 Then And then I'm going to share my screen here. Give me just a second. Make sure I find the right one here. All right. Are you guys able to see my slides here. Yeah. Yeah. Wonderful. Okay, and let me just check to make sure we're recording. So we should be good to go recording. Yep. All right. Well, welcome to all of you who are able to join us. It's not going hold on. There we go. There we go. Yeah. Okay. Can you see the full screen now because it was. Yes. All right. Thanks. Sorry about that, guys. All right. So, yeah, so today's topic is checking for understanding really just when you're working with kids. How do you know that they're getting it that they're understanding what you're talking about the concepts that they're learning on. So I'm Tina Souser. I've met most of you finally and you here's my email. If you ever have any questions and I'd be glad to help you And I'm stuff on it. So yeah, thanks for joining us again. And you guys are loyal viewers. So we appreciate that. And so formative assessment is really what we're talking about today when you're checking students understanding during a lesson on that that's formative assessment. So it really is assessment for learning assessment. Well, we can probably click to the next screen. We're really going to see what they're understanding what they still need work on. So I'll go ahead and read this to you because I know screens are different everywhere. Since formative assessments are considered part of the learning. They need not be graded as summative assessments or end of the unit exams and quarterlies, for example. Okay, so those are the two types formative or summative and we don't typically grade formative Rather, they serve as practice for students just like a meeting just like a meaningful homework assignment. They check the understanding along the way and guide the teacher decision making about future instruction. They also provide feedback to students so they can improve their performance. And so an educational consultant Rick Stiggins who is kind of a guru said the students role is to strive to understand what success looks like and to use each assessment to try to understand how to do better the next time. Formative assessments help us differentiate instruction and thus improve student achievement. So the whole time we're, you know, we're teaching we're always trying to monitor. Hey, do they get it. Are they understanding what they need to understand. And formative assessments are those little checkpoints along the way that show us so it could be a homework assignment. It could be on what we're going to talk about lots of different formative assessments. It could be just a little check that shows you gather getting it or know they need more work. And I think one of the most important parts of this to remember is that it's a place for teachers and yourselves to kind of check in with students and then to make Whether it's accommodations or make changes for how the instructions provided next time or or what that looks for them next time and what extra information they might need or what they can move forward with and I think that's again one of the most important parts. And I think the part where the students use it to improve their performance. I think that is underutilized. I don't think we always have students go back and and self assess or reflect as much as we should. Yeah, yeah. So there's some important components when we're thinking about formative assessments so they could be things that students do to demonstrate understanding. So they could show you a process they could act out something or on you know show you the steps in something. They could also verbalize their understanding and be able to say what they understand and they can also explain what they're still having trouble with and that's a big thing for kids. Don't ask them to do that very much either and really to access or assess themselves and say, hey, I really understand this part, but this part is where I'm having some trouble and getting a little bit confused. And so some things you might want to do is ask students how they know something make them prove their understanding. So we can't just say, oh, how well do you know this from one to five and they say three and then we go on. That's not really going to help the kids but if we have them prove what they know. Then, you know, that's really getting deeper with it. And we can ask some clarifying questions like how do you know that. Can you show me that. Do you understand this part of it though and that that will help students. I think some of this to Stephanie is the fact that you really have to establish a culture with the kids you work with to that. It's okay not to know everything right away. It's okay to to ask for help. It's okay. You know those components where it's okay for us to say we don't know everything. And it's okay to make mistakes and that we'll all fix them together and that you're really there to help them and that's the awesome thing about Paris that you truly are there to help kids and I know that they look to you for that help and assistance. So now we're just going to start with a bunch of different strategies you can use with your students to gauge their learning or their understanding. So one is thumbs up thumbs down and students then they rate their understanding by holding their thumb up down or to the side to show who needs more practice or help so you can kind of look and see with your kids. So maybe you're practicing math backs and you ask the kids thumbs up thumbs down and they could either do a thumbs up if they feel like they really understand it a thumb down if we really don't or thumb to the side if they're kind of in the middle. I really liked this piece when I was teaching because it was a really quick assessment and then I could take the groups that really felt like they needed more help and I could kind of bring them to to a table to work with me. And then let the others kind of continue on their own. So I was able to quickly assess on on where they were at and then kind of put them into small groups to either work work on their own or work with a small group or then work on more instruction with me. And it took about two seconds. And I think you're just one component to take it farther is to ask them to explain which parts, you know, so if they have their thumb down, have them try to explain which parts are having trouble. And, you know, as teachers, I think we get sick of hearing I don't get it. We want to know what part you don't understand. So, and by asking them that that will give you more idea of even what level they're at with the information how to help. So the next one is exit tickets and there's multiple ways to do exit tickets and I've seen some great, great ways in the classroom. But this is where you just have students write a quick summary of what they understand before they leave class. And they could they could write it on a post it note and stick it up on the board, they could fill out digital post it notes. We'll talk a little bit more about those later. They could use any form they could draw if they chose what they understand what they're not understanding. But exit tickets then are away for you as the teacher to go back and grab those. It's not so public for them to share with everybody. It's something that you can go back and reassess to help inform what you do next time with them. And it holds everybody accountable. So everybody has to write something down about what they've learned. But you can also ask them a question on it like I want today's essential question was this, you know, and I want you to answer that question before you leave class. And that's one of the big things about exit tickets to because you can bring them back to that main objective, just to see where everybody's at with the understanding that you were trying to get across for the day. So another one is write it down. So this is a lot like the exit tickets right so you have students write an explanation of what they understand. You could read them to help inform your instruction and write comments on them or discuss them to give student feedback. And where this differs a little bit from exit tickets, I think you could do this as a little bit longer of a writing where exit tickets, I kind of think I mean they can be many different things. But I kind of think of that quick jot it down. This could be a little bit more of a writing piece where they're really showing their knowledge about a subject area or something like that. And your understanding in the middle of a unit or or in the middle of a lesson. Hey, what do they understand and what do they not understand. And I think I see this one as more of a journaling type just kind of like you said so you know pulling out those key points and journaling about them to see the depths of their understanding. When I was in the classroom I really like to do something like this to gauge like the learning of my whole class to what as I read them over I could see oh is there's something like the whole class is missing out on maybe I didn't put enough emphasis on that part of the lesson. And, you know, then we can go back and reteach it. Individual whiteboards so this is another example and I actually use these quite a bit in my class but this is where students have whiteboards and and I always have them just sitting right at the inside of their desk and they could pull them out. And they could either you know answer a question on there for you for a quick assessment or you could ask them to to label stuff that you're asking a question about but again if you have the individual whiteboards they can hold them up as a quick assessment. Even as we did this with a lot with math problems. I would write a math problem on the board and then they would solve it on their whiteboards and hold them up and you could Pretty easily tell who was really understanding and who wasn't even though they might get the right answer, but just identifying their whole thought process and those who maybe needed a little bit extra instruction just by what was showing up on their boards. And one thing I did with them I use them a lot in my classroom to and I just think math and I'm also spelling my kids kind of didn't like spelling but when we did whiteboards they really liked it but And I always waited to tell them show me if they started to hold them up in the air and flip them to me too early some kids would go ahead and look at their neighbors. So I had a show me time and then sometimes I'd say look back look back or try again and before I would tell the right answer I'd have them rework the problem. And I even heard a high school math teacher recently talking about they were actually writing on the tops of their desk with dry erase markers. In the same way and she said her kids were so engaged so I think the same way whiteboards are good. Everybody has to do it and be engaged in it. And I kind of like that desk idea to because then it doesn't become so public. Yeah, and you can kind of walk around and individually assess Rather than like you said the kids all looking at each other's boards because yes that does obviously happen. But the good part about that is you can usually know who is who is Yeah, those kids need more work right. Yep. Yep. And so we have doodle it so it's just a quick drawing draw something and you know if you're in science working on the water cycle maybe they quickly draw it or working on vocabulary words drawing pictures for them. It's so powerful so This was actually even I on the way down to Carney yesterday I was listening to Dave Burgess is teach like a pirate book and he highly emphasized, you know, allowing them to draw because when you draw is actually a whole nother level of processing What's in your head and and and drawing it out or or making a graphic organizer or something like that is actually something that kind of can show that higher order thinking and can really pull out some Not only creative skills but also just being able to to really identify what what their understanding and you're under you're using both sides of your brain. So for the word definition say if you're using vocabulary as an example, the word definitions on one side of your brain you're using one side of your brain and for the picture you're using the other side. And the more that we can get kids to cross over to both sides of the brain. We just weave more pathways to remember so Yeah, and I think Stephanie that's also another valuable point that when you know we have visual auditory and kinesthetic learners and so when we tie the auditory to a picture for them. It's there more app to remember it to and if they're drawing the picture That he has even more powerful. Yeah, there are times that you can ask kids kids to select a picture online. However, there's just something about when our brain has to actually draw it that leads to better memory. Absolutely. So another one is self assessment cards and the students basically and I've seen these on the desk really just sitting on the desk and the students mark the level in which they understand the content. I've also seen these use just with holding up your fingers 123 or four where the students just really and I like these different markers where you know number one says I don't understand this yet. And then number four is all the way to the level that I can pretty much teach it to somebody else. Tina, we're losing you a little bit. Sorry. That's okay. I was just mentioning that I love this for the level of this because you not only get the I don't understand, but at the top you go to the point of where I understand it so much I could teach it to you. Kind of that one step beyond. And this is some of your schools are Marzano schools. This is a very Marzano based strategy for kids to really think about their learning and think about what they're doing well and what they need to work on more and that self assessment is just really strongly tied to student success. And this is definitely something that you guys could do with your kids I mean even though you have a very small group that you're working with sometimes. You could you could have these pointers for them and then you could ask them to self assess quickly and and as I mentioned before I don't think we do enough of that. And I also think that it's it's hard for some kids because we don't do enough of it. But I think this is something that you could definitely integrate into the kids that you work with. And then I would say again if a kid rates themselves as a one or two. We can ask them what would you like to do, or what would help you move forward with this. What's going to further your learning. Okay the next is flip charts. So you might have seen these in some classrooms but on their little flip cards flip charts that have a red a yellow and a green page. So red means I need help yellow means I can I need help but I can keep working green means I'm fine I'm working fine. Students just keep them on the corner of their desk and they get to flip them as they see fit as they change their status during the class so if they're working fine they have their green out but they get to a problem. They might turn it to yellow to say hey teacher when you have time I need you to come over here. But if they're super confused they might turn it to red like I cannot go on until I have some help. The other piece of this too is if you are working with a bigger group of kids and you're able to see these sitting on their desk. You know where you need to spend a big part of your time. You kind of can make that quick assessment just by the colors that you see on their desk. So I think that this would be I never use these stuff did you. And I think that they would be very beneficial especially if you're if you're working on a rather tough concept. And you I think this is something good to do when you're with a large group of kids. You know sometimes when we're working with smaller groups we can kind of meet those needs and as we are up moving about with the class but when you have a lot of kids to monitor like say you as a pair I get called in. To sub or to a larger group to monitor that's that's where it really helps out so that you can kind of see them as a visual as you're roaming around helping kids. Yeah definitely. The next one is fist to five and students basically rate them their understanding by allowing or showing zero to five fingers and they have the scale that just shows zero means that they understand nothing and five means that again that they could pretty much teach somebody else and I use this. I use this several times and I can even see yourself using this as a quick assessment with just a small group just to kind of gauge where the kids are at and how they're understanding. I even like to use this before I start teaching. I'm like maybe like what do you remember from yesterday. And that they remember a lot. You know if it's a five. I remember everything from it or one or a zero would be. I totally forgot everything we talked about this yesterday. It kind of helps me know where to start with a concept. And emojis are fun for little kids sometimes you do a happy face a straight face or a sad face for how they're feeling about their learning. And the emoji one is very simple could be a very simple resource for you to use and kids identify with these. So it'd be familiar to them. So we have comprehension questions to so this is just so valuable as you're going through something like whether it's a reading book or a science text or social studies or an article about something just to really be asking some good questions while they while they read and you know gauging that learning all along the way to make sure they didn't get clear done with something and then they're completely lost. And I actually practice this quite a bit with my with my child. She's a first grader and of course she's just learning to read. And so for her. It's you know she's she's focused on the words but what content is she getting. And so we'll stop it every couple pages. And yes she gets a little frustrated. But each time that we do that with a book when she's taking her tests on them she should get 100%. I think sometimes they get lost in especially the younger kids they get lost in the words because they're really trying hard to sound the words out. And they don't necessarily pay attention to the content and that's where you know your piece can come in and just ask those content questions that they wouldn't be normally doing because they're again focused on pronouncing the words and make sure the words are correct. And if they don't understand it and they aren't getting these questions right guiding them back to that text that so that they have to look up the answer and find where that answer might be is really important for them. My kids in my classroom always knew if I said good readers they'd say look back because they really need to be guided back into that text to look it up. And then I would also really recommend that if you're working with a group even of three or four kids. Again which is still a pretty small group. I would not have them raise their hands to answer questions. I would just call on them randomly. When we when we ask them to raise their hand we call on the kids to know the answers. And usually those are the kids who don't need practice answering questions. If we call on them randomly we make sure that every kid has to think about every question because they don't know if they'll be called on. What I would do is I would ask my question like Tina what's the main idea of the paragraph or I'm sorry this is the wrong way Tina what's the main idea about the paragraph we just read because who's going to think about it then just Tina. If I say everyone I want you to think about the main idea of the paragraph we just read. Then would you please share that main idea. Then everybody had to think of that answer and have it waiting in their head I always would tell my kids lock it up here lock it up while we think about it. And then you know whoever would share out teach. Okay the next one is teach others. You guys still hear me. Yeah. I have a second sorry about that. Have students turn and teach a partner the concept and then let's then the partner actually has to add more to what the partner taught so I this is awesome because they think this again goes to another level. So if you have your kids talking to each other. The first kid that turns and teaches the partner their concept and might say it in a way that means something different to their partner and then by the partner making sure that they have to add back to that. They're ensuring that both partners are listing to each other and understanding the content that they're sharing with each other. The fact that they're sharing it in their words may give the other person the opportunity to have a different level of understanding rather than what we can provide them up front in the teaching moment. And sometimes you want to just go ahead and have your like safe you have a small reading group that you're working with and there's four kids. One's a partner a one's a partner be partner a partner be and they know who their partner is and they know their letter. So you'd say partner a and be our partners turn to each other partner a teach partner be about this topic partner be then add anything to to what partner a said. Or sometimes partner be just repeats what partner a said so that you make sure that they're really listening well. And you as their as their pair or their their teacher kind of listening in on the conversations to make sure that you know you're under that the kids are getting the understanding and so that you're you're following up with them even though they may not be talking directly to you but you're still listening to the conversations. So we've been talking a lot about different tools that you can use for check for understanding and there are a ton of technology tools out there that can help you with this. And, and all of these that I have on here. These are all free tools for you to use. And even I mean you guys as Paris could utilize them as you wish as well depending on what devices you have. But all of these on here that I've listed are basically multi platform which means that you could access them on a Chromebook and iPad a computer. Anything that you want and they and they work just fine. So this first one is to food and each of these if you're on our slides if you click on it it will take you out to that link. So if you click on the picture for each one it will take you out to the website of where those are at. But who basically is a quiz tool and the kids like it because it's very it's kind of animated. There's Kahoot and quizzes that you could use and you could just use it as a quick assessment tool you could actually use this as a exit ticket if you chose. It's a quiz game it's like a playing a game and it's timed so that's kind of fun and exciting. And it has music so the kids enjoy it. It's just and again there's the Kahoot and quizzes and they're basically about the same thing. This one's got a lot more in there that's already created. So if you want to go check those out because there's a lot of there's a lot of stuff in there already that teachers have created. And then this one over here on the right this is called flickers. We were talking a lot about how to hold things up to get a quick assessment. What flickers does is it gives each kid has a qr code and each side of the qr code is a different level. So if they hold the side with the letter a up that means they're answering a turn it over its bc and d. And basically what you can do is you can have the kids hold up their clicker card and then you take your phone and scan the entire room. And it and basically I mean if you're working with three or four kids that's pretty simple you take your phone and it takes you two seconds to scan that and then you have a very quick assessment of what your kids are understanding. And you do have to go to the website and kind of they have the cards that you print out for your kids and each kid has a name on them so if you're working with two or three kids you just basically go and have two or three of those printed out. If you'd like more information on about any of these you just send me an email and I'd love to share some stuff with you. This yo teach is what's called a back channel. And we used to have a different tool that was accessible to us that went away but this back channel basically if you're teaching something. Your kids can be having a conversation with you while you're teaching and I know you guys you guys are Paris but if you're working with a small group of kids and you want to make sure that you get all the content in this back channel is a way for kids to kind of discuss the content that you're teaching them and teach each other and it's just a it's it's a conversation flow. And then when you're all done teaching wouldn't it be kind of like Tina if we had the chat open here on on zoom. Yes kind of but the content is is more limited you don't have as much you don't have as much text for them to type which is a good thing because if you want to an assessment tool or quick assessment tool. This would be a great one to go to. And like I said it's just really a discussion component and it's very simple and it's an easy way when you're all done teaching you can go back to this discussion channel as the kids are working and go back and see the discussion and follow up with the kids that you might need to follow up with this last one. This is probably my favorite tool. Especially for feedback and self assessment for the kids Flipgrid is a video assessment tool and the kids you can actually set the time limit so they are actually recording their face. Talking about what they learned or talking about maybe however you want it to look. Tell me about what you learned today. Tell me what you do understand and tell me what you maybe don't understand and it's just a quick assessment and then when you go into your into your teacher platform of this Flipgrid you get to watch every one of those videos and know how to respond to that kid when they come back and it's so quick and so easy to do the kids actually once that I've worked with have loved using it as a tool. It takes them a while to get used to recording themselves but I also think that that's an important skill that they need to learn as well. Even our whole staff used it. It was at the beginning of this year. Yeah, so yeah. And you know and we're older and it's hard to learn new tricks when you're a little older but we had a good time with it. Yeah and it's it's so easy to use and it's so easy to share it with your kids and I know you guys are thinking you know I'm a para. What do I need to ask my kids well you can ask them any question if you're especially if you're working through a unit with a kid you can ask them any question in here and just have them give you feedback. And I like the idea of them having giving back on their own learning and then you being able to have a conversation with them based off of their video and their comments. So I really appreciate this tool and there's so many more of these quick assessment tools I just kind of shared some of my favorite again if you have any questions on any of these or you want to find another tool to use that would better suit your needs. Please feel free to reach out to me. So we have thrown a lot of ideas your way in this past maybe 25 minutes. So we want to hear from you how do you check for understanding what are you currently doing with your students. Is anybody there. They're all unmuted so. No we're not a month. I can't hear us. Yeah. Okay. I've used the flip the flip grid in science the science teacher used it and the kids can enjoy it. What do you think of the tool. Okay. Do you remember what kinds of things they had to share about. Yeah they they built a. They built something what they built a roller coaster they build a roller coaster and then they had to show how they designed the roller coaster and how they built it and the tools they used for it. So for me when I was a teacher I would learn a lot more about what my students understood by watching that video than I would by asking three multiple choice questions or something. And it was it was nice that we could all then go on the computer and watch all of their videos. And then she had him go she had each student ask a question about each video and and critique the video that they saw. Awesome. And I bet you know, even when you can share those with parents. It's such a great communication tool for the parents to understand what their kids are learning about. Awesome. Thanks. And any other strategies you're using in your classes. I think quite a few of our teachers use cahoots, or they make up their own questions. Great. Do your kids enjoy those. Yes. I think it's a great way to manage so. And again, it's that way to add a little bit of something different to class. Marzano also advocates using games in the classroom. So when we can do that we break up the, you know, the mundane class with something a little bit fun. And at the same time we're gauging what they're learning. Then is there something particular that you use with your kids. We're adding more and more blended learning. I mean, and it basically some of the stuff that we're using now it kind of takes away. What a pair of does, because it does your job. Actually, it is having problems. It backs them up. Talks them through it. Narrows their choices. And then it expands it. And if the kid is still isn't getting it. It sends a report to the teacher that you need to do some one on one with that student. Great. I will say you could never be replaced. Right. Superheroes that cannot be replaced, but that is good that, you know, you can get your whole class working and, you know, maybe there's somebody who has an accommodation. They're doing something differently on that. You're working with them or, you know, you might take that kid who's been had the report sent and say, okay, now we need to sit down and talk this out together. And honestly with like blended learning stuff, I would be so thankful to have a paraprofessional in there with me because there's so many groups that would need the assistance and your help kind of evaluating. And, and then for me, you know, you could be one of those self assessment. People that help them kind of self assess what they're at and where they're doing and just being kind of that as the teacher is in somewhat a guide on the side, but having those extra hands in that environment is huge. So, okay, go ahead. So what new strategy would you like to try? Did you learn any different strategies that, especially in reflection of the groups that you work with? Is there something that you'd like to try in the future? Okay, you're on. I just think some of that was a bit slower, right? You know, like the flip ones and the thumbs up and some, I mean, the thumbs up were lower grades. Yeah. She first mentioned were lower. I mean, fifth and sixth maybe work with that, but I mean high school, I don't, I don't see like the flip chart, this to five draw something exit tickets. Some of that was geared to the lower. Yeah. That flip grade is geared to the higher. Unlike to the, you know, because that was done in biology class. Yeah, I don't know. Don't count out some of those though for those older kids. Yeah. Sometimes they like that quick way of showing to like exit tickets and post-its are used a lot in high school. Yeah. In fact, I saw one of the most effective uses of an exit ticket in a, it was a science class, junior science class. And they were using the tickets, the exit ticket very effectively because the teacher had a very quick assessment of where the tickets were, but then she took and got the sticky notes that they were creating. And she got even deeper into the levels of understanding for each kid. So I've seen those exit tickets work really well. And the journaling at the upper grades is huge and the drawing because I often would offer, because I did teach high school very short time, but I thought high school, I gave them the option like, how do you want to show me your understanding for today? Do you want to, you can draw, you can basically, I gave them anything and that was truly an exit ticket, but it was also a check for understanding at their level. And I will tell you, those kids appreciated the fact that I gave them opportunity to choose how to show what they know. And I had the best conversations with them from their creations or their design or whatever it is that they chose. And believe it or not, some of them chose a video and some of them chose to journal and some of them chose to draw. It was, I got a variety. There's a video on the teaching channel.com, I think it's .com. And it's called my favorite no. And so the teacher has the kids on a post it, solve a math problem. And this is for high school kids. I think this is a higher level skill. Or I think middle school kids could do this too. So they solve a harder math problem on it. And she quickly goes over them as they hand them in and finds one that's wrong. And she calls it my favorite no. She puts it under her document camera at the beginning, or at the front of the class. And the kids have to write an explanation of why it's wrong. So they can even write it or turn to a partner and say it or whatever. So it's kind of interesting to have them look at the problem that is incorrect and have to explain what the person did wrong. Does anybody else want to share what they would like to try? Even if it's one of the tech tools, I'd be glad to help you with those. But a lot of these has to be implemented by the teacher. It might. Yeah. If you're working with maybe one student, you know, right at the end of class, just say, tell me, you know, maybe they're just going to have them tell me, tell me what you learned here today. Yeah. That's a benefit that you get of working, you know, one on one. And, you know, if you have small groups, some of these, the tech resources and things like that can completely be facilitated by you if you so choose. Of course you'd want to have a conversation with your cooperating teacher. But you can have your account just like a teacher would. And some of those things like Kahoot, all they do is put in a code and answer your questions. The Plickers, that's a very simple process to follow. And Flipgrid, you could have your own Flipgrids. Yeah. Maybe even you can go back to the classroom and say, Hey, we have this Zoom meeting today. And I heard about this formative assessment tool that we try. Yeah. And really any, if you get a kid one on one, that's awesome. And you're right. It's going to be more conversational when you have that one on one person. But if you're working with small groups, any of these are adaptable to that. We also have some digital resources here. So these are just links. You could click to get more information about these tools. This third one down here, I'll just point out to you. There are actually 26 short videos explaining some different strategies for check for understanding. So they're kind of, it's kind of a unique little page where you can learn about the strategies and see it in short clips. We do want you to save the dates. Our para training this summer will be on August 9th. It will be all day on 93 here at ESU 8 in our newly modeled building. I don't know if you can tell behind me, but it's not my old yucky office, but it's my new shiny office. So we're excited to have you join us this summer. Yes. And I will not be joining you this summer because I will be in a different role within a district. So as much as I've truly enjoyed working with all of you, I will be changing roles. So I, Is everybody crying with me? I'm crying. I get to be inside in a district. So I'm looking forward to that, but I'm sure this camp pair is going to be just as amazing. Because stuff's in charge. All right. Well, thank you everybody who joined us and thank you for those who are going to just watch the video later. And I definitely appreciate your guys' feedback. And if you have any questions on anything that we've talked about, please feel free to reach out to us. Thank you. Thank you. Have a great end of this school year. I know things can get stressful and busy. And assessment time is here, but I know that your schools function better because of all of you. Absolutely. So hang in there. You can do it. And again, we're thinking about you as all those flooding. Thank you. See you. Bye. Bye.