 OTAN Outreach and Technical Assistance Network. We're glad you're here today. My name is Michelle Delay. I'm the resource teacher here at Sweetwater. And we're here today to talk about learning up for a wonderful resource for your students. We've needed four years and years and years, 12 years. We were in a pilot project. But to start, I'd like to introduce you to our panel members who will be sharing out some of their experiences with their students. So we have Kevin Leonard. He is currently our job developer instructor. However, he has used learning upgrade for many years with his ESL student. And he is now our resident, I call him our resident expert with learning upgrade. He's never become a teacher come on board. Always come through George Kenton. He's a wealth of information about the inner work of our students and teachers and answered reports inside that. So he's our resident. Another resident is Steve Alvarado. He's our math instructor at Montgomery School. He's been using learning upgrade. He's been using learning upgrade. We're around there. So he's going to tell you about the power of the resource for his students and share his personal experience. He is our resident. He put it that way. And then he have the things. And last but not least, I'd like to introduce our learning upgrade creator, founder, CEO. We're so honored to have him here. He's a great teacher. The node Lobo is our brain upgrade. Friend and we've been in partnership for 12 years. So he's been wonderful. A wonderful resource to us. And we're so glad he's here to talk to us today about learning upgrade. Okay. I'm close right now. So hi everyone out there. So learning upgrade based in San Diego. And the idea of using smartphones. To help. You know, faster. A lot more effective. Started right here. New part of the X fries competition. And sweet water was our partner. And all the engineering work we did with smartphones. It's all done here on this campus. And so it feels like coming home. To come over here and talk to all of these guys that I've got to share my screen right now to just show you a little bit. Of what we did in the early days. That's your son. Okay. All right. So I'm going to show you a little video. The first work we ever did with a class anywhere in the world with smartphone was Lisa Sharman's class. It was an offside campus. There was 20, 20 adults. At an elementary school whose kids were going to that. They were doing ESL. So I want to show you video of that very first class four years ago. So. Hi, my name is Lisa Sharman. And I am an ESL instructor for sweet water. Adult education in Chula Vista, California. I teach at an elementary campus. Parents of students that attend the elementary school. So after attending the learning upgrade workshop, I quickly went back to class and shared what this app that I really liked and enjoyed when I went to the in service. I asked the students to if they had a smartphone to get their phone out and download the app from the store. And it's free. So they were very excited about that. And the lessons are high interest lessons that have songs and music videos. They went home and in the next few days, they were hooked and very excited about this program. So much so that when I would log in to check the reports on my students, they were logging hours like crazy. I am Abril Parra and I'm using a learning upgrade. Sometimes I use it while waiting for my doctor's appointment, my dentist appointment. And sometimes I use it in the evening when my child are working in his homework. And basically I'm right now in the 51 exercise. And I really like it. I think it helps you a lot. For me, it helps me for the nouns because I was kind of having trouble with that. And I think it's very helpful. So yes, right here is the login. And I just put my password. It's really easy. It's really short. Just log in and just press right there. The level that you're in, right here. Look at this password. I'm using another place with the same bus. I'm learning. I'm starting the bus. For me, it's very practical because I don't need books. I don't need pencils and only my phone. And I'm starting. It's very, very practical for me. The learning program is very good for me. I feel like I'm learning a lot. I like it because it's very easy to study. I study a lot with my child. I study a lot in the space where he's with the doctor. When I come to the bus, I come to study. It's easy to get in. I bring him on my phone. The music and the sounds are very good. I like it a lot because it motivates you. It motivates you to continue. To continue. You're moving, but at the same time you're learning. And you're listening, learning and moving. It's very good. Okay. So if you need some feedback from our distance audience, that the further away we are from the camera, they actually can hear us better. Okay. Yeah. All right. All right. We won't get through this. Yeah. And for those of you who couldn't see the caption, she was saying that her son goes to the doctor a lot. And so she uses learning upgrade while waiting in the doctor's office. And she liked the music. And this one. So what we found out in that first thing. First usage is now gone all over the world. We've been using smart phone models for many countries using this smart phone model with WhatsApp groups and different things like that. But what we learned is we used to come here in the computer lab with Kevin and work with adult learners here on this campus. And they used to do an average of 30 minutes a week. As soon as we introduced smartphones, it went up to two hours a week. And then we started using it. Just by moving from the computers in the lab to smart phones. But the really fascinating thing about sweet water was we did a data analysis in the first year and found out that 70% of time on past was between eight at night and two in the morning. Okay. Between eight at night and two in the morning. And then we started using the smart phone model. And then we started using the smart phone model. Here's the kids dinner. With the kids to bed. And then the time that normally would have been spent on YouTube videos or TikTok. Or social media. Or is now spent on learning upgrade. 10 minutes. Oh, I'll just do one more lesson. Oh, I'll do one more. So that's where we come up. Came up with the word binge learning. Because of the music and fun and everything. So what we found out in sweet water is. They were doing two to four lessons a day, two to six hours a week. Finishing courses in three months that they used to take a year. So every three months, one NRS level. Which is astonishing. When you think about the normal pace, people, people do this. And then we also found out that. Casa scores were going up in short amount of time. And then we also found out that. Basically seven point eight point growth in students to 10 or below and classes in 10 weeks. Because they were spending so much time on tasks. You know, the phones in addition to the instruction. So what I wanted to do, I'll stop sharing this. Is go through our panel because. Everyone here has spent. At least. A lot of time on learning upgrade and has seen the computer times in the old days. And the smartphone times in the new days. Okay. So Michelle, do you want to come up here? Yeah. Okay, great. I'm. I'm going to have you fully introduce yourself and what you do here. I just have a question in mind about, could they get the presentation email to them or lengthen the chat? Yeah. We'll do that email. Thank you. So go ahead and introduce yourself. Right here. I'm a shelf away. I'm a resource teacher here at the site for sweet water. And I've been a resource teacher for about 11 or 12 years. I was a former ESL teacher. High school diploma. Independent study. And I was a little bit of a B. So I have some experience in different program areas over the years prior to becoming a resource teacher. So I'm happy to be here to with our friend, the node. We've loved working with learning upgrade. It's been a resource that we've had. Every year. God bless you. Every year stands. You know, we started 12 years ago, 11, 12 years ago. And so it's been a long relationship and a positive one for our teachers, for our students. And I'm going to report to our resident math expert. Well, Good morning. My name is Steve Alvarado and math teacher at Montgomery Adult School. Let's see, this is my 23rd year teaching and about my eighth year teaching math exclusively. So I like using learning upgrade in classroom. I always call learning upgrade my teacher's assistant. So I will give the students a password. I'll explain to them that they're going to be probably wanting some headphones. The first time that you hear learning upgrades, it's kind of a shock, right? With the music and everything. And I'll just quote one of the, one of the most interesting comments I've heard about from a student is that the wonderfully annoying music is very helpful. And because, you know, they'll break into song sometimes, you know, the class embarrassingly, because they, they have it, you know, in their head program. So anyway, so I'll explain to them that the math is going to be the learning upgrade is my assistant. And that they can definitely reinforce their math skills with the program. I'll share a couple of strengths. One is, as I'm teaching algebra, for example, if those students are trying to pass their GD test, or high set test, one of the areas that I found that learning upgrade does a much better job than I do with explaining is on what is a function. And so on the GD test, the questions can be presented in a table, can be presented in coordinate pairs, it can be presented in a graph. And so I always redirect students who are getting ready to take the test to log into your learning upgrade. And I believe it's less than 35 in the my teacher's assistant. And so the nice thing about the 10 minutes or so of this, this lesson is that it very clearly better than I can show what is a function because of the animation, the music, and the different variations between the table, the graphs, or the ordered pairs, a student can really get a better grasp on how to identify what is a function versus what is not a function versus what I would do in the classroom. So that's the one lesson that stands out, that really, really helps me reinforce the skills. So with learning upgrade, the student is able to work on rigor, they're able to work on these individual skills that will, that make my job a lot easier because as I'm presenting my learning intentions in class, and I'm helping them with the parapleges, whatever tests that they're going to take. Many of the questions are multi-layered and learning upgrade is a very, very nice job, actually teaching them the individual skills that help them have better success on the test. One thing that I always share with my class is that I can teach you pretty much anything in math, but the one thing that I've never been able to figure out is how to teach you your multiplication tables. If somehow I could get the monopoly on that, I think I would hit the lottery. So I have this one individual that I can remember, a 40-something-year-old woman who was coming to my life class, and she struggled in math. One of the areas that I realized is that her multiplication skills were poor. And so again, I told her that the only way I've learned to teach you your multiplication skills is you really have to come up with note cards or some type of system to just memorize patterns to learn your multiplication skills. So she was frustrated because she was trying to get a job advancement and she needed her GD. So I put her on, I want to say like level three, level four multiplication, which again, it's a very low level and this is a 40-something-year-old person. So I could be very humbling. So she started learning her multiplication skills in her own. And about three or four weeks later, she comes into my class that night and she says, hey, I just want to share with you that I've been successful. Oh, wow. Thinking that she's able to answer a couple of questions. And she was able to show me that she knows her multiplication tables from one through nine. What bill did you take? And she said it was a learning upgrade. So she was able to learn her multiplication tables, which then unlocked her brain for fractions and just functions and patterns and things like that. But I think more importantly than that is that it gave her confidence and it gave her the knowledge that, you know what, I will overcome a fear that I had probably in elementary school. And then she later went on a couple of months later to take in her last test and she graduated. And then she went on to, you know, figure in better things. But the learning upgrade was definitely able to help her and help me as a teacher to overcome that, that foundation that was essential, that without that, nothing else is going to make sense. Or it was going to make sense. It was going to take her three or four times the time because the numbers were not going to make sense. So those are a couple of stories. And I think Steve, one, I mean, one neat thing about that story is again, roll back to five years earlier with computer labs and all that. And without that fear of being able to go home and bang on our smartphone and figure those tables out, there's an embarrassing fact, you know, are you going to sit in a computer lab and do two times two is four with other people sitting right behind you, you know, a home curled up in bed. And of course, after your kids are far away and you're curled up in bed and privately working on your time stable. Right. I think that's part of the attraction of smart homes. A you can work at home and we know per equity, a lot of low income people do not have computers and wifi home. Right. 30% of the population, the only internet they have is from their home. So that's one thing, but the other thing people sometimes don't think about it is the privacy. Being able to curl up in your bed and do ABCs. 123 is basic basic stuff. And usually what stopped you in GB from what I've heard from all the instructors, it's not the GBB work. Right. It's the six, seven years of math we need before GBB to do basics. So it's fraction and it's negative numbers and it's they're not the problem. It's an element of the clock that we need to get ourselves to use these motivation tables, right? Yeah. You've been sort of at the forefront of training teachers and smart phone onboarding. There's, there's a real art and magic sort of the getting adults. To use their smart phones and to get on boarded. If you can you talk about that. years, GED, distance learning, citizenship for 10 years on Saturday mornings, ESL, high school subjects, independent studies. I also have administrative access, which means I train the teachers who need new training and simple things. I forgot my password, teach them how to enroll students in learning upgrade, how to assign the courses, basically any kind of support they need with learning upgrade. I was the distance learning teacher at Montgomery Dole School, and at that time teachers would rotate their classes into our distance learning lab. And there were multiple programs that the students could use, and they would use the learning upgrade. One of the problems was, back then, in addition to what Benel just mentioned, was we had Wi-Fi issues. So you'd be sitting there in the computer, we'd go through updates or no Wi-Fi, and it was terrible, and the students would get frustrated. So another plus for trying to onboard the usage on the cell phones. I show help students download a program on their phones, show the teachers, show the teachers how to use their programs, get them acclimated to the program, and promote the Ben usage also, so they get in the habit of using it. One of our teachers would say she would just have her students use learning upgrade for about the first 10 minutes of class every day, until all the students came to class, and then go ahead and start with whatever her daily learning targets were for that particular day, whatever her lessons were for that day, but have them use the learning upgrade, which is good, because it helps the students get a little more acclimated to the program. Looking at learning upgrade, in addition to the ESL and the math, I mean there's financial literacy, there's digital literacy. The teacher you just saw in the video, Lisa, she happens to be at this campus. I was just talking to her two days ago. She is the digital literacy teacher for Chula Vista Adult School. Each of our four adult schools have a digital literacy teacher from one to two every afternoon, Monday through Thursday. She just used the email that's been in the digital literacy course, and she's going to explore about more of what the students need to do. And what's great about it is they don't have to go in order. The teacher can decide what I want to cover today. What did the students want to do? Maybe I'll ask the students, hey, look at the activities. What do you want to learn today? What do you want me to cover today? We've had teachers who have used the reading and comprehension and maybe the higher level, level five for the main idea, just going over the main idea what the students don't necessarily have to use the program that particular day. But the teacher can cover that activity and the students can kind of go over it with that teacher. As a job developer, I visited each of our four schools a different day of the week. I'm in a different school. We have four adult schools and I'm collaborating with our CTE teachers. And there's actually, of course, now after visiting the classes that I'm going to promote, where our CTE students and anyone else who's interested can do that course for getting ready for a job. There's resume, writing, all kinds of things, just exactly what I do every day of the week. So there's only here the word diversity. There's a lot of diversity and learning upgrade for all the students at each of our four schools. That one question, can we have a teacher account in order to explore learning Yes. So I'm going to go over a little bit later, but anyone who goes to learningupgrade.com and clicks pilot request at the top can if you go learningupgrade.com and click pilot request and fill in that form, make sure you click on O10 at the bottom so you get an O10 pilot because O10 is actually tracking all the California pilots of O10 members. And O10 on the website has curriculum partners site. So you can go on and search for O10 curriculum offers and get it that way. Or you can go learningupgrade.com and click pilot and do it that way. You'll get a three month pilot for unlimited number of students and also the teacher account to do the teacher lessons that Kevin was talking about on your smartphone. So if you want to do lessons for class, you'll get all that. There's a bunch of questions you want to go down or do you want to wait till the end or how do you want to take the rest of your day? OK, the next one is what does learning upgrade log look like on the smartphone? Learning upgrade. What does the learning upgrade log look like on the smartphone? Log in. Maybe that's what. Yeah. Oh, logo. Oh, logo. Logo. Oh, the black arrow. And she just got your logo. Yeah, it's a it's a it's a black with a white arrow. OK, black circle. Black circle, white arrow. That's the item. Next, does this program have anything for EL civics? Yes, so our. We have in digital literacy, there's a lot of sort of civics. But in the new citizenship course, there's a lot more. So if she's talking about the civics for the citizenship test, that's in the citizenship court. And if she's talking about a general civics, then we have it in the GV reading course and also the work life. It was. But yeah, OK. And the next one is the same and it's accessible also on a computer and a tablet, not just the phone, right? Right. So you can use it on a web browser, on a Chromebook or Mac or PC. You can use it as an app on an Android or iPad. And then you can use it as an app on a iPhone or Android. Yeah. And people go back and forth. Sometimes they use it in a computer lab in the morning and a phone at night. And I don't know. You guys have looked at that data, but when you pull up the time on task for a student, it'll say, oh, they ate at night. They played this lesson, got this score on their Android phone. And then at 10 in the morning, they played on a Windows computer. And I like that because then you can track. Oh, they're using a smartphone at night and computer lab in the day. You know, it's nice to track that. Fine. There's the next question right there on the board. What is the website to access it on the computer? Oh, learningupgrade.com. learningupgrade.com. OK, Michelle. So now you worked a lot with Sweetwater, generally at the district level. What do you think when you're thinking about smartphones and how does it fit in with like an overall adult program? You know, I don't think and I don't just mean smartphones, but a learning platform, you know, that has data sharing and Excel spreadsheets on the back and all that. But what does the smartphone bring to a program like Sweetwater? It brings quite a bit because not every program has that feature, first of all, and that data piece is so important to be able to access as a teacher and as a, you know, as a for admin or anybody who wants to know how the program is, you know, making an impact and it does because as the notes spotlighted the evening times, you can see that as a teacher, you don't necessarily know that they're doing that unless you go into the program, log into the data and be able to see that they're spending that additional time away from class improving, you know, helping improve their learning. So I'm not sure if I'm answering your question, but that data piece is really important for a teacher to look at daily. And there are reports in there where you see the timeline task. You see how many certificates they've completed. They have the bronze, the silver and the gold. And it's highly motivating for the student to be able to to go through those lessons to reach those certificates and we celebrate that with them. If they've reached it, you know, bronze level will celebrate it. A lot of teachers will put up the certificate in their classrooms, displaying that the student has done that. And as Vinod said, when they're very tired, working late at night, having that motivational and one more lesson, one more lesson, it's pushing them through, giving them what they need, helping building their confidence level, as we discussed, and just overall their experience learning experience. Just wanted to add about the certificate need and distance learning. I used to, some of them, when they finished at that particular time, when they got to number 60 in the final challenge, I would print the certificates for them, having the color printer and presented to them right there in front of their classmates. It was kind of a motivating factor, you know, and say, OK, give me the next one, you know, what's the next part? You know, it wasn't a competition type of thing, although you can do that, too. But just that sense of accomplishment, you know, it made them feel good. When you hand out a certificate, everyone else in the classes, I want that certificate. Right. Yeah. And I felt that I used to think when I first started out, you know, we do a lot of K-12 work, but I used to think, oh, the adults are not interested in the certificates. And now I've realized more than ever. And we have Hanine here who just came back from Africa. We did a launch in Liberia, and she's on a WhatsApp group with a bunch of adult students in Africa. And one just texted out their certificate on the WhatsApp group after only one week on the program. But what does that do to the other 50 students in that WhatsApp group? They're motivated, you know, they're, oh, wow. Someone's already got a certificate and I'm only on less than 10. Oh, I'm going to get going. We have a couple more questions. What's available for a career soft skills class? OK, wow. Are these planted questions? Just read them out the back. And then we have a hand and then another question. Dr. Burke, OK, let's talk about work-life skills. We worked for two years on a work-life skills course that came out in December. It covers everything from, you know, teamwork and communication to resume writing, to diversity, to, you know, things like on-site resolution, being on time, dressing appropriately, you know, everything. And where a pro-literacy created, new readers press created a book that goes with it. So there's a workbook that goes with it. We're hoping a lot of people are using it already, but we're hoping a lot more people use it, especially in job transition and getting people ready for work, things like that. And then we have, let's say, Dr. Burke, with the Tandres, if he wants to, and Leo can pass. Oh, Dr. Burke, you can, honey. Good morning, Summer, I'm out ill, but happy to be here virtually. I just wanted to add, too, when you asked Michelle that question, from my perspective, which is very much a district level, division director's perspective, one of the things I really, really appreciate is the consistency of performance. I have never heard of one time where teachers came to me and said, there's this problem with learning upgrade. And we've been using it for six years and I used it with Cajon Valley, another district, two years prior. So I've been with learning upgrade on some level for eight years and have never heard one problem. That is outstanding. The other thing I would like to give kudos to you about is your consistency, I mean, your availability, Vinod. I don't know anyone else at your level of an organization as invested in talking directly with the practitioners, the way that you do, you invest your time in us, you invest your time in students, and obviously in your in your product and your accessibility is just is incredible. So thank you very much. Thank you. I mean, we're based here in San Diego and I've sat in Dr. Burke's office with these guys many times and we just say, OK, how are we going to solve this problem or how are we going to roll this out? And when we just came with this crazy idea that we were going to teach on smartphones, Dr. Burke and these guys were open to it at the time. No one, no one was thinking smartphones and adult dad. I mean, what you can fit paragraphs and things on a phone. I mean, everyone was so skeptical about you can learn algebra on a phone. That's ridiculous, right? And these guys were actually open to let's try some crazy stuff down here. And a lot of other people in San Diego were not. So it's been really fun, but this stuff is not easy. You have to be willing to fail a little bit. You have to be willing to go on an adventure. And I remember in Lepus class, we enrolled the first day. They said, everyone pull out your phones, right? Everyone pull out your phones and we're going to load learning upgrade on. Guess what the first roadblock we ran into. No one had thought about this. OK, first roadblock. Oh, I don't know my Google Play password. My spouse knows it or my child knows it. It turns out very few adults know their password for installing an app on their phone. So guess what? Our new best practices was right after that, right after Lisa Sherman's last. We said to everyone tomorrow, we are going to onboard you on learning upgrade. So tonight, will you please go home and install learning upgrade and whoever has the password and succumb in tomorrow with it ready to go? See, we didn't know that. We didn't know people don't know their password, right? Little things like that. And then Lisa told me right after that. Well, two people were not able to participate because they didn't have smartphones. And this was for four or five years. And the funny thing that happened is four weeks later, I came to campus to make that video that you just saw. And she pulls me aside and she says, you know, those two, they got smartphones. OK, she's just smiling at me. They got smartphones. In other words, they're not going to be the only two people in the class without it. They figured it out. You know, they got small phones now. So that just shows you kind of the motivation, right? Not to be the one left out. I want to turn to outcomes because we spend a lot of time with Steve on the GED side, helping people get their diplomas. And as you all know, what's the number one reason people don't get a GED? It's math, right? I think 80 or 90 percent of the failure is math. And Steve's job is to get them to pass math. I know you had some stories. Yeah, definitely. So a few years ago, I had a student and a heritage student who had passed everything except for math. And this person had come to me and had already taken and failed the math GED three or four times. So we were trying to figure out, you know, a way to not repeat the same mistakes and see what was what was not clicking. And so as I assessed him, as I was, you know, on board teaching math, I realized that he was completely disconnected during the time that I would let the students work individually or in small groups. He would stare at his as paper, you know, and a couple of times I would try to approach him and if you need any help or no, no, I'm just going to wait for you to explain. And so, you know, a couple of weeks later, it's it's not nothing is sinking. And so I came to the note in the team and they gave me some ideas. So I put them on learning upgrade, you know, some homework assignments and said, you know what, I want you to work on these things. And I guess one of the missing pieces was that that interaction with the yeah, you work better with the music, with the animation, with the structure. And I started noticing that he was working a lot outside of classroom. So his although his although his behavior or his his learning or lack of in my class hadn't changed. He was just watching me each and was hoping that it was, you know, he was retaining it. I was seeing that he was actually putting in the time at home on the learning upgrade. And then, sure enough, given a couple assessments and wow, your skills have really improved so much to where he finally his goal was to go to community college, get his GD, of course. And a few months later, he is telling me I just signed up for the math GD test. Wow, OK, let's see what happens. And then he passed and then he enrolled in community college. And then again, he went on to the next part of his his academic goals. So it definitely helped bridge the gaps that I was unable to connect with with him during class. And he was able to find the resources that he needed to successfully learn what he needed to pass the test. I remember talking to him as we made a video, is it the one with? Yeah, I remember talking to him and he said a lot of his work was all night. He had a day job and he used to work like. We're talking one, two, three, four in the morning on on math. And I think his thing was doing hundreds of problems. Right. He's affected. He's just like you said, you have to put the work in. He had to just do hundreds and hundreds of problems. And then boom, but he got a member on the high side, he got two, five, five. And so he was getting discouraged because he needed an eight. So when you get two, five and five and you're pretty far, then you're getting ready to just I'm going to give up, right? And then it's like, so you got a 10 on the next test. So he went from five to 10 question. Oh, what I'm hearing from you is that this effectively addresses one of the toughest things for teachers to do is to differentiate instruction that allows students to learn in the ways that they can learn best and to be able to individuate that sounds like and be able to do this like on demand, wherever they are. And that's just means it's a critical need. And I love that you built it from the phone up. So amazing. It's really hard if you if you do everything web based. It's really hard on the phone. You know, all of you have done web based online learning on the phone. It's a disaster. Everything scrolls off and nothing fits or it's tiny tax or something. Because we were part of this X price competition, we had to create an app. Thank God. And it had to work on very low end Android phones. So we went out to Walmart and we bought all the $50 phones and all our lessons have to work on a $50 phone in, you know, and that was a great discipline because now that we're in Africa, you know, you can't tell someone, oh, you need a, you know, Samsung Galaxy or an iPhone, you know. And so now this is paying off. But the fact of the matter is we're smartphones. We're in that two tier society like it or not. You know, there's one group of people using the hundred thousand dollar iPhones. And there's another group of people using fifty dollar Walmart prepaid phones. And the two don't know it. Don't know, you know, and there are all Android phones, almost all of them. And they're passed from person to person. They're often refurbished. And if you don't work on those, you just cut out. You know, if you don't work on those low end Android phones, you just cut out most of the low income population. My question is, and I haven't, I don't think I've heard this presented yet, what kinds of accessibility features do you have to augment your diversity and inclusion and equity? Yeah. Well, we've had to recently do a lot on this. And I think some of you might have seen some of this, but we just had to go through two thousand five hundred videos with closed captioning and it was Spanish and Arabic, we've had to change the way we do the lessons. We've had to do a lot because obviously you want to be available to everyone. And from the beginning, we were appealing all this to a diverse group. And I think it's because of the music and the video format. But in terms of accessibility, some of it works great just because of the phone and touch screen and all that, but other things like closed captioning or colorblindness work, you know, we've had to do a lot of hard work. And you can imagine with all the crazy animation and all we do, we've had to do a lot of hard work and there's still a long way to go. You're never there with accessibility. It's a journey, but it's starting. You know, I feel like we're going in the right direction. And we've also and this, I think Kevin and Steve, we've seen this, but what's pretty obvious in adult that that people don't talk about a lot is that special needs, you know, is is is a pretty high percentage in and you need to be able to address dyslexia, learning difficulties and autism and various things that are going to stop you from learning and dyscalculia on the math side. And we've spent years on that. How do you overcome that with music, with animation, with games, with voice? Always talking. Don't just put text of this talk. We were 10,000 pieces of dialogue for course. So it's a conversation. So I think special needs is another sort of thing that people don't talk a lot about in adult that I don't question on the chat. And do you have part of as part of your presentation to do a demonstration of the app? We don't hear. But if you go to learningupgrade.com, there's a bunch of videos there. But the best demonstration is his pilot request and we send you a pilot and we send you a pilot and then you can immediately start banging on the lessons. And I think what every teacher has always done is put themselves as one of the students and start playing the lessons or do the teacher whiteboard and then you can play it. If you do the teacher whiteboard, you can jump around, play any lessons. As I go, actually. Sorry, speak at the CCA in San Diego some years ago and we did a pilot. And it's good. Actually, I'll say as a descriptor, the math, which really the value. I mean, there's a lot of good stuff in there, but you guys have been talking about this, but it really does when they're coming in low costs. I would just require them to download the learning upgrade app. Can you talk about because with the pandemic, we kind of lost track of it. You and I had emailed a couple of times. And can you talk about cost structure in terms of like how many licenses like we had an email going and like, you know, like a certain number. Yeah, you can. I mean, what you guys do just email me. I mean, learning upgrade just costs X for students. It's per student. So it's not like you buy a hundred or whatever it is per student. Yeah. And there's no training or everything included, but it's just cost per student and it's lower than anything else that you can buy. And then so like just all the question on that cost per student. So let's say we're like, we have an account and then every time we add a student, we're like getting going, like we as we lose like us. Usually you buy a certain amount of licenses and then okay. I want 50 of these things. Yeah. And then I like, can I get five more like that kind of like, yeah, okay, so yeah, and we're, I mean, like I said, we're local and we're kind of from California and we're not just, I think these, these guys know it's more of a partnership to try to help people. So we're not really stripped on all that stuff. She need five more to get five more. We don't, I mean, I mean, and I and Drew are the team that works with all of you in California. And everyone's just trying to roll their sleeves up and help people learn, help people make a big breakthrough. That's what we're trying to do. I'll tell you, these guys here, what I told them right before we went on today is that we are helping people in Africa learn to read. And there's 300,000 people in San Diego County that read third grade level or below. So I told them that we all just need to work harder and be more creative. If we can help people in Africa, then we can help people in, in Los Angeles, right? And in Bay Area and here in our hometown in San Diego, it takes some work, you know, takes a partnership. Everyone has to roll up their sleeves and figure out smartphones and, and adult ed and everyone has to just work together. It's not easy to change. It's not easy to try something new. If you've always taught the same way and you're threatened by smartphones and technology and mobile, it's not easy. But all I can say is these guys, you know, done it. And Sweetwater is sort of the lead on this whole thing. And I just feel like there's so many more people we need to help on GED, on ESL, on, you know, job training that it's like, how do we scale up? I know we're out of time. It's just we're all wondering how do we scale up? I just want to spotlight. We've been talking about how it helps the student, but sometimes we also have to turn the other side and say, well, how does that help the teacher, you know? So I want to spotlight some things that this program helps with the teacher. So if you're a distance learning teacher like I am and you're trying to figure out how to account for maybe attendance or how much work have they done? If you're a program that has to, you know, monitor the hours of instruction or hours of work for pops and things like that, learning upgrade has all sorts of graphics and all sorts of accounting pieces that will allow the teacher or the program that you work for to track how many hours of students working. So as a distance learning teacher, when Tops comes and of course I'm trying to figure out how many hours of instruction that am I actually going to put in? I can go on to learning upgrade and I can see how many hours that they have actually been working and I can use that. I've had a couple of students in the past, things that you don't think about. A student comes to me, they're on probation and they have some strict requirements through their probation or parole officer and they're concerned because if that, you know, meet 20 hours a week of instruction and we're going on spring break and they're afraid that that may lead to them going back to where they came from. This is not so learning upgrade. The Wi-Fi system might not work as well. Yeah, so the creative way to work around that is that, you know, if you have a registrar, whoever is in charge of filling out these forms that they need to submit to their worker, you can definitely use learning upgrade as a means to track that they've actually, you know, worked for this or if you are on public assistance and the social worker is requiring that you have X amount. But we're about to go on winter break for four weeks. How am I going to get my benefits? So you can come up with a goal and you can say, OK, I need you to work X amount and I'm going to be able to track it. And learning upgrade allows for those pieces, those individual cases that may not be like everybody else's. But if you need some accountability, if you need to track progress, if you need to track hours of work, the system is built in learning upgrade to allow for the teacher and the administration to actually. That's great. That's a good way to close. What Sweetwater and other schools do is when they enroll students to use a spreadsheet that has their student ID for Sweetwater along with their names, then when we export those, when the teachers export those spreadsheets or the administration, they join them with your tops and other data and then you can have data that's joined to your other and they can filter in and we're getting better at that kind of integration. We're out of time. I want to thank Michelle, Steve and Kevin for coming here on a Saturday and sharing their time and thank everyone online for joining and all those really good questions and Dr. Burke, who I really didn't expect to join. Fantastic. Thank you, Vinod, for being here. And as you said, it's a team effort. You've always been in there rolling up your sleeves along with us. So we appreciate it. Thank you. Thank you. Thank you much.