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From YouTube: Re-engaging Learners
Description
NCSL Meeting Series: Re-engaging Learners
A
A
We
like
to
start
our
virtual
meetings
with
a
couple
of
meeting
protocols.
Please
do
join
my
video
and
we
encourage
you
to
add
your
full
name
on
your
title
and
in
your
state.
If
you
want
to
do
that
as
well,
to
do
that,
you
just
hover
over
your
tile
and
three
dots
will
show
up
and
then
you'll
have
the
option
to
rename.
A
We
hope
you'll
be
ready
to
contribute
to
the
conversation
by
sharing
your
state's
approach,
your
perspective,
but
please
do
mute
your
audio
when
you're,
not
speaking,
feel
free
to
type
your
questions
or
your
comments
into
the
chat
box.
At
any
time.
We
do
have
those
settings
open
so
that
the
speakers
can
share
their
screen,
so
be
careful
not
to
share
your
screen.
Please
and
just
a
heads
up
that
this
meeting
is
being
recorded
and
that's
with
the
exception
of
the
q,
a
portion
that
will
be
edited
out.
A
First,
I
have
my
colleague,
adam
rivera
she's,
here
in
denver
and
she's,
going
to
be
giving
an
overview
of
some
of
the
state
legislation
that
we're
seeing
aimed
at
addressing
unfinished
learning.
We
have
austin
reed
who's
in
our
dc
office,
he's
going
to
be
giving
an
overview
of
the
most
recent
federal
relief
legislation.
The
american
rescue
plan,
as
it
relates
to
our
conversation
today,
and
we
have
our
two
outside
speakers.
B
B
If
alaska
house
bills
67
passes,
it'll
make
special
appropriations
from
the
general
fund
for
k-12
public
schools
to
support
student
recovery
from
academic
losses
as
a
result
of
covet
19.
we've
also
seen
the
trend
of
legislation
directing
the
seas
approach.
Hawaii
is
currently
considering
house
bill
11,
which
urges
the
board
of
education
and
seas
to
support
and
implement
after-school
programs
to
combat
learning
loss.
B
Grant
programs
is
another
approach,
we're
seeing
minnesota
house
bill
4
and
senate
bill
64
if
passed,
appropriates
money
from
for
grants
to
expand
existing
after
school
and
summer
programs.
This
grant
program
would
be
administered
by
the
school
network.
2
programs
programs
are
given
preference
on
a
bunch
of
different
things,
for
example
serving
communities
of
colors
programs
that
have
staff
members
that
reflect
the
racial
and
ethnic
diversity
of
students
served
and
programs
that
have
staff
members.
Oh
I'm
sorry
program
serving
kids
on
hybrid
or
remote
learning
and
so
on.
B
B
Another
trend
we've
seen
from
states
is
literacy
assistance
in
summer
and
after
school
programs,
so
nevada
bill
assembly
bill
3
passed
last
year,
and
this
provides
additional
funding
for
evidence-based
and
school-based
literacy
initiatives
for
students
enrolled
in
k
through
3rd
grade.
This
bill
also
includes
literacy,
professional
development
for
school
personnel
who
provide
summer
school
programs
for
students.
B
This
task
force
will
focus
on
education,
recovery
and
innovation
to
examine
the
short
and
long-term
effects
that
covet
19
and
natural
disasters
have
had
on
the
state's
educational
systems.
The
commission
will
advise
and
make
recommendations
based
on
their
finance.
They
also
passed
house
bill
7004
or
the
tennessee
learning
loss
remediation
and
student
acceleration
act.
This
requires
local
education
agencies
and
public
charter
schools
to
implement
a
program
of
after
school
learning,
mini
camps,
learning
loss,
bridge
camps
and
summer
learning
camps
to
remediate
student
learning
laws.
B
Additionally,
this
legislation
also
requires
that
the
sea
to
help
develop
and
implement
new
benchmarking
and
assessment
system.
This
will
be
piloted
as
the
pre
and
post-test
assessment
on
those
camps
I
mentioned
before.
The
state
is
also
launching
a
tutoring
program,
the
tennessee,
accelerating
literacy
and
learning
core,
which
will
include
statewide
initiatives
to
recruit
high
quality,
tutors
training
and
ongoing
tv
development
for
members
and
developing
materials
for
tutoring
students.
B
Finally,
tennessee's
enacted
senate
bill
7029,
which
requires
the
department
to
direct
each
local
board
of
education
and
charter
school
governing
body
to
develop
a
plan
to
conduct
mental
and
behavioral
health
screenings
for
all
students
in
kindergarten
through
eighth
grade
to
evaluate
the
impact
of
the
coca-19
pandemic
on
students,
mental
and
behavioral
health,
health
and
any
resulting
learning
loss.
Those
are
the
ones
I've
got
for
you
guys.
So
I
think
I
can
go
ahead
and
pass
on
to
my
colleague,
austin
reed.
C
So,
in
terms
of
what
makes
the
funding
different
in
the
american
rescue
plan
is
that
there's
some
additional
set-asides
that
weren't
there
in
the
esser
fund
from
for
previous
stimulus
packages,
one
their
states
have
to
reserve
previously
states
could
reserve
ten
percent
of
their
estr
funds
for
statewide
activities,
but
now
the
set-asides
are
a
little
more
specific.
So
in
this
case,
states
have
to
reserve
at
least
five
percent
of
funds
to
address
learning
laws
and
districts
previously
had
you
know,
unlimited
flexibility
over
how
they
spend
their
funds.
C
Now
they
have
to
reserve
at
least
20
percent
of
those
funds
to
address
learning
loss
and,
as
you
can
see,
there's
some.
I
have
the
bill
tech
stuff
here,
there's
some
there's
a
such
as
clause,
which
lists
out
some
things
that
schools
could
do.
I
think
that
the
sense
is
that
that
language
isn't
necessarily
that's
a
non-exhaustive
list
and
and,
as
I'm
sure
we'll
talk
about
today,
there
are
many
many
different
approaches
that
schools
and
states
will
take
to
addressing
learning
loss,
and
so
I
think,
we'll
see
some
guidance
from
the
department
around
this.
C
But
I
do
think
there'll
be
a
pretty
wide
array
of
strategies
that
will
be
allowable
uses
of
these
funds,
in
addition
to
the
ones
that
are
enumerated
in
the
text.
There's
also
a
couple
other
set
asides.
There's
a
one
percent
state
level
set
aside
for
summer
school
programs
and
a
one
percent
state
set
aside
for
after
school
programs,
and
what
we've
seen
so
far
is
that
the
department
of
education
seems
to
be
really
intent.
C
But
I
think
a
little
more
focused
on
recovering
both
socially
and
emotionally,
from
from
the
impacts
of
this
pandemic,
and
one
thing
to
know
with
all
the
bill
techs
that
the
the
law
asks
that
states
focus
on
students,
academic
social,
emotional
needs,
as
well
as
focusing
on
any
student
subgroups
that
have
been
disproportionately
impacted
so
that
the
english
language
partners,
students
with
disabilities
homeless
and
foster
youth,
low-income
students,
the
whole
gamut.
So
there
is
a
direction
towards
equity.
C
you
know,
is
there
are
the
does
evidence
base
mean
a
specific
program
that
you
could
find
in
what
works
clearinghouse.
Does
it
mean
a
specific
activity,
but
you
know
how,
if
you
just
follow
that
activity?
What
parameters
do
you
need
to
follow?
So
I
think
a
lot
of
it
at
the
end
of
the
day
is
helping
schools
make
good
decisions
about
the
activities
that
they're
doing
rather
than
maybe
the
programs
they're
using.
C
But
you
know
we
have
seen
a
number
of
states
try
to
direct
schools
and
districts
and
just
picking
select
programs
that
they
know
are
really
high
quality.
So
I
think
there's
going
to
be
a
pretty
big
conversation
between
the
technical
assistance,
community
and
states
as
to
how
to
figure
out.
What's
you
know
what
capacity
we
have
to
put
on
really
quality
interventions
for
for
students?
So
that's,
I
think,
what's
happening
at
the
the
department
of
education.
We
should
see
something
soon.
C
I
imagine
that
it'll
maintain
a
fair
amount
of
flexibility
for
states
and
that's
what
states
are
really
asking
for
here.
There's
a
really
interesting
conversation
happening
at
the
state
legislative
level
regarding
all
these
set-asides
and
it's
kind
of
happening
in
three
different
levels
and
what
again
alluding
to
something
we
discussed
before
it's
interesting
that
this
funding
comes
on
top
of
conversations
that
state
legislatures
were
already
having
about
learning
watching
coverage.
C
So
there's
these
new
resources
and
so
states
are,
I
think,
viewing
these
resources
as
a
way
to
bolster
the
plans
that
they're
already
putting
into
place,
and
so
I
think,
you're,
seeing
in
contrast
to
maybe
the
the
first
round
investor
funding
last
spring
state
legislatures
really
trying
to
put
their
signature
on
these
funds
and
especially
because
these
funds
have
to
pass
through
state
appropriations
processes.
So
we've
seen
some
conversations
around
already
about
the
flexible
set
aside
portion
of
funds.
We've
seen
a
number
of
states
that
have
been
very
specific
about
directing
funds
in
certain
ways.
C
I
know
north
carolina
is
an
example
of
they
directed
their
sr2
funds
in
very
specific
ways.
I
think
there
was
some
programming
that
was
directed
to
various
state
agencies.
I
think
one
of
them
was
like
the
fish
and
wildlife
commission
and
it
was
to
carry
out
summer
learning
and
enrichment
programs,
so
they
were
thinking
about.
You
know
how
to
collaborate
across
agencies
to
provide
new
types
of
of
learning
for
students.
So
we've
seen
some
conversations
at
least
on
the
flexible
state
set
aside.
C
I
I
think
we'll
see
some
conversations
about
what
kind
of
conditions
or
guidance
states
can
place
within
these
specific
set-asides.
The
learning
loss
the
summer
school
the
after
school.
So
that
would
be
very
interesting.
Will
states
say
that
only
certain
programs
could
be
accessed?
Will
they
provide
a
definition
for
what
an
after-school
program
is?
That
would
be
interesting
to
see
and
then
we're
also
seeing
a
lot
of
conversations
around
the
the
local
school
agency
set
aside,
so
you
know
the
districts
have
to
set
aside
20
funds,
there's
already
a
bill.
C
Moving
in
florida,
that's
a
little
more
specific
as
to
what
what
school
districts
have
to
do
with
the
funds
that
they
set
aside
for
learning
laws.
Some
things
that
they're
throwing
around
are
defining
learning
losses,
activities
that
both
occur
inside
and
outside
of
the
school
day
and
and
use
teachers
that
are
already
trained
in
multi-tiered
support.
So
we're
really
seeing
states
think
about
these
funds
from
multiple
different
lenses,
and
I
think
that
those
conversations
will
only
increase
over
the
next
week.
C
A
A
See
it
so
as
we
talk
about
re-engaging
students
and
accelerating
learning,
there's
concern
has
been
mentioned
earlier,
with
not
only
re-engaging
in
academic
learning,
but
also
social,
emotional
learning.
So
I'd
like
to
start
with
some
grounding
in
the
science
of
learning
and
development,
could
you
give
us
an
overview
of
how
kids
learn.
D
Yeah,
I
I
would
love
to
and
I'm
going
to
distill
a
lot
of
information
into
a
short
bit
of
time,
so
bear
with
me
a
little
bit
on
that,
and
I
just
also
wanted
to
say
quickly.
Thank
you
for
having
me
today,
and
it
was
great
also
to
hear
from
austin
and
autumn
thanks.
So
much
for
sharing
that
information.
D
So
the
big
thing
about
the
science
of
learning
and
development
is
that
it
brings
together
multiple
disciplines
to
inform
this
evidence
based
around
how
young
people
learn
and
develop,
and
you
can
see
that
the
science
of
learning
and
development
alliance,
which
we
call
the
sold
alliance
for
short,
combines
diverse
areas
of
research.
So
it's
these
organizations
that
have
come
together.
D
I
won't
show
this
for
too
long,
but
just
to
see
these,
these
are
the
disciplines
that
we're
thinking
about.
So
when
you
take
a
look
at
them,
probably
they
resonate
with
you.
Maybe
you
studied
some
of
these
things,
but
the
thing
I
want
to
point
out
here
is
that
none
of
this
is
really
new.
It
was
the
act
of
bringing
all
of
this
information
together
to
form
a
more
comprehensive
understanding
of
how
young
people
learn
and
develop
and
ultimately
thrive.
D
That
was
the
thing
that
the
sold
alliance
and
the
papers
around
the
science
of
learning
and
development
really
did.
So
all
this
is
coming
together
from
these
different
disciplines,
none
of
it's
new,
with
one
exception,
so
the
neuroscience
we
do
have
a
better
understanding
now
of
how
young
people's
brains
are
developing-
and
I
think
the
really
important
thing
to
point
out
here
is
that
the
adolescent
brain
is
still
very
malleable.
D
I'm
sure
aaron
will
talk
about
in
designing
summer
learning
opportunities
and
then
also
in
the
school
day
things
that
we
need
to
take
into
account
so
quickly.
What
are
the
findings
from
the
science?
I'm
I'm
going
to
basically
distill
down
a
huge
paper
that
is
really
interesting
and
packed
full
of
information
into
a
couple
minutes.
So
I'm
going
to
go
quickly
but
happy
to
talk
more
about
this
if
people
are
interested
afterwards,
so
the
first
one
is
that
all
young
people
have
the
potential
to
learn
and
thrive:
okay,
basic
straightforward,
but
really
important.
D
So
there's
no
one
who
comes
into
the
world
like
oh
yep,
your
lost
cause.
You
do
not
have
the
ability
to
learn
and
thrive.
Everyone
has
the
potential
to
learn
and
thrive.
I
mentioned
the
malleability,
so
there's
great
opportunity
in
adolescence
to
influence
development
that
our
brains
are
so
malleable
and
very
resistant
throughout
life.
You
may
hear
the
toddler
I
mentioned
screaming
in
the
background
right
now.
So
if
you
do
apologize
for
that,
I
can
tune
her
out.
Hopefully
all
of
you
can
tune
her
out.
D
D
So
we
know
this
through
this
neuroscience
and
if
we
look
around
the
country
right
now,
we
can
see
lots
of
trauma
happening.
So
we
want
to
make
sure
that
we're
being
responsive
to
that
the
thing
we
know
from
the
science
of
learning
and
development
is
that
intentional
developmental
relationships,
so
the
relationships
piece
in
identity,
safe
settings,
the
context
can
buffer
the
effects
of
trauma
on
the
brain.
So
when
we're
providing
those
strong
relationships
in
a
context
that
is
safe,
feel
safe,
emotionally
physically
we're
buffering
the
effects
of
trauma
on
the
brain.
D
More
of
the
findings.
The
development
is
individual
and
it's
integrated.
So
what
does
this
mean?
So
this?
The
integrated
piece
means
that
social
emotional
development
doesn't
happen
over
here
and
then
academics
happen
over
here.
This
is
all
happening
together.
We
are
whole
people
and
it
makes
sense
to
us
as
we're
talking
about
it
right
that
we
wouldn't
like
go.
I'm
gonna
go.
Do
social,
emotional
learning
here
now
I'm
going
to
go.
Do
math!
Now
I'm
going
to
go.
Do
reading
like
no,
that's,
not
really
how
we
learn.
D
It's
all
integrated,
because
we
are
whole
people.
We
are
also
individual
people,
so
when
we
think
about
I'm
going
to
refer
back
again
to
my
my
traveler
and
for
anyone
who
has
children,
you
know
when
you
are,
you
have
kids
from
zero
to
two.
We
talk
a
lot
about
like
every
every
young
person
develops
at
their
own
rate,
like
if
your
baby
is
not
doing
this
by
this
time.
It's
okay,
they
will.
If
your
toddler
is
not
doing
this
by
this
time,
it's
okay,
they
will.
D
But
then,
when
we
get
up
into
the
older
ages
that
narrow
that
narrative
kind
of
stops,
but
it's
still
true
we're
all
progressing
learning
at
our
own
individual
pace
and,
finally,
the
last
finding.
I
will
share
about
the
science
of
learning
development.
Is
this
meaning
making
piece
which
is
critical
for
long-term
learning
and
development?
So
if
we
all
think
as
adults
back
on
things
that
we've
learned
and
we've
grappled
with
that
really
resonated
with
our
experience,
those
are
the
things
that
we're
much
more
likely
to
retain
over
time.
D
So
I
think
go
back
to
when
I
was
in
high
school
and
which
is
getting
like
further
and
further
away
these
days.
But
the
things
that
I
really
stand
out
to
me
and
stick
with
me
are
the
times
when
I
had
some
project-based
learning
or
the
times
when
I
really
made
connections
with
what
was
going
on
with
in
my
life.
So
those
are
the
things
that
really
stick
with
me
and
that's
what
we
need
to
focus
on
when
we're
working
with
these
young
people.
D
A
Box
thanks
for
that
great
overview
and
for
folks
that
want
to
go
deeper
into
that.
We've
we've
put
some
links
in
the
chat
box
to
some
of
air's
resources
around
that
topic
yeah.
So
both
autumn
and
austin
mentioned
earlier.
One
strategy,
that's
being
targeted
as
a
way
to
re-engage
students
and
help
with
unfinished
learning
is
after
school
programs,
and
we
know
that
quality
matters.
D
But
the
context
is
one
of
the
characteristics
so
having
a
safe
and
supportive
environment
somewhere,
that's
physically
psychologically,
emotionally
safe.
So
young
people
can
really
connect
with
the
program
with
the
staff
in
the
program.
That's
gonna
help
them
open
up
to
be
able
to
develop
the
skills,
the
knowledge
whatever
it
is
that
the
program
is
really
teaching
that
having
that
context
where
they
can
be
open
to
that
information
is
so
important.
D
The
second
characteristic
are
the
relationships
so
relationships
among
peers
relationships
with
adults.
They
are
essential
for
building
the
trust
and
fostering
a
sense
of
belonging
in
the
program.
So,
if
you
think
about
these
first
two
things
context
and
relationships,
these
are
things
that
don't
just
happen
which
brings
me
to
the
the
third
characteristic,
which
are
the
adults,
so
we're
looking
for
a
caring,
well-trained
workforce
which
is
essential
to
creating
the
supportive
spaces
that
are
identity,
safe,
promote
a
sense
of
belonging
and
are
really
tying
all
these
pieces
together.
D
Another
characteristic
of
quality
programs
are
the
partnerships,
so
this
is
part
of
that
the
comprehensive
piece,
so
I
want
to
make
sure
that
doesn't
get
lost
as
well.
That's
austin
had
mentioned,
you
know,
show
the
the
quotes
on
the
screen
and
it's
a
comprehensive
after-school
program
so
having
strong
partnerships
with
families
with
the
community
with
schools.
This
is
important
for
having
that
integrated
and
cohesive
program.
D
One
of
the
things
that
maybe
seems
a
little
obvious,
but
we
do
have
research
on
to
back
up-
is
that
attendance
and
engagement,
so
young
people,
particularly
as
we
get
to
middle
and
high
school,
are
more
likely
to
attend
when
they're
interested
in
engaged.
So
you
know
that
makes
sense.
Obviously,
there's
a
lot
more
autonomy
as
you
get
older
and
you're
going
to
come
to
things
that
are
interested
to
you,
so
when
they
attend
more,
they
benefit
more.
D
We
should
be
expecting
them
to
always
be
improving,
always
looking
to
see
how
they
could
be
responsive
to
the
changing
needs
in
the
community.
We
definitely
saw
that
over
the
past
year
being
responsive
to
changing
needs
in
the
community
as
we
saw
everywhere,
but
those
are
the
the
high
level
characteristics
I
wanted
to
cover
for
today.
A
Great
thank
you
jamie
last
question
for
you.
I
know
I
already
studied
a
number
of
after-school
programs,
so
I'd
love
for
you
to
share
some
on-the-ground
examples
of
these
quality
programs,
and
I
do
think
that
sometimes
when
people
hear
after
school
programs,
they
only
think
of
younger
students.
I
know
that
there's
many
engaging
older
youth
programs
as
well.
So
I
was
wondering
what
what
do
these
types
of
programs
look?
Look
like
at
the
younger
grades
versus
older
youth.
D
Yeah,
I
I
appreciate
this
question
and
also
the
focus
on
the
various
ages,
because
I
think
we
do
you
know
we
often
think
of
elementary
school
when
we
think
of
after-school
programs.
So
often
you
know
in
an
elementary
school,
a
quality
after-school
program
in
elementary
school
will
capitalize
on
partnerships
between
the
school
community-based
organizations.
D
They
may
have
school
day
staff
who
stay
after
school
and
work
in
the
after
school
program,
sometimes
on
like
tutoring
and
academics,
but
often
in
quality
programs.
You
see
teachers
are
able
to
pursue
their
own
interests
that
are
maybe
outside
of
what
they
do
during
the
school
day,
which
then
helps
foster
those
relationships
with
the
students,
maybe
that
they
do
have
in
the
school
day,
but
they
have
a
special
relationship
because
they're
both
able
to
focus
on
something
that's
really
meaningful
for
them
in
the
program.
D
D
One
of
them
is
in
chicago,
it's
called
after
school
matters,
and
this
is
a
program
provides
after
school
and
summer
programming,
so
stepping
on
aaron's
toes
just
a
little
bit,
but
to
nearly
19
000
teams
in
chicago
and
for
anyone
who
has
worked
with
teens
has
a
teen
has
been
a
teen.
You
know
that
this
can
be
a
tough
age
group
to
engage.
So
it's
really
important,
though,
because,
as
we
saw
from
the
science
of
learning
and
development,
it's
we.
D
This
is
a
time
when
we
really
need
to
meaningfully
engage
adolescents,
because
it's
such
a
huge
developmental
period
in
their
lives
and
they're
going
to
grow
and
develop.
So,
let's
make
sure
we're
helping
them
grow
and
develop
in
positive
ways
and
after
school
matters.
Asm
really
does
that
they
do
that
through
project-based
opportunities
that
are
led
by
industry
experts,
so
they
may
have
someone
in
arts
or
communications
or
sports
or
stem
who
acts
as
a
mentor
for
the
teens.
The
teens
do
receive
a
stipend
to
participate
in
the
program.
D
This
helps
with
some
of
the
barriers
that
we
can
see.
You
know,
as
young
people
start
to
get
older
and
they
start
to
look
to
have
jobs,
so
they
do
receive
a
stipend
and
then
they
work
toward
producing
a
final
product
that
they
can
showcase
at
an
event.
So
something
to
really
you
know
it's
like
a
tangible
thing
that
they
can
put
out
into
the
world,
and
so
I
think
that
the
things
that
asm
asm
capitalizes
on
that
we've
talked
about
are
so
important
are
those
relationships.
D
They
have
their
relationship
with
their
mentors,
providing
opportunities
for
teams
to
really
explore
their
interests
and
develop
skills.
It's
really
personal
they
and
they
have
a
lot
of
youth
voice
lots
of
youth
voice
in
the
program.
So
I
love
that
as
an
example
of
something
for
or
older
adolescents,
but
then
also
the
age
group
that
is
so
near
and
dear
to
my
heart
are
middle
school
students.
I
love
middle
schoolers.
I
think
it's
such
an
amazing
period
of
time
I
haven't
been
a
middle
school
teacher.
D
I
have
worked
with
middle
school
students
in
an
outdoor
education
environment,
so
maybe
a
little
bit
different
view
from
what
a
middle
school
teacher
would
say,
but
they're.
So
curious
and
are
getting
such
a
sense
of
autonomy.
So
there
is
a
program
called
the
after
op
in
tulsa
oklahoma.
That
is
run
by
the
opportunity
project,
which
is
an
intermediary
in
tulsa
and
during
the
pandemic
they
were
able
to
pivot
everyone's
favorite
word
this
past
year.
They
pivoted
and
offered
virtual
programming,
and
it
was
really
based
on
family
input.
D
So
they
reached
out
to
families
to
figure
out
what
it
is.
The
families
need,
and
then
they
partnered
with
local
organizations
like
the
tulsa
debate,
club
or
the
debate
league,
and
they
were
able
to
offer,
like
small
group
clubs
virtually
for
the
young
people
in
the
program
and
then
also
had
time
for
program
staff
to
continue
meeting
with
young
people
via
zoom
to
ensure
that
they
maintain
those
relationships
they
could
check
in
on
the
well-being
of
the
young
people.
D
So
you
can
see
here
too
that
the
after
op
focus
on
the
importance
of
the
relationship
they
have
the
youth
voice
and
the
partnering
with
families
in
there.
So,
just
a
little
bit
different,
maybe
of
the
focus
from
what
we
think
of
when
we
think
of
a
traditional
elementary
school
program
it
it
does,
it
does
get
different
and
after
school
matters
does
actually
have
the
word
after
school
in
its
name.
But
you
see
even
things
as
simple,
as
you
know,
maybe
not
calling
it
a
program.
D
Maybe
it's
you
focus
on
the
offerings
like
the
young
people.
We
we
all
as
adults,
focus
a
lot
on
that.
You
know
this
person.
This
program
is
called
the
21st
century
program,
because
the
funding
stream
is
from
21st
century
20
learning
centers.
This
is
you
know
another
thing,
but
the
young
person
doesn't
care
where
the
funding
comes
from.
They
just
care
what
program
they're
going
to
so
thinking
about
it
more
from
them
in
the
center
and
how
could
we
really
engage
them?
A
Thanks
so
much,
and
we
have
had
the
opportunity
to
take
some
legislators
to
after
school
matters,
both
after
school
setting
and
the
summer
learning
programs
when
we've
been
in
chicago
for
meetings.
So
looking
forward
to
the
time
when
we
can
have
in-person
meetings
again
and
take
you
know,
legislators
and
legislative
staff
to
those
programs
thanks
so
much
jamie,
we're
going
to
switch
gears
now
and
we
have
aaron
jordan
with
the
national
summer
learning
association
thanks
for
joining
us
erin.
I
know
how
busy
you
are
with
summer
you're.
E
Not
here,
thank
you,
ashley
and
thank
you
jamie
and
thank
you
ncsl
and
to
everyone
who's
joining
us.
Thank
you
for
your
leadership
and
your
commitment
to
these
issues.
I'm
aaron
dworkin.
I
am
now
the
ceo
of
the
national
summer
learning
association
prior,
I
was
actually
the
national
president
of
a
large
national
after-school
organization
called
after
school
all-stars.
E
That
was
a
middle
school
focus
program
that
served
90
000,
low-income
students
around
the
country
in
20,
major
markets
in
13
states.
So,
and-
and
you
know
so-
we
ran
after
school
around
summer
program,
so
everything
jamie's,
been
speaking
about
is
near
and
dear
to
my
heart
and
backs
up
all
the
important
work
that
my
organization
and
all
our
partners
are
doing
on
the
ground
and
I'll.
Just
also
say
this:
you
are
catching
us
at
the
height
of
interest
in
the
world
of
summer
learning
program.
E
There
are
more
people
care
about
summer
learning
this
week
than
maybe
in
the
history
of
time,
and
it's
it's
worthwhile
and
it's
valuable,
but
it's
been
become
a
very
hectic
time
and
it's
in
part
thanks
to
the
investments
that
have
been
made,
both
at
the
state
level
now
at
the
federal
level,
which
will
come
down
to
the
states.
So
thank
you,
austin
for
your
presentation
as
well.
E
I'm
gonna
go
quickly
through
some
information,
and
maybe
ashley
and
autumn
feel
free
to
stop
me
and
ask
any
questions,
but
I
just
want
to
kind
of
you
know:
do
some
level
setting
so
real
fast.
If
you
don't
know
our
organization
nsla,
we
refer
to
it
as
been
around
for
more
than
25
years,
actually
did
a
lot
of
the
original
research
on
summer
learning
loss.
E
So
if
you
know
that
phrase
that
comes
out
of
nsla
and
and
basically
you
know,
our
mission
has
always
been
to
combat
some
learning
loss
and
close
the
achievement
and
opportunity
gaps
which
research
shows
grow
there.
They
always
exist,
but
they
grow
most
dramatically
between
lower
income
and
higher
income
students
over
the
summer.
We've
talked
about
why
that
is
and
how
to
resolve
that.
E
E
You
have
in
your
states
when
you
think
about
your
library
system,
your
parks
and
rec
departments,
public
housing
and
as
students
get
older
summer,
youth,
employment,
plus
we
work
with
and
support
all
the
world
of
non-profit
program
providers,
your
boys
and
girls,
club,
ymca,
4-h
and
then
also
overnight
summer
experiences,
which
is
unique
to
the
summer,
because
you
have
the
time
and
flexibility
to
do
that.
So
all
the
summer
camps
outward
bound.
E
These
college
access
programs,
people
have
that
we
talked
about
summer
youth,
employment
and
then
we
are
very
focused
on
paid
internships
and
then,
as
an
association,
we
do
what
most
associations
do,
which
is
we
focus
and
lift
up
program
quality.
We
focus
on
building
partnerships,
policy,
work
and,
and
then,
ultimately,
you
know
public
awareness
and
then
investing
in
the
people
who
make
all
these
programs
happen
next
slide.
E
So
I
just
want
to
make
a
a
couple
quick
points
about
why,
specifically
summer
is,
is
helpful
in
a
high
roi
time
and-
and
let
me
just
say-
and
the
title
of
this
slide
is
kind
of
how
we
think
about
it.
So
we
talk
about
summer,
but
really
what
we're
talking
about
is
inequity
and
opportunity.
That's
what
summer
is
that's
what
summer
learning?
That's
why
it
matters
and-
and
so
research
bears
us
out,
but
we
believe-
and
we
say
summer
is
the
most
unequal
time
in
all
of
education.
E
We
do
fund
public
education
in
this
country
between
september
and
june
for
the
most
part,
and
then
in
the
summer
it
is
completely
uneven,
we're
making
more
investments,
but
it
is
not
a
guarantee,
and
so
what
do
we
know?
We
know
that
families
with
resources
provide
and
without
blinking
or
thinking,
spend
thousands
of
dollars
on
amazing
learning
experiences
for
their
children
and
then
low-income
families
who
can't
afford
that
don't
have
that
and
they
fall
behind
so
but
that's
the
inequity.
The
other
piece
is
the
opportunity.
E
You're
either
you're
a
little
bit
outside
you're
connected
to
the
school
system,
but
you
have
chances
to
do
all
these
other
learning
experiences
in
the
hands-on
way
in
the
project-based
ways
jamie's
talking
about
that
can
be
amazing
experience.
So
when
we
talk
about
that,
what
we
know
about
summer
is
what
we
call
our
four
eyes
of
summer.
It's
this
great
time
to
improve
whatever
you're
working
on
that's.
Why
we're
talking
about
it
as
a
recovery
strategy
right
now
so
and
also
as
a
bridge,
to
getting
ready
for
the
next
school
years.
E
We
hope
everyone
will
be
able
to
be
back
in
person
together,
so
an
amazing
time
to
improve,
but
not
just
for
students,
it's
also
for
adults.
So,
as
legislators,
I
just
you
know
it's
a
high
roi
time.
It's
more
professional
development
and
training
for
teachers
happens
in
the
summer
than
any
other
time,
but
we
don't
have
enough
money
and
time
to
go
around
so
your
best
summer
learning
program
doubles
up
as
a
staff
training,
and
we
could
talk
about
what
that
looks
like,
but
the
best
programs
do
that
and
breakthrough
collaborative
and
generation
teach.
E
These
are
all
summer
programs
for
middle
school,
low-income
kids.
They
also
tell
you
that
they
are
the.
They
are
teacher,
diverse
teacher
pipeline
recruitment
retention
programs.
So
again,
if
you,
if
we
just
brought
in
our
sense
of
what's
possible,
it's
also
a
time
for
innovation.
We
just
launched
a
new
innovation
summer,
innovation
fellowship
for
educators
of
color.
We
had
100.
E
Try
it
out
over
the
summer
first,
before
you
scale
your
school
wide
and
district-wide,
and
that's
what
we
see
and
there's
so
many
summer
programs
there's
so
many
national
organizations,
statewide
organizations,
entire
schools
that
started
out
as
summer
learning
programs.
So
if
you're
entrepreneurial
in
education,
we
find
a
lot
of
folks
drawn
to
the
summer.
It's
also
this
time
for
integration.
E
Seven
they're
all
having
same
conferences
on
the
different
conferences
on
the
same
topics,
usually
to
talk
about
how
to
serve
the
exact
same
kids.
So
the
question
is
when
everybody
really
wants
to
work
together,
but
no
one
has
time
and
once
the
school
year
starts,
the
train
has
left
the
station
so
summer
in
a
real
way,
gives
everyone
a
chance
to
partner
and
model
those
partnerships.
And
if
you
do,
if
we
do
a
good
job
and
if
we're
intentional,
then
those
partnerships
carry
into
the
school
year.
E
So
that's
another
thing
that
we're
focused
on
people
have
a
chance
you
to
bring
the
school
district
with
the
non-profit,
with
the
library
with
the
government
agency
and
the
corporate
and
get
them
all
to
practice.
What
that
partnership
looks
like,
and
this
final
piece
is
again
all
building
on
what
jamie
was
describing
is
what
we
call
is
a
time
for
impact
and
not
just
from
the
reasons
of
the
brain
research
but
for
certain,
but
that
a
summer
learning
experience
does
feel
a
little
bit
different
from
school.
E
That's
why
we
don't
always
refer
to
it
as
summer
school.
Of
course,
we
work
with
summer
school
programs,
but
you
could
be
certified
teachers
to
be
teaching
in
lots
of
places.
I
can
give
you
lots
of
examples
of
different
models
of
programs
where
academic
learning
is
happening
in
different
creative
ways,
and
so
that
kind
of
learning
is
both
immediate
and
it's
lasting
is
why
jamie
can
say
decades
later.
I
remember
this
experience.
That's
what
we're
we're
going
after
here
by
definition.
E
Summer
is
a
time
of
life
transition
and
especially
if
you're
in
that
summer,
between
your
elementary
school
and
your
middle
school
year
or
between
middle
school
and
high
school.
So
if
you're
in
that
time
transition,
the
brain
research
will
will
back
this
up
now,
you're
vulnerable,
but
if
you're
vulnerable
means
you're,
open
and
you're
open
to
learning.
And
so,
if
you
want
to
talk
to
a
kid
about
not
dropping
out
of
high
school,
you
don't
want
to
wait
till
10th
grade.
E
You
want
to
talk
to
them
in
that
summer
before
9th
grade
about
what
that
looks
like,
and
so
now
it's
this
high
roi
time.
The
last
thing
at
the
macro
system
level
is
that
this
issue
of
summer
learning
and
loss
and
trying
to
make
sure
that
all
young
people
have
access
to
these
programs.
It
is
an
actual
solvable
issue
and
we
know
what
good
programs
look
like.
We
know
where
the
programs
are.
We
know
where
the
students
are.
We
have
even
now
some
funding.
E
If
you
want
to
go
to
the
next
slide,
I'll
just
share
so
there's
a
lot
of
research
on
summer
learning
loss,
but
what's
happened
now
is
that
it's
morphed
into
covered
learning
costs,
and
so
initially,
if
you
remember
a
year
ago
when,
when
coped
first
hit,
everyone
thought
in
america
we
were
only
going
to
be
out
of
school
for
three
months,
and
so
then
everyone
came
to
nsla
and
he
wanted
to
see.
What's
the
research
on
what
happens
to
students
when
they
don't
have
school
for
three
months
and
what
happens.
E
But
now
it's
been
a
year,
and
so
now
there's
all
this
research
to
show
what
the
negative
effects
and
we,
by
the
way,
we
should
acknowledge
the
heroic
efforts
of
our
teachers
and
our
schools
and
our
in
our
system
school
systems
that
have
been
teaching.
So
it's
not
been
nothing
and-
and
I
don't
want
to
be
dismissive
of
it,
but
it
hasn't
been
optimal
and
so
again
we
have
the
chance
to
use
the
summer
to
respond.
E
If
you
were
in
a
low
income
bracket-
or
you
know,
communities
of
color
have
lost
their
jobs
much
more
than
most
during
coven.
Many
more
have
gotten
sick
and
actually
died.
More
than
500
000
people
have
died,
but
so
many
more
people
of
that
number
have
been
in
in
communities
of
color,
so
there's
real
trauma
going
on
and
and
that's
why
these
programs
need
to
respond,
not
just
the
academic
supports,
but
with
the
social,
emotional
learning
too.
So
I'm
not
gonna.
E
So
this
is
just
when
we're
talking
about
inequality,
and
these
are
slides
that
professor
harvard
professor
jimmy
kim,
did
it
during
a
presentation
he
just
gave
and
allowed
us
to
use,
but
we
just
see
obviously
who
was
able
to
respond
during
covid
in
this.
You
know
who
had
some
more
resources
to
help
students
learn
during
this
time
and
if
you
were
low
income
and
again
more
disproportionately
commutes
of
color
we're
struggling
harder.
Next
slide.
E
Sorry
keep
going,
you
don't
need
to
click
on
all
these
all
right,
yeah,
also
on
the
physical
health
sports
have
been
canceled.
You
haven't
been
allowed
to
go
to
parks.
You
haven't
a
lot
of
folks
haven't
been
allowed
to
be
inside
and
congregating,
so
so
there's
health.
Remember.
We
were
so
concerned
about
student
obesity,
childhood
obesity.
I
mean
these
issues
still
matter
and
if
everybody's
been
watching
youtube
videos
and
not
getting
out
and
getting
around
and
what
we
know
is
that
physical
activity
helps
you
academically
too.
E
E
Sorry,
so,
what's
exciting,
if
you
keep
going
here,
is
that
the
our
field,
the
out-of-school
time
field
so
summer
and
after
school,
combined,
have
been
built
from
the
moment.
We're
in
there
has
been
a
lot
of
research
from
our
friends
of
the
wallace
foundation
from
rand
corporation
looking
at
what
works,
what
makes
for
a
high
quality
summer
learning
program?
Actually,
they
identified
43
programs
that
meet
the
highest
level
of
effectiveness,
43
different
program
models
that
people
can
learn
from
and
that
are
school
based
and
whatnot.
E
E
So
this
is
this.
Is
the
reports
and
again
you
can
see
here
when
we
talk
about
these
43
programs.
They're,
not
all
the
same.
20
are
academic
focus,
but
12
were
sel.
Some
were
home
based
some
are
more
career
skill
based.
So
I
just
again
we
have
a
lot
of
great
examples.
We
give
out
national
awards,
we're
always
lifting
up
great
examples
of
programs,
and
a
lot
of
them
are
in
your
state.
So
we're
just
trying
to
make
sure
people
don't
reinvent
the
wheel.
E
E
So
the
question
is:
how
do
we
not
make
summer
and
after
school
programs
an
afterthought
but
build
it
into
our
year-round
planning
and
and
be
intentional?
Some
of
the
money
has
to
be
obligated,
but
it
doesn't
have
to
be
spent,
and
so
we
have
a
chance
to
kind
of
really
leverage
these
times.
Next,
quick
slides,
don't
go
through
sorry,
you
can
jump
through
all
those.
E
And
this
is
a
a
recap:
again
I
don't
want
to
austin
did
a
great
job
better
job
than
me.
It
is
very
complicated,
but
just
again
just
to
reiterate
how
much
more
funding
is
coming
down
to
states
and
to
the
local
education
agencies.
The
21st
century.
Funding
that
jamie
was
referencing
nationally
is
about
1.2
billion
dollars
a
year.
We
now
have
triple
that
coming
this
year.
One
point
I
mean
there's
more
that's
available,
but
just
as
the
one
percent
set
asides,
the
1.2
billion
just
for
summer
and
the
1.2
billion
for
after
school
program.
E
E
We
we
work,
we
bring
stakeholders
together
to
assess
their
their
landscape
and
what
do
they
need
and
what
the
hurdles
are,
and
we
do
reports
and
we
have
recommendations,
and
we
do
this
in
lots
of
states
and
communities,
and
then
we
work
at
the
program
level
next
slide
and
we
actually
have
a
a
network
of
school
districts
called
new
vision
for
summer
schools,
where
we
work
with
more
than
50
school
districts
around
the
country.
Thinking
through
how
do
we
reimagine
what
summer
school
looks
like,
so
it's
not
a
punishment.
E
So
it's
not
remedial,
so
it's
not
just
mandatory
for
some,
but
it's
something
that
everybody
wants
to
go
to
and
it's
hands-on
and
all
the
things
that
jamie
describes
and
finally,
next
couple
slides
it's
just.
We
have
lots
of
resources
and
again
not
all
of
some
are
ours,
but
also
we
have
this
huge
network
of
partners
so
we're
just
always
sharing
resources.
We've
been
putting
out
a
lot
during
covid
this
playbook,
but
our
major
guidebook
that
we
share
with
folks
literally,
is
called
summer
starts
in
september.
E
Here
we
are
in
march,
and
a
lot
of
folks
are
april
1st.
Actually
so
everybody's
trying
to
get
together,
but
nor
you
know
a
best
practice-
is
that
people
are
thinking
about.
How
do
we
maximize
this
time
earlier
on
and
we
will
have
that
going
forward
in
years
to
come
next
slide
again,
there's
lots
of
great
resources
and
we
can
help
direct
anybody
who's
interested
after
this-
and
you
know
my
team,
but
one
thing
I'd
like
to
lift
up
is
this:
in
the
middle
here:
the
shaping
summertime
experiences.
E
This
group
called
the
national
academy
of
sciences
very
prestigious
group,
had
a
two-year
commission
looking
at
best
practices
of
around
summertime
programs
and
summer
learning,
experiences
and
deb
moroney
jamie's
colleague
was
on
the
commission
and
it's
a
great
report
has
a
lot
of
great
information
and
recommendations.
Unfortunately
came
out
right
before
covid,
so
not
as
many
people
knew
about
it
or
learned
about
it,
but
I
want
to
just
keep
lifting
it
up.
E
It's
a
great
resource
for
all
of
you
and
next
slides,
and
then
just
we
again
are
an
ongoing
resource
to
all
of
you
and
any
of
your
partners
with
training
and
conferences
and
lifting
up
best
practices.
So
again,
this
is
a
great
opportunity.
We
have
to
help
millions
of
young
people
and
we
will
do
anything
we
can
to
support
you
doing
that.
So
thank
you
for
letting
me
go
through
all
that,
but
I'll
answer
any
questions.
Ashley,
do
you
want
to
ask.
A
A
You
can
just
take
yourself
off
mute
and
ask
your
questions.
The
chat
box
either
way
and
I'll
be
happy
to
get
things
started
here
where
you
guys
think
of
your
questions.
You
know
we.
We
talked
about
this
earlier
in
the
week
about
the
fact
that
there
was
a
lot
of
students
nationwide
that
didn't
log
in
for
virtual
learning
over
the
past
year.
So
I
was
wondering
if
either
of
you
could
comment
on
how
my
community
organizations
and
schools
work
together
to
identify
these
students
and
re-engage
them
and
re-engage
their
families.
E
E
I'll
add
on
yeah
look,
I
I
think
this
is
where
you
know
the
community
as
a
village
plays
a
role
here,
because
they
they're
students
and
there
could
be
lots
of
reasons
they
haven't
logged
on.
You
know
when
you
think
about
the
digital
divide.
You
know
they
were
asking
initially,
do
you
have
a
computer
in
your
home?
They
didn't
ask
you,
have
three
computers
in
your
home?
You
might
have
a
computer
in
your
home,
but
your
mother
needs
that
computer
to
do
her
job.
E
E
That
knows
that
same
student
and
knows
where
they
are
and
knows
how
to
get
to
them,
and
so
the
question
is
who's
who's
kind
of
cross-walking
who
knows
who
and
who
can
help
them?
The
other
thing
that
we
talk
about
in
terms
of
attendance
and
getting
people
to
care
and
again
you
can't
just
like
throw
something
online
and
expect
people
to
show
up
like
you
know,
if
you're
disengaging
in
person
or
disengaging
online,
it's
still
disengaging
people
don't
want
to
come.
So
how
do
you
do
that
and
youth
voice?
E
You
know
students
are
much
more
tech
savvy
than
all
of
us
that
they
know
how
to
make
a
better
online
experience
than
any
of
us
could
create
or
design.
So
why
don't
you
ask
them,
as
some
people
asking
me,
how
do
we
make
a
good
summer
program
like
first
of
all,
talk
to
the
students
right
now,
create
your
youth
advisory
board
and
have
them
have
a
say
and
if
they
have
a
say
and
they
have
a
sense
of
ownership
in
your
program?
E
Well,
let
them
recruit
their
peers
to
come,
who
you
know
who
who's
better
at
getting
students
to
show
up,
like
the
teacher
that's
going
to
like
try
and
track
them
down
or
your
buddy
who's
saying
come
on.
We
have
this
project
to
do
we're
going
to
do
it
together.
It's
going
to
be
awesome,
you
know,
so
we
have
to
kind
of
empower
students
to
be
our
partners
in
their
own
learning
experiences.
Ultimately,
in
education,
it's
about
empowering
students
to
take
ownership
for
their
own,
so
I'm
not
just
dragging
them
kicking
and
screaming
into
these
experiences.
E
D
D
That,
I
think,
is
just
such
a
good
idea
is
that
the
national
urban
league
has
launched
an
effort
where
they're
pairing
one
young
person
who
continued
to
engage
throughout
the
pandemic
with
another
who
became
disconnected
and
they're
having
the
young
people
interview
each
other
and
then
they'll
they'll
decide.
Ultimately,
what
is
the
best
format
to
report
out
on
that?
So
that's
still
kind
of
in
the
works,
but
I
think
to
aaron's
point
like
get
the
young
people
involved
because
they
know
each
other.
D
E
And
thank
you
jamie.
It's
a
great
example,
and
I
would
also
just
like
to
echo
how
many
high
school
students
have
community
service
hours
that
they
are
required
to
do
to
graduate
and
could
be
utilized
in
this
way
of
because
their
role,
models
and-
and
you
know
elementary
and
middle
school
students-
look
up
to
them
and
they
could
be
someone
and
then
now
you're
paying
them.
You
might
be
able
to
pay
them
as
part
of
their
summer
job
and
there
are
different
ways.
You
can
engage
them
to
help
promote
attendance
and
and
finding
students.
A
A
I
have
one
one
last
question
before
we
we
close
here,
you
know
just
kind
of
putting
the
things
putting
these
pieces
together
for
for
legislators
and
legislative
staff.
So
what
are
some
of
the
you
know,
takeaways,
that
you
think
state
legislators
might
have
around
their
role
in
re-engaging
students
through
after
school
and
summer
learning
programs
and
the
ideas
that
you
guys
have.
E
You
know,
I
think,
if
you're
a
state
legislator,
what
you
understand,
in
my
opinion,
better
than
anyone
else
in
your
state,
are
all
the
assets
and
resources
your
state
has
and
the
multi-sector
resources
that
that
your
state
has
and
that
that's
what
this
moment
requires
and
we
need
these
connectors.
And
so
you
know
we
have
entire
library
systems
that
were
filled
with
books
that
no
one
was
allowed
to
go
to
those
libraries
and
yes,
we're
all
worried
about,
and
all
these
librarians
who
weren't
asked
and
who
want
to
be
aligned.
E
They're
like
teach
ask
us
what
you
need
and-
and
so
this
is
a
moment
for
everyone
to
go
above
and
beyond
and
to
break
down
silos
and
as
a
state
legislator.
I
would
encourage
you
to
take
the
lead
in
pushing
people
to
go
a
little
bit
outside
their
comfort
zone.
So
what
does
that
mean?
If
you're
an
arts
program?
E
That's
great,
but
we
need
you
this
summer
and
the
coming
summers
to
do
an
hour
of
academics
and
it
might
be
math
and
it
might
be
your
literacy
and
maybe
that's
not
what
you're
used
to
and
we're
going
to
find.
You,
the
staff
in
the
training
and
the
curriculum
to
do
it,
and
if
you
are
an
academic-only
program,
you
can't
we
can't.
E
You
can't
only
be
academics,
we
need
you
to
do
some
social,
emotional
learning
and
physical
activity
and,
if
you're-
and
so
the
person
who
can
help
make
those
connections,
I
think,
is
a
state
legislator
in
their
district
and
knowing
how
to
bring
players
together
to
even
plan.
So
I
I
think
this
is
a
huge
opportunity
where
we
really
need
local
leadership
because
again-
and
you
know
it's
complicated
with
the
dollars,
but
corporations
want
to
help.
You
know
how
many
corporations
last
summer
created
curriculum
for
kids.
E
I
don't
know
where
apple
computer
was
calling
me
say
we
have
coding
curriculum
like
like
everybody
was
jumping
in
to
help
here,
and
we
need
some
people
to
be
trafficked
up
and
and
not
say
no,
but
to
help
bring
it
together
and
our
poor
districts
in
in
that
and
when
I
say,
poor
and
meaning
overwhelmed,
it's
very
hard
to
be
a
school
district.
Where
everyone's
calling
you
and
saying
I
want
to
help
you,
I
want
to
help
you
and
you're,
not
sure
you
don't
even
have
time
you're
trying
to
think
about
getting
through
spring
break.
E
Right
now
and
and
again
they
deserved
it.
But
what
that
means
is
there
might
be
money
to
hire
for
lots
of
programs
and
there
might
be
a
lot
of
teachers
who
don't
want
to
work,
even
if
you
can
pay
them
and-
and
so
there's
going
to
be
some.
We
need
some
leadership
on
the
ground
who
are
going
to
say
all
right.
A
Great,
thank
you
so
much
erin.
I
have
been
putting
a
lot
of
resources
from
air
as
well
as
nsla
in
the
chat
box
along
with
autumn
and
we've
also
just
dropped
ncsl's
web
pages.
We
have
a
number
of
resources
there,
but
I
also
as
we
close
I
want
to
mention
for
those
of
you
that
want
to
go
a
little
bit
deeper.
A
We
have
a
boot
camp
on
after
school
and
summer
learning,
it's
going
to
be
a
90
minute
session
next
friday,
the
9th
from
2
to
3
30
eastern
time,
and
you
should
be
receiving
an
email
with
the
zoom
registration
information,
but
as
we
close
here
a
big
thank
you
to
all
of
our
speakers.
Thank
you
so
much
for
joining
us
for
this
conversation,
and
I
hope
you
all
have
a
good
rest
of
your
day.