1 00:00:03,480 --> 00:00:05,320 Speaker 1: When we have people come in and kids present in 2 00:00:05,360 --> 00:00:08,320 Speaker 1: front of them, they have to sign NDAs. The companies 3 00:00:08,360 --> 00:00:09,840 Speaker 1: have to sign an NDA because you're not. 4 00:00:09,760 --> 00:00:12,640 Speaker 2: Taking my kid's idea. That's not going to happen. 5 00:00:13,320 --> 00:00:15,520 Speaker 3: No, Oh my god, it's. 6 00:00:15,400 --> 00:00:18,160 Speaker 1: The easiest cycle. Kids get immersed in a real road problem. 7 00:00:18,280 --> 00:00:21,279 Speaker 1: Industry brings it forward because it's authentic. They provide the 8 00:00:21,280 --> 00:00:24,200 Speaker 1: expertise and the mentorship. Because teachers don't know about AI 9 00:00:24,280 --> 00:00:27,600 Speaker 1: and quantum and all these things, right, So industry provides 10 00:00:27,600 --> 00:00:30,960 Speaker 1: that content, that expertise, They provide experiences. They immerse kids 11 00:00:31,000 --> 00:00:33,560 Speaker 1: in this problem. Kids come up with a viable solution, 12 00:00:33,680 --> 00:00:35,960 Speaker 1: they present it back to industry, and the solution gets 13 00:00:35,960 --> 00:00:38,479 Speaker 1: lived out from age five to high school. 14 00:00:42,600 --> 00:00:46,800 Speaker 4: Welcome to an army of normal folks. I'm Bill Courtney. 15 00:00:47,240 --> 00:00:50,000 Speaker 4: I'm a normal guy. I'm a husband, I'm a father, 16 00:00:50,320 --> 00:00:54,360 Speaker 4: I'm an entrepreneur, and I'm a football coach an inner 17 00:00:54,360 --> 00:00:58,160 Speaker 4: city Memphis, And the last part it actually led to 18 00:00:58,200 --> 00:01:01,200 Speaker 4: an oscar for the film of one of my teams. 19 00:01:01,760 --> 00:01:06,560 Speaker 4: That movie is called Undefeated. I believe our country's problems 20 00:01:06,640 --> 00:01:08,680 Speaker 4: are never going to be solved by a bunch of 21 00:01:08,720 --> 00:01:12,319 Speaker 4: fancy people and nice suits using big words that nobody 22 00:01:12,440 --> 00:01:16,880 Speaker 4: understands on CNN and Fox, but rather by an army 23 00:01:17,000 --> 00:01:21,560 Speaker 4: of normal folks. Guys, that's us, just you and me deciding, Hey, 24 00:01:21,600 --> 00:01:26,520 Speaker 4: you know what, maybe I can help. That's what Kelly Loth, 25 00:01:26,800 --> 00:01:29,720 Speaker 4: the voice you just heard, has done. Kelly is the 26 00:01:29,800 --> 00:01:34,520 Speaker 4: founder of mind Spark, which is spreading problem based learning 27 00:01:35,040 --> 00:01:41,080 Speaker 4: like wildfire across our country. It's resulted in twenty five 28 00:01:41,360 --> 00:01:46,720 Speaker 4: of their students owning patents, starting dozens of companies, and 29 00:01:46,800 --> 00:01:52,240 Speaker 4: a fifteen percent improvement on STEM and literacy achievement. I 30 00:01:52,280 --> 00:01:55,280 Speaker 4: cannot wait for you to meet Kelly right after these 31 00:01:55,360 --> 00:02:13,200 Speaker 4: brief messages from our general sponsors. Kelly Loth is a 32 00:02:13,240 --> 00:02:17,280 Speaker 4: lifelong Colorado who grew up on a ranch outside of 33 00:02:17,360 --> 00:02:22,240 Speaker 4: Duringo and with an awesome dad named Bob, who made 34 00:02:22,280 --> 00:02:26,680 Speaker 4: her break a wild horse at eight years old. The 35 00:02:26,720 --> 00:02:29,480 Speaker 4: horse kept bucking Kelly off, and Bob wouldn't let her 36 00:02:29,480 --> 00:02:32,400 Speaker 4: come in the house until she and the horse figured 37 00:02:32,440 --> 00:02:35,760 Speaker 4: it out and got along. It was one of Kelly's 38 00:02:35,800 --> 00:02:41,640 Speaker 4: first experiences with problem based learning, and such a childhood 39 00:02:42,120 --> 00:02:45,679 Speaker 4: made her tough as nails, which she'd need for personal 40 00:02:45,720 --> 00:02:49,359 Speaker 4: tragedies such as her first husband suffering a massive stroke. 41 00:02:49,440 --> 00:02:53,919 Speaker 4: At only thirty two years old, medically dying twice, needing 42 00:02:54,000 --> 00:02:57,640 Speaker 4: to learn to walk and talk all over again, in 43 00:02:57,760 --> 00:03:02,400 Speaker 4: mentally capping out as a fifteen year old, and professional 44 00:03:02,560 --> 00:03:07,280 Speaker 4: challenges like an education system that didn't like this engineer, 45 00:03:07,760 --> 00:03:13,760 Speaker 4: well shaking things up. You're doing this teaching thing and 46 00:03:13,800 --> 00:03:18,240 Speaker 4: you're starting to have success with this interesting math science 47 00:03:18,440 --> 00:03:22,280 Speaker 4: based problem solving model of teaching young people. Right, yes, 48 00:03:22,840 --> 00:03:28,160 Speaker 4: what are before you even started anything? What did that 49 00:03:28,440 --> 00:03:32,400 Speaker 4: initial success feel and look like? How was it quantifiable? 50 00:03:33,080 --> 00:03:33,360 Speaker 2: Yeah? 51 00:03:33,400 --> 00:03:36,640 Speaker 1: So I taught science, and I just you know, science 52 00:03:38,040 --> 00:03:40,160 Speaker 1: can be naturally engaging if you do a good job, 53 00:03:40,200 --> 00:03:42,280 Speaker 1: and kids love labs and things like that. But I 54 00:03:42,320 --> 00:03:45,320 Speaker 1: started bringing in some of my friends from industry. I 55 00:03:45,360 --> 00:03:48,360 Speaker 1: started getting involved in different projects with NASA and just 56 00:03:48,400 --> 00:03:52,600 Speaker 1: some different partnerships around Colorado. And what was interesting was 57 00:03:52,640 --> 00:03:54,720 Speaker 1: I had kids show up more regularly. It was middle 58 00:03:54,760 --> 00:03:58,840 Speaker 1: school this time, I had like kids truly engaged. And 59 00:03:58,840 --> 00:04:02,880 Speaker 1: so when I say that, it's like actively participating, actively discussing, 60 00:04:03,200 --> 00:04:05,960 Speaker 1: raising their hand, wanting to be in their group, you know, 61 00:04:06,040 --> 00:04:10,080 Speaker 1: not fighting, not bickerying, interested, yeah, being interested, wanting to 62 00:04:10,120 --> 00:04:12,440 Speaker 1: know more, wanting to be you know, in this role 63 00:04:12,560 --> 00:04:14,600 Speaker 1: or not or in this role, and so I started 64 00:04:14,640 --> 00:04:16,320 Speaker 1: it was interesting to me. And at the time, the 65 00:04:16,320 --> 00:04:18,799 Speaker 1: middle school I was in was a pretty middle class 66 00:04:19,000 --> 00:04:21,680 Speaker 1: you know, kind of a basic middle school, nothing too 67 00:04:21,720 --> 00:04:24,200 Speaker 1: crazy going on. But even then I saw kids getting 68 00:04:24,240 --> 00:04:27,520 Speaker 1: pretty excited about what was happening. And when I moved 69 00:04:27,560 --> 00:04:31,080 Speaker 1: on to a title high school where things were a 70 00:04:31,080 --> 00:04:33,760 Speaker 1: little bit different and started trying it out there in 71 00:04:33,839 --> 00:04:38,880 Speaker 1: classrooms that's for all life. Yeah, so at least fifty 72 00:04:38,920 --> 00:04:40,960 Speaker 1: percent free and reduced lunch. This one happened to be 73 00:04:40,960 --> 00:04:43,279 Speaker 1: around ninety five percent, so. 74 00:04:42,800 --> 00:04:45,160 Speaker 2: So yeah, pretty pretty low. 75 00:04:46,120 --> 00:04:49,600 Speaker 1: Yeah, socioeconomics, high poverty area. And I started to see 76 00:04:49,640 --> 00:04:52,559 Speaker 1: the same thing even there. Even there, right, kids showing 77 00:04:52,640 --> 00:04:57,880 Speaker 1: up pretty excited, wanting to participate, you know, not you know, 78 00:04:58,279 --> 00:05:00,680 Speaker 1: fighting like I said, or not cuss each other out 79 00:05:00,760 --> 00:05:04,200 Speaker 1: or just not being naughty. I started having less referrals 80 00:05:04,240 --> 00:05:07,520 Speaker 1: to the office, like just some things started changing, and 81 00:05:07,920 --> 00:05:10,200 Speaker 1: so again I thought, I think there's something to this. 82 00:05:11,800 --> 00:05:13,880 Speaker 1: And then after being a teacher for a long time, 83 00:05:13,920 --> 00:05:16,360 Speaker 1: I had the opportunity to move to a district position 84 00:05:16,520 --> 00:05:18,960 Speaker 1: in the district to oversee science with a team of 85 00:05:19,000 --> 00:05:22,920 Speaker 1: two other amazing women, and sort of this perfect storm 86 00:05:23,000 --> 00:05:26,240 Speaker 1: of we just started building this little notebook, literally a 87 00:05:26,279 --> 00:05:29,200 Speaker 1: binder of really cool ideas that we had that if 88 00:05:29,200 --> 00:05:31,640 Speaker 1: someday we got to school, how would it look and 89 00:05:31,640 --> 00:05:34,440 Speaker 1: feel different. And what was important to us is there 90 00:05:34,520 --> 00:05:37,400 Speaker 1: was no exceptions. So it needed to be in a 91 00:05:37,440 --> 00:05:42,560 Speaker 1: system with strong teachers, union, crappy budgets, poor leadership, bad culture, 92 00:05:43,360 --> 00:05:48,520 Speaker 1: naughty kids, families sunny. I didn't want there to be 93 00:05:48,560 --> 00:05:50,240 Speaker 1: any exceptions. I didn't want people to be able to 94 00:05:50,240 --> 00:05:51,240 Speaker 1: come in and say. 95 00:05:51,279 --> 00:05:54,440 Speaker 3: Oh, but it works because of this. 96 00:05:54,400 --> 00:05:57,000 Speaker 1: Yes, because you have all these amazing kids who can reader. Oh, 97 00:05:57,040 --> 00:05:59,320 Speaker 1: it's only working because you're in this really nice neighborhood 98 00:05:59,400 --> 00:06:01,960 Speaker 1: or whatever. So we just started building ideas, and we 99 00:06:02,000 --> 00:06:04,480 Speaker 1: started on our own time and our own time, traveling 100 00:06:04,520 --> 00:06:07,520 Speaker 1: the country looking at different models of teaching and learning, 101 00:06:07,520 --> 00:06:12,280 Speaker 1: everything from Montessori to high tech high really interesting, like 102 00:06:12,360 --> 00:06:15,160 Speaker 1: even you know, private schools that were teaching like Buddhism 103 00:06:15,200 --> 00:06:17,440 Speaker 1: and then Catholicism and like, we just started looking at 104 00:06:17,480 --> 00:06:19,919 Speaker 1: all these different models of teaching and learning and just 105 00:06:19,960 --> 00:06:24,800 Speaker 1: started gathering best practices and what was really working. And 106 00:06:25,160 --> 00:06:26,920 Speaker 1: the high schools that were doing an amazing job where 107 00:06:26,920 --> 00:06:30,200 Speaker 1: they were putting industry and kids together kept saying to us, 108 00:06:30,480 --> 00:06:32,719 Speaker 1: this is cool, but we're not getting very far because 109 00:06:32,720 --> 00:06:34,000 Speaker 1: the kids have no idea what they're doing. 110 00:06:34,440 --> 00:06:35,520 Speaker 2: Right, They're not ready for this. 111 00:06:36,000 --> 00:06:38,640 Speaker 1: They don't they don't understand this idea of suddenly being 112 00:06:38,640 --> 00:06:40,799 Speaker 1: thrown into the world of work or working with industry. 113 00:06:41,120 --> 00:06:43,120 Speaker 1: So you need to start young. That's our one. 114 00:06:43,400 --> 00:06:45,279 Speaker 2: Our one recommendation is you need to start young. 115 00:06:45,400 --> 00:06:47,960 Speaker 4: I didn't at one point was this before after At 116 00:06:47,960 --> 00:06:50,960 Speaker 4: one point you went to superintendent and said you wanted to. 117 00:06:50,920 --> 00:06:54,560 Speaker 1: Do Yeah, So we built this little binder and we 118 00:06:54,640 --> 00:07:00,960 Speaker 1: went to our superintendent and said yeah ye, but just 119 00:07:01,000 --> 00:07:02,560 Speaker 1: said we want to school. We want to open a 120 00:07:02,560 --> 00:07:07,360 Speaker 1: STEM school and STEM was sort of the buzzword. Yeah yeah, yeah, 121 00:07:07,400 --> 00:07:09,560 Speaker 1: science technology entering a math and said we want to 122 00:07:09,640 --> 00:07:12,600 Speaker 1: use this as our hook, our pr move, and we 123 00:07:12,760 --> 00:07:14,520 Speaker 1: believe in it under. 124 00:07:14,360 --> 00:07:16,520 Speaker 4: The public school system. I just want to say that 125 00:07:16,840 --> 00:07:20,239 Speaker 4: not something that someone wild say, oh you picked the smartest. 126 00:07:19,760 --> 00:07:21,920 Speaker 1: And brighter side, not even a charter school system, which 127 00:07:21,960 --> 00:07:23,600 Speaker 1: there's nothing wrong with that, but like, I wanted it 128 00:07:23,640 --> 00:07:26,600 Speaker 1: to be in the system, right, They wanted it not outside. 129 00:07:26,960 --> 00:07:31,840 Speaker 2: And at first he said no, we're not. We're not 130 00:07:31,920 --> 00:07:34,440 Speaker 2: We're not doing it. We're not doing at school, and then. 131 00:07:34,600 --> 00:07:38,240 Speaker 3: Why I think. I read that and my question next 132 00:07:38,240 --> 00:07:39,600 Speaker 3: to it was why so. 133 00:07:39,560 --> 00:07:40,360 Speaker 2: I think a few things. 134 00:07:40,400 --> 00:07:44,040 Speaker 1: I think having a considered what like a special focus school, 135 00:07:44,080 --> 00:07:46,720 Speaker 1: what they consider a magnet school, was scary. We never 136 00:07:46,720 --> 00:07:49,560 Speaker 1: had had one in the district before. I think he 137 00:07:49,680 --> 00:07:51,800 Speaker 1: felt like it would take kids away from other schools, 138 00:07:51,840 --> 00:07:54,440 Speaker 1: so then there'd be this weird competition inside the district. 139 00:07:55,160 --> 00:07:57,080 Speaker 1: And I think it was just so new of an 140 00:07:57,080 --> 00:07:59,560 Speaker 1: idea that it was just kind of easy to say no. 141 00:07:59,800 --> 00:08:00,000 Speaker 3: Right. 142 00:08:01,120 --> 00:08:05,840 Speaker 4: Do you think that goes back to the same mindset 143 00:08:06,200 --> 00:08:07,880 Speaker 4: of the two teachers that told you to move from 144 00:08:07,920 --> 00:08:08,280 Speaker 4: the receipt. 145 00:08:08,760 --> 00:08:10,680 Speaker 3: This is just this is what we do. 146 00:08:10,880 --> 00:08:11,880 Speaker 2: Yeah, that's just what we do. 147 00:08:11,960 --> 00:08:12,120 Speaker 4: Right. 148 00:08:12,160 --> 00:08:13,080 Speaker 3: Why are you upset and up? 149 00:08:13,120 --> 00:08:14,640 Speaker 2: We have neighborhoods, We have neighborhood schools. 150 00:08:14,640 --> 00:08:16,840 Speaker 4: The great We put in our nine hours and go home. 151 00:08:17,080 --> 00:08:18,040 Speaker 4: Why are you doing this? 152 00:08:18,200 --> 00:08:22,600 Speaker 1: Ye're making my life for your pain. But seriously, no, 153 00:08:22,720 --> 00:08:26,680 Speaker 1: it's a thousand percent. Yeah we frustrated, what I mean, Yeah, 154 00:08:26,960 --> 00:08:29,480 Speaker 1: we were frustrated, but also like fired up. And so 155 00:08:29,520 --> 00:08:31,880 Speaker 1: again the three of us really came from this mindset 156 00:08:31,880 --> 00:08:34,160 Speaker 1: of like, we know what we're doing is going to 157 00:08:34,200 --> 00:08:36,720 Speaker 1: be pretty cool. We didn't know what it actually would 158 00:08:36,720 --> 00:08:39,560 Speaker 1: look like in terms of you know, what it became, 159 00:08:39,760 --> 00:08:40,160 Speaker 1: but it. 160 00:08:40,080 --> 00:08:43,000 Speaker 3: Was getting back on the horse exactly literally. 161 00:08:43,280 --> 00:08:45,439 Speaker 1: So we just kept build our little binder, kept building 162 00:08:45,440 --> 00:08:47,920 Speaker 1: the binder, building ideas, building all the things. And then 163 00:08:47,960 --> 00:08:50,400 Speaker 1: this perfect storm happened where a number of charter schools 164 00:08:50,400 --> 00:08:53,199 Speaker 1: applied to be chartered in the school district, creating competition. 165 00:08:54,120 --> 00:08:56,520 Speaker 1: We would lose families right from the public schools to 166 00:08:56,600 --> 00:08:58,559 Speaker 1: these charters, and there was a lot of pressure on 167 00:08:58,600 --> 00:09:01,680 Speaker 1: the board to do something different. So we went back 168 00:09:01,720 --> 00:09:05,319 Speaker 1: and said, here's something different. Doesn't need to be a 169 00:09:05,360 --> 00:09:06,800 Speaker 1: charge school, just let us have a school. 170 00:09:07,240 --> 00:09:11,360 Speaker 2: And he said, yes, a new supertendent, same one, same one, 171 00:09:11,559 --> 00:09:13,959 Speaker 2: same one. He said, you saw a little pressure worked, 172 00:09:13,960 --> 00:09:14,800 Speaker 2: a little pressure. 173 00:09:14,559 --> 00:09:17,800 Speaker 1: Worked, a little political pressure worked, and we got our school. 174 00:09:18,000 --> 00:09:19,120 Speaker 2: And we pitched him. 175 00:09:19,040 --> 00:09:22,360 Speaker 1: The idea in kind of January February, and he said, 176 00:09:22,360 --> 00:09:25,679 Speaker 1: you can open with a handful of kids in the fall. 177 00:09:25,720 --> 00:09:26,679 Speaker 2: You better get to work. 178 00:09:27,880 --> 00:09:29,800 Speaker 4: Was it a lot like getting the classroom on the 179 00:09:29,840 --> 00:09:32,080 Speaker 4: stage the school itself one thousand percent. 180 00:09:32,320 --> 00:09:35,520 Speaker 2: So they cobbled like random money from all. 181 00:09:35,360 --> 00:09:37,320 Speaker 3: These different budgets we've got. 182 00:09:37,480 --> 00:09:40,400 Speaker 1: Okay, I just wanted so to in today my most 183 00:09:40,480 --> 00:09:43,280 Speaker 1: high schools to open require between one hundred and twenty 184 00:09:43,320 --> 00:09:45,520 Speaker 1: five to almost two hundred and twenty five million dollars 185 00:09:45,520 --> 00:09:48,040 Speaker 1: to open a middle school about sixty five million. Right, 186 00:09:48,480 --> 00:09:52,079 Speaker 1: we got one hundred and fifty thousand dollars, nice school 187 00:09:53,720 --> 00:09:55,400 Speaker 1: in the oldest building in the district that looked like 188 00:09:55,440 --> 00:09:55,839 Speaker 1: a jail. 189 00:09:56,480 --> 00:09:56,840 Speaker 3: Really. 190 00:09:56,960 --> 00:09:59,600 Speaker 1: Yeah, it was abysmal. And they said, here, you got 191 00:09:59,600 --> 00:10:01,559 Speaker 1: your building, you got your budget. 192 00:10:02,000 --> 00:10:04,840 Speaker 4: You go knock yourself out. Ye, let's see how successful 193 00:10:04,880 --> 00:10:06,080 Speaker 4: your little bonder can be. 194 00:10:06,320 --> 00:10:08,520 Speaker 2: Yep, you give it your best. 195 00:10:09,040 --> 00:10:10,880 Speaker 3: Okay, tell us about that year. 196 00:10:11,679 --> 00:10:13,840 Speaker 1: So by midyear we had a wait list of over 197 00:10:13,920 --> 00:10:16,400 Speaker 1: two hundred and fifty families mid year. 198 00:10:16,920 --> 00:10:21,520 Speaker 3: What happened those first semester? Why did it happen so quickly? Midyear? 199 00:10:21,679 --> 00:10:23,920 Speaker 1: So we had this small group of teachers and all 200 00:10:23,920 --> 00:10:26,800 Speaker 1: we did was invest in them. You're going to be 201 00:10:26,840 --> 00:10:29,959 Speaker 1: the best dang teachers on the planet, come hell or 202 00:10:30,000 --> 00:10:32,800 Speaker 1: high water. We're figuring this out. So we completely immerse 203 00:10:32,840 --> 00:10:34,680 Speaker 1: them in this model of problem based learning, which is 204 00:10:34,760 --> 00:10:37,320 Speaker 1: very simple, probably one of the oldest forms of learning around, 205 00:10:37,400 --> 00:10:39,520 Speaker 1: which is really you're just going to work on an 206 00:10:39,559 --> 00:10:43,360 Speaker 1: actual real world problem. Central to your standards and kids 207 00:10:43,400 --> 00:10:43,920 Speaker 1: are going to solve. 208 00:10:43,960 --> 00:10:47,880 Speaker 4: The problem was that this was a K through eight school, right, yeah, yeah, okay, 209 00:10:48,040 --> 00:10:52,920 Speaker 4: So you're taking six year olds and saying here's an issue. 210 00:10:52,600 --> 00:10:54,400 Speaker 3: Five year olds, yep, how do we fix it? 211 00:10:54,600 --> 00:10:59,679 Speaker 4: Yes, And you're teaching the teachers to a model education 212 00:10:59,840 --> 00:11:02,560 Speaker 4: or realm that type of thing. So when you talked 213 00:11:02,600 --> 00:11:05,920 Speaker 4: earlier about investing your people, you're not just talking to kids. 214 00:11:06,120 --> 00:11:08,640 Speaker 1: No, no, No, adults in the system matter just as 215 00:11:08,720 --> 00:11:10,320 Speaker 1: much as the kids if you want this to work. 216 00:11:11,040 --> 00:11:13,280 Speaker 1: And so we invested heavily in our teachers. We put 217 00:11:13,280 --> 00:11:16,640 Speaker 1: them into industry forums. They went and joined chambers of commerce, 218 00:11:16,920 --> 00:11:20,319 Speaker 1: they joined board associations of like bioscience and engineering. 219 00:11:20,600 --> 00:11:25,560 Speaker 4: Your teachers got a real worldview what students are going 220 00:11:25,640 --> 00:11:27,640 Speaker 4: to have to do one day. So they got a 221 00:11:27,640 --> 00:11:31,920 Speaker 4: better perspective of what problem solving and what teaching needs 222 00:11:31,960 --> 00:11:32,520 Speaker 4: to look like. 223 00:11:32,559 --> 00:11:33,000 Speaker 2: I got it. 224 00:11:33,240 --> 00:11:35,240 Speaker 1: And it wasn't because I wanted them to become scientists 225 00:11:35,280 --> 00:11:37,560 Speaker 1: or engineers or whatever. I want them to understand what 226 00:11:37,600 --> 00:11:39,920 Speaker 1: it looks like in the real world. Because mostly when 227 00:11:39,960 --> 00:11:43,240 Speaker 1: you come from education, you've only grown up in education academia, dude, 228 00:11:43,400 --> 00:11:45,800 Speaker 1: So you don't understand what it looks like in this 229 00:11:45,920 --> 00:11:49,720 Speaker 1: world of supply chain or advanced manufacturing or AG right, 230 00:11:49,800 --> 00:11:53,839 Speaker 1: and so I needed my teachers to understand the real world, 231 00:11:53,920 --> 00:11:55,120 Speaker 1: to understand industry. 232 00:11:58,360 --> 00:12:01,600 Speaker 4: And now a few messages from our gender sponsors. But first, 233 00:12:02,160 --> 00:12:05,200 Speaker 4: I hope you'll consider signing up to join the army 234 00:12:05,520 --> 00:12:09,120 Speaker 4: at normal folks dot us. By signing up, you'll receive 235 00:12:09,160 --> 00:12:12,600 Speaker 4: a weekly email with short episodes summaries in case you 236 00:12:12,679 --> 00:12:15,840 Speaker 4: happen to miss an episode, or if you prefer reading 237 00:12:15,880 --> 00:12:33,200 Speaker 4: about our incredible guests, we'll be right back. I can't 238 00:12:33,240 --> 00:12:36,200 Speaker 4: tell him many times i've heard. First of all, I've 239 00:12:36,240 --> 00:12:39,280 Speaker 4: said it. I can't how many people in the business, 240 00:12:39,760 --> 00:12:42,960 Speaker 4: you know. I've got a fairly big business people. When 241 00:12:43,000 --> 00:12:51,440 Speaker 4: I hear professors talk so knowingly about some issue economic issue, 242 00:12:51,559 --> 00:12:54,840 Speaker 4: especially as it pertains to geopolitics, I want to reach 243 00:12:54,880 --> 00:12:59,640 Speaker 4: through the TV and strangle them. And my immediate response 244 00:12:59,760 --> 00:13:04,319 Speaker 4: is that's what happens in academia, when you're steeped in academia. 245 00:13:04,360 --> 00:13:08,160 Speaker 4: And there's this old adage that those who can do 246 00:13:08,240 --> 00:13:12,960 Speaker 4: those who can't teach right, and you're breaking that down 247 00:13:13,120 --> 00:13:17,040 Speaker 4: with your staff. Yes, I love that. I don't think 248 00:13:17,080 --> 00:13:21,160 Speaker 4: I got that from Alex's I'm starting to kind of well, 249 00:13:21,160 --> 00:13:24,439 Speaker 4: it's a nice job, but I'm starting to feel that 250 00:13:25,000 --> 00:13:27,320 Speaker 4: you wanted to give them some of the real world 251 00:13:27,400 --> 00:13:29,760 Speaker 4: experience you got prior to coming into teaching. 252 00:13:29,880 --> 00:13:31,520 Speaker 1: So the kids are going to come as kids, right, 253 00:13:31,559 --> 00:13:33,960 Speaker 1: They're going to come at whatever level, with all their 254 00:13:34,280 --> 00:13:36,760 Speaker 1: gifts and all their challenges. But the one thing I 255 00:13:36,760 --> 00:13:42,080 Speaker 1: could completely overturn control fix investment was it als in 256 00:13:42,160 --> 00:13:45,440 Speaker 1: this equation. And that's what we did. We put teachers 257 00:13:45,440 --> 00:13:48,360 Speaker 1: into project management training and said, look, if you're going 258 00:13:48,400 --> 00:13:50,280 Speaker 1: to truly be the guides in the classroom and you're 259 00:13:50,280 --> 00:13:52,840 Speaker 1: going to be facilitators of learning, you need to understand 260 00:13:52,880 --> 00:13:55,000 Speaker 1: what it looks like to be project managers and to 261 00:13:55,080 --> 00:13:56,480 Speaker 1: coordinate different aspects of this. 262 00:13:56,760 --> 00:13:59,440 Speaker 4: Well, you certainly weren't hiring teachers that were worried about 263 00:13:59,440 --> 00:14:02,280 Speaker 4: their seat in the faculty longe. She must have been 264 00:14:02,320 --> 00:14:04,679 Speaker 4: getting kind of young aggressive I want to go after. 265 00:14:04,920 --> 00:14:06,880 Speaker 1: And so here's what's interesting, and we had a really 266 00:14:07,800 --> 00:14:08,920 Speaker 1: we start with a smiling star. 267 00:14:09,160 --> 00:14:11,200 Speaker 3: The teacher recruitment had to be different. 268 00:14:10,920 --> 00:14:12,959 Speaker 1: So there was a different profile of who we were 269 00:14:12,960 --> 00:14:17,560 Speaker 1: looking for, and so by mid year it was really interesting. 270 00:14:17,600 --> 00:14:21,160 Speaker 1: We had a fairly traditional language arts teacher, but very 271 00:14:21,160 --> 00:14:22,920 Speaker 1: excited about the model. But she was a little bit 272 00:14:22,920 --> 00:14:26,000 Speaker 1: still really bent on, you know, following her standards and 273 00:14:26,040 --> 00:14:28,200 Speaker 1: really being more traditional. And she came in mid year 274 00:14:28,760 --> 00:14:30,520 Speaker 1: and she said, I really need. 275 00:14:30,440 --> 00:14:32,280 Speaker 2: To talk to you guys. And I was like, dang it, 276 00:14:32,360 --> 00:14:33,200 Speaker 2: this isre we go. 277 00:14:33,280 --> 00:14:35,480 Speaker 1: Here we go, right, And she said, I just need 278 00:14:35,480 --> 00:14:37,280 Speaker 1: to show you something, and she laid out a whole 279 00:14:37,280 --> 00:14:40,480 Speaker 1: bunch of test scores from mid year and she said, 280 00:14:40,480 --> 00:14:44,080 Speaker 1: what do you see. We had completely closed the literacy 281 00:14:44,160 --> 00:14:47,800 Speaker 1: gap for all of our Hispanic males in six months. 282 00:14:48,760 --> 00:14:53,720 Speaker 1: No way, Yes, And she said, I don't know what's 283 00:14:53,760 --> 00:14:57,480 Speaker 1: going on here. And I said, kids are learning. That's 284 00:14:57,520 --> 00:15:02,600 Speaker 1: exactly what's going on here, kid. And so it just continued. 285 00:15:03,000 --> 00:15:06,280 Speaker 1: Kids were It didn't become about tests, it didn't become 286 00:15:06,320 --> 00:15:09,080 Speaker 1: about any of the traditional stuff schools about. It literally 287 00:15:09,120 --> 00:15:13,520 Speaker 1: became about kids solving real world problems in their community. 288 00:15:13,640 --> 00:15:16,120 Speaker 4: Give me an example that first year world world problems 289 00:15:16,160 --> 00:15:18,360 Speaker 4: that you tasked children with. 290 00:15:18,640 --> 00:15:21,960 Speaker 1: Yes, one of my favorite examples kindergarten class five year olds. 291 00:15:22,840 --> 00:15:26,680 Speaker 1: So in Colorado at least probably nationally as well. One 292 00:15:26,680 --> 00:15:28,960 Speaker 1: of the big things kids learn about at nauseum in 293 00:15:29,040 --> 00:15:32,120 Speaker 1: kindergarten is what it makes a good community, what makes 294 00:15:32,120 --> 00:15:33,320 Speaker 1: a healthy and thriving community. 295 00:15:33,320 --> 00:15:34,720 Speaker 2: It's a social science standard. 296 00:15:35,480 --> 00:15:39,320 Speaker 1: So the teacher decided that around that standard they would 297 00:15:39,360 --> 00:15:42,360 Speaker 1: start mapping their community. And they started looking around at 298 00:15:42,400 --> 00:15:44,200 Speaker 1: all the things that make a healthy and thriving community 299 00:15:44,200 --> 00:15:48,640 Speaker 1: and realize that their community did wasn't that food, desert, recreation, desert, 300 00:15:48,800 --> 00:15:52,760 Speaker 1: medical care, desert, wasn't healthy, wasn't thriving, and they lived there. 301 00:15:53,440 --> 00:15:56,280 Speaker 1: And so in little groups of five and six year olds, 302 00:15:56,280 --> 00:15:59,040 Speaker 1: they decided to start tackling each of those different types 303 00:15:59,080 --> 00:16:03,800 Speaker 1: of problems make our community better, safer, thriving. And one 304 00:16:03,840 --> 00:16:07,120 Speaker 1: of my favorite groups was the medical care group. And 305 00:16:07,920 --> 00:16:11,000 Speaker 1: my favorite day ever was they organized themselves. They did 306 00:16:11,040 --> 00:16:13,360 Speaker 1: all this research and they came to me and said, 307 00:16:13,360 --> 00:16:15,600 Speaker 1: we have decided that we want a mobile medical care 308 00:16:15,680 --> 00:16:17,440 Speaker 1: unit to come to our school twice a week and 309 00:16:17,480 --> 00:16:21,120 Speaker 1: provide care for anyone in the community who needs it 310 00:16:21,440 --> 00:16:23,480 Speaker 1: at the school where my grandma can get on the 311 00:16:23,480 --> 00:16:25,720 Speaker 1: bus line and get here. And I want that to happen. 312 00:16:26,240 --> 00:16:29,480 Speaker 3: Well, well, not just the students, anybody in the community. 313 00:16:29,200 --> 00:16:32,000 Speaker 1: Anybody in the community. And I said, that's awesome. They 314 00:16:32,000 --> 00:16:35,360 Speaker 1: had a marketing plan, they had to budget, and they 315 00:16:35,400 --> 00:16:38,000 Speaker 1: presented it to me. So I got to call three 316 00:16:38,120 --> 00:16:40,240 Speaker 1: mobile medical care companies and ask them to come to 317 00:16:40,280 --> 00:16:42,760 Speaker 1: the school and present, and I didn't tell them who 318 00:16:42,760 --> 00:16:45,240 Speaker 1: they were presenting to. I just said, come meet with us, 319 00:16:45,320 --> 00:16:47,080 Speaker 1: we want to maybe engage your services. 320 00:16:47,120 --> 00:16:49,160 Speaker 3: You did not have them present to a board of 321 00:16:49,200 --> 00:16:49,920 Speaker 3: six year olds. 322 00:16:50,120 --> 00:16:55,040 Speaker 2: Yes, so this only works. It's if authentic. It only 323 00:16:55,080 --> 00:16:56,960 Speaker 2: works if you're going to live out these solutions. It 324 00:16:57,000 --> 00:16:58,280 Speaker 2: only works you're going to. 325 00:17:00,000 --> 00:17:03,680 Speaker 4: Pop like shark tank and had grown ass adults present to. 326 00:17:03,640 --> 00:17:09,399 Speaker 1: Them with their briefcases, walked into the mind sit in 327 00:17:09,480 --> 00:17:12,920 Speaker 1: chairs where their knees worked through their ears. And they said, oh, 328 00:17:12,920 --> 00:17:14,800 Speaker 1: we're not meeting with you with you and the school 329 00:17:14,800 --> 00:17:16,360 Speaker 1: board or you in the group. And I said, nope, 330 00:17:16,359 --> 00:17:18,199 Speaker 1: you're going to meet with my kindergarteners because they're going 331 00:17:18,200 --> 00:17:20,640 Speaker 1: to just choose if you're worthy to be in their 332 00:17:20,640 --> 00:17:22,040 Speaker 1: community and provide services. 333 00:17:22,600 --> 00:17:23,800 Speaker 2: So the kids had all their questions. 334 00:17:24,040 --> 00:17:26,520 Speaker 3: What did they say When you said that, they. 335 00:17:26,720 --> 00:17:29,200 Speaker 1: Were appalled and they instantly loved it. You could tell 336 00:17:29,320 --> 00:17:32,200 Speaker 1: right you that was a good gauge because instantly you're like, okay, 337 00:17:32,480 --> 00:17:34,800 Speaker 1: probably not going to work out for you, but we'll 338 00:17:34,800 --> 00:17:37,600 Speaker 1: give it a chance. So they sat down and there 339 00:17:37,640 --> 00:17:40,280 Speaker 1: was a panel of kindergarteners who fired questions at them 340 00:17:40,560 --> 00:17:42,040 Speaker 1: and you know, how are you going to take care 341 00:17:42,080 --> 00:17:44,040 Speaker 1: of my grandma? How are you going to make sure 342 00:17:44,040 --> 00:17:46,560 Speaker 1: that we, you know, are safe, like all these pieces, 343 00:17:46,600 --> 00:17:48,679 Speaker 1: and they had a hold stick questions and at the 344 00:17:48,800 --> 00:17:52,840 Speaker 1: end they actually decided who comes. And still today a 345 00:17:52,920 --> 00:17:54,879 Speaker 1: mobile medical care unit shows up twice a week to 346 00:17:54,920 --> 00:17:55,320 Speaker 1: the school. 347 00:17:55,359 --> 00:17:56,200 Speaker 2: And they did everything. 348 00:17:56,280 --> 00:17:58,639 Speaker 1: They advertised it, they got it the word out there, 349 00:17:58,640 --> 00:18:02,720 Speaker 1: They built little posters. This one of the schools is 350 00:18:02,760 --> 00:18:06,240 Speaker 1: located in the largest trailer park network west of the Mississippi, 351 00:18:06,760 --> 00:18:09,439 Speaker 1: and so they would use different networks within the trailer 352 00:18:09,440 --> 00:18:11,400 Speaker 1: park to advertise and it's thriving. 353 00:18:12,320 --> 00:18:14,480 Speaker 3: That is freaking great. 354 00:18:14,359 --> 00:18:22,040 Speaker 1: And they're five. Yeah, I mean this is not rocket science. Literally. Yeah, 355 00:18:22,080 --> 00:18:26,040 Speaker 1: we've had kids, you know, patents, We've had kids start businesses. 356 00:18:26,080 --> 00:18:29,720 Speaker 4: We've had what yeah, no, don't just say that, tell 357 00:18:29,760 --> 00:18:31,200 Speaker 4: me a patent, tell me a business. 358 00:18:31,320 --> 00:18:34,040 Speaker 1: Yeah, we've had kids start their own software storage. 359 00:18:33,720 --> 00:18:35,680 Speaker 3: Companies, software storage company. 360 00:18:35,720 --> 00:18:37,800 Speaker 1: Yeah, figuring out how to create like they created a 361 00:18:37,840 --> 00:18:38,720 Speaker 1: platform for us. 362 00:18:39,000 --> 00:18:40,840 Speaker 3: What was the problem that led them. 363 00:18:40,720 --> 00:18:43,520 Speaker 1: To this so this was a high school group and 364 00:18:43,680 --> 00:18:45,800 Speaker 1: in it they actually just had to create an app 365 00:18:46,240 --> 00:18:48,520 Speaker 1: to solve a problem in their community that was open ended, 366 00:18:48,840 --> 00:18:52,280 Speaker 1: just look around and trying to make it. And at 367 00:18:52,320 --> 00:18:54,640 Speaker 1: first they you know, used kind of design thinking. They 368 00:18:54,800 --> 00:18:56,439 Speaker 1: laid out what they thought the problem was, how they 369 00:18:56,440 --> 00:18:57,639 Speaker 1: were going to figure out an app to do it, 370 00:18:57,680 --> 00:18:59,720 Speaker 1: and I think they thought it was a simulation, like 371 00:19:00,040 --> 00:19:01,600 Speaker 1: we're not going to really build an app, We're going 372 00:19:01,600 --> 00:19:03,920 Speaker 1: to just kind of pretend. And then we got in 373 00:19:04,240 --> 00:19:05,600 Speaker 1: software companies to help them. 374 00:19:05,440 --> 00:19:08,520 Speaker 3: Build out front, we're building an app, building an. 375 00:19:08,400 --> 00:19:10,640 Speaker 1: App, So they got to build apps. And then one 376 00:19:10,680 --> 00:19:13,479 Speaker 1: group was so into what they had built, which was 377 00:19:13,920 --> 00:19:16,800 Speaker 1: literally helping this was early days. There's a probably million 378 00:19:16,840 --> 00:19:20,239 Speaker 1: of them now, but helping homeowners find care for their 379 00:19:20,280 --> 00:19:23,520 Speaker 1: pets when they're on vacation, and you know, and this 380 00:19:23,680 --> 00:19:25,879 Speaker 1: was early kind of two thousand, so they it was 381 00:19:26,119 --> 00:19:29,760 Speaker 1: kind of a novel idea. But it was also to 382 00:19:29,880 --> 00:19:32,440 Speaker 1: employ young people to do this. So you had kids 383 00:19:32,440 --> 00:19:35,520 Speaker 1: who needed jobs, people who needed care for their pet, 384 00:19:35,680 --> 00:19:36,600 Speaker 1: matching them up together. 385 00:19:36,800 --> 00:19:40,560 Speaker 2: That was their app. That was our idea. So it worked. 386 00:19:40,920 --> 00:19:43,600 Speaker 1: It worked so well that they still run it today 387 00:19:43,920 --> 00:19:49,920 Speaker 1: and they are making a lot of money still still Yeah, 388 00:19:50,080 --> 00:19:51,320 Speaker 1: so they we moved them off. 389 00:19:51,600 --> 00:19:53,800 Speaker 3: We didn't let somebody get these kids idea. 390 00:19:54,760 --> 00:19:57,000 Speaker 1: So this is also what happens is now when we 391 00:19:57,040 --> 00:19:58,920 Speaker 1: have people come in and kids present in front of them, 392 00:19:58,920 --> 00:20:01,920 Speaker 1: they have to sign NDA. The companies have to send 393 00:20:01,960 --> 00:20:05,040 Speaker 1: an NDA because you're not taking my kid's idea. That's 394 00:20:05,040 --> 00:20:09,840 Speaker 1: not going to happen. No, yeah, oh my god, it's 395 00:20:09,840 --> 00:20:13,040 Speaker 1: the easiest cycle. Kids get immersed in a real world problem. 396 00:20:13,160 --> 00:20:16,480 Speaker 1: Industry brings it forward because it's authentic. They stay alongside. 397 00:20:16,520 --> 00:20:19,040 Speaker 1: They provide the expertise and the mentorship because teachers don't 398 00:20:19,080 --> 00:20:22,200 Speaker 1: know about AI and quantum and all these things, right, 399 00:20:22,240 --> 00:20:25,800 Speaker 1: So industry provides that content, that expertise, They provide experiences. 400 00:20:25,840 --> 00:20:28,280 Speaker 1: They immerse kids in this problem. Kids come up with 401 00:20:28,280 --> 00:20:30,560 Speaker 1: a viable solution, they present it back to industry, and 402 00:20:30,600 --> 00:20:33,600 Speaker 1: the solution gets lived out. That's it, over and over 403 00:20:33,720 --> 00:20:36,080 Speaker 1: and over from age five to high school. 404 00:20:36,080 --> 00:20:45,560 Speaker 4: Okay, So where does Latin English, current events, Spanish, and 405 00:20:45,960 --> 00:20:48,399 Speaker 4: conjugating verbs fit into this model? 406 00:20:49,160 --> 00:20:49,480 Speaker 2: Yeah? 407 00:20:49,560 --> 00:20:51,840 Speaker 1: So that all fits because what happens is when you're 408 00:20:51,920 --> 00:20:55,639 Speaker 1: immersed in this type of problem solving, you're authentically reading 409 00:20:55,920 --> 00:20:59,040 Speaker 1: and researching for that you're authentically writing for that type 410 00:20:59,080 --> 00:21:00,600 Speaker 1: of audience or that type of topic. 411 00:21:00,880 --> 00:21:01,600 Speaker 2: And so kids are. 412 00:21:01,480 --> 00:21:03,760 Speaker 1: Having to learn skills, right, They're having to learn how 413 00:21:03,800 --> 00:21:07,679 Speaker 1: to do proper grammar and how to conjugate verbs and 414 00:21:07,720 --> 00:21:08,920 Speaker 1: how to do these things, but they're doing it in 415 00:21:08,960 --> 00:21:11,320 Speaker 1: a way that's authentic. They're doing it because they have 416 00:21:11,400 --> 00:21:14,359 Speaker 1: to come up and present to you, know. 417 00:21:14,440 --> 00:21:18,360 Speaker 4: To you. So your kids don't just get this good 418 00:21:18,400 --> 00:21:25,560 Speaker 4: applied education through doing the applied education. They're still doing 419 00:21:25,640 --> 00:21:29,919 Speaker 4: fun on the standard score, getting those faces. 420 00:21:30,359 --> 00:21:32,640 Speaker 1: Well, yeah, the standards are there, right, we don't this again, 421 00:21:32,640 --> 00:21:35,080 Speaker 1: there's no exceptions, so you don't get to not have standards, 422 00:21:35,160 --> 00:21:37,240 Speaker 1: you don't get to not do these things. But we 423 00:21:37,320 --> 00:21:39,040 Speaker 1: do so in a way where the kids are learning 424 00:21:39,040 --> 00:21:41,560 Speaker 1: these things and then they're directly applying them and a story. 425 00:21:41,640 --> 00:21:44,240 Speaker 1: So you're reading for a purpose, you're writing for a purpose, 426 00:21:44,280 --> 00:21:46,679 Speaker 1: you're learning math for a purpose, and they get to 427 00:21:46,680 --> 00:21:48,680 Speaker 1: see that and it builds on itself. And again that 428 00:21:48,680 --> 00:21:50,920 Speaker 1: doesn't mean that there's not direct instruction right where teachers 429 00:21:50,920 --> 00:21:52,600 Speaker 1: aren't saying, Okay, this is exactly how we're going to 430 00:21:52,600 --> 00:21:54,679 Speaker 1: solve this algorithm. That's exactly how we're going to do this, 431 00:21:54,840 --> 00:21:56,720 Speaker 1: but then you turn in and say, Okay, in engineering, 432 00:21:56,960 --> 00:21:58,359 Speaker 1: this is why we need to know this, because in 433 00:21:58,440 --> 00:22:00,199 Speaker 1: engineering is applied math and that's what it looks like. 434 00:22:00,240 --> 00:22:01,800 Speaker 1: And now we're going to go and do this problem. 435 00:22:01,880 --> 00:22:06,640 Speaker 1: I mean, it's bringing relevancy to an authenticity to learning 436 00:22:07,400 --> 00:22:09,919 Speaker 1: and kids get that like they love it. Right, you 437 00:22:09,920 --> 00:22:13,160 Speaker 1: have kids wanting to learn more, wanting to go deeper 438 00:22:13,160 --> 00:22:14,120 Speaker 1: into topics. 439 00:22:14,560 --> 00:22:18,399 Speaker 4: Back to that, we're still on that first year. You 440 00:22:18,440 --> 00:22:20,200 Speaker 4: open the door, two hundred and fifty kids. By the 441 00:22:20,320 --> 00:22:22,320 Speaker 4: end of that first year, you had four hundred and 442 00:22:22,359 --> 00:22:25,560 Speaker 4: eighty three families on a wait list, and we closed 443 00:22:25,600 --> 00:22:28,400 Speaker 4: the reading gap for our Hispanic metals by midyear. 444 00:22:29,040 --> 00:22:30,280 Speaker 3: What was the gap? 445 00:22:31,480 --> 00:22:36,280 Speaker 1: So they were underperforming their white counterparts by about sixty percent? 446 00:22:36,480 --> 00:22:37,879 Speaker 2: How much sixty. 447 00:22:38,080 --> 00:22:41,639 Speaker 3: And in half a year you closed it. Yeah, completely closed. 448 00:22:41,760 --> 00:22:43,560 Speaker 2: Yep, they were on level. 449 00:22:43,920 --> 00:22:44,520 Speaker 3: That is. 450 00:22:46,359 --> 00:22:51,080 Speaker 4: I don't understand why every district in the United States 451 00:22:51,200 --> 00:22:54,119 Speaker 4: is not flocking to where for Colorado to sit on 452 00:22:54,160 --> 00:22:55,480 Speaker 4: your doorstep and say show the. 453 00:22:55,480 --> 00:22:57,479 Speaker 1: Yeah, I mean, we do get a lot of visitors 454 00:22:57,520 --> 00:22:59,359 Speaker 1: to see these schools in action, because I don't I 455 00:22:59,359 --> 00:23:01,720 Speaker 1: don't think people believe it can happen or they don't 456 00:23:01,720 --> 00:23:03,000 Speaker 1: believe it can happen in a public. 457 00:23:02,720 --> 00:23:04,440 Speaker 2: School with all the constraints. 458 00:23:04,840 --> 00:23:07,439 Speaker 1: So we get hundreds and hundreds of people to come 459 00:23:07,480 --> 00:23:09,480 Speaker 1: see it, and that's why we have so many schools, 460 00:23:09,480 --> 00:23:11,600 Speaker 1: and that's why the nonprofit started and all these things. 461 00:23:11,960 --> 00:23:13,960 Speaker 4: Well, that's good because that in the case that there's 462 00:23:14,000 --> 00:23:16,399 Speaker 4: people still that do care and whether make it right. 463 00:23:16,480 --> 00:23:19,000 Speaker 4: They just need to learn how. Yes, we need to 464 00:23:19,040 --> 00:23:20,840 Speaker 4: reinvent the way we think about that. 465 00:23:21,040 --> 00:23:23,160 Speaker 1: And I think, yeah, an education week, we're so fast 466 00:23:23,160 --> 00:23:25,760 Speaker 1: to do this pendulum swing from one extreme to the other, 467 00:23:26,320 --> 00:23:27,359 Speaker 1: and that's not what this is. 468 00:23:27,440 --> 00:23:29,480 Speaker 2: This is just solid teaching and learning. 469 00:23:32,680 --> 00:23:33,680 Speaker 3: We'll be right back. 470 00:23:44,680 --> 00:23:47,239 Speaker 4: I would have killed to have seen a bunch of 471 00:23:47,240 --> 00:23:49,080 Speaker 4: five and six year olds interview and a bunch of 472 00:23:49,160 --> 00:23:53,040 Speaker 4: people in tiz presenting a business plan. That is absolutely 473 00:23:54,000 --> 00:23:56,000 Speaker 4: there needs to be a movie with that scene in it. 474 00:23:56,880 --> 00:24:03,640 Speaker 4: So I've read that you're up to six student run 475 00:24:04,160 --> 00:24:09,080 Speaker 4: fully registered LLCs, the youngest of which is a second grader, 476 00:24:09,840 --> 00:24:12,920 Speaker 4: and then you have like fifteen or sixteen patents. 477 00:24:13,000 --> 00:24:14,400 Speaker 3: I mean, is that really right? 478 00:24:14,600 --> 00:24:16,600 Speaker 1: So in one in this system, which is a K 479 00:24:16,920 --> 00:24:18,960 Speaker 1: K two, K three, it's and then in twelfth grade 480 00:24:18,960 --> 00:24:21,440 Speaker 1: we actually that's doubled since those stats, so we have 481 00:24:21,960 --> 00:24:25,200 Speaker 1: twice as many. So we have about twelve to fifteen 482 00:24:25,280 --> 00:24:27,840 Speaker 1: patents right now registered with the State of Colorado. And 483 00:24:27,880 --> 00:24:32,440 Speaker 1: then yeah, LLCs formed a lot. It was a really 484 00:24:32,480 --> 00:24:35,640 Speaker 1: cool thing in Clorado. We started a fund where there's 485 00:24:35,680 --> 00:24:38,520 Speaker 1: just a little bit of seed money at Young Americans Bank, 486 00:24:38,520 --> 00:24:39,639 Speaker 1: which is a bank for kids. 487 00:24:40,080 --> 00:24:41,760 Speaker 3: There's a bank for kids, right it's a bank. 488 00:24:41,680 --> 00:24:43,560 Speaker 1: For kids in Colorado, but it's in Cherry Creek, which 489 00:24:43,600 --> 00:24:45,800 Speaker 1: is the most one of the most affluent neighborhoods in Colorado, 490 00:24:46,280 --> 00:24:49,040 Speaker 1: and so a lot of families who want to teach 491 00:24:49,040 --> 00:24:51,120 Speaker 1: their kids financial literacy set up acounts there or things 492 00:24:51,160 --> 00:24:53,280 Speaker 1: like that. But the kids I'm working with didn't even 493 00:24:53,320 --> 00:24:55,520 Speaker 1: know about it nor had access to it. So we 494 00:24:55,520 --> 00:24:58,280 Speaker 1: set up a fund there and they can come and 495 00:24:58,320 --> 00:25:01,800 Speaker 1: pitch their ideas for a business. And you can be undocumented, 496 00:25:01,840 --> 00:25:03,800 Speaker 1: you can be homeless, you can be in foster care. 497 00:25:04,200 --> 00:25:06,359 Speaker 1: You don't need an adult to sign off, and you 498 00:25:06,359 --> 00:25:08,119 Speaker 1: can get a loan to start your own business with 499 00:25:08,160 --> 00:25:10,000 Speaker 1: a two percent interest rate and if you don't pay 500 00:25:10,040 --> 00:25:13,480 Speaker 1: it back, nothing bad happens to you. You just get 501 00:25:13,480 --> 00:25:16,080 Speaker 1: to learn and go through a course about failure. 502 00:25:17,200 --> 00:25:20,760 Speaker 4: And people have used that thing to fund businesses that 503 00:25:20,800 --> 00:25:22,040 Speaker 4: are over running. 504 00:25:22,200 --> 00:25:23,320 Speaker 2: Yes, and as they pay their. 505 00:25:23,160 --> 00:25:24,960 Speaker 3: Loans, give me an example of a business. 506 00:25:24,680 --> 00:25:27,200 Speaker 1: Because they pay it back, it just replenishes the fund. 507 00:25:27,920 --> 00:25:30,720 Speaker 1: So they've I mean, we've had everything started from small 508 00:25:30,760 --> 00:25:34,119 Speaker 1: lemonade stands that have grown to be huge enterprises. To 509 00:25:34,480 --> 00:25:36,280 Speaker 1: the boys that I was talking about with this app. 510 00:25:36,560 --> 00:25:39,680 Speaker 1: They went there to get a loan to have software, 511 00:25:39,760 --> 00:25:43,800 Speaker 1: so they get sure stuff they needed to build their app. Big, small, 512 00:25:43,840 --> 00:25:45,879 Speaker 1: it doesn't matter, and they have to pitch to a 513 00:25:45,920 --> 00:25:48,639 Speaker 1: group of adults that get to approve or not approve 514 00:25:48,680 --> 00:25:51,280 Speaker 1: their loan. All the loans are generally approved, but still 515 00:25:51,280 --> 00:25:51,600 Speaker 1: they have. 516 00:25:51,520 --> 00:25:53,840 Speaker 3: To go through the process of the learning process of 517 00:25:54,000 --> 00:25:54,480 Speaker 3: what that is. 518 00:25:54,520 --> 00:25:56,440 Speaker 1: I commit to getting them there. The schools commit to 519 00:25:56,480 --> 00:25:58,479 Speaker 1: getting them down there because it's a ways from the schools, 520 00:25:58,520 --> 00:26:00,880 Speaker 1: and again transportation is hard for a lot of the families. 521 00:26:00,920 --> 00:26:03,159 Speaker 1: So that's our commitment is we'll get you there. You 522 00:26:03,240 --> 00:26:04,680 Speaker 1: put your idea, let's go from there. 523 00:26:05,880 --> 00:26:09,840 Speaker 3: All right. That's crazy. 524 00:26:10,520 --> 00:26:13,760 Speaker 4: When you took the STEM problem based learning model to 525 00:26:13,800 --> 00:26:16,720 Speaker 4: a struggling high school in your district, they went from 526 00:26:16,840 --> 00:26:20,200 Speaker 4: like a seventy percent graduation right to over a ninety percent. 527 00:26:19,880 --> 00:26:23,080 Speaker 1: Graduation sixteen nine percent, yeah too, over ninety ninety two. 528 00:26:23,119 --> 00:26:24,480 Speaker 3: When what was that? When did you do that? 529 00:26:24,840 --> 00:26:28,159 Speaker 1: So we did that in two thousand and like twenty ten, 530 00:26:28,200 --> 00:26:29,320 Speaker 1: twenty eleven school year. 531 00:26:31,200 --> 00:26:37,800 Speaker 4: It's just unbelievable, not not unbelievable, wrong word. It's it's 532 00:26:37,800 --> 00:26:39,800 Speaker 4: not incredule's that's also I believe you. 533 00:26:39,920 --> 00:26:44,760 Speaker 3: It's just it's shocking. That's the word. 534 00:26:45,400 --> 00:26:50,000 Speaker 4: And it almost it seems so obvious. 535 00:26:50,280 --> 00:26:52,240 Speaker 1: Yeah, I mean when I walked in, because that was 536 00:26:52,240 --> 00:26:53,680 Speaker 1: like sort of the next step was we had s 537 00:26:53,680 --> 00:26:56,040 Speaker 1: somewhere for eighth graders to go where they suddenly weren't 538 00:26:56,040 --> 00:26:57,760 Speaker 1: thrown into a high school. They didn't match the type 539 00:26:57,800 --> 00:27:02,520 Speaker 1: of learning they had, so this sort of floundering high school, 540 00:27:02,880 --> 00:27:04,879 Speaker 1: the district said take that over, have it be a 541 00:27:04,920 --> 00:27:07,320 Speaker 1: Stem high school and see what will happen. And when 542 00:27:07,320 --> 00:27:09,320 Speaker 1: I walked into announce a staff, you know, there was 543 00:27:09,320 --> 00:27:13,560 Speaker 1: a couple of hundred teachers all dressed in their union colors, sitting, 544 00:27:13,680 --> 00:27:17,040 Speaker 1: you know, cross armed, and I said, guess what you 545 00:27:17,080 --> 00:27:20,280 Speaker 1: get to become the next big Stem high school? And 546 00:27:20,359 --> 00:27:23,159 Speaker 1: basically they've you know, flipped me off, booed me, one 547 00:27:23,200 --> 00:27:25,560 Speaker 1: stood up and said I'm going to do this just 548 00:27:25,600 --> 00:27:27,080 Speaker 1: to spite you and show you how stupid of an 549 00:27:27,080 --> 00:27:30,800 Speaker 1: idea this is. We're not we don't want to do this. 550 00:27:31,480 --> 00:27:32,159 Speaker 1: We're not going to do it. 551 00:27:32,280 --> 00:27:33,200 Speaker 3: How did you lose? 552 00:27:34,000 --> 00:27:36,400 Speaker 1: So this is the crazy part of the story. None 553 00:27:36,440 --> 00:27:38,919 Speaker 1: of them left and some a lot of them should have. 554 00:27:39,560 --> 00:27:42,760 Speaker 1: But they all stayed. They stayed for a year and 555 00:27:43,080 --> 00:27:46,199 Speaker 1: we just started working again. It's required no materials. This 556 00:27:46,280 --> 00:27:49,960 Speaker 1: was literally just professional learning saying we're going to seems to. 557 00:27:49,920 --> 00:27:52,879 Speaker 4: Be a little lack of commitment and their anger and 558 00:27:53,000 --> 00:27:55,600 Speaker 4: angst if none left there. 559 00:27:55,600 --> 00:27:59,000 Speaker 1: They're very much again, I don't want to change, I'm 560 00:27:59,119 --> 00:28:01,399 Speaker 1: dug in And here here's the other thing, right, And 561 00:28:01,480 --> 00:28:04,360 Speaker 1: you probably know this when you work with at risk 562 00:28:04,359 --> 00:28:08,679 Speaker 1: schools and hard to serve regions and populations. There's no 563 00:28:08,680 --> 00:28:12,520 Speaker 1: one on the outside screaming about this. So you can 564 00:28:12,560 --> 00:28:15,800 Speaker 1: be a really terrible teacher and no one cares. No 565 00:28:15,840 --> 00:28:18,200 Speaker 1: one's going to say to you, this is not okay 566 00:28:18,200 --> 00:28:20,600 Speaker 1: for kids. Parents just want their kids to go to 567 00:28:20,600 --> 00:28:22,920 Speaker 1: school because they've got so much on their plate. They're 568 00:28:22,920 --> 00:28:25,320 Speaker 1: worried about so much in their life that school is 569 00:28:25,320 --> 00:28:27,879 Speaker 1: where their kids go. But if you were in a 570 00:28:27,920 --> 00:28:31,399 Speaker 1: white or affluent or you know, other type of school 571 00:28:31,440 --> 00:28:33,120 Speaker 1: and you did any of this stuff that I saw 572 00:28:33,160 --> 00:28:36,280 Speaker 1: going on, Oh my gosh, parents would be up in arms. 573 00:28:36,280 --> 00:28:37,920 Speaker 2: It would never happen. It would never fly. 574 00:28:39,040 --> 00:28:41,520 Speaker 1: What I started saying is, if you don't get on 575 00:28:41,560 --> 00:28:43,920 Speaker 1: this bus with me and figure this out, I'm going 576 00:28:43,960 --> 00:28:46,720 Speaker 1: to start shining a big bright light on what you're 577 00:28:46,760 --> 00:28:47,640 Speaker 1: not doing for kids. 578 00:28:48,240 --> 00:28:50,160 Speaker 2: End of story. 579 00:28:50,280 --> 00:28:52,120 Speaker 1: We're going to lay it all out there, so you 580 00:28:52,120 --> 00:28:55,360 Speaker 1: either figure it out and start doing right by your kids, 581 00:28:56,400 --> 00:28:58,400 Speaker 1: or everyone's going to know that you can't do this. 582 00:28:59,280 --> 00:29:04,360 Speaker 4: And we just started three categories. Okay, a small handful 583 00:29:04,440 --> 00:29:07,239 Speaker 4: that actually cared and were like, hell, yeah, I'm on 584 00:29:07,280 --> 00:29:07,720 Speaker 4: your side. 585 00:29:07,800 --> 00:29:12,680 Speaker 3: Let's go girl. Thousand small, i'd say fifteen percent less. 586 00:29:12,840 --> 00:29:19,800 Speaker 4: Then there's the greatest percentage that really hate your guys 587 00:29:19,840 --> 00:29:21,840 Speaker 4: because now they have to work and they're going to 588 00:29:21,840 --> 00:29:25,360 Speaker 4: be exposed for being horrific of what they do. And 589 00:29:25,360 --> 00:29:28,880 Speaker 4: then there's another small percentage that actually really love your 590 00:29:28,920 --> 00:29:32,760 Speaker 4: idea but are too afraid to speak up against the whole. 591 00:29:32,960 --> 00:29:35,280 Speaker 1: You named it like you nailed it. Yep, that's exactly 592 00:29:35,320 --> 00:29:35,800 Speaker 1: what happens. 593 00:29:36,960 --> 00:29:40,160 Speaker 4: That's a weird dynamic advantage for you. 594 00:29:40,400 --> 00:29:41,880 Speaker 2: The other thing that's happening in the school at the 595 00:29:41,920 --> 00:29:42,440 Speaker 2: same time. 596 00:29:42,320 --> 00:29:44,240 Speaker 3: I had to have been wondering where the knives were. 597 00:29:45,560 --> 00:29:48,800 Speaker 1: Every day, was yeah, no, I'm serious, No, I mean, yeah, 598 00:29:48,960 --> 00:29:53,600 Speaker 1: you talk about having some thick skin for sure. The 599 00:29:53,600 --> 00:29:55,360 Speaker 1: other interesting thing that was happening at the same time 600 00:29:55,440 --> 00:29:57,640 Speaker 1: was they also had you know, they get to see 601 00:29:57,640 --> 00:29:59,960 Speaker 1: how much they love their school and feel connected to 602 00:30:00,000 --> 00:30:01,840 Speaker 1: their community. Teachers do they get to kind of rate 603 00:30:01,920 --> 00:30:04,560 Speaker 1: their school, and there's a climate culture survey and they 604 00:30:04,560 --> 00:30:05,640 Speaker 1: had the lowest rating. 605 00:30:07,160 --> 00:30:07,960 Speaker 3: What a surprise. 606 00:30:08,080 --> 00:30:10,400 Speaker 1: Yeah, And so besides, you know, one of the metrics 607 00:30:10,560 --> 00:30:13,680 Speaker 1: besides changing this graduation rate for kids and flipping the 608 00:30:13,720 --> 00:30:15,680 Speaker 1: script on that, the other thing that happened was by 609 00:30:15,720 --> 00:30:17,680 Speaker 1: the end of you know, after a year year and 610 00:30:17,720 --> 00:30:20,600 Speaker 1: a half, they had one of the highest climate culture surveys. 611 00:30:20,880 --> 00:30:24,440 Speaker 1: What the teachers wanted to come to work. They felt 612 00:30:24,520 --> 00:30:27,480 Speaker 1: strongly about what they were doing. They had even the 613 00:30:27,480 --> 00:30:28,320 Speaker 1: ones they hated. 614 00:30:28,080 --> 00:30:29,840 Speaker 3: Me, did you turn them most of them? 615 00:30:29,920 --> 00:30:31,800 Speaker 1: I think we turned most of them. And then you know, 616 00:30:32,080 --> 00:30:34,320 Speaker 1: the principal did a good job of, you know, pushing 617 00:30:34,360 --> 00:30:37,240 Speaker 1: out those who really truly didn't didn't fit and shouldn't 618 00:30:37,280 --> 00:30:37,560 Speaker 1: be there. 619 00:30:38,560 --> 00:30:40,120 Speaker 3: Well, they probably shouldn't be in any school. 620 00:30:40,280 --> 00:30:41,080 Speaker 2: No, they should not. 621 00:30:41,400 --> 00:30:45,200 Speaker 1: I mean, it's a it's a flow exactly, it's a 622 00:30:45,360 --> 00:30:48,040 Speaker 1: it's a career. You know, it's maybe not their career 623 00:30:48,080 --> 00:30:50,880 Speaker 1: for you conversation, but yeah. 624 00:30:50,600 --> 00:30:57,040 Speaker 4: So I mean, it's another career for you conversation that's funny, 625 00:30:57,320 --> 00:30:57,840 Speaker 4: but yeah. 626 00:30:57,680 --> 00:30:57,920 Speaker 2: I mean. 627 00:30:58,000 --> 00:31:01,560 Speaker 1: And so that was very compelled to people because, you know, 628 00:31:01,600 --> 00:31:03,160 Speaker 1: the first school was the sort of lesson and we 629 00:31:03,160 --> 00:31:06,440 Speaker 1: get to start something new, we get to have people choicing, 630 00:31:06,600 --> 00:31:08,000 Speaker 1: we get to kind of figure this out, and this 631 00:31:08,040 --> 00:31:12,440 Speaker 1: one was taking a big mess, big hairy mess, and 632 00:31:12,480 --> 00:31:15,480 Speaker 1: saying no, no, no, no problem, big problem, and saying no, no, no, 633 00:31:16,160 --> 00:31:19,480 Speaker 1: We're going to show you what's possible with the resources 634 00:31:19,480 --> 00:31:22,040 Speaker 1: and the people that you have and the families that 635 00:31:22,080 --> 00:31:22,320 Speaker 1: you have. 636 00:31:23,640 --> 00:31:31,719 Speaker 4: So then you said, I think and correct me if 637 00:31:31,720 --> 00:31:34,480 Speaker 4: i'm chronological matter or but I think that's when you said, 638 00:31:36,400 --> 00:31:39,800 Speaker 4: we have a bona fide thing here that works, and 639 00:31:40,640 --> 00:31:43,800 Speaker 4: we've modeled it now from kindergarten through high school, and 640 00:31:43,840 --> 00:31:47,320 Speaker 4: we've modeled it from a startup lookike jail with no 641 00:31:47,440 --> 00:31:50,520 Speaker 4: budget to the crappiest school in the district with the 642 00:31:50,560 --> 00:31:54,600 Speaker 4: worst scores. It's worked from five year olds to eighteen 643 00:31:54,680 --> 00:31:59,680 Speaker 4: year olds and all kinds of socioeconomic situations, title schools, everything. 644 00:32:02,080 --> 00:32:05,440 Speaker 4: There's more than just maybe something here. This is a thing, 645 00:32:05,760 --> 00:32:09,480 Speaker 4: a thing. And that's when you started bund Spark's that right? 646 00:32:10,120 --> 00:32:13,959 Speaker 2: Yeah? So I was actually, wah. 647 00:32:13,160 --> 00:32:15,280 Speaker 4: What was the genesis? Why not just keep doing this 648 00:32:15,400 --> 00:32:19,600 Speaker 4: with more schools? What was your thinking behind it? When 649 00:32:19,600 --> 00:32:22,160 Speaker 4: I when I understood, when I read your whole story, 650 00:32:22,200 --> 00:32:26,440 Speaker 4: I was like, well, why not just keep doing more 651 00:32:26,480 --> 00:32:29,640 Speaker 4: of this? What is mind spark and why? What was 652 00:32:29,720 --> 00:32:31,600 Speaker 4: the you know what fueled you? 653 00:32:32,240 --> 00:32:32,480 Speaker 2: Yeah? 654 00:32:32,760 --> 00:32:35,080 Speaker 1: That So the little bit of space in between the 655 00:32:35,120 --> 00:32:37,560 Speaker 1: high school was there was also another K in the 656 00:32:37,600 --> 00:32:39,760 Speaker 1: district that was actually being closed down. It was a 657 00:32:39,800 --> 00:32:41,720 Speaker 1: failing middle school had been failing for years. 658 00:32:42,280 --> 00:32:42,760 Speaker 2: Uh. 659 00:32:42,800 --> 00:32:45,520 Speaker 1: And so the superintendent said, I think we should make 660 00:32:45,640 --> 00:32:48,200 Speaker 1: it as K Stems School and be sister schools with 661 00:32:48,240 --> 00:32:50,240 Speaker 1: the one you started in this high school? Do you 662 00:32:50,280 --> 00:32:54,239 Speaker 1: want to go be the principal? And I that was 663 00:32:54,320 --> 00:32:56,280 Speaker 1: not something I'd ever wanted to do in my life. 664 00:32:56,520 --> 00:32:58,520 Speaker 1: And I told him he really need to take the 665 00:32:58,560 --> 00:32:58,960 Speaker 1: weekend and. 666 00:32:58,960 --> 00:33:01,360 Speaker 2: Think about that. And he told me, you need to 667 00:33:01,360 --> 00:33:02,960 Speaker 2: take the weekend and about you to. 668 00:33:02,920 --> 00:33:05,760 Speaker 3: Be the principal and you said you need to take 669 00:33:05,800 --> 00:33:09,960 Speaker 3: the weekend. They might have might have considered that a 670 00:33:10,000 --> 00:33:11,520 Speaker 3: bit condescending. 671 00:33:11,160 --> 00:33:14,480 Speaker 1: Maybe, and he said no, you need to take it, 672 00:33:15,200 --> 00:33:17,000 Speaker 1: and so I ended up saying yes. 673 00:33:17,040 --> 00:33:20,280 Speaker 2: And so part of this sort of odyssey to get 674 00:33:20,280 --> 00:33:20,800 Speaker 2: to bind. 675 00:33:20,680 --> 00:33:24,000 Speaker 1: Spark, that's sassy, This is odyssey to get to minind Spark. 676 00:33:24,080 --> 00:33:27,600 Speaker 1: Part of it is that I spent I couldn't walk 677 00:33:27,640 --> 00:33:31,240 Speaker 1: away thinking there's something here without having played a part 678 00:33:31,280 --> 00:33:33,080 Speaker 1: in all these different roles, and one of those was 679 00:33:33,400 --> 00:33:35,560 Speaker 1: leading this effort from within. Right, I had done a 680 00:33:35,600 --> 00:33:37,160 Speaker 1: lot of work with principles, I'd done a lot of 681 00:33:37,160 --> 00:33:40,560 Speaker 1: work with teachers. I had been a teacher. Felt like, yeah, 682 00:33:40,640 --> 00:33:43,440 Speaker 1: and here's the thing I walked in. You know it's 683 00:33:43,480 --> 00:33:46,360 Speaker 1: going to be shut down. There was an eighth grader 684 00:33:46,360 --> 00:33:49,560 Speaker 1: who raped a first grader on campus. An eighth grader 685 00:33:49,560 --> 00:33:52,920 Speaker 1: had raped a first grader on campus, and so it 686 00:33:52,960 --> 00:33:55,960 Speaker 1: was a decimated parents were leaving. It made the papers. 687 00:33:56,000 --> 00:33:57,800 Speaker 1: The only reason it didn't get national attentions because they 688 00:33:57,840 --> 00:34:01,360 Speaker 1: found Jessica Ridgey's body the same week they found what 689 00:34:01,640 --> 00:34:04,400 Speaker 1: Jessica Ridgeway's body. Yeah, the same niche that this happened. 690 00:34:04,400 --> 00:34:05,760 Speaker 1: So it didn't get national tations. 691 00:34:06,000 --> 00:34:09,200 Speaker 3: How do you emotionally deal with that? 692 00:34:09,440 --> 00:34:11,600 Speaker 1: I mean, there was no safety measures in place. It's 693 00:34:11,640 --> 00:34:13,200 Speaker 1: a K eight school, so you have big kids and 694 00:34:13,239 --> 00:34:15,680 Speaker 1: little kids. So the K eight models in jeopardy of 695 00:34:15,719 --> 00:34:18,360 Speaker 1: being decimated. Our STEM model that we worked so hard 696 00:34:18,360 --> 00:34:20,759 Speaker 1: for is in jeopardy of being decimated because this really 697 00:34:20,840 --> 00:34:22,920 Speaker 1: poor leadership that was there and this mess. You have 698 00:34:22,920 --> 00:34:24,520 Speaker 1: all these teachers who signed up for this and are 699 00:34:24,600 --> 00:34:27,600 Speaker 1: super excited to do something cool in a place that 700 00:34:27,680 --> 00:34:30,000 Speaker 1: really needs them, they want to leave. I mean it 701 00:34:30,120 --> 00:34:33,000 Speaker 1: just I walked into this message. 702 00:34:32,640 --> 00:34:33,799 Speaker 3: Absolute dumpster fire. 703 00:34:37,040 --> 00:34:40,959 Speaker 4: And that concludes Part one of our conversation with Kelly Low, 704 00:34:41,080 --> 00:34:43,600 Speaker 4: and you do not want to miss part two that's 705 00:34:43,680 --> 00:34:47,840 Speaker 4: now available to listen to. Together, guys, we can change 706 00:34:47,880 --> 00:34:50,040 Speaker 4: this country, but it starts with you. 707 00:34:50,560 --> 00:34:51,560 Speaker 3: I'll see in Port two