 00:46:18.719
There's a shift in mentality.
00:46:18.880 --> 00:46:24.960
Um, I also believe that there's some um, let's go with territorial issues.
00:46:25.199 --> 00:46:30.559
One college does not want to teach what was developed at another college, they want to teach what was developed at their own college.
00:46:30.800 --> 00:46:32.800
Totally understand, respect that.
00:46:33.039 --> 00:46:37.039
Um, but then that means every university has to reinvent the wheel.
00:46:37.280 --> 00:46:38.559
Well, that's not helpful.
00:46:38.880 --> 00:46:42.239
So there are groups that are banding together and they're working.
00:46:42.400 --> 00:46:47.679
Um, there's a that work with the with K-Bore, um, the L7, and they're getting together.
00:46:47.840 --> 00:46:54.320
And one representative from all of the region schools love that they are working together in order to change things.
00:46:54.480 --> 00:46:57.039
Um, and so I think it's a trickle-down thing.
00:46:57.119 --> 00:46:58.400
So when is it going to be fixed?
00:46:58.480 --> 00:46:59.360
I can't tell you the answer.
00:46:59.519 --> 00:47:01.119
There's a lot of barriers, you know.
00:47:01.519 --> 00:47:03.280
Oh, well, we can't do it in the building.
00:47:03.360 --> 00:47:06.639
You can't do it here because, well, this is when we have all of our band concerts.
00:47:06.719 --> 00:47:08.159
Oh, you can't do it here because we have recess.
00:47:08.320 --> 00:47:16.639
Oh, you can't do it here because, you know, the buses come at this time, or there's all these barriers that have to start aligning.
00:47:16.880 --> 00:47:20.639
Our first is let's get the help to the teachers.
00:47:21.119 --> 00:47:23.920
It's nothing that they cannot do.
00:47:24.079 --> 00:47:25.440
We know they can do it.
00:47:25.599 --> 00:47:40.719
So let's get them the help because knowledge was wonderful, letters was fabulous, but it gave us all the same working vocabulary and it gave them um kind of some pixie ducts into all the different parts.
00:47:41.039 --> 00:47:44.079
Uh, but it wasn't your curriculum specific.
00:47:44.480 --> 00:47:47.760
So that's when we wrote the literacy redefined coursework.
00:47:48.000 --> 00:47:57.519
That is bring us your coursework, bring us what your district provides for you, bring us your assessments, and we will help you find where all those parts are.
00:47:58.400 --> 00:48:03.760
Or if you're one of those who needs very specialized training, then we would have the read redefined program.
00:48:04.079 --> 00:48:11.920
But it's one of those that I I say that because those teachers who have had all of that experience, there's so much of it that they're already doing correctly.
00:48:12.079 --> 00:48:12.320
Sure.
00:48:12.559 --> 00:48:18.800
I just need to help with the part that they probably, if they're my age, never got instruction in it.
00:48:18.960 --> 00:48:19.519
Yeah, yeah.
00:48:19.679 --> 00:48:19.840
Yeah.
00:48:20.079 --> 00:48:21.519
So you can't teach what you don't know.
00:48:22.159 --> 00:48:23.440
That's exactly right.
00:48:23.920 --> 00:48:28.880
Um I like to ask this question of all of our podcast guests.
00:48:29.360 --> 00:48:34.800
But what would you say with the work that you do, your business overall, maybe?
00:48:35.039 --> 00:48:36.800
What are your non-negotiables?
00:48:36.960 --> 00:48:40.960
What are the things you will not compromise on, the hill you will die on?
00:48:41.519 --> 00:48:47.039
What are your non-negotiables as founders and champions of your work?
00:48:49.199 --> 00:48:59.440
That every single person, every walk of life is able to read it at whatever age, whatever stage, whatever.
00:48:59.920 --> 00:49:04.400
If they have the drive to want to, it is not too late for any of them.
00:49:04.719 --> 00:49:10.320
And they should all be given opportunity to, regardless of age, region.
00:49:12.000 --> 00:49:12.639
I love that.
00:49:12.960 --> 00:49:14.239
You took my answer.
00:49:15.199 --> 00:49:18.239
Look at this, you guys just like shared half a brain now at this point.
00:49:18.639 --> 00:49:21.199
Well, actually, there's a lot of times we dress the same time.
00:49:21.360 --> 00:49:22.079
You have no idea.
00:49:22.559 --> 00:49:32.800
One of the things that I so I refer back to, and Amy's heard this story a thousand times, but if um in 2017 I had a daughter who's a jeweler who went on her study abroad was to Finland.
00:49:33.119 --> 00:49:37.280
Oh, I love I want to go to Finland so badly because I think they do so many things right.
00:49:37.360 --> 00:49:39.360
And I just want to see it and be part of it.
00:49:39.599 --> 00:49:40.159
I did.
00:49:40.320 --> 00:49:42.239
Oh my god, I get so jealous.
00:49:42.400 --> 00:49:45.280
So I even said, I said, okay, well, I'm here, let's go.
00:49:45.440 --> 00:49:48.079
Yes, go talk to these school people, please, and thank you.
00:49:48.320 --> 00:49:50.639
Like, yeah, yeah, I know we're here for vacation.
00:49:50.800 --> 00:49:51.280
Please.
00:49:51.360 --> 00:49:51.519
Yeah.
00:49:51.840 --> 00:49:58.400
So on her fall break, she very kindly walked with me to many different schools in order to have this go to public.
00:49:59.039 --> 00:49:59.760
Exactly right.
00:50:00.800 --> 00:50:02.639
Fall break where it was really, really snowing.
00:50:02.719 --> 00:50:04.480
But oddly, it's warmer there, even with snow.
00:50:04.719 --> 00:50:05.199
Isn't that yeah?
00:50:05.440 --> 00:50:06.960
They have no humidity and no wind.
00:50:07.599 --> 00:50:09.599
So the the snow falls straight down.
00:50:10.159 --> 00:50:12.400
I have a Peloton and I love they have like the scenic.
00:50:13.440 --> 00:50:16.239
And I will inevitably end up in that area of the world.
00:50:16.400 --> 00:50:19.039
I'm like, no, I would throw like what I have all these options.
00:50:19.119 --> 00:50:21.039
I'm like, nope, Norway.
00:50:21.519 --> 00:50:22.639
Love it, Finland.
00:50:23.360 --> 00:50:35.440
When I was getting off of the plane in Helsinki, and I am going down the great big giant ramp to go get to baggage claims, uh, there is a huge banner across.
00:50:35.599 --> 00:50:42.480
Um, and my daughter has shared with me that they Finland was not the first, Estonia was, but Finland also adopted it.
00:50:42.639 --> 00:50:50.639
And there is a sign, it's written in English thing, and it says in Finland, Wi-Fi is free.
00:50:51.679 --> 00:50:58.000
Because Wi-Fi is access to knowledge, and knowledge should be free.
00:50:58.239 --> 00:50:58.639
Amen.
00:50:59.280 --> 00:51:05.519
And that's where I feel like we work a lot of times with these teachers.
00:51:05.679 --> 00:51:06.719
They're hungry.
00:51:06.880 --> 00:51:08.800
Many of them are hungry for what do I do?
00:51:08.960 --> 00:51:09.920
How do I help?
00:51:10.239 --> 00:51:13.440
Because they see how this has been a pattern over time.
00:51:13.760 --> 00:51:16.159
Let me share, let me help.
00:51:16.480 --> 00:51:18.639
So I want them to be able to walk.
00:51:19.119 --> 00:51:22.079
So mine is I want all kids, all adults.
00:51:22.239 --> 00:51:22.480
Yeah.
00:51:22.719 --> 00:51:26.800
We talked about that, all adults to be able to come back to be able to learn to read.
00:51:27.039 --> 00:51:27.760
Yeah, yeah.
00:51:28.079 --> 00:51:31.440
You saying that makes me think about how there is so much.
00:51:32.559 --> 00:51:37.840
When we think about like getting access does not just mean like financial access, I guess, to the grownups.
00:51:38.000 --> 00:51:44.559
Like when I think it does sometimes it does no, but I'm but I'm saying is in life you have three scarce resources time, attention, and money.
00:51:44.880 --> 00:51:47.760
And yes, money is money, is an easier one to solve for.
00:51:47.920 --> 00:51:51.840
When I think about the time that it takes, this is not a light program.
00:51:51.920 --> 00:51:54.000
This requires an investment of time.
00:51:54.239 --> 00:51:54.960
For an educator, yes.
00:51:55.199 --> 00:51:55.679
For an educator.
00:51:55.760 --> 00:52:00.559
Like when but and then and then in the to your point about the principal who's not going to give you enough time.
00:52:00.639 --> 00:52:01.840
No, you need time.
00:52:02.079 --> 00:52:03.119
Like we need time.
00:52:03.360 --> 00:52:07.519
We need to be able to focus attention for both the adult and the child.
00:52:07.679 --> 00:52:11.519
Like there, there's there's the all three of those things have to line up.
00:52:11.679 --> 00:52:16.000
We spent all summer picking up our son from you guys had children.
00:52:16.400 --> 00:52:21.840
Nobody warned me about the summer camp shenanigans once your kid is bounced.
00:52:22.320 --> 00:52:22.960
Oh my gosh.
00:52:23.119 --> 00:52:27.119
Like I had a spreadsheet to be like, where is he supposed to be?
00:52:27.280 --> 00:52:28.880
And hopefully, what items are.
00:52:29.039 --> 00:52:32.559
If you have one mistake, more than one kid, and you're hoping there will be some mistakes.
00:52:34.239 --> 00:52:34.480
Yeah.
00:52:34.559 --> 00:52:42.000
So I would have to pick him up from camp to take him to his literacy specialist so that he could do his summer sessions.
00:52:42.320 --> 00:52:45.599
But I have the ability as an adult to pick up.
00:52:45.679 --> 00:52:47.119
I have flexibility in my work.
00:52:47.280 --> 00:52:52.960
I have the time and the attention, my husband and I do, and the money to be able to provide that.
00:52:53.039 --> 00:52:55.599
So, to your point, like access, yes, financial 100%.
00:52:55.920 --> 00:53:04.079
It's also we can't underest understate the logistical mental load that getting your kid the support that they need requires.
00:53:04.239 --> 00:53:05.679
And for the teachers too, right?
00:53:05.840 --> 00:53:07.920
So many things have to have to align.
00:53:08.079 --> 00:53:19.039
So the other component is too, is Amy and I um ultimately in a perfect world, I would not have to work with any students because they're getting it.
00:53:19.280 --> 00:53:19.440
Yeah.
00:53:20.320 --> 00:53:20.639
Absolutely.
00:53:20.800 --> 00:53:20.960
Yeah.
00:53:21.199 --> 00:53:27.119
Because the the the sweet pee who is seeing me is they've had to be good all day.
00:53:27.360 --> 00:53:28.239
Oh my gosh, yes.
00:53:28.320 --> 00:53:31.760
Yeah or listen to and process the language from all day.
00:53:31.840 --> 00:53:36.239
And now you want me to do it for another hour and you want me to do it three days, but my friends are outside playing.
00:53:36.320 --> 00:53:36.480
Yeah.
00:53:36.719 --> 00:53:41.440
Or it's Wednesday, I want to go to soccer practice, or yeah, like all of those things are happening.
00:53:41.679 --> 00:53:51.599
So what actually then happens is a lot of times a parent will contact us in order to sign up for those private or group setting situations.
00:53:51.760 --> 00:53:54.000
But a lot of times parents can't afford that.
00:53:54.159 --> 00:53:54.400
Yeah.
00:53:54.559 --> 00:53:54.719
Yeah.
00:53:54.960 --> 00:53:58.400
Unfortunately, I would love to have this great big giant scholarship fund.
00:53:58.639 --> 00:53:58.880
Of course.
00:53:59.280 --> 00:54:09.199
That I was able to make everything free, but unfortunately, I have to pay the people who are also working with us and under us to be able to work with those.
00:54:09.360 --> 00:54:12.559
But yeah, that's a that's a huge undertaking.
00:54:12.800 --> 00:54:15.199
Oh, absolutely in order to get to financial access.
00:54:15.440 --> 00:54:16.000
Yeah, yeah.
00:54:16.159 --> 00:54:17.119
No, for sure.
00:54:17.360 --> 00:54:22.559
Well, maybe one last question for today, because we could we could chat all day, gals.
00:54:22.639 --> 00:54:24.880
I I we have to cut off at a certain point.
00:54:25.119 --> 00:54:33.360
Um, if you could change one thing about schools, or I'm just gonna say learning environments, maybe with a larger swath there.
00:54:33.599 --> 00:54:38.079
Um, if you could change one thing about those learning environments today, what would that be?
00:54:38.239 --> 00:54:43.119
And what would a perfect learning environment look like for the kids that you all work with?
00:54:46.639 --> 00:54:48.719
It goes along with my access question.
00:54:49.519 --> 00:55:04.400
Having enough people having a redistribution, it's gonna mean that a principal's gonna have to take that schedule, dump it on its head, and it also means I'm sorry, even though you've had PE every year for the last 17 years at three o'clock, you're not gonna get it then.
00:55:04.639 --> 00:55:14.239
Like in order to make sure that we're having that adequate access within the school, that would be what a luxury for a kid.
00:55:14.559 --> 00:55:18.239
Yeah, yeah, you know, what a luxury for an adult to be able to provide that.
00:55:18.400 --> 00:55:19.679
What a luxury that could be.
00:55:20.000 --> 00:55:21.199
And I would love for that to happen.
00:55:22.079 --> 00:55:22.960
Absolutely the same.
00:55:23.920 --> 00:55:24.079
Yeah.
00:55:24.800 --> 00:55:40.719
Just the idea of um I can send anybody to any school and know that they're taken care of, that they're gonna get what they need, so they can feel confident, so they can go to the next thing and not have to extend their day.
00:55:41.280 --> 00:55:53.280
Um because because it does that in itself, not just because it's tiring, but it also does a mental load with those kids and what that's what they're internalizing when they have to have extra.
00:55:53.840 --> 00:56:00.400
And also parents, because parents have oftentimes, because we talked about the genetic component as a teacher.
00:56:00.480 --> 00:56:05.920
I have to remember if this friend is struggling with reading, there's every probability, yeah.
00:56:06.159 --> 00:56:11.440
So are the mom or the dad or someone in their in their world has also struggled with reading.
00:56:12.000 --> 00:56:15.440
So a lot of times then it's like, oh, they're just like me.
00:56:15.599 --> 00:56:16.960
And then that adds more to the parent.
00:56:17.280 --> 00:56:18.639
Some negative self-talk that can be.
00:56:18.880 --> 00:56:20.159
Very much negative self-talk.
00:56:20.559 --> 00:56:32.960
But also too, then to have the um support of um groups like Decoding Dyslexia Kansas, where they other parents can bond.
00:56:33.039 --> 00:56:34.480
You're not in this boat alone.
00:56:34.800 --> 00:56:39.440
You have other people who have also walked this path, who have also had these same conversations.
00:56:39.679 --> 00:56:39.840
Yeah.
00:56:40.079 --> 00:56:45.760
If I could say one thing to any mom in the world, trust your mom instand.
00:56:46.960 --> 00:56:47.920
Moms know.
00:56:48.400 --> 00:56:49.440
You just know it.
00:56:49.519 --> 00:56:56.639
And it's the and even going back to my little mine when they were little, obviously they're not little anymore, but mine, it was one of those I could go.
00:56:58.000 --> 00:57:00.239
It wasn't like, you know, she had a third arm.
00:57:00.400 --> 00:57:00.559
Yeah.
00:57:00.719 --> 00:57:02.079
But I could just go, there was something.
00:57:02.159 --> 00:57:02.320
Yeah.
00:57:02.639 --> 00:57:04.880
Someone just processes a little bit differently.
00:57:05.039 --> 00:57:05.760
It's okay.
00:57:05.920 --> 00:57:06.960
We love her anyway.
00:57:07.039 --> 00:57:11.280
But but I could say that they I had this like, huh?
00:57:11.360 --> 00:57:12.159
Well, I wonder.
00:57:12.320 --> 00:57:12.559
Yeah.
00:57:12.800 --> 00:57:23.599
I never had dyslexia on the brain because the previous two were all about how do we possibly, you know, one was reading with the sight words, one was reading when her brother got the sight words.
00:57:23.840 --> 00:57:28.559
There's nothing that will make a five-year-old boy more upset than when their half-year-old sister gets the sight words faster.
00:57:28.880 --> 00:57:32.719
You know, so we didn't have like that as an expectation.
00:57:32.960 --> 00:57:39.199
So I'm glad I did not dismiss the words of someone, yeah.
00:57:39.360 --> 00:57:42.079
A mentor that said, but what's it gonna hurt if you do it?
00:57:42.239 --> 00:57:42.800
Yeah, right.
00:57:42.880 --> 00:57:43.280
Oh, right.
00:57:43.519 --> 00:57:44.000
It's not.
00:57:44.159 --> 00:57:44.719
Yeah, right.
00:57:44.880 --> 00:57:45.679
I should probably pay attention to the thing.
00:57:45.920 --> 00:57:46.639
No downside here.
00:57:46.719 --> 00:57:50.239
Yeah, I should probably pay attention to that because this is what they would get in school anyway.
00:57:50.480 --> 00:57:53.519
So I'm just gonna help her get it before she gets there.
00:57:53.599 --> 00:57:53.760
Yeah.
00:57:53.920 --> 00:57:55.280
Like, okay, let's do that.
00:57:56.000 --> 00:57:57.360
No, that's that's really good.
00:57:57.440 --> 00:58:03.760
That's I we I think feel like we've talked about it recently on the podcast, or I don't know, we talk about a lot of things here at Learning Lab.
00:58:04.239 --> 00:58:11.519
But like you for some reason we get put in a position where you start to question you, like, don't trust your ability as a parent for some reason.
00:58:11.679 --> 00:58:15.679
Like you're like, I'm not, I'm not educated in that, or I'm not the expert in that.
00:58:15.760 --> 00:58:23.199
And so you do take your end steak with a grain of salt sometimes and say, but you know, like you They went to college, you can feel they're professionals.
00:58:23.760 --> 00:58:26.960
Not that the teacher is trying to hide anything, yeah.
00:58:27.119 --> 00:58:30.239
They just might not have that information with them yet.
00:58:30.639 --> 00:58:42.239
So, how can we help the classroom teacher and how can we help that parent have those conversations because we're not in every school with every parent who and we we want to get rid of that.
00:58:42.400 --> 00:58:42.719
Yeah.
00:58:42.880 --> 00:58:46.400
We want to make sure that every kid has the access to be what they want to be when they grow up.
00:58:46.719 --> 00:58:47.840
That's right, that's right.
00:58:48.079 --> 00:58:55.280
Well, okay, anything else you want to share and or at least share where people can learn more about you all and what you do.
00:58:55.679 --> 00:58:56.880
Yes, all that stuff.
00:58:57.199 --> 00:59:04.880
We have a website, so it's um readredefined.com, and you will find all sorts of good things there.
00:59:05.360 --> 00:59:09.199
Um, we will post kind of things that are happening, courses that are happening.
00:59:09.360 --> 00:59:17.280
That's where all of our information for um advocacy and all the classes that we offer are all through the website.
00:59:17.440 --> 00:59:20.000
Um so yeah, that's that's the main hub.
00:59:20.400 --> 00:59:20.639
Great.
00:59:20.719 --> 00:59:21.119
I love it.
00:59:21.360 --> 00:59:27.920
You guys have anything fun upcoming that you would want to invite parents to or make people aware of or class?
00:59:28.159 --> 00:59:30.079
It sounds like fall classes probably have started.
00:59:30.159 --> 00:59:30.960
So not yet.
00:59:31.280 --> 00:59:31.440
Okay.
00:59:32.159 --> 00:59:32.719
But they're coming.
00:59:32.960 --> 00:59:33.199
Okay.
00:59:33.360 --> 00:59:33.519
Okay.
00:59:34.159 --> 00:59:37.519
But it's looking like um there could be a potential of a spring one as well.
00:59:37.599 --> 00:59:43.519
So if that person is gonna be in that position as a reading specialist in 2029.
00:59:44.000 --> 00:59:44.320
That's right.
00:59:44.559 --> 00:59:46.159
And they're currently employed as a teacher.
00:59:46.480 --> 00:59:48.239
Yeah, and there's some spots available.
00:59:48.480 --> 00:59:48.639
Okay.
00:59:48.960 --> 01:00:04.960
And even if that's not you and you want to even you have a master's, you don't need that, or you would just want the dyslexia therapy component, we always have those options outside of a master's program that reach out.
01:00:05.440 --> 01:00:10.800
For parents, we also have things like articles on our website, um, educators.
01:00:10.880 --> 01:00:12.639
We have so many things.
01:00:12.880 --> 01:00:13.599
So many things.
01:00:13.840 --> 01:00:22.559
Um, even we've also been hired by, we are on the Idaho Department of Education for their dyslexia training as well.
01:00:22.719 --> 01:00:26.239
So we have a couple different things that are that are always brewing.
01:00:26.559 --> 01:00:32.400
Um one of my very favorite sites of all time is uh the Reading Link Compass.
01:00:32.800 --> 01:00:34.800
It is phenomenal.
01:00:35.360 --> 01:00:42.800
Um, and the amount of information that you can get there is wild for any walk of life, any question you have.
01:00:43.039 --> 01:00:45.920
Um that one, of course, the IDA website is fantastic as well.
01:00:46.079 --> 01:00:46.320
Yeah.
01:00:46.400 --> 01:00:51.519
Um they have something called fact sheets, F-A-C-T sheets.
01:00:51.599 --> 01:00:51.840
Uh-huh.
01:00:52.079 --> 01:00:57.280
And it's just one pagers written, not as though you are an educator.
01:00:57.440 --> 01:01:01.280
You don't have to read between and understand the alphabet soup that is on there.
01:01:01.679 --> 01:01:06.639
You it's read, it's written in plain old let's talk like a human.
01:01:07.039 --> 01:01:08.320
We love just nice.
01:01:08.880 --> 01:01:10.159
But yeah so things like that.
01:01:10.400 --> 01:01:11.199
Okay, fun.
01:01:11.440 --> 01:01:12.880
Well, thank you gals for coming on.
01:01:13.039 --> 01:01:13.840
It was super fun.
01:01:14.000 --> 01:01:16.079
I we always love seeing you around Learning Lab.
01:01:16.480 --> 01:01:19.280
Jane and Amy have also been part of our Ed Collab.
01:01:19.519 --> 01:01:23.440
So now I need, as can I say, now I need we need somebody else.
01:01:23.760 --> 01:01:25.920
Um, we're we're now in our third cohort.
01:01:26.000 --> 01:01:30.159
We don't have somebody from Redefined, but we're always thankful for your support and thanks for joining today.
01:01:30.239 --> 01:01:32.320
And keep up the good work.
01:01:32.559 --> 01:01:33.599
Thank you very much.