Today's guest Dr. Andrew Fenton is the Director of Teaching and Learning for Lake Forest School District 67 in Illinois, where he leads curriculum and instructional work across the district's K-8 schools. He began his career as a middle school teacher before moving into school leadership roles. He holds a doctorate in Educational Leadership from Western Illinois University and is a graduate of Lake Forest College. Throughout his career, Andrew's work has centered on strong instruction, student growth, and helping educators build meaningful learning experiences for every student.
Andrew: belonging, that is huge. When the groups are small to begin with, it can really feel disconnected, and especially as they get older in our middle school. Students don't want to look, feel different. So as you're trying to provide services, and maybe the groups are pretty small, you're also dealing with that reluctance of, I don't know if I want to get that service. You know, and so you're trying to help the students because you know they need it, but also I get it as a middle schooler, you don't want to go get the support that maybe you need. You got to get creative. Brandon: Hey everyone. ¿Qué tal? Hola a todos. I'm Brandon Cardet-Hernandez, and you're listening to Leading Multilingual Learning, powered by Medley Learning. In each episode, we're exploring the leadership, the ideas, and the insights shaping better education for multilingual learners. And today, I'm excited to welcome my new friend, Dr. Andrew Fenton. Dr. Fenton is the Director of Teaching and Learning for Lake Forest School District 67, where he leads curriculum and instructional work across the district's K-8 schools. He began his career as a middle school teacher before moving into school leadership roles. He holds a doctorate in educational leadership from Western Illinois University and is a graduate of Lake Forest College. Throughout his career, Andrew's work has centered on strong instruction, student growth, and helping educators build meaningful learning experiences for every student. How are you doing, Andrew? Andrew: I'm good, Brandon. Thanks for having me here today. Doing pretty well in the, you know, in the middle of August that we've hit as we prepare for starting another school year. Busy, that's what it is at this time of year. Brandon: I get it. And this is the perfect timing because we are filming for our back-to-school episode. So we want to talk to you today a little bit about how you're thinking about the the school year and changes you're making, things that you're going to keep doing that you've been doing before. And we'll dive in in a second, but before we get there, I always ask our guests one question. I read your bio, it's impressive. We talk about your doctorate, we talk about your leadership work. But what's one thing that never makes it into your bio that you feel really proud of, you wish more people knew about? Andrew: Probably the most important thing that you put in there, I'm a proud dad of three mostly well-adjusted teenagers. I have two daughters who are in high school and a middle school son. You know, the girls started school this week and my son starts next week and really, you know, as a dad, that's really guided my work as as a principal and a director now. I always try to keep it central like, would I want my own kids to go to school here or make that decision based on my own. And yeah, we all get to brag about our own kids every now and then even though they don't want you to. Brandon: It's the best. All right, we talked about it, you're feeling it, you had to, you needed to name it the second we began our conversation because it is back-to-school season. As the director of teaching and learning for a K-8 district, what is the top priority for you as you're heading into the school year? Like, what are you thinking about instructional goals or initiatives that you're just the most focused on? Andrew: The biggest key is trying to balance. In education, we're always trying to to do better and to learn from our work, but we are bombarded by this new program or that new program or the latest thing. And we often, I will say we as the royal we in education, we suffer from the pendulum that swings one way all the way and then the other way, and it's really we just need to stay in the middle. So I really try to ground myself in okay, what what really needs to get done? What is that work and try to simplify and do simple well. Um, there's been, you know, this is my starting my second year, so that's that's a beautiful thing to not be brand new in this role. It's it's been a shift from being a building leader as a principal to a district leader. A lot of things are the same, but it's just a little bit on a bigger scale and and trying to make sure that everybody has the resources they need. So if you're asking like what is on the top of my mind, it's it's making sure everybody has what they need so that they can start the school year. Um, we have institute days coming up in a couple weeks, so you're really planning that out and wanting that to be a great kickoff. While at the same time, you know, you see all the memes, you see all the clicks on there like, oh, I'm going to another PD. So it's like trying to design something for everybody that they can hopefully take something away from and enjoy because it truly is, it's like the first day of school for teachers, the opening institute day and they love, you know, seeing each other and asking how summers are and so building in time for that as we really, you know, one of our themes is belonging and making sure our staff feels like they belong so that then they can help our students feel that way. Brandon: Yeah, it's a real parallel process that I don't think we talk about enough. There our staff comes back and they're holding a lot of the same feelings as our kids, right? They're excited, they're nervous. Some of them really are itching to get back and some of them have really enjoyed their summer and are like, oh, the idea of restarting, there's a mental barrier. And so creating those conditions for that day one energy, I see you. Like it requires planning, it requires simplicity, too, right? Like how do I keep this focused so that folks don't come back and feel overwhelmed? Andrew: Yes. what are the one or two things we want people to take out of this day? You know, and next week we have our new teachers and that's even more important because that's like drinking through a fire hose if you're new. And so trying to, you know you need to throw a bunch of information at them, but how do you do that in a way so that they can retain it and then what do you prioritize? Because you you simply can't give them everything at once. Brandon: No. Let me ask you this, I'm going to switch a gear here. You know, curriculum adoption decisions, they shape what students experience every day. When you're evaluating or revising curriculum, what really matters the most to you? And this year, as you're moving into the new year, are there any big new curricular decisions that you're holding and that the community's walking into? Andrew: Yeah, no, great question. So, so we are pretty fortunate. We did a big literacy adoption. It'll be four years ago. It was really successful. The the previous person in my position gets all the credit because I wasn't here. But the teachers as well have done a great job with that and we've we've seen our scores really go up. And and I'm going to try and talk as little about scores as possible because that's not everything, but certainly that is something that gets talked about. So in English and math, kind of the two big areas, we're pretty solid for right now. You're always trying to do and check on those. One of the topics that's come up for us is social-emotional learning, and that's a tricky one in terms of curriculum. We are we are piloting a couple resources this year. And so as a K-8, that's a great question you ask because what works K-1 might not work 6, 7, 8. So trying to navigate what those resources are, and really our our goal for that, I've kind of said like low burden, high impact for our teachers is what we're looking for. So what I mean by that, and there's a lot of great programs out there, you know, when you work with Castle, they they do a great job of identifying some of them. But really for a teacher who's teaching other content areas, the the SEL resource, social-emotional learning resource, needs to be low burden on them, but also have a high impact on the kids. So that's that is something we're taking on this year. And then what we're, the other thing that we're kind of exploring as a coaching team and administrative team to hopefully move on with our teachers is that you mentioned clarity. And that's something, teaching clarity, learning intentions, success criteria that is not an initiative, but it it could feel like one if it's not implemented correctly. So that's something we're looking to tie everything together. My my assistant superintendent had done a great job with our strategic plan of calling it three buckets. So, the to what I was talking about earlier, keeping us focused, does it fit in our academic bucket? Does it fit in our belonging bucket? And does it fit in our innovation bucket? And if it doesn't fit in those buckets, we can't do it right now. And then we also need to look at our buckets because they get full. Yeah. That's kind of how we keep things organized and how we really bring, what I really like about the bucket analogy is it brings the strategic plan to life. Because a lot of times, I think most people have gone through a a strategic plan process and you feel like it just sits on the shelf or it's like, here's the goals and we only talk about them when we're asked to present to the board or the start of the year. But by having the buckets, it really lets us, you know, live that work and measure that work as we go through the school year. Brandon: It's smart and the, you know, the death of a strategic plan, and we've all been on the, sometimes facilitating it and also on the receiving end of it, is when there's just mission drift. We're like, wait, I I thought these were our goals and now all of a sudden there's this new initiative, this new thing that's bright and flashy, uh, that's like carrying us in a different direction. And actually, to your point earlier, Andrew, like clarity for educators around what their focus is, like we do that so often in district leadership. It's like, and now we're, we told you it was X on day one and now all of a sudden it's halfway through the year and we're doing Y. So, I think your intentionality around really holding those buckets, I think it will feel really good for the educators around you. Andrew: Yeah. No, I mean, it's easy to talk about on a podcast and say, oh yeah. So like, please don't think we have it all figured out, but it's certainly, I think your word is a good one, intentional. We're trying to be intentional about what we put on and what we take off. And I think thinking like that and thinking through the lens of what is too much will then, at least we're thinking about it. You know, and now we got to act it because it does play right into our kids, because that's why we're doing all this. You know, in my role, I'm working mostly now with staff and with district leaders. So that's helping them build that culture and build that ownership so that the ultimate goal is students owning their learning and, you know, that's an easy thing to say, but in practice, you know, they can only own their learning when they know what they're learning, why they're learning it, and how they'll be successful. So it sounds really simple. It's great. It fits on a, but the actual act of doing it, um, that's the work of teaching and that's what great teachers do. Um, and that's, you know, the beauty of this role is getting to see so many different teachers and different grade levels and different buildings. Yeah, that's my favorite part of the job is, you know, we're talking today in my office. I I don't like being in my office. I'd rather be in a classroom because that's that's what I'm looking forward to, like day one watching the kids walk in, it's the best. Brandon: Yeah, I feel you. You're talking about all of my favorite things. You're talking about belonging as as the conditions we create for kids, you're talking about curricular alignment that is simple so that there's clarity on the ground. But you also know I'm obsessed with multilingual learners. And it really matters for me as we think about serving our emergent bilingual students or multilingual learners. Now, I'm excited to talk to you because District 67, it's a high-performing district. You're a well-resourced district where the vast majority of students are English-speaking. But multilingual learners are part of the community, even though they are a small percentage. And we have other district leaders on who are sometimes managing really high volume of multilingual learners, so they can build resource hubs and drop-in centers and do these really sort of strategic things because that's, you know, that's the majority of their community. When you have a small ML population rather than a large one, what does that mean for how you structure services, how you allocate staff? How do you make sure those students don't become invisible in a system that doesn't have a large number of students who are multilingual? Andrew: It's certainly been something that I've worked with as a principal. You know, I've been able to fortunately in my time work in districts where there was a higher ML population, but uh, most recently my last job as a principal, it was similar to where I'm at now, very small ML population. And so the challenges that come with that, as you might imagine, is staffing, because you get two or three move-ins in a building, I'm not joking, like some of that, that doubles our ML population in a building. So somewhere where you might have had a staff member there, you're now trying to figure out, okay, how do I provide the right resources? You got to get creative, you got to think of your schedule. And then also we were talking, you were talking earlier about belonging, that is huge because you know, when the groups are small to begin with, it can really feel disconnected for some of these kids. And especially as they get older in our middle school, um, students don't want to look, feel different. So as you're trying to provide services, and maybe this the groups are pretty small, you're also dealing with that reluctance of, well, I don't know if I want to get that service. You know, and so you're trying to help the students because you know they need it, but also honor that, I I get, I get it as a middle schooler, you don't you don't want to go get the support that maybe you need. There's not one right way. And then I think the second piece to it too is is educating our staff. Yeah. When you don't deal with ML learners every day or a lot of ML learners, there can be this like, what do I do or I don't know what to do. And the reality, you know, good ML strategies are good educational strategies. And that's kind of one of the mantras that we keep saying is, you know, good teaching for your kids will translate to good teaching for your ML students. You know, having them be part of that classroom, that's that's really what the kids want. And so it's just providing that support and and working closely with our student services department as well because they have a lot of the the resources that work and are helpful. So it's that's really I mean, I think where our work is, is is identifying those students and and working with them and working with our staff so that they're not feeling like they need to create something brand new, but just take what they've done and and make it work for the students that are there. Brandon: I want to pick your brain on this more later, but yeah, it's really thinking about the pedagogical moves that are good for every kid, but we know can when really focused can move language development faster. But I do have a question. In a district where most families have a median income over $200,000 a year, obviously it's median, so there's folks who are well below and folks who are way above, but multilingual families often come with a really different set of circumstances, different immigration experiences, different relationships to schooling, different comfort levels with the institution. How does the district think about engaging and supporting multilingual families in a community where the dominant culture is so different? Andrew: The good of it is, is we have amazing people in this community that want to help. And so then the challenge of that is how, so that you're not patronizing, you're not providing maybe help that isn't wanted. Yeah. You know, because it comes from a place of good and well like you mentioned the well-resourced, we are very fortunate to have a highly involved and active parent teacher groups that that work with our schools. And so they do a lot for new families, multilingual or not, you know, where like you mentioned, there's there's the simple basic resources, but it is also, we do get a lot of families that move from from all over the world really. And so the needs vary. It might even start with, okay, what does schooling look like? Like what did you just end school in the summer because there's countries where the school year is completely different than America. And what subjects they have. And so there's there's all those experiences. So I think it's taking the the people that we have, which we're proud that Lake Forest has a great community that wants to support anybody that moves here. And so then using those resources and human as well to help support it in a way that's that's well-received. Because I think that can often be the case with multilingual learners when you have a small population, if you get a student moving in, all of a sudden 10 people are coming, how do I help you? How do I? Like they just kind of let let them adjust. You know, so it's trying to find the right size and not overwhelm just how you talked about and how we talked about earlier with new teachers, like trying not to throw everything at them, but also letting them know that support's there and really that checking in at multiple points through the year. Because everybody loves to do it at the start of the year or when someone first moves, but maybe in a month is when they've figured it out and have some questions, or maybe in two months. Um, you know, and and using the structures that our schools have. You know, we have amazing teachers, elementary that build great homerooms and and cultures there at middle school with our advisory, making that connection, having a student buddy for new, for all of our, for really for all of our new students and especially, you know, finding, is there that connection with a peer that maybe has a similar background or someone that wants to learn about the background? Because it's it's fascinating to watch, and you can all get the way society is right now, we can all be jaded, but it's kids really do want to do the right thing and you know, when you give them that opportunity to, you know, show someone around, kids like that. It helps them feel important. Brandon: And like connected to their own community, too. It's like, I'm so part of this that I'm bringing you in. It's fascinating because in some ways you're also then describing what their families are doing. The family supports that happen when a new student comes, regardless of their language status, it's like, oh, when someone comes into our community, we really welcome them, we show them around. It's more than just a day one triage, but like let's really bring you in. And then at the same time, students are doing that for other students. The challenge can be, there's not one dominant language of our multilingual learners. So there's not, oh, this person is bilingual, so talk to this person. Like they very well might be bilingual, but it could be in a language that none of us know. You know, so trying to navigate that as well. Andrew: It's the attempt at making sure like regardless of language barriers, like there's this communication that's taking shape. I'm curious from an instructional lens, like what do you do at the district level to prepare general education teachers to serve students who are still developing English proficiency, particularly to your point, you know, like I was a principal in the Bronx, dominant language Spanish. Those were my multilingual learners for the most part, Spanish or Haitian Creole. So it was easier in many ways, hard because the population was large, but we had a dominant language. If we were translating things, we knew what we had to translate for families, we could get in staff who spoke that language and you're in a different boat. How do you think about preparing the teachers to do this work, content level teachers? Brandon: It's a team effort, and so I we're really blessed, we have an amazing literacy coach in our district, um, that just knows our our program so well. And then our multilingual teachers and and support, uh, they oftentimes will work together when we have needs at different grade levels and kind of provide that background and and using our, you know, professional development collaboration process, is that a weekly team meeting or if it's, you know, specific to a new student at a grade level, yeah, they will jump in and say, okay, here are some strategies that could help in English, math, science. Um, if it's more maybe a few students in a department, it could be okay, this unit's coming up, what are some things we could do, you know, in science or social studies. Um, early elementary, like with the language development, it's not that different because everybody's learning to read and write and math, you know. It gets, you we have to be a little more thoughtful and specific when it gets to some of the academic vocabulary that starts to hit. Um, and and that's our multilingual learners and that's all our learners. Like that's why really, really that early literacy, that push in K-2 is just, they're the building blocks, you know, and and it's so important and trying, like it's so important to build that foundation because having lived that as a as a middle school principal, you see that come to to fruition honestly, usually not in a good way when the child has kind of made it through there and then they get to fifth grade, sixth grade, seventh grade and they have great coping skills and they're amazing students, but they can't do it anymore because the the academic vocabulary just becomes too much for them to access. And it's, you know, that's where you see, you know, how how did we miss the student that had dyslexia? Yeah, you know, and and and that's how it happens. You know, they have great coping skills, but they they weren't identified and they were able to make it through until until the language got to be too hard. And so, I know that wasn't specifically about, but it's it's the same strategies. Andrew: Yeah, they are very, this is very true. I talk about this all the time. Like they are just foundational best practice instructional strategies. Um, but you know, the explicit teaching of vocabulary as part of that, right? Like, yes, I can teach you phonemic awareness and and fluency and you can read words, but eventually you have to know what those words mean. Um, and that requires a really intentional way of thinking about language in classrooms. Like, how are we using it? How are our teachers talking? What's the speaking experience between students? And again, good for every kid, but incredibly important for a kid who's developing two languages or multiple languages rather at the same time. Brandon: Yeah. No, absolutely. And it ties right into the executive functioning skills. So if we're stuck in silos, not intentionally, but what you're doing to students is, okay, I learn these procedures in this class and then now I got to learn these and now I got to learn these and now, and then you add on the fact that a child's learning a second language at the same time. So what can we do, and we talk about this a lot in our buildings, to give them some consistency. And that goes back to, you know, like some of that social-emotional learning vocabulary or what can be consistent about our expectations as a new learner, as a language learner, nothing is consistent. You know, so everything's new. So if I can, if I can know, okay, this is consistent, I can free my brain up to kind of learn something new because if you're, you know, that's and those are some of the activities we've done um, with our staff. I've seen a lot of them. I'm sure they're all over like PD places where it's like try to have a conversation but don't use the letter T. Yeah. You know, like that's a really good one that I've done with staff and kind of get them to think, okay, this is what my multilingual learner is trying to do just to communicate in class. So when there's that pause or when there's like building those strategies in your classroom, I never had that experience. You know, so that really does speak to someone where it's like, okay, I can hear how hard that is and it helps sink in. Andrew: There's something about those activities that I also find really valuable. Not only are you saying like, okay, it's just really hard, but you're what you're really walking away from and what I hope staff leave when they experience that too is like the cognitive lift that our kids are taking on, like the gymnastics that sometimes for some speakers are happening trying to deliver. And then, I remember doing this as a principal, we did a similar activity. I like wanted folks to take inventory of like how exhausted they were. Like you did it for 10 minutes and your your brain's kind of tired. And so like that's also what's happening for our kids. Like they're doing that. Yes, it's hard, empathy, but also like it's exhausting. Brandon: Yeah. Well, and we just need to remind them. It's it's, um, you know, I was in a new role last year and that's a lot. Like there'll be days I'm just tired and it's because I'm meeting new people, learning new things. Um, the example that I just gave of PD for teachers, you know, I we talked earlier I have teenagers, right? So I last weekend, what was I doing? Teaching my 15-year-old how to drive. You know, this was like literally the first time she's driving a car and just seeing all that she's processing, trying to simplify it and remember, okay, how do I help her? How do I give her, you know, key details, specific information, but not too much. Yeah. And then they need to do it. Like they you learn by doing. Like she went through the class, she listened, she knows the rules. That's great, but you actually now have to move the vehicle. That's a different thing and there's only there's only one way to learn that and that's doing it. Andrew: And that's doing it. Yeah, and then really being intentional, I'm sure you feel this, I feel this as a dad all the time too. It's like, how many steps am I sequencing at once, right? I could give you all the information or I can chunk this out in a way that I know you're going to feel successful each step of the way. Brandon: All right, I've got one more question for you. Illinois uses WIDA ACCESS to to assess English proficiency, and the IAR for academic content. And this year, WIDA ACCESS scores have been completely reset to a new baseline. Always the most frustrating thing for educators when this happens to an important data set. How does a district like yours, small ML population, use that data meaningfully? Like how does that really matter to you, what moves you? And is there a risk that when these numbers are small, the data sometimes gets treated as a footnote rather than a signal? Like how do you hold it and make it matter? Andrew: Yeah, no, great question. The big thing is to look for patterns. We use a local testing as well. We use like NWEA or MAP testing as people and so last year, we switched our timing. Like we we had not done fall testing, so we shift the timing of our year to to fall to winter. And again, that did what you said is now we couldn't really compare to the past or we didn't have a spring score when we used to. So it's how are we going to use this? And so the data really, like it only works for you if you dive into it and and look at it. So I think it's being cautious. I think it's using multiple data points. I I think, yes, they're going to re-norm the scores, you know, for access and that's going to give us that number, but I also know that usually have a comparison where it's okay, this would have been that. Yeah. And so keeping an eye on that, that's something we did. The IAR just re-normed last year as well and so that was something where, you know, internally, okay, we have these new scores, but what was that artificial inflation? Like because they re-normed it up. The level of school use is giving this information to teachers that's useful. Then there's the then there's the communication in my role to our school board, you know, and our parent community because they're like, well wait, what? And so trying to explain it to someone who isn't living it in education and it's not just random that they're moving these numbers because they'll say, well wait, just how, that's just changing the score. Yeah. But you know, trying to explain the why, um, and then I I think it's just for me, it's diving in to the data to make sure I can understand it. If you look at the WIDA scores right now, you'll see um, you know, I was just reading something last week where it is like fourth and fifth grade is like the easiest time to test. It's not a linear thing. And so I don't disagree that they needed to look at that and now we'll see because that's that's the trick, it's unknown. We really won't know how that's going to affect us. And, um, like you said, I think the challenge when the population is small is to look at that. The good thing of it being small is we are able to look at kids as individuals, which you always should be able to do. The danger of that is if you only have, you know, five or seven or 10 at a grade level, and one year it drops down, you don't want to overreact to that. I mean, you really you need to look closer because you might very well need to react, but there also could be many other factors. You know, how we'll use the access scores is we'll use them, we'll use our local map assessments and our IAR scores and try to look for patterns. That's, I mean, that's the cliche, right? To triangulate the data. People people say it because it works. Like you do. Brandon: Yeah. You get this really special opportunity to just see the students individually. When you're talking about five to 10 kids on a grade level, like you actually can have, okay, a score dropped and we can actually dig in. Oh, what happened? Okay, actually something happened at home, the parents got divorced this year, whatever it is, right? Or we're really struggling to get homework in or whatever it is. Or you can see why someone really improved, right? Like actually they joined chess this year and that's part of what happened. They were just speaking and listening all the time after school, building relationships. You can start to really pull that apart and I love that. Andrew: Yeah, no, and it is good. Like we look, you know, they're like you said, they're small groups, but if there are trends across grade levels where maybe one of the the skills that are being assessed, like we're lower in an area, like I'm making this up, but if it was, you know, listening or it was, um, academic, like the writing piece, okay, so what are we doing? And some of the patterns we see are similar to our regular students. You know, like, okay, there's writing's tough. Well, yes, it is. So we're what are we doing and how are we, you know, supporting all of our students and I don't take it for granted that that our numbers are small enough that we can dive in and look at it. It it can sometimes cause more volatility, but that's that's a different discussion. That's a math statistics podcast we'll do later. Brandon: That's exactly it. Ugh, all right, you are a busy guy. You're about to reopen, bring adults back into the building in in a few days. So I know I have to let you go. But before I do, I want to say thank you for a wonderful conversation, for the work that you do, for taking so seriously our kids and multilingualism and multilingual learning. And before we say goodbye, we always close with the same question. Uh, we're in parallel process, right? We are encouraging learning on the ground every day. What's something or someone you're learning from right now? Andrew: So currently, what I'm actually reading right now is, and it it's not super exciting, but it I'm reading the teacher clarity work, you know, kind of the playbook of how to roll that out. Uh, was fortunate enough to to just be at a conference where I got to hear from John Hattie and his associates and just what I like about it is it's simple. You know, it's not something fancy, but it's the the complexity is in the work. I have been a lifelong student, like that's why I got a doctorate. I wasn't just a sucker for punishment. I I like school and my job has always been like trying to figure out the kids that maybe it's been more of a struggle for and so how, I saw that as a teacher, you know, that was my job like, okay, how do I reach this child? It's easy to reach the kid that likes school. There's a lot out there, there's a lot to read through and I think for anybody the key is balancing that work. And that's that's what the cliche too with then home. As I watch my own children go through high school now and shifting kind of phases of life, I'd say that's that's a big learning for me right now is it's a weird time and and times happen all in cycles, but as a parent, we're definitely shifting into the, oh my goodness, college is right around the corner. Brandon: I don't think there's a playbook, but I see you and I'm thinking about it too. You started the podcast talking about your vision for simplicity and organizational clarity. So I'm not surprised that the work you're doing outside of the day-to-day Yeah. is also in making sure you're um, deepening those skills and that system thinking. So I see you. Andrew: Trying to model it. That's the that's, you know, what's one of the key takeaways I have this year is I'm like, okay, if I can use it and have our principals and coaches use it, people are going to start saying, hey, why are you, why are we talking about learning intentions or why that's the goal, but we'll see how that works. Brandon: I'm cheering you on this year. I can't wait to reconnect soon. And of course, thank you again for for your time and your thoughtfulness. And thanks everyone for listening to this episode of Leading Multilingual Learning, powered by Medly Learning. Had a great conversation, Andrew. Good luck getting this year started. Andrew: Thank you, Brandon. Thanks for having me.