Scott Seaman [00:00:08] Hey welcome to another episode of AWSP TV. [00:00:12] We are so excited to have a special guest in our studio today from one of our best partners, Scholastic Education. [00:00:19] We have Ernesto Rodriguez. Ernesto Rodriguez [00:00:21] Good to be here. Scott Seaman [00:00:22] We are so excited to have you here today. [00:00:24] So tell us a little bit about yourself and your role with Scholastic if you don't mind. Ernesto Rodriguez [00:00:27] So currently I'm serving as the director of early childhood for scholastic education and our emphasis is really addressing the whole child with the Early Childhood round. [00:00:38] But we are a literacy company so we do have a huge emphasis on making that vertical alignment within the literacy world. [00:00:45] So the way I came to be in this role was during my education years. [00:00:50] I was a curriculum specialist and a coordinator and we happen to adopt one of the early childhood programs that one of the previous early childhood programs developed at Scholastic Education. [00:01:02] And as I started to really dive into the curriculum and understand the research base behind it I really became good friends with a lot of the folks at Scholastic. [00:01:12] But I do have a deep rooted educational background. [00:01:15] I taught in Edgewood ISD in San Antonio Texas. [00:01:18] I taught everything from pre-K to 5th, toyed with administration, I know we're here at a principals association but it really was. Scott Seaman [00:01:26] And it's not too late. Ernesto Rodriguez [00:01:27] It's not too late. [00:01:28] That's right. [00:01:29] Well I and you know the reality is that curriculum was my forte and I really did focus on curriculum. [00:01:35] So became a curriculum specialist, a coordinator at the district level, working with very close colleague. [00:01:42] And when we adopted the early childhood program I really started to believe in the early childhood research base that was part of the program and the company's mission. [00:01:53] So I started to explore some options and here we are. [00:01:58] Now I'm helping serve in the capacity, helping serve children in this capacity in ensuring that our resources are aligned to the best practices around research and you know addressing the whole child. Scott Seaman [00:02:11] That is awesome. [00:02:12] Well we're, like I said excited to have you here today eight of his is one of the strongest principals associations in the country. [00:02:19] We have about 98% of our principal members, K12, are engaged in our association the governance structure is made up of an elementary group, a middle level group and a high school group. [00:02:33] So our elementary members are really going to be focusing in on this conversation so I'm super excited to have you here today to talk about the important role early learning is in the system. [00:02:45] So anyway excited. Ernesto Rodriguez [00:02:46] Yeah me too excited to be here. Scott Seaman [00:02:49] So you left the system, ended at Scholastic and now you're in this director of early learning role. [00:02:58] What's your vision for, I mean I’m talking about a powerful and impactful position. [00:03:03] What's your vision of what you hope to accomplish, I guess see as the fruits of your labor? Ernesto Rodriguez [00:03:10] Well I mean if we're talking about a vision that is specific to early childhood is have folks understand that Scholastic Education can support them within this world of early learners beyond literacy. [00:03:27] We do have to take into account social emotional development. [00:03:30] We have to take into account play, intentional and purposeful play, but also take into account best practices. [00:03:39] So my role has been really focused on early childhood but I also have to look at the larger picture and that is establishing that vertical approach to what we do as a literacy company or a company that promotes the love of reading for children. [00:03:56] But it goes hand in hand. [00:03:58] It's pretty much a seamless marriage. [00:04:00] So my mission or my vision of what would be a perfect and seemless marriage is that, and that's what we've been doing recently in the development of our resources, is ensuring that our best practices not only speak to the unique landscape of early childhood because it is a landscape that is consistently changing, but it aligns also to a public school system so children really come Kindler ready or school ready. Scott Seaman [00:04:27] Are you seeing some exciting things happening across the country when you talk about Kinder ready? Ernesto Rodriguez [00:04:31] Yeah. [00:04:32] You know the school readiness has been a term that we've been throwing around for a long time right. [00:04:36] I mean I think some of the things that have really taken shape is of course we have to know the child's readiness for school. [00:04:42] But I think administrators are really beginning to take a step back and say is my school ready for children. [00:04:49] So is the school's readiness also available ready for children. [00:04:52] And not only the school's readiness but how ready is our school to engage families and community members to help us with this readiness vision. [00:05:02] So family engagement has been at the core of a lot of recent changes. [00:05:07] But looking at social emotional readiness as well, and I like to talk to them as separate entities because social readiness and emotional readiness and we can elaborate further but they tend to be under the same umbrella. [00:05:23] But they really are two different things. [00:05:25] But having our families really know that readiness doesn't always mean literacy and math. [00:05:31] It could mean other aspects because without executive function the kids will be struggling at third grade and beyond when they get into those reading to learn grades. Scott Seaman [00:05:42] Yeah I was with a group of elementary principals and assistant principals a couple of weeks ago and just you mentioned the word kindergarten to the group. [00:05:50] And their eyes get huge because across our state those numbers have just grown exponentially with the addition of more pre-K and K all day programs around the state. [00:06:02] So it's really been a game changer. [00:06:04] What advice do you have for some of those wary principals who have all of these even smaller people in their school? Ernesto Rodriguez [00:06:12] And that is interesting, I was in a school system recently where the director of early childhood works with and she actually embraces not just the pre-K but also kindergarten and first grade was working with second and third grade. [00:06:27] And so she had a survey done at the school and was asking some intentional questions to Trump administrators. [00:06:33] It was funny to see the survey come up as to what they were responding on in terms of readiness and what that really entailed. [00:06:40] But if I were to provide any advice and I think that's what we're getting at here is just ensuring that the landscape for the little ones, it's understood to be a diverse landscape. [00:06:54] There is going to be, I mean there are many times even in the world of early childhood or pre-K when teachers are doing cry patrol for the first three or four weeks. [00:07:02] Where children are getting into a social setting for the first time. [00:07:05] So that's why I say readiness isn't just literacy in math, there has to be a social approach to this as well as an emotional approach to this. [00:07:12] But the strongest piece of advice would be to really understand the landscape. [00:07:17] I think that once we understand the landscape from a domain perspective that goes beyond just literacy and math then we really tend to move into conversations of the impact it's having at third grade and beyond. [00:07:34] And I mentioned that earlier, because you know in pre-K through second we're learning to read and then we have to read to learn. [00:07:40] So I know the read to learn grades are the most important grades to administrators because that's where outcomes are measured and things to that nature, but the advice would be simply to truly understand the impact to its vertical approach that it has within their school system. Scott Seaman [00:07:58] So just — I like to dream, so let's envision the perfect system. [00:08:04] If we are to take everything out of the schoolhouse and put it back in and we dismantle old antiquated systems of how we've approached education for years. [00:08:14] What's possible? [00:08:16] What mean what would that ideal system look like? Ernesto Rodriguez [00:08:19] Well there's a couple of things that I have to embrace that are happening in the landscape now. [00:08:25] You mentioned earlier that you'd met with administrators, I know that Washington is exploring the transitional kindergarten arena so to speak and there are other states that have embraced that notion. [00:08:35] And I know that in Washington also there are Headstart collaborations with the public school systems and there is a very unique landscape. [00:08:43] So in a perfect world I think that partnerships and collaboration would be a true true indicator if, because children enter through eligibility requirements and or accessibility for pre-K, in a perfect setting it would be a universal pre-K approach. [00:09:05] That would really embrace the collaborations. [00:09:10] And take into account those children who aren't of age to attend kindergarten place for them. [00:09:15] So I applaud the efforts of transitional kindergarten. [00:09:18] And then we can really ensure that kids are ready for kinder when we help empower families that school is not enough instruction alone just by attending school that they also have to be empowered to help extend the learning at home. [00:09:36] And I think that's probably what my dream world would be is understanding collaboration truly understanding what do we do for those children that are in a grey area of either eligibility or accessibility or age requirements and providing a systematic approach for them. Scott Seaman [00:09:53] When you talk about Headstart, ECEAP and transitional K, those are all great things that as I listened to you talk I'm envisioning the end of the system. [00:10:09] You're talking about impacting grad rates. Ernesto Rodriguez [00:10:11] Yeah. Scott Seaman [00:10:12] That's what we’re putting all of this emphasis on the front end of this system. Ernesto Rodriguez [00:10:15] That is exactly right. Scott Seaman [00:10:17] And you know occasionally we do have some legislators watching this show, so hopefully they just heard you talk about maybe that's where we need to put our resources is more on the transitional side. Ernesto Rodriguez [00:10:27] I think that that is something that is definitely in conversations now with legislators around the country. [00:10:33] I think that one of the things that has been misconstrued is the topic around readiness. [00:10:39] What does that truly entail. [00:10:41] And there's a lot of research that supports children at third grade and beyond don't even have executive function skills put into place on how to self regulate and deal with emotions that are letting them be successful in school and when children are struggling readers or struggling learners it becomes cyclical. [00:10:59] So children don't have the ability to control those emotions and those are skills that we teach early on and so earlier when you asked me what should administrators do is really understand how this could impact grades later, third grade and beyond and your graduation rates. [00:11:17] It is a cyclical approach to readiness. Scott Seaman [00:11:23] Yeah I remember being a struggling reader myself in elementary school, I was that kid and I remember being in the pulled out group sitting out in the pod. [00:11:32] Looking at all my classmates, I remember being afraid to read out loud in class. [00:11:36] So I would create behavioral distractions now that I look back. Ernesto Rodriguez [00:11:42] Rocking the boat. Scott Seaman [00:11:42] I spent of time with my school administrators. [00:11:46] So when you think about the resources of Scholastic. [00:11:52] Principal churn is a huge issue in the state and across the country. [00:11:57] We have a lot of new administrators. [00:12:00] So they they go from the classroom and then all of a sudden they're in charge of a whole school. [00:12:05] What are some of the resources that you're excited about that you're working with Scholastic that you guys are putting together with other partners that you think should be in every school? Ernesto Rodriguez [00:12:16] One of the things that I think is really exciting about our resource bank right now is we are in development with we have a collaboration with Yale Child Study Center focused on family resiliency and the impact it will have on literacy and the notion behind readiness as a whole. [00:12:38] And a few other partnerships that are through the Erikson Institute and who is one of the members there is part of the NAEYC governing board is the development of our new early childhood program, Om My Way Pre-K. [00:12:52] That's not released yet but we've been knee deep in development for a couple of years. [00:12:57] In the interim because we knew that some of our thought partners needed support around social emotional readiness where we have an array of libraries that are tied competencies that most social emotional programs embrace, we've developed library collections around social emotional development. [00:13:16] We've also developed an array of resources around family and community engagement. [00:13:22] That's probably one of the areas I'm most excited about because my passion runs really deep in empowering families. [00:13:28] I worked in a school system. [00:13:31] I mentioned Edgewood IDS in San Antonio, it is one of the lowest SES areas in the city of San Antonio and one of the worst districts in the state of Texas. [00:13:39] And I saw families that really could have used some of the resources that we have now. [00:13:44] So Family and Community Engagement resources, we have readiness kits, transition packs that have books with family suggested activities to help empower them at home. [00:13:55] But another area that I think we've been really successful in aligning our resources to is that intentional small group focus. [00:14:03] We have a new resource called Edge, it's a level pre-K through 6 and what I'm excited about is that we, although it has readers in the pre-K domain, we've made sure that we kept it developmentally appropriate. [00:14:20] And it's got wordless books and label blocks and simple sentence structure with pictorial support. [00:14:25] But the reason I mention that is because I think a pre-K program can run very successfully with the play in the center based activities. [00:14:37] And the, you know, the social emotional development. [00:14:40] But it's that intentional small group focus that really relies on the transference into a larger setting so I'm really excited about the edge resource in its edge for pre-K and edge for K through 6. [00:14:55] And that's one of the things that I've been really excited about but I have to circle back to family engagement. [00:15:02] We've worked really hard to ensure that our resources are built and designed to empower families we've got workshops where families can come and they are not only attending a workshop but being empowered and then leaving with books at the end of the evening or the afternoon, whenever the event is held, so they can go home and extend the learning so those are some of the areas that I think we've really excelled in recently. [00:15:29] And as I mentioned we're developing a comprehensive approach for our thought partners for pre-K. Scott Seaman [00:15:35] That's excellent. [00:15:36] Principals in our state are evaluated, one of the 8 criteria is engaging community, engaging families. [00:15:42] So I'm sure some ears were perking up as you were describing all the resources for that. Ernesto Rodriguez [00:15:47] That's a trend that I've seen, that's a common denominator that I've seen across the country right now is some level of self-assessment on whether we are doing parent touch points. [00:16:00] I think the biggest thing around those parents touch points is that the opportunity to touch them is not just check the box and we have them here and now they're gone, is really following that research base of empowerment. [00:16:11] And again I probably elaborated on that the most because it is something we've excelled at at Scholastic Education. Scott Seaman [00:16:20] Yeah you think about the traditional open houses that have existed at schools for decades. [00:16:24] Have you seen any school doing creative around engaging families in that nontraditional approach besides, hey 6:30 tonight is our open house, come walk through your child's schedule for the day. Ernesto Rodriguez [00:16:38] One of the things that has been really exciting with some of our thought partners is actually building in-house capacity first. [00:16:46] So aside from our resources we're able to provide professional learning opportunities based on the research of Dr. [00:16:53] Karen Mapp of Harvard University on the dual capacity framework, and that speaks to empowerment. [00:16:59] But the reality is that I think, I'm thinking as a certain thought partner that we're working with very closely, through their Title I funds in their state, the director of state Title I funds, director of state and Title I, she actually has a parenting program underneath her and so what she decided to do was lobby and an advocate for liaisons to treat the clusters of schools, because it's a growing district, and instead of just purchasing an array of resources and handing those out, she has invested in Scholastic Education coming a partner with that group of liaisons to build their internal capacity of truly what does empowerment mean, and how do we get families involved but also to help develop family engagement plans that are tied to the instructional goals of the campuses so that it becomes a win win for everyone. [00:18:02] And that's work that I think is very innovative. [00:18:05] When an administrator or leader at the district level can see and of course we have to march to the tune of their drum in terms of buy in because that's a new world for some administrators but we have been able to be successful in mostly aligning their family engagement plan to their instructional campus goals so that there is that seamless marriage. [00:18:32] So those are some of the unique things that I've seen. [00:18:35] That's a far stretch from, We have a literacy night or an open house. [00:18:40] And actually that initiative is those liaisons are pre-K through 5th grade taking care of the elementary clusters. [00:18:49] But they targeted pre-K and K first so they could make that impact and then they're gonna scaffold it up into the to the other grades. Scott Seaman [00:18:56] That's excellent. [00:18:58] I want to go back to the Whole Child conversation just quickly here. [00:19:03] Social emotional learning. [00:19:07] I know you're seeing the trend across the country but schools are working to reduce out of school suspensions, reduce in school suspensions, keep kids in classrooms. [00:19:17] So there's a real intentional effort to reduce those numbers. [00:19:22] What it’s turning into, and I'm hearing this loud and clear from my members is our principals and assistant principals have a whole bunch of kids that they're kind of getting during the day that need to be out of the classroom a little bit while they calm down, cool down, collect themselves, whatever. [00:19:42] What advice would you have for a principal or assistant principal, or what resources or, I guess I dream that one day Scholastic will send every principal a little kit of books like hey, here are your de-escalation books. [00:19:59] So what ideas or books or resources or thoughts would you have for principals who kind of end up with their. [00:20:05] Buildings during the. [00:20:05] Day? Ernesto Rodriguez [00:20:06] That is a case that is still to come. [00:20:10] I'm going to go back to an example that is personal. [00:20:13] At one point in my career I served as a reading interventionist under No Child Left Behind and that role meant that I, for a percentage of my day I would pull out kinder and first grade students that needed “intervention” so to speak. [00:20:31] And I wasn't opposed to that because there were some benefits from a pull out model. [00:20:35] But the reason I mention that is because it wasn't until I started doing that real isolated focus that I realized a lot of this isn't even about reading, some of it is, I mean we do have to embrace phonological awareness and letter sound recognition, kids can't transfer the 26 letters to the 44 sounds automatically. [00:20:57] That is instruction. [00:20:59] But what I did feel in those those groups under No Child Left Behind, at that role that I was doing as an interventionist, that a lot of my kids were struggling because it was just cyclical and they had not, what should have been in, what should have been moved to long term memory where automaticity skills with sight words and things of that nature were not. [00:21:23] And so when I say the whole child and we want administrators to understand, I think the advice that I would have is just to embrace a very explicit and systematic approach pre-K on up. [00:21:38] I know of school systems in Washington that are doing it pre-K through 8th, with a very systematic social emotional development plan that really focuses on socialization because there's benefits to social competence and social awareness as well as executive function, self-awareness and self-regulation. [00:21:59] Those are two separate things. [00:22:00] But having children engaged with each other. [00:22:03] We always use learning communities, but there is much more to that social competence aspect especially today we're fighting social media. [00:22:14] You know children today are more engaged with digital media than they are with digital and mobile devices than each other. [00:22:20] So really embracing and engraving themselves and understanding how the social emotional development plan will benefit the other outcomes down the road. Scott Seaman [00:22:33] Well you mentioned this, I was going to bring up anyway. [00:22:35] But so if I'm a parent and I'm watching this and my little one has a device in their hand and I want to get that device out and a book in what are some strategies or suggestions you have for the parents that might be watching this? Ernesto Rodriguez [00:22:49] And that's a topic that comes up and we know that there's strong recommendations from many organizations as to what applicable screen time should be and some even say 0 at 24 months and under, so. [00:23:04] But I know that it varies at three years and above because there could be intentional screen time. [00:23:11] So the advice that I would have for parents is, there's always opportunities for literacy being folded into the day, especially in pre-K, K and first grade. [00:23:20] There could be literacy in the kitchen, when there's magnetic letters being utilized on the refrigerator or cookie tray. [00:23:29] Of course it's our job to teach the final a logical awareness continuum but if they can at least help with letters identification and knowing what letters are but there's opportunities, literacy in the living room, maybe before they turn on that mobile device. [00:23:45] Some say the chief culprit behind the achievement gap is the language gap. [00:23:49] So with that being said, before you turn on that mobile device maybe have a good 10 minute meaningful exchange with the child about a favorite topic or school just to engage them in discourse, literacy out and about. [00:24:02] I mean I think our little ones would really benefit from exploring environmental print and being engaged in conversation. [00:24:13] So there's a lot of suggestions but I would just have to say that I think that families also should really view any opportunity at school to try to empower themselves so that they can take the instruction back home or take the ability to extend the learning in the home. [00:24:33] I said it earlier, instruction alone is not enough. [00:24:36] The eight hour day the six hour day whatever it is, and in some pre-K settings we're down to a half day of instruction. [00:24:43] So that's not enough. [00:24:45] And I think anything that a family can do to incorporate simple activities in anything the schools can do to help empower them would be a win win. Scott Seaman [00:24:55] So the word Scholastic is huge. Ernesto Rodriguez [00:24:58] Very. Scott Seaman [00:25:00] If I wanted to just explore some sources that are out there. [00:25:05] Do I just start with a simple Google search or is there a central landing point where somebody would kind of look? Ernesto Rodriguez [00:25:12] So yeah no well the Google search will take you to our website. Scott Seaman [00:25:16] My Microsoft partners partners would want me to say a Bing search. Ernesto Rodriguez [00:25:22] Any search would take you to a massive navigation page. [00:25:25] But we do have an early learning division. [00:25:28] And you know it's scholastic.com/ early learning, then that Scholastic Education division. [00:25:34] That's where most of the resources that I've spoken to would relate. [00:25:38] We will be at NAEYC, which is the National Association for the education of young children next week. [00:25:44] November 20th through the 22nd and then we'll have many of our resources on display there. [00:25:52] But the early learning, scholastic.com/earlylearning would be a great place to go for our early childhood resources. [00:26:00] And then we have an acronym for our family engagement at Scholastic Education that's called Scholastic FACE, Family and Community Engagement. [00:26:10] So it's an acronym that you could probably search and you would get to our family engagement resources. Scott Seaman [00:26:17] That's fantastic. [00:26:18] I can hear the pencils scribbling out there except for those that are watching this while they're driving. Ernesto Rodriguez [00:26:24] Which is not safe. Scott Seaman [00:26:25] Which is not safe. [00:26:28] So could you be a little bit about your own K12 experience? [00:26:37] And how that might have shaped who you are and where you are today? Ernesto Rodriguez [00:26:42] Well I was a product of San Antonio Independent School District in San Antonio Texas. [00:26:47] And I'd have to say that I was in a feeder pattern that was very well aligned with a lot of what was happening in the landscape. [00:27:01] And when I say that it was a mixture of low SES students with a mixture of middle class students and some more affluent students so that was back in the day. [00:27:14] Things have changed, demographics have changed, and the reason I mentioned that is because I did have the opportunity to engage with people just like myself and or other demographics. [00:27:25] So I've never really seen color I've never seen differences in demographics, I just had friends. [00:27:35] And the reason I connect in that way is because I think that's impacted me that I just want help all kids. [00:27:44] I just want to help all teachers and administrators in really just seeing an opportunity out there to build success for kids. [00:27:55] We have a work program in my high school that you could go half day in, half day to work, if you had enough credits, and I ended up landing a job at an early childhood center. [00:28:06] And I was that after school care guy, I was the run the errands guy but I was always around children and I'd have to tell you that's where my passion started. [00:28:16] That's where my passion started for the little ones. [00:28:19] I have a little bit of a creative side to me and would organize plays and shows with the kiddos and so it just it really structured where I was going in terms of early childhood but my school systems, pre-K I mean my elementary school system that was Horace Mann Middle School, Marvin de Fenwick elementary, Horseman middle school, Thomas Jefferson this is a big shout out to them. [00:28:49] I remember the names, I remember everything about them because it just provided a great experience. [00:28:54] I had administrators, I had teachers that truly believed in all of us from an equitable standpoint. Scott Seaman [00:29:02] And that is important that we focus on each and every and all I know there's lots of bad weather out what language we use. [00:29:10] And I appreciate you bringing up that that you didn't see color as a kid. [00:29:16] But I think what's encouraging now is we have a system that does see color and has to see color. [00:29:22] And when you think about the resources that Scholastic are starting to create. [00:29:28] That are culturally competent. Ernesto Rodriguez [00:29:30] That's right. Scott Seaman [00:29:31] And kids can relate to characters. [00:29:35] I guess it broke my heart a little bit when I was talking with a junior student at a high school one day and she says, yeah when I finally was, Water for Chocolate was the book, she said it’s the first time I've ever read anything where I could see myself as a character in the book. Ernesto Rodriguez [00:29:47] We've had to create culturally responsive libraries. [00:29:50] We have our brand new Raising Voices libraries, and they are targeted to have children of color see themselves in those books, including Latinos. [00:30:00] And I am Mexican-American. [00:30:02] And the reality is that I had the ability to overcome whatever I wasn't seeing simply because I had good instruction around me. [00:30:12] But you are exactly right, the tenor of today calls for children seeing themselves and can feel a part of this society and world. Scott Seaman [00:30:22] Well there's been an awesome conversation, I really appreciate you coming all the way from San Antonio to the AWSP studio. Ernesto Rodriguez [00:30:28] I live in Austin now. [00:30:31] Let me tell you why. Scott Seaman [00:30:32] That's a long way. Ernesto Rodriguez [00:30:33] It’s still a long way. [00:30:33] I call San Antonio home but I live in Austin because I did my undergraduate at the University of Texas and I'm a diehard Longhorn fan. [00:30:41] So that's what it went back to Austin. Scott Seaman [00:30:44] Excellent. [00:30:45] Yeah well nobody gets to the studio without answering kind of this one final question I always ask people. [00:30:51] I'm a big believer in the role principals play in our system and I don't think the system pays enough attention to that important role. [00:30:58] We are the number two influencer on student achievement, and the culture we create in schools. [00:31:04] So I am always thinking back on who influenced me in my life and I can name the names and who and where or where those entry points were in my life. [00:31:12] So I love to ask people who their favorite principal was because everyone always gets asked who their teacher was favorite teacher or coach. [00:31:19] But I like to insert the word principal. [00:31:22] So can you think back to your time and think of a principal who had an impact in your life? Ernesto Rodriguez [00:31:26] I can, I can. [00:31:28] It's my elementary school principal and it's not specifically elementary because I work with early childhood and early learning, it was because of the impact he made. [00:31:38] I don't even think I remember my high school principals name which is not good. [00:31:43] But my elementary principal is Mr. [00:31:44] Catalina, and we used to call him Mr. [00:31:47] Cat. [00:31:48] And there was, that was a gentleman that I know for sure just saw all the positives and every single one of those kids he possibly… I mean that man was there way before school was open and way after it closed. [00:32:06] He really just embraced everything there was about a good leader and I will forever remember him. [00:32:14] He was pretty awesome. Scott Seaman [00:32:16] Right On. [00:32:17] Well I appreciate you sharing that. [00:32:18] Sure. [00:32:19] Again thanks for being here today and the impact that you're having on the system. [00:32:22] Thank you. [00:32:23] I get excited when I think about what it could look like in five years with this emphasis on early learning, and what our high schools could feel like in 10 years because of this impact and influence on early learning. [00:32:35] Ernesto Rodriguez from Scholastic. [00:32:39] Thanks for tuning in for another episode of AWSP TV, who knows who our next guest might be, it could be Oprah, Ellen DeGeneres you know I’m aiming big. [00:32:49] So thanks again, tune in next time.