Yesterday’s Collab Lab was a joint effort with Milwaukee Succeeds. We pulled together a small group focused on middle school math– what factors lead to student success and what gets in the way. We’ll reconvene the group in October as they work as a cohort to implement the strategies we discussed. Notes from our session are below.
If you’d like to participate in a Math cohort like this, please let us know:
A visual recap of the discussion from Collab Lab 12 on middle school math.
Contributing Factors
Strategies
High quality instruction*
Procedural vs. conceptual knowledge
Real world application
Productive struggle
Engaging/interactive content
Project based learning
Teacher approach
Facilitating math discourse/connections
Culturally responsive practices
Clear objectives
Small group instruction
Student-centered
Differentiation
Student goal setting
Committed leadership*
Teacher support (coaching/mentoring)
Culture of taking risks and experimentation
Parent engagement/advocacy/attitude
Curricula
Common Core State Standards
Cross-sector collaboration and best practice sharing
Math enrichment programs
Coding
Growth Mindset of principals, teachers, parents, and students
Role models mirror students
Increase discourse in math class
Begin math discourse in early grades
Track student responses to ensure equity
Provide wait time
Try “Bounce back”
Use “Turn and talk”
“I notice, I wonder” stems
Pose open ended questions
Setting up the physical space to promote discussion
Build committed leadership
Brookhill (One day PD to show quality instruction)
Schools That Can Milwaukee
Predict where students may struggle and set them up for success
We held our final Collab Lab for the 2016-17 school year on Thursday June 15th, where the topic for the evening was “Creating a culture of innovation in schools”.
We prompted the discussion with three questions:
What does a culture of innovation look like?
What stands in the way?
How can you create one anyway?
Our notes from the evening are below. Thanks again to all who were able to join us. It was a great group and a really interesting set of conversations!
Big Ideas
Innovation (continuous improvement) works in a system that instills a feeling of safety and encourages risk taking as a dedicated team.
Look for cross disciplinary problems that have meaning for students
Permission from the top for bottom up innovation
Autonomy allows bright spots which can then spread
Culture needs to come from school leadership
Use the right metrics
Start with what inspires the student
What does a culture of innovation look like?
Inquisitive
Focused risk taking
Failure is ok — fail forward
Collaboration
High engagement
interesting/fun
Student ownership of learning
Authentic
Healthy level of trust within the organization
Involvement
Empathetic
Public — welcomes feedback
There is a purpose and time for innovation
Innovation days — re-energizes staff
Hackathons — new products/committed block of time
Everyone drinks the Kool Aid
Encourage the design process
Inquirey
Opportunistic
Curiosity
What education means
Innovation is a value & aspiration, it does not equal effeciancy
One can innovate around people, process, technology
Leverage other resources, get kids involved
Cross domains
Power to the edge
Teams w/autonomy w/in safety construct
What is the smallest thing to start w/to start a feedback loop
Autonomy “fails” all the time– acknowledge failure, know it, work past it.
More difficult/important problems typically get less $$, time, resources
Teachers develop understanding about what’s happening in industry
What stands in the way
Taxpayer expectations
Teacher training
Uncertain ROI
Implementation Fidelity
Not everyone is innovative
It’s tough socially to be an innovator
Building (e.g. school) climate
Schools are structured to resist change
Mental models (of what school should look like)
Expectations of students, teachers
We train to technology rather problem solving/leadership
Are we selling it well?
Structure — no time to see what else is out there/what is possible
Scaling 35 x 5
It’s a big ledge to jump off of
Lack of courage to go off script
Lack “well functioning” partnerships w/industry
Those in charge of designing the system impact the level innovation capability
[Feeling that] “we’re looking good already”
Parents
How can you create one anyway?
Play to strengths
Give permission
Visit other rooms/schools
Use different metrics:
Engagement
21st century skills
Focus on problems that matter to kids
Start with problems in school
Find a one off opportunity and then do it again
Show that it is valued by school/district leadership
Ask for something small at first
Transparency– get ahead of perception
Start as elective then tie into curriculum
Look for bright spots
Focus on interest in problems and who students need
Over the course of our Collab Labs this year, we’ve often heard that well crafted, collaborative, authentic learning experience provide students a safe place to fail and recover and through that, build resilience. At Collab Lab 10, we focused on resilience directly, asking the following questions:
What do you see that worries you?
What drives that behavior?
What strategies do you use to overcome that?
Our discussions ranged from students dealing with trauma to those who’s main source of stress is continual pressure to perform at a high level.
Sheri Marlin from the Waters Foundation was able to join us again, and provided a couple of causal loop diagrams as part of our reflection at the end of the session:
Trust/Resilience : Increased levels of trust lead to increased resilience. Increased resilience leads to an increased ability to trust.
Environment/Resilience: A supportive environment leads to increased resilience. Increased resilience helps create a more supportive environment for others
As part of the wrap up, Lori Lange from Beloit Memorial High School shared the story of the laundry program she put together to develop the capacities of special ed students and help address a basic need of those that are economically disadvantaged. It’s a great story of students working together to build resilience. You can read more here: https://beloitschools.org/loads-to-success/
Thanks to all of our participants for joining us for another great evening of discussion. Notes from our breakout groups are below.
Group 1
What do you see that worries you?
Wandering halls — unfocused
So focused on discipline that there is no self-discipline
Focus on trauma misses developing resilience
Adults losing their ability to be resilient in front of kids
Absence of consequences
Compassion fatigue
How to teach it?
Reactive — social norm is don’t worry until it is too late
Kids have to stay in resilience mode constantly
Trauma — complexity of trauma/lack of support systems
What do you “bounce back” to?
Facade of perfection (self told stories)
What drives (resilient) behavior?
Resilience is a muscle
Adapting
Knowing when to use strategies
Survival instinct
Past failure and recovery
Self talk – resilient people have a unique ability to control thoughts, beliefs and attitudes
Good support — relationships — trust
Mentoring — modeling — role models
Infant bonding
Coping vs resilience
peer pressure
fate?
social norms
unexpected change
Reading history
Perspective
Family stories (immigration)
Exposure — expectation — hope — dreaming
Knowing healthy ways to cope
Sense of constancy
Diet — sleep — routine
Purpose
Faith
What strategies do you use to overcome that?
Develop a common understanding of resilience
from ambiguous to concrete
Self discovery
Providing experiences — not teaching “it”
Pedagogy of confidence– building on students’ life stories
“Learning to Walk” — “trial and learn”
Design thinking
providing experience
healthy risk taking vs risk adverse
Catching kids being resilience — name it
Creating safe space — language
Trusting relationships — time/space
Community
multi-age interactions
Perspectives
avoid over managing
discovery
sharing experiences
Modeling mentoring
Re-teach coping strategies
Remove barriers to healthy coping strategies
Brave space vs safe space
Accountability/Voice
Group 2
What do you see that worries you?
Lack of understanding of level of stress
We don’t use failure as a teaching tool
“You didn’t fail, you are just not there yet!”
Life events – conflict at home/in community
Meet people’s basic needs (kids →families)
not happening
laundry program (in Beloit HS to meet that need)
No emergency room for mental health
Increased occurrence of trauma among youth
Rigidity of the classroom
Lack of connection/dependable suppport
Teacher burnout
Lack of purpose in life
What drives that (worrisome) behavior?
Institutional roadblocks
teachers can do it anyway with leadership support
Erosion of supports
Culture
preconceived notions
us vs them
political climate
Structural poverty
Violence as a taught behavior
Food desert
State pressure on school districts to perform
State testing!
Parent expectations
incarceration of minority men
What Strategies do you use to overcome that?
Bike program
Boundary program
Mental health clinic in the school (may cause problems at home)
Empowerment
resources access
break through co-dependency
Peer examples/role models
Student ownership of changing one’s circumstances
Separating by gender
break through stereotypes (STEM)
Trauma informed care at the school
reduce expulsion numbers
Teach children to rely on each other
Build context to relate to in “why” decisions
Accommodate different learning styles
Group 3
What do you see that worries you?
Lack of motivation (students, parents, teachers)
Unhealthy coping — cutting
Kindness is getting lost (cooperation/caring)
Inability to connect
Lack of history/common experience
Disconnect from culture
Frustration with how to reach kids
How to connect
Self validation vs validation from others
Inequity
Lack of caring for kids
Sense that no one cares/I am heard
Sadness/anxiety
Kids don’t move
Integration of social/emotional health
Relevance– lack experience/context
What drives that (worrisome) behavior?
Lack of skills/understanding
Parents are lost
Use of social media
Sitting all day for classes
Liability of going out on a limb
Teachers lack skills for trauma informed care
Teacher/students from different cultures
Empathy fatigue
Who can I ask for help
Teachers are forced to triage
Parents don’t value education
Too much stress in personal life
Survival — all I see is failure
Pressure for material goods
Divorce — parents are overworked
single moms working 2-3 jobs
Kids aren’t safe alone
Lack of opportunities to fail well
Low expectations
Parents in survival mode
Mismatch between teacher evaluations and what is important (to do for students)
Kids pushed through system
Grades
Fear of talking about emotions
What strategies do you use to overcome that?
Mindfulness
PBIS (Positive Behavioral Interventions and Supports)
4 days of instruction, 1 day job embed
Bring awareness of trauma
Awareness of different situations
Support from outside to take the load off of teachers
360 Selfie under the guidance of Quentin Allums at the close of Collab Lab 9
Collab Lab 9 focused on evaluating success of makerspaces and FabLabs. We used three questions to guide the discussion:
What does success look like?
What makes it difficult to assess?
How can those barriers be addressed?
Our discussion groups came up with these three big ideas to take home:
We have to learn to be comfortable with failure (and willing to model it for our students).
Makerspaces are a tool for developing a mindset
Successful makerspaces are the definition of individualized learning — teachers have the opportunity for one on one interaction with students, students are able to follow their passions.
And as a bonus: If students aren’t having fun, you aren’t there yet.
Links to things people heard about at Collab Lab 9:
NEXT.cc:NEXT.cc supports making across the curriculum with STEAM based project learning set to NEXT Generation Science, Art & Design, and North American Association for Environmental Education Standards. Scaffolding cognitive learning with discovery, NEXT.cc’s eLearning DESIGNopiedia introduces skills and integrates K12 classrooms with apps, virtual field trips, TEDed courses, free data sets, mapping, and science interactives bringing our youth into the future of lifelong learning.
Mark Keane’s architecture classes for high school students:
Draw to Build I & II
UWM SARUP now offers two dual enrollment Architecture courses for juniors and seniors in high school. They can be accessed via Youth Options or PLA. Contact Prof. Keane for more information: keane@uwm.edu. Here’s a brief piece on the course featuring Collab Lab attendee Cindy McClinn and her students: http://uwm.edu/news/area-students-explore-architecture-100-and-perhaps-a-career/
Notes from breakout groups:
Group 1: We have to learn to be comfortable with failure (and willing to model it for our students)
What does success look like?
Dewy — Congnition — Metacognition
Mistakes & Failure
Outputs: What does it look like? What does it sound like?
Growth Mindset
Common Process
Audience?
Economic?
Engagement
What makes it difficult to assess?
Teacher/Educator thinking
Tasks — What is authenticity?
Standardization
Questions are unwelcome
Grade based system
Lack of experience with failure/open tasks
Kids are trained to think about school in “school” ways
Behaviorist vs Constructivist
How can those barriers be addressed?
Common processes
Digital modeling
Community involvement
What is making?
Hope
Culture
Expertise
Group 2: Makerspaces are a tool for developing a mindset
What does success look like?
Passion for a career path
Meaningful collaboration
Focused engagement on task
Problem solving
Equality of ideas/contributions
Success is nurtured and progressive
Teachers as facilitators & learners
Learning through experimentation
High level of resilience to change
Authentic experiences
Makerspaces is a process/culture
Fun
Futuring
What makes it difficult to assess?
Traditional buildings
Lack of exposure/access to tech
“Accounting mindset” of leadership
How do I manage the learning process?
How do I track learning that takes place 24 x 7?
Gather the info that leadership needs
Kids don’t know how to self-assess/be accountable for their learning
There is not time to teach anything that doesn’t lead to a 22 on the ACT
Don’t know how to reach outside businesses for real higher level learning
Parents
Teacher education is not continuous and focused on designing engaging project opportunities
Tine to do something other than standardized tests
Group 3: Successful makerspaces are the definition of individualized learning — teachers have the opportunity for one on one interaction with students, students are able to follow their passions
What does success look like?
Start with purpose– of the space; of the school
For who? Student, teacher, school, community
Attendance up
Increased engagement– students and teachers
Growth
Leadership
Curiosity is sparked
Students (and teachers) are not afraid to fail
Becomes part of the culture of the the school/community
It is demonstrated
Craftsmanship
Ability to transfer and apply the skills learned
Hit high standards
Process
Finding one’s self
Be able to adapt/be responsible
Kids set their own expectations
Compliance does not equal success
Integrated with curriculum
Other teachers are comfortable using the space
Students understand how to be life long learners
Teachers have an individual connection with students
Fun
What makes it difficult to assess?
Who is asking– district, school, parent, student
Subjective
Individualized
Long time frame required to see the results
Figuring out what is important
Pressure for standardized testing
Students are handed off to someone else (for the makerspace work)
Changing expectations
Getting teachers to adopt a new role– mentor/guide
How can those barriers be addressed?
Agreement on what you want to see happen
Ask how the community can help
Ask students for self evaluations
Classroom teachers should work with students within a makerspace (rather than handing them off)
Show off the results of student efforts
Collab Lab 8 focused on integrating the arts across disciplines. We used three questions to guide the discussion:
What capabilities do arts educators bring to schools?
How might those capabilities be leveraged across disciplines?
How can can we get started?
Thanks to Nancy Blair for a wrap up process that helped us get down to the one big idea coming out of the discussions of each question. Here’s what our discussion groups came up with:
What insights/capabilities do arts educators bring? (Raw materials)
Metaphor
Teaching life skills through the arts
Boost in self concept especially with low performing students
Using Systems Thinking tools to explore driving engagement
Adapted by Systems Thinking in Schools, Waters Foundation www.watersfoundation.org from Innovation Associates, Inc.
As a prelude to the Systems Thinking Institute coming up in March, Sheri Marlin from the Waters Foundation and Ellen Grasely and Betsy Markwardt from Humboldt Park K8 School helped facilitate and captured notes from our breakout groups in iceberg diagrams. The key idea behind systems thinking and this tool in particular, is that:
outcomes are driven by behavior
behavior is driven by the structure of the system within which individuals operate
that structure, in turn, is driven by our mental model of how things should work.
To drive a systemic change in outcomes then, one needs to change the mental model we operate from.
In our discussions, we walked through each of these layers from the perspective of both how the current system works and what we’d like to see it move to. We wrapped up each discussion with the question “How will you move forward?”
Group 1
Current Situation
Desired Results
How will you move forward?
Long term
Start your own school
Redo licensure
Only hire pros (interesting people), pay them $$$, train them to teach
Medium Term
Invest in professional learning: Articulate, spend time $, 3 years of focus
Develop testing
Common planning time
Group 2
Current Situation
Desired Results
How will you move forward?
Reflect on how you react to an engaged classroom vs an unengaged classroom
Pay attention to school culture – everyone
Ask kids what would make this fun for you, excite you
Build personal relationships
Help to change your mental model, parents’ mental model, kids’ mental model of “school”
Teachers learn to reflect and take the time to restore (remove yourself)
Autonomy, purpose, mastery
Group 3
Current Situation
Desired Results
How will you move forward?
Rubric Scoring
Stories
Find allies — kids in particular
Build from grass roots
Relationships are key
Ask for solutions as part of homework
Root solutions in research
Training for parents — table talk questions so parents– promotes to meaningful discussions of what their kids are actually working on
Thanks all for a great discussion last night at Collab Lab 6 (actually, a bunch of great discussions). To recap, we framed the conversation around three questions:
What can your makerspace/FabLab offer teachers?
What problems does this solve for them?
What keeps them from taking advantage of it/how might those issues be addressed?
Here’s what we noted:
What can your makerspace/FabLab offer teachers?
Group 1
“Blood in the mouth” how do you get teachers really excited about the possibilities?
Take content & make it physical
Get students to go beyond their textbook
Learning to play → playing to learn
Relevance, rigor, application
Practicing Failure
Space designed to fit needs
Can become epicenter – pivotal point
Authentic, relevant problems to solve
Bring content back to experiment
Group 2
Additional capacities to help kids express ideas
Expands the pallet of tools & opportunities for teachers
Limited understanding of what it is
Ideas → ideas II → ideas III
Safe place
Capture & share stories of success
Show different ways of learning
Develop and share culture of makerspace
Set up to enable students pursuing passion → no mandatory activities
Group 3
Tools for:
artists to make art;
business classes to make a product
community service projects to make something useful
Hands on professional development for PBL
Support for elementary school
South Milwaukee: elementary school students working on symmetry design snowflakes. Students are then paired with high schooler who helps them 3D print their designs.
Ad hoc opportunities to put something together
Attractive for students
It acts as a “send kids here to do that” space/ a place that allows groups of students to take on work that isn’t done easily inside a classroom
Provides crafting opportunities for teachers (who are then better able to generate ideas for how they could leverage the space for student projects)
Real world relevance
Provides a platform to do different (from traditional lessons) things
Provides a chance for students and teachers to bump into something new/exposure
Helps produce a change in mindset/change of pace
Provides a way to engage kids in a different way
Provides opportunities for kids to interact with students that would interact with elsewhere in the school
Provides application/support to teachers
Is able to draw funding and resources to the school
Provides flexible space
Becomes the place to address 21st century skills development
Makerspace lead handles prep for projects (so teachers do not)
The equipment is maintained and ready to go
It a fun space
It produces engaged kids
What problems does that solve for them?
Group 1
Amature meets expert
Promotes mentorship
Redefines learning process
Who are the learning for?
Learning how to learn
Group 2
A way to develop empathy
Instill a mentality/culture
Ideation
inquiry
Invest in professional development
Teachers are professionals
Lifelong learning
Incrementalism
Group 3
A way to meet requirements for PBL/development of 21st century skills
A new point of entry/cheap way to start with PBL
Allows teachers to break out of silos
Can attract outside funding which reduces pressure from budget constraints
Costs of space can be shared across multiple departments
Remove overhead from teachers (makerspace lead puts together projects and materials)
Teachers aren’t sure what they could do, makerspace lead can help frame projects
Shows teachers a path into PBL
The teacher does not need to know everything– they can rely on tech staff/students to help with equipment
It’s a way into learning (as opposed to educating)
Test scores improve among kids engaged in problem solving
Produces engaged students
Provides a change of pace
Provides an opportunity to model creative thinking/problem solving
Provides both teachers and students a safe place to fail
Teaches teachers 21st skills
Having a tech lead that can set up projects reduces stress/risk for teachers that want to take on PBL
What keeps them from taking advantage of it?
Group 1
Must provide learning outcomes/goals/assessment
Needs continued reward
Broken 3D printers
Who started it???
Incorrect definition of “maker”
Creative Space
Genius Bar
Not knowing what can be done
Fear
Needs a facilitator
Permission from administration
Parents
What would help address these issues?
After school volunteer club for teachers
Customer discovery
Sleeper agents → referrals
Having an Idea person that helps connect teachers (Librarian)
Group 2
Competing priorities
Lack of culture to stimulate risk taking
What is “risk” taking
Lack of technical skills
Early vs late adopters
Lack of development of “grit”
System promotes end-point learning
Focus on experiences, not on “things”
If you can see it you will want to use it
Absence of design drivers (shared)
Visitation later in the design experience.
Group 3
Teachers need hands on professional development
Feels risky
Lack of control
Funding
ROI on time
Teachers aren’t sure what they can give up to fit something new into schedule
Change is seen as a threat
Change is seen as “We’ve seen new ideas before, this too will go just like the rest of them”
Focus on equipment
Mentors don’t know how to work with kids — kids have kid issues
Focus on learning to use the equipment (technical skills) rather than an opportunity to learn in a different way
Self selection to participate is missing from school makerspaces, which makes it more difficult for the space to become self regulating
I already have my lesson plans set and they work for me. Why would I want to give that up to try something new.
What would help address these issues?
Visibility of student work
Visible credit given to donors of equipment (so it is not viewed as cutting into the school budget)
Shift resources from equipment acquisition to developing the mindset of teachers
Staffing — endowed mentor/tech position
Mentors — Lead off with small doses so they have time to figure how to work with kids
Figure out how to allow users of the space to come and go on an ad hoc basis (after school?)
Shift the mindset of funders from equipment to professional development
A warm thank you to the 20+ folks who braved the cold to join us last Thursday for a rather passionate discussion around engaging with community partners. As always, it is great to see the level of enthusiasm and thought attendees bring to the room and that so many of you were able to make new connections.
Notes from the session:
Why do you want to partner?
Schools
Real world validation of content and essential skills
Students get authentic experience
To teach what students can’t get from Google
Showcase what K12 does
Create a spark
Develop career related skills
Foster a symbiotic relationship with community
Change perception within the community
Establish an ongoing relationship
Stop brain drain from Milwaukee
Develop awareness of career options
Learning gets replaced
Offer a diverse set of experiences
Facilitate learning adaptability
Reconnect teachers with industry
Industry/Organizations
Synergy-community-establish makerspace community of practice
Avoid training recruiting costs
Offer real world problems to students
Offer real world validation of kids’ work
Stimulate re-thinking education
What stands in your way?
Timeline perspective of business
Next quarter job needs
Focus is too narrow – What is success measurement
Focus on “doing” not “thinking”
Legislation – political views
School board control
Parent perception of learning
Knowledge of how to build relationships as a teacher
Constraints on teacher time/skills
How will you move forward?
Sharing – Community
Connect
Open your mindset
How do you redefine “Ready”
Begin in your own social circle
Building relationships
Ask “the customer”
Learning how to “let go”
Create showcase events for community
Have a plan for involvement
Allow them to help you with the plan
We hosted over 30 excited education professionals from 10 Milwaukee area districts to connect during our fourth Collab Lab at Ward 4.
We invited these teachers to discuss whether and how their school districts create space to innovate on existing teaching/learning approaches.
Collab Lab Purpose
Milwaukee is missing a vibrant teacher community that stimulates and engages teachers in exploring ‘what’s possible’ to continue to evolve schools to prepare students for 21st century life and work. We’re doing something about that and the starting point is getting those in education to share and hear what works.
We hear that these gatherings are valued for several reasons:
Provides a chance for community building among innovation-hungry teachers
Provides an opportunity to develop a stronger innovation-oriented mindset and ‘can-do’ attitude
Offers participants a tangible, practical, start-this-tomorrow process for doing innovation in their schools
What was the challenge?
We thought we needed to give attendees an opportunity to learn from each other how they are finding ways to start innovating. And if those initiatives are not happening, what are teachers indicating that is standing in the way of that. We asked them to reflect on three simple questions:
What is your big innovation dream (What gets you excited in this regard)?
What are the things currently standing in your way?
How can you start anyway?
To bring in some diverse perspectives on how professionals in other settings approach the challenge of innovation, we invited the following individuals:
Mr. Nicholas Robinson, Architect from local architecture firm Workshop Architects.
Mr. Clint Selle, Architect from local architecture firm Bray Architects
It turns out that many have the same challenge: It is easy to come up with 10 – 20 reasons why your project could fail, or not even get off the ground. It is much more difficult to imagine (and think through) how you could get started anyway.
The challenge seems to be 2-fold: anticipation of not getting approval and inability to break the idea down into (much) smaller pieces that could get done ‘under the radar’.
The numbers
We assembled 30+ curious education professionals (teachers, administrators and others) for this second discussion evening of the 2016-2017 season. About 40 % of our attendees returned after a previous Collab Lab, the remainder were curious after speaking with colleagues that had attended.
This is a unique opportunity for those teachers itching for an opportunity to connect with others in the Milwaukee area to share and learn what colleagues are doing.
The districts and organizations represented in Collab Lab 4.
What’s next?
We are hosting 5 more opportunities to connect with others and build new ties with likeminded teachers this school year. The next opportunity to share what you are up to, or what your dream innovation could look like, is on December 15. We’ll be especially focused on why (and why not) schools could embrace building closer relationships with both local companies as well as non-profits with a mission in education and youth.
For a full schedule for this season and topic, please refer to our Connecting Calendar page.
Curious about the ‘What’s next?’
Once you and your colleagues have experienced the engagement of people attending our Collab Lab, you may want to see if a project is feasible at your school or district.
Learn Deep provides coaching and professional development for teachers excited about tackling their own innovation project. Through our facilitation of the project, we introduce the latest processes used by startups and corporate innovation teams, based on systems thinking and design approaches. These focus on problem identification and solution development in a fast, incremental manner. Initiatives using this approach are much lower cost and lower risk, while methodically collecting evidence to obtain buying for scaling projects for a larger audience.
A warm thank you to the 20+ folks who braved the cold to join us last Thursday for a rather passionate discussion around engaging with community partners. As always, it is great to see the level of enthusiasm and thought attendees bring to the room and that so many of you were able to make new connections.
We hosted over 30 excited education professionals from 10 Milwaukee area districts to connect during our fourth 
