Child Study Center Grand Rounds 10.27.2020

March 22, 2021

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#EmotionsMatter for All Learners: SEL for Traditionally Underserved Students and Educators

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00:11Or in I introduce our speaker today,
00:13Christina, just a reminder the
00:15next couple of weeks we're going
00:17to have different things next week.
00:19next Tuesday. You may have seen
00:21a separate announcement that came
00:22from Rosemary and from Lori Cardona.
00:24There's going to be a Community event
00:27right before grand rounds next week.
00:29Look out for that email.
00:30If memory serves, that's going to be from.
00:3411:30 right into grand rounds.
00:3612:30 until 12 Lori do you
00:39want? Please go ahead. I
00:41didn't see you. Can you say a little
00:45bit? Sure, it's a it's a special. It's a
00:49special session for faculty
00:51whose speaker buys this
00:53for supervisory faculty.
00:54We're going to be talking about
00:58issues related to introducing.
01:00An anti racist agenda in the
01:03supervisory relationship,
01:03we have two guest speakers,
01:05a Deborah Bonan 1 Jayco Jirachi,
01:08and so Mary has sent out
01:10several several save.
01:11These employees
01:12respond and I
01:13think we'll have
01:15a great session. It'll be
01:1711:30 to 12:45 next time.
01:21Thank you, thank you, Lori.
01:23And then right after that we're
01:24going to have grand rounds.
01:26We have a guest speaker who
01:27Jim Blackman is going to be
01:29introducing from darkness.
01:32And so that's next week,
01:34so stay tuned for that today.
01:36I'm really, really happy to be
01:38introducing Christina who many of us know,
01:41but probably not everybody.
01:42The Child Study Center and Christina
01:45thank you for your patience as we
01:47rescheduled from live to zoom too.
01:49So we've been waiting for a long
01:52time and really look forward to it.
01:54And let's learn from Christina and from our.
01:58Colleagues on the emotional
01:59side of the Child Study Center,
02:01so Christina take it away.
02:03Awesome thank you.
02:04Thank you so much Andreas.
02:05It really is an absolute pleasure,
02:07an honor to be here today.
02:09I was originally scheduled on the
02:11ground round ponder for March 31st which
02:14ended up canceling and transitioning
02:15into our Community town Hall,
02:17convening one of the first of many.
02:20We've all come to know
02:21as a learning community.
02:23And as we embarked on this,
02:25you know truly unprecedented
02:26journey together so.
02:28Last month I opened my files that
02:30I had prepared and revisited them
02:33with contemporary perspective.
02:34An reflected on how my work has
02:37evolved in urgency since the pandemic
02:39turned its national spotlight on cell.
02:42So towards this end this afternoon
02:43I will attend to the stated
02:45objectives of addressing the
02:47empirical and practical significance
02:49of social emotional learning for
02:51traditionally underserved populations,
02:53and will in addition emphasize the
02:55critical entry points for current
02:57and future research and practice.
02:59In the name and promotion of
03:02school community Wellness during
03:04this pandemic and hereafter.
03:09Already, so by way of introduction
03:12for those of you who don't know me,
03:14I'm currently an assistant professor
03:16at the CSC and I'm the director of
03:19Research at the Center for Emotional
03:21Intelligence.
03:21Here I'm an applied developmental,
03:23an educational psychologist by
03:25training and I focus on cell
03:27intervention and assessment,
03:28particularly with the lens
03:29for underserved populations.
03:30I myself, in the first generation High
03:33School graduate I took a Rd much less
03:36traveled to find my academic niche.
03:38With a background in International Ed
03:41policy and Child before finding my
03:44home in applied development refinement.
03:46I currently serve on the Professional
03:48Advisory Board for the National
03:50Center for Learning Disability.
03:52I'm a principle reviewer for the
03:54Institute of Education Sciences
03:55and I chair the social,
03:57Emotional learning Special
03:58Interest Group of the American
04:00Educational Research Association.
04:01So our if someone could go ahead and mute
04:04themselves and getting some feedback.
04:06Thanks so much.
04:09Rosemary, would you mind just muting
04:11everyone and then you're gonna have to
04:13unmute yourself yet?
04:18Already for good. OK so um.
04:24That being said, our professional in
04:26our personal lives have evolved during
04:28this pandemic and very novel ways,
04:30and we know that our academic
04:32identities encompass so much more
04:34than our credentials they always have.
04:36But now it's just a lot more visible
04:38and in the name of visibility.
04:41I also love. Are you guys seeing those?
04:44Are you able to see anything on my screen?
04:47I just realized it's blank.
04:50How about now, OK? But now it's yes. I'm
04:56sorry if you have animations,
04:58you might want to re share and
04:59click optimize for sharing because
05:01there's some movement in your slides.
05:03Maybe that's what's happening.
05:06Oh, let's see.
05:08Just stop your share.
05:09Stop sharing screen and then
05:11share again and you're going
05:13to see two little boxes that
05:15say optimize for video and for
05:17audio and just click on those.
05:31OK, let's see. How about? Now. Are
05:40we seeing any movement?
05:43There should be movement.
05:44Yes, OK, alright so Speaking of
05:46visibility I love how my partners
05:48phone auto generates GIFs about
05:50our attempts at family photos.
05:51So for those of you who are just
05:53joining us while I was having my
05:56little technical difficulties there,
05:57what I was saying is that you
05:59know our academic identities just
06:01encompass so much more right now.
06:03Now that we've been working from home
06:05and I just wanted to make my family
06:08a little bit more visible there.
06:10So this attempt,
06:11and hopefully you can see
06:12that animation is from.
06:14An escape to Vermont from a few
06:16days in August with our parents and
06:18these are my 4 beautiful children.
06:20I am biased age 16 months, 5,
06:23seven and eight are 8 year old,
06:25has a condition known as
06:27Flynn McDermott syndrome.
06:28It's a disruption of chromosome
06:2910 on the queue.
06:31Arma position 22, also known as Shank Opathy.
06:33Because Shank three is located at 10
06:36Q 22 and as you may know, important,
06:38Gina New Ronald development.
06:40Most of our PMS kids have a deletion
06:42that involves the gene Shank 3.
06:44And other surrounding genes.
06:46Other kids have rearranged
06:47chromosomes called ring chromosomes
06:49that also disruption 3 miles.
06:50My son has a specific mutation and Shank
06:53three that causes a mutated coffee,
06:55not making functional protein.
06:57So what is referred to as
06:59a nonsense mutation?
07:00However,
07:00this has profound and devastating
07:02effects on his global development and
07:04puts him among the most rare of the
07:06estimated 2500 individuals in the world.
07:09With the diagnosis,
07:10I raised this because if there is
07:12an opportunity to learn and share in
07:15science in support of family, McDermott.
07:17Community at ysm.
07:18I welcome the opportunity to do so.
07:22So Needless to say,
07:23my home environment was a circus
07:25at baseline prior to the pandemic,
07:27and we've learned so much about
07:29our children and ourselves as
07:31we move through this journey,
07:32and I have said this often
07:34across my academic career,
07:36but our fields,
07:37our research continues to save me personally
07:40and these past seven months I have never.
07:43And intentionally leaned into the science
07:46and practice of self to support my
07:49family and school communities to thrive.
07:51So what is it?
07:52OK?
07:53Social and emotional learning or sell
07:55refers to an interrelated set of cognitive,
07:58affective,
07:58and behavioral competences,
08:00underscoring our capacity to learn,
08:02develop,
08:02and maintain mutually supportive
08:04relationships and be healthy both
08:06physically and psychologically as set
08:08forth by Castle just the collaborative
08:10for academic and social emotional learning.
08:12There are five competencies of cell.
08:15Self awareness,
08:16self management,
08:17social awareness,
08:18relationship skills and
08:19responsible decision making.
08:20Cell programming supports the
08:22development of these skills to
08:24enhance classroom and school climate,
08:26academic performance and youth development.
08:29So let's start with the field.
08:32So to begin,
08:33cell is young and malleable
08:35with roots in prevention,
08:36science, emotional intelligence,
08:38and character education.
08:39The formation of the Collaborative
08:41for Academic,
08:41and so for the collaborative,
08:43academic, social, and emotional learning.
08:45Put cell on the map.
08:47In 1990, four 1994 I was 11th Castles
08:50leadership organized the approach to sell
08:53intervention and assessment and mobilize
08:55the field to effect change on a larger scale.
08:58Now a robust and mounting
09:00interdisciplinary evidence base.
09:01Including most recently applied
09:03developmental neuroscience told the
09:06important contributions of self in the
09:08equation of student development and success.
09:10Establishing cell as actually a pillar
09:13of best practice and accordingly,
09:15states are increasingly
09:16adopting cell standards.
09:182009 report found that 887% of
09:21principles believe that state standards
09:23should explicitly include self and
09:2639 states have at least some cell
09:28based standards for their districts.
09:31Now it's estimated US schools and districts
09:34spend about $640,000,000 annually on
09:37social and emotional learning and beyond.
09:39Program costs,
09:40teacher time,
09:41and sell instruction reflects
09:43an additional investment ranging
09:45from 20 to 46 billion dollars.
09:47Most recently,
09:48the House Appropriations Committee
09:50in July of this year proposed
09:53funding for the fiscal year 2021
09:55that included $172,000,000 for
09:57evidence based cell programming,
09:59a signal.
10:00Nificant endorsement in support of setting
10:02state level standards and investing in
10:05school based social emotional learning.
10:07And the national prioritization
10:09of cell in response to COVID-19
10:11pandemic has been significant.
10:13Nearly all states explicitly
10:14reference cell in their COVID-19
10:16response and reopening plans.
10:1880% note an increase in district
10:20level requests for cell interventions
10:22and despite the uncertainty of
10:24how this year will unfold,
10:26what is certain is that social
10:29emotional learning is central in
10:31support of our school communities.
10:33And Lastly,
10:34cost benefit analysis of cell into suggests
10:36that these investments are indeed worth it.
10:39Finding that for every $1.00 invested
10:42in high quality sell equates to
10:44an $11.00 benefit for students.
10:46Now,
10:47despite no longer needing to
10:49convince stakeholders that social
10:50emotional learning matters,
10:51there remains significant discourse
10:53regarding what the parameters
10:54of cell efficacy are.
10:56So, for example,
10:57although Castle has these five core
11:00competencies that you see on the screen,
11:02and they are widely regarded as
11:04the field standard for outcomes,
11:06there's actually upwards of 136
11:08cell frameworks that comprise more
11:10than 700 cell related competences.
11:13And both Castle and what
11:15Works Clearinghouse offers.
11:16List of effective cell programs
11:18based on rigorous and specific
11:20criteria that detail and regularly
11:22update each recommended program.
11:24Subsequent research evidence to promote
11:27practitioner data driven decision-making.
11:28Now in part due to its
11:31interdisciplinary origins.
11:32An in part due to its quick update,
11:35the operational definition of cell
11:37and how to execute cell with high
11:41Fidelity has garnered significant
11:43attention since inception.
11:45Key questions in the discourse over
11:47the past three decades include Excel.
11:49Skills are another name for personality.
11:51Soft skills,
11:5221st century skills or emotional
11:54intelligence. Ourselves skills stand alone.
11:55Do they need to be talked
11:58together and then sequence?
11:59For how long does the informant
12:01intervention need to be effective?
12:03How do you assess it?
12:05Are they culturally responsive?
12:07Is it universally applicable and
12:09can sell promote the conditions
12:11for educational equity.
12:12So towards this end,
12:13maybe you've heard the expression
12:15to educate the whole child.
12:17You need to start with social
12:19and emotional learning.
12:20I have a slight edit on this that's
12:23building a movement across the country.
12:25We need to make sure we're focusing
12:27on all children in the service of
12:29the whole child, all children.
12:31We know that not all learners
12:33are treated equitably.
12:35The individuals with Disabilities
12:37Act or I DEA protects the right of
12:40students ages 3 to 21 with disabilities
12:43to equal treatment and fair and
12:45appropriate public education or faith,
12:48including opportunities and access to
12:50public education as their peers without
12:53disabilities in what we refer to as
12:55the least restrictive requirement,
12:57or LRE keeping track of those acronyms.
13:00Now, despite iday mandates for
13:02least restrictive environments.
13:04And protections to ensure that all
13:06learning is iaccessible for the
13:09widest possible diversity of learner.
13:11Evidence based programming,
13:12including social and emotional learning,
13:14is currently least accessible to our
13:18students who arguably stand to benefit most.
13:22The narrative for students with learning
13:25differences and their education and
13:27treatment in our society is one of
13:31profound intersectionality race,
13:32class, gender, ethnicity,
13:33********* and disability.
13:35Interact and create overlapping
13:37and interdependent systems of
13:39disadvantage for our students.
13:41And although academic underperformance
13:43among school age children tends to
13:46serve as the primary Screener for
13:49students to qualify for special education.
13:52Services there are decades of research
13:55reporting the over representation
13:57of boys racial, ethnic,
13:59and linguistic minorities in
14:01special education classrooms.
14:03In addition, historical oppression,
14:06structural racism further propagate
14:08disproportionate exposure to
14:10impoverished conditions and prenatal
14:12Terra to jins environmental context
14:15that disadvantage some learners
14:17more than others early and often
14:19across their school experience.
14:22Now students with learning differences
14:25encompass the 13 disability
14:27categories under I DEA.
14:29And the majority of students receiving
14:32special education services are included
14:34in general education education
14:35classes for most of their days.
14:38We call this 80% of the time,
14:40so most of their time with less than 5%
14:44being educated in these substantially
14:46separate learning environments,
14:47including those that are wholly therapeutic,
14:49medical or home based programming.
14:51Now,
14:52with the goal being to keep a student
14:54in inclusive classrooms as much as
14:57possible to support their learning.
14:59It is probable that most students
15:02with disabilities participate in
15:03classrooms where universal cell
15:06interventions are implemented.
15:07Yes,
15:08I said it's probable I'll get back
15:12to that a little later.
15:14Now regarding identification in
15:16comparison to their white peers,
15:19students of color and those who have
15:22experienced poverty are more likely
15:24to be identified as having a learning
15:26difference and disproportionately
15:28represented in special education
15:30rates of identification.
15:32Interestingly,
15:33very for English language learners by state,
15:36sometimes resulting in overidentification,
15:38other times under identification.
15:40Now inappropriate placement in the
15:42special education can come with.
15:44Serious consequences for the student,
15:47including stigma, lower opportunities,
15:49decreased and diminished expectations
15:51and once identified for special
15:53education students of color tend to be
15:56put in more restrictive environments
15:58and disciplined more harshly than
16:00their white peers.
16:02So despite an overall decline in the
16:05use of punitive discipline in the
16:07United States over the past decade,
16:10black students and students with disabilities
16:13are currently more likely to receive.
16:16Out of school suspensions
16:18without educational support.
16:19So take this stat nearly one in four
16:22black Native Hawaiian Pacific Islander
16:25American Indian and Alaskan natives
16:28multiracial boys with disabilities and
16:31nearly one out of five girls of those
16:34same racial groups with disabilities
16:36receive an out of school suspension
16:39compared to 6% of the general population.
16:43And in 2019.
16:45Black students with disabilities lost
16:47upwards of 77 more days of instruction
16:51than white students with disabilities,
16:54according to the US
16:55Commission on Civil Rights,
16:57missed class time,
16:58alongside exclusionary practices
17:00has been associated with increased
17:02likelihood of students being held back.
17:04Agreed,
17:05dropping out of school or landing
17:07in the juvenile justice system.
17:09Now,
17:10what makes these trends even more
17:12concerning is that research has
17:14clearly shown the effects of chronic.
17:17Absenteeism and a lack of classroom
17:20integration and what they can do to be
17:23detrimental for student achievement.
17:25And we know that high quality instruction
17:28and support are effective alternatives
17:30to suspension an classroom removals.
17:33It is critical that we incentivize
17:36and support our schools to prioritize
17:39developing positive an inclusive
17:41school climates and providing safe and
17:44supportive learning environments for all.
17:47And these outcomes they matter
17:49in the long term,
17:50students with learning disabilities
17:51attend college at half the rate of
17:54their peers without disabilities,
17:56and their least likely to complete
17:58it and approximately half of
18:00all individuals with learning
18:01disabilities are not employed and
18:03they are the highest rate of all
18:06those with disabilities who are.
18:08And will these stats?
18:10This was the state of evidence
18:13before a global pandemic.
18:16This pandemic has been disabling for our
18:19education system for our teachers of
18:21students who learn and think differently.
18:24This transition to distance,
18:25learning, navigating the school year,
18:28continues to present additional challenges
18:30above and beyond those faced by others.
18:32And although the ripples of impact of
18:35the pandemic are continuing to unfold,
18:38what is certain is that the effects
18:40are being felt differentially
18:42across every household and every
18:44school community in the nation.
18:47And the pandemics.
18:48Disproportionate impact on our black
18:50indigenous and persons of color.
18:52Persons with disability and the elderly,
18:55its interactions with income,
18:56education, health,
18:57infrastructure.
18:57It has shined a bright light
19:00on the current and persistent
19:02inequities in our society.
19:04Parents from low income homes
19:0610 times more likely to report
19:08no remote learning happening.
19:101/3 of parents feeling very concerned
19:12about their children falling
19:13behind students with disabilities.
19:15More likely to have their education
19:17services disrupted than others,
19:18reports a staggering as one in five
19:21receiving the services they are entitled to.
19:23Under I DEA one in five more than 1/3
19:26doing little to no remote learning.
19:2840% of parents concerned of their
19:31children with special education needs
19:33and their mental health and we can go.
19:35On and on and on.
19:38I have never felt more urgency to support
19:41our school communities in crisis.
19:44Our country is experiencing compounding
19:45traumas in the form of racially
19:48motivated murders and police brutality.
19:50Within the context of a global pandemic
19:53that is disproportionately impacting those
19:55that have been historically marginalized.
19:57These impacts are realized
19:59in our institutional.
20:00Policies and practices and
20:02cultural beliefs and values.
20:05They assert inferiority of certain
20:07people on the basis of race,
20:09gender, ********* disability,
20:10other labeled traits.
20:11In essence, the illusory rejection of
20:14another persons humanity and the nation.
20:16Well, the nation has turned its attention
20:19to social emotional learning as the
20:21band aid for our Fractured system.
20:23So you know,
20:25no pressure if there,
20:26if there ever was a time to lean into
20:29the possibility and promise of self,
20:32it is now.
20:35We know that social emotional
20:37learning holds promise for students
20:39with learning differences because
20:41of their respective social,
20:43emotional and behavioral challenges.
20:45Students and their teachers
20:46experience Caesar.
20:47The challenges that were before the pandemic,
20:50and these are those being
20:53experienced currently by all of us.
20:55So students who participate
20:57in social emotional learning
20:59programs have less anxiety,
21:00perform better academically,
21:02and are more attentive and less
21:05hyperactive and aggressive in school.
21:07Students with learning differences
21:08are more likely to have anxiety than
21:11their typical peers tend to be.
21:13The lowest performing students,
21:14and are the least likely to graduate
21:17and students with learning and
21:19attention and aggression challenges
21:21have a higher placement in
21:23special education classrooms now.
21:24Currently,
21:25students across the country with and
21:27without learning differences are
21:29experiencing increased anxiety about school.
21:31Take, for example,
21:33a survey of 3300 adolescents reporting
21:35that since the pandemic began,
21:38nearly one third had feelings of
21:40depression and anxiety more than 1/4
21:43reported a lack of connection to their peers,
21:47teachers and school communities.
21:48All students are having difficulties
21:51attending to remote and hybrid
21:53instruction modalities right now.
21:55We're all struggling with increased
21:57screen time, knew and continuous,
21:59continuously changing learning formats
22:02and PPE that can distract even the
22:05most attentive and adaptable student.
22:08For classrooms who participate in
22:10social emotional learning programs,
22:12they tend to be more engaged in learning,
22:16have better quality relationships
22:18between teachers,
22:19and have students who demonstrate
22:22increased prosociality classroom.
22:23Serving students with learning differences.
22:26Report less. Student engagement.
22:27Lower quality teacher student relationships,
22:30and lower instances of pro social classrooms.
22:33Then general education.
22:34Now our classroom relationships right now.
22:37They look and feel very different due
22:40to the social distance guidelines
22:42and remote instruction.
22:44And while our teachers are being given
22:47a more intimate window into students
22:50home lives and direct access to parents.
22:54In caregivers, in ways that were
22:57previously completely unavailable,
22:58interactions with students were limited
23:01and restricted to these planned encounters.
23:04Student engagement therefore
23:06required complete reimagining.
23:08So,
23:08simultaneously,
23:09we've got evolving safety precautions
23:12that have arguably never demanded
23:15more Pro Seal prosociality so
23:18explicitly as they do now.
23:20In the form of wearing a mask
23:24in the protection of others.
23:26And our teachers are teachers who
23:29participate in social emotional
23:30learning programs,
23:31demonstrate an increased
23:33educational efficacy,
23:33and believe they make a difference
23:36in the students lives by teaching.
23:38They have improved attitudes and
23:41they like their jobs and they are
23:44more engaged with peers and parents.
23:47Educational efficacy and well being
23:49among educators of diverse learners
23:52was disproportionately low before the
23:55pandemic and special educators were
23:57not only more likely to leave the
24:00field than their general LED counterparts,
24:02they were more likely to leave it sooner.
24:06And now will snapshots into the
24:09emotional lives of teachers continue
24:11to be devastating just two weeks
24:14into the pandemics,
24:15more than 5000 teachers reported
24:17feeling anxious and fearful,
24:19worried, overwhelmed,
24:20and sad anxiety by far most frequently
24:23mentioned emotions, my team.
24:25We had been working to understand
24:27how students
24:28with learning differences are accessing it,
24:31benefiting from self when the pandemic began,
24:34so we were in classrooms.
24:37And when the school buildings closed,
24:39their teachers actually
24:40opened up their zoom windows,
24:41so they offered us a new vantage point
24:44through which to view their professional
24:46and personal lives of those who are working
24:49with students with learning differences.
24:51Primarily the classroom teachers and the
24:53education support professionals, or Esps.
24:55So we learned that although anxiety was
24:58the most common among general educators,
25:01special educators felt overwhelmed.
25:03Esps were frustrated,
25:04so if we can take a minute to talk about the
25:08ESP's so our education support professionals,
25:11did you know that they make up a third
25:14of the entire education workforce
25:17estimated at just over 2,000,000
25:20staff now in my work in schools,
25:22pre pandemic when we were allowed in?
25:26I had been continuously struck by the lack of
25:30acknowledgement at scale of our education.
25:32Support professionals of
25:33our power professionals.
25:35They are the most proxamol service provider.
25:38Too often the highest need learner or as
25:41the individual in our school community.
25:44Who has the greatest amount of contact
25:47with the entire student body during
25:49highly social times such as the ride to
25:53and from school and lunch and recess.
25:56In between classes.
25:58Overlooking the support professionals
26:00in the equation of success for
26:03student development seems like a
26:06massive missed opportunity.
26:08So in our work we also asked which
26:11factors contribute to their feelings
26:13of stress and frustration at school.
26:16The most frequent response
26:18to Y was a lack of time,
26:21lack of support,
26:22and a lack of a plan.
26:24The educators shared with us being provided
26:27with a never ending an ever changing
26:30stream of guidelines and recommendations,
26:32most of which they they shared,
26:35failed to include their professional
26:37input input.
26:38And were completely in applicable
26:41to the specific realities faced by
26:44their students and their families.
26:47We know that emotions matter,
26:49but Speaking of representation,
26:51measurement matters too.
26:53We must consider what and how and
26:56who we are measuring and what the
26:59results really mean in the context
27:03of the learning environment.
27:05The rich complexity of student
27:08intersectional identities are largely
27:11underexplored in the field of cells.
27:13In part,
27:14A result of methodological precedence.
27:17So in education,
27:18research affect size requirements
27:20to detect intervention effects with
27:23adequate power, actually decent.
27:25If I disincentivize excuse me,
27:28the disaggregation of students for
27:30multi group analysis beyond the
27:33more general indicator such as.
27:35Greed or gender or race or disability.
27:41So for example,
27:42a review of student diversity
27:44characteristics within cell
27:45interventions found that student
27:47disability status was rarely reported,
27:50and when it was,
27:51it was used as a Screener to exclude
27:55a sample from study.
27:57Now,
27:57such exclusions of our students does
28:00not account for the upwards of 60%
28:03of students with disabilities who
28:05are served under I DEA and receive
28:09their instruction most of the time.
28:11In a mainstream classroom,
28:13so remember earlier on when I
28:15said that it was probable that
28:18students were being served
28:20by universal cell interventions.
28:22The truth is, we really don't know yet.
28:25And relatedly,
28:26regarding race and method and ethnicity,
28:29almost half of the studies included
28:31in what is touted as the most cited
28:35review of universal cell intervention
28:37defects label students as other
28:40minority and multiethnic.
28:42Now, despite the statistical
28:44precedence to create large enough
28:46categories for moderation analysis,
28:48these classifications overgeneralized and
28:50they betray within group heterogeneity,
28:53resulting in ambiguous and uninterpretable
28:56results that actually diminish
28:59the ability to understand who is
29:01benefiting and of note 70% of the
29:05articles reviewed in this particular
29:07analysis did not meet the minimum
29:10requirements for standard reporting.
29:13For gender, race,
29:14ethnicity and SES and wait 15%
29:17of the articles do not report
29:20sample demographics at all.
29:22No demographics at all,
29:23and within demographic categories
29:25there was such significant variability
29:27on how diversity characteristics
29:29are operationalized.
29:30It limits the potential exploration
29:32of the intersections and how they
29:35might relate to sell interventions.
29:37This research highlights a much more
29:40nuanced understanding in need for how
29:42our program effects may be moderated
29:44by student demographic characteristics,
29:46and suggests that we proceed with caution
29:49about the generalizability of results
29:52of reviewed cell programs to date.
29:54So you can't have evidence based
29:58programming without any evidence.
30:01And towards this end,
30:02despite the increased attention and
30:04sending and inclusion of cell across
30:07school districts and standards,
30:08the ever growing evidence based
30:10reporting positive effects of social
30:12emotional learning on student,
30:14academic and non cognitive outcomes
30:16is neither representative nor
30:18generalizable to the entire T of the
30:21student population and the teachers
30:22who educate them and, you know,
30:25we should really do something
30:27about this and we can,
30:29and we will.
30:30We will do more.
30:32We will do everything better in everything
30:34that we possibly can to increase the
30:37provision of evidence based cell for
30:40our students who stand to benefit most.
30:43So this,
30:43in essence,
30:44is the empirical heart of my research agenda,
30:46my work.
30:47Over the past decade has slowly been
30:49building a model for cell assessment and
30:53intervention of traditionally underserved
30:55student and teacher populations,
30:57and,
30:57although so far,
30:58I've talked today about the intersectional
31:00identities within Universal Self.
31:02It is taken me nearly a decade
31:05to arrive here,
31:06so after building a very careful
31:08applied science base for sale
31:10in self contained education
31:12classrooms so those students who
31:14fall below threshold excuse me from
31:17mainstream inclusion classrooms.
31:18Primarily youth with emotional
31:20behavioral disorders.
31:20Those service in alternative therapeutic sub.
31:23Separate education settings.
31:24So all those kids who take the
31:27box for the exclusion criteria.
31:29The Relate project was started
31:31here at Yale when I was a postdoc
31:34back when the YCI was the health,
31:37emotion and Behavior Lab.
31:38Many moons ago.
31:40Our mission is to support cell
31:42evaluation and professional
31:43development and intervention for
31:45underserved students and teachers,
31:46and it's resulted in a valid and
31:49reliable tool for classroom social.
31:51Processes and evaluation as resulting
31:53professional development approach
31:54for teacher and paraprofessional
31:56team now pre pandemic.
31:57I was going to talk a lot more about
31:59this history and the evidence based
32:02within self contained settings.
32:04However, I'm going to take this
32:05time to share more with you about
32:08the urgency of the application of
32:10our science moving forward and then
32:12welcome the opportunity to connect
32:14on that body of evidence here after.
32:18So I currently have funding to partner
32:20with Ed together out of the Harvard
32:22Graduate School of Education experts
32:23in the field of Universal Design
32:25for learning another acronym, UDO.
32:27Two regular rigorously evaluate
32:29the ruler approach,
32:30which is why CEI sell offering under
32:32the lens of Udl to promote access and
32:35benefit for students with learning
32:37differences in our research process and
32:39findings are going to be shared with
32:42the cell and disability community broadly,
32:44for use is actually an exemplary model of
32:47how to do a systematic Accessibility review,
32:50and results will directly inform and
32:52impact our ruler offerings moving forward
32:55to make sure we are indeed a universal.
32:58Intervention and you can learn more
33:00about the specifics of universal
33:03design for learning at cast.org now.
33:06Concurrently to promote the development
33:09and sustainability of evidence
33:10based social emotional teaching
33:12practices for all of our students,
33:14my team is conducting an updated
33:16review that details the current
33:18state of evidence available to
33:20support cell for the widest possible
33:23spectrum of diversity that shapes are
33:26beautifully contemporary classrooms
33:27across the country and results will
33:29serve as the empirical foundation
33:31for future investments to develop,
33:34intervene,
33:34and study the effectiveness of
33:36universal school based.
33:37Cell programs as well as we're
33:39planning to provide a recommended
33:41framework for the minimum reporting
33:43standards that are necessary to promote
33:45representation of intersectional
33:47student identities and generalizability
33:49of effects in future cell research.
33:51But wait,
33:52there's more so this
33:53most cited investigation,
33:54if I can just speak out for a second that
33:58I've been citing throughout this talk.
34:01Durlach at all,
34:022011 from Child development.
34:03Perhaps some of you know if it includes
34:06articles that were published before December.
34:0931st, 2007.
34:10That's right, it's October 27th,
34:122020.
34:12We're talking about something that's
34:14looking at a body of evidence that
34:18were published before December 31st,
34:202007.
34:20There remains 13 years of cell empirical
34:23evidence that is underexplored,
34:25specifically through the lens of Athan.
34:28How intersectional identities represented
34:30and a lot can change in 13 years,
34:33and a lot has changed in 13 years,
34:37including how we define cell,
34:39how we assess Ellen implementation.
34:42The methodology is we have access
34:45to and the transparency with
34:47which we execute our science.
34:50I couldn't look away from this gaping
34:53hole in the fields evidence base,
34:55so I reached out to some colleagues who
34:58reached out to some more colleagues
35:01and we amassed the necessary
35:03expertise to address the need.
35:05Our meta analysis is responding to a
35:07critical movement in social science
35:09towards reducing researcher imposed
35:11biases and limiting researcher
35:13decisions in how we apply meta
35:15regression to describe heterogeneity.
35:17So as opposed to relying on
35:20researchers segregated analysis.
35:21Refraining from data imputation and the
35:24treatment of missing data and adhering
35:27to predetermined a predetermined here
35:30reviewed protocols that will strengthen
35:34transparency through pre registration.
35:36I am thrilled and honored to lead the
35:39team of interdisciplinary scholars on
35:41this journey and stay tuned to find
35:45out some more of our findings in 2021.
35:53There is a tremendous burden to succeed,
35:56weighing heavily on the minds
35:58and hearts of our teachers,
36:01students and parents.
36:02Right now, it is a daunting,
36:05reality divisive sociopolitical climate,
36:07high stakes decision making,
36:09evolving requirements for distance teaching,
36:11and learning. Simultaneously
36:12supporting all of our students,
36:15all of our families through
36:17compounding traumatic events,
36:18managing waves of loss at
36:21a scale unimaginable.
36:23All while under a veil of ambiguity
36:25about what the future may hold.
36:28I contend that along with our heightened
36:30emotions are mounting challenges
36:32in our evolving circumstances.
36:34There is an unexpected path here.
36:36An emergent path to educational equity.
36:40So without warning,
36:41this upheaval of our education system
36:43and rapid transition to remote
36:45instruction has unintentionally
36:47allowed our broader education
36:49community to empathize with the
36:51experience of disability within what
36:54was our in person education system.
36:58We are all each of us facing
37:00challenges right now.
37:02Whether it's related to issues of access,
37:04not having the technology we need,
37:07or reliable Internet,
37:08we're feeling isolated in being
37:10sequestered at home and separated
37:12from our family and loved ones
37:14were having to navigate transitions
37:16from our familiar social routines,
37:18or experiencing what it's like
37:20to learn differently.
37:21I mean,
37:22all of us are having feelings of frayed
37:25attention an exhaustion from trying to learn.
37:28Engage online through the screen
37:31all day long.
37:33This has allowed for a national
37:35exercise in radical perspective,
37:37taking at scale.
37:38Can this lived experience propel us
37:41all to leverage empathy and take
37:44action in ways that move us towards
37:47a more inclusive educational system?
37:50I hope so.
37:51I believe we can reframe this
37:53difficult time as an opportunity
37:56to connect to care for each other,
37:58to innovate and to be moving us all
38:01towards a more inclusive practice
38:04where all of our students and all
38:07of their teachers can thrive.
38:10So this lived experience of this
38:12pandemic is replete with intense
38:14emotions surging within us across the days,
38:18weeks and months.
38:19Chronic,
38:20prolonged experiences of stress
38:21results in the excessive activation
38:24of stress response systems that can
38:26impede our executive functioning
38:28and memory through prolonged release
38:30of stress hormones like cortisol.
38:33And if we don't manage this stress well,
38:36it can undermine our ability to
38:39be effective learners.
38:40Effective teachers,
38:41effective parents and can
38:43indeed result in burnout.
38:45The unpredictable and ambiguous of
38:47evolving nature of the physical,
38:49financial, educational,
38:50and social demands of this
38:52pandemic require awareness,
38:53and if of the differentiation of various
38:56intense emotions and skills to manage them,
38:59self awareness,
39:00which includes the ability to
39:02recognize and label our emotions,
39:04is the first step towards this end.
39:07And then the key here to manage
39:09it is our self management,
39:12our ability to.
39:13Regulate our emotions through our
39:15behaviors affectively across situations.
39:17This skill includes the management
39:19of stress impulses,
39:20both setting and attaining goals.
39:22Through this time,
39:23now we know that dysregulated emotions
39:26can inhibit healthy relationships
39:28between teachers and students.
39:30Teachers and their students,
39:31families between family members.
39:33If we do not manage our
39:36emotions effectively right now,
39:37we will not be available to teach,
39:40to learn to parent and thriving through.
39:43This pandemic requires a
39:45healthy mental flexibility.
39:47Best accessed when we're
39:48experiencing an average,
39:50more pleasant than unpleasant emotions.
39:52Enabling resilience both during
39:55and after traumatic events.
39:58The experience of the
39:59pandemic has disproportion.
40:00At Leanne differentially impacted our
40:03schools in underserved communities.
40:04These varied experiences
40:06require our social awareness,
40:08which includes empathy,
40:09a deep understanding of how
40:11others are feeling and what is
40:14contributing to these feelings.
40:16It also includes the ability to
40:19understand others perspectives,
40:20especially those from diverse
40:22backgrounds and cultures now.
40:24As a society where coming to grips
40:27with the structural and historical
40:29drivers of an equity and systems
40:31of oppression that are maintained
40:34through systemic discrimination,
40:36how can we heal and create sustainable
40:39change towards eradicating system
40:41systemic inequities and racism while
40:44controlling the spread of COVID-19?
40:46Many educators unconsciously
40:48adopt bias and deficit based
40:50thinking embedded in our systems.
40:51So to begin,
40:53we must interrogate our positions
40:54and build self and social awareness
40:57in the form of racism and ableism
40:59and how they are linked to
41:02whiteness and privilege and
41:03dehumanizing perceptions of others.
41:05We need to reflect on our identities
41:07and how they shape our teaching,
41:10how they show up in our relationships
41:12and in our practice in our practice.
41:15So educate yourself about
41:16discrimination bias and racism.
41:18Analyze the policies and practices
41:20in your schools and examine who
41:22has the power to consider why.
41:24Consider how and who gets to define
41:26what is best for students and teachers
41:29and which students and teachers are we
41:32holding up as the best in the community.
41:35We must actively listen to
41:37understand and honor all feelings.
41:39We can remind students in ourselves that
41:41we have these emotions for a reason,
41:44and it may be difficult to
41:46see each other in pain.
41:47We must be aware that sometimes we adults,
41:50we generate that pain when we give
41:53our students in ourselves the
41:54permission to feel as our director,
41:57Marc Brackett says,
41:58and feel that full depth of range of
42:01our emotions and we label our feelings.
42:03It can help us to come to
42:06understand more about ourselves.
42:07And others, including what we fear.
42:10What we tend to avoid,
42:12what we value,
42:13and what we hold dearest and teachers
42:15and parents can support students
42:17to process the current events as
42:20they are having personal impacts
42:22of trauma related to the pandemic.
42:24Systemic racism,
42:25ableism discrimination and bias more broadly.
42:28We must let our students be
42:31our guides as adults.
42:32We must discuss these challenging
42:34experiences and ever changing
42:36experiences with them as our school
42:38conditions continue to evolve,
42:39we need to ask our students
42:42how they're feeling.
42:43We need to model how to use these
42:45feelings to support responsible
42:47decision making and behavior.
42:50We need to discuss the
42:52challenges that are facing us.
42:53We must create a space for
42:55discourse about the range
42:57of challenging topics
42:58including race and privilege,
43:00and to foster our communities resilience.
43:02When we have conversations
43:04about challenging topics,
43:05young people and our colleagues,
43:07they learn, but they can come to
43:09us to talk about them and take
43:12direct action against injustice.
43:14And they learn the skills they
43:17need to navigate adversity.
43:19Even if they have no direct experience,
43:22exploring, exploring,
43:23challenging topics can foster empathy
43:26by helping others to understand
43:29life experiences more broadly.
43:31The glaring inequality is in
43:33prioritization of safety.
43:35Among these evolving conditions
43:37requires responsible decision making,
43:38so this ability to make constructive
43:41and respectful choices about behavior
43:43taking into consideration ethical standards,
43:46safety concerns,
43:47social norms and the realistic evaluation
43:50of consequences for actions with
43:52the well being of self and others.
43:55No small task.
43:56With increased awareness of systems
43:59that perpetuate unconscious bias,
44:01ableism and white supremacy comes an
44:03opportunity for us to dismantle it,
44:06to rebuild it,
44:07and to restore our collective humanity
44:10and our commitments to each other.
44:13What are we learning about these
44:15disproportionate experiences and
44:16these effects are across communities.
44:19How can these differences inform our
44:21policy than our practices at the Classroom,
44:24School District,
44:25family and Community level?
44:27Our leaders are being faced with
44:30decisions about reopening schools in the
44:32best interest of the entire school community.
44:34Teachers are making constructive
44:36choices about their own practices.
44:38Families are making choices
44:39about how their children will
44:41experience school and our students.
44:43They're making choices about when
44:45and how an weather really to
44:48show up for their education.
44:50Making decisions right
44:51now feels overwhelming,
44:53and when the pace and the gravity
44:55of each decision is amplified.
44:58We can be more confident,
45:00ethical and successful in
45:02our decision making.
45:03If we take a challenge centered approach
45:05in a challenge centered approach,
45:08decision makers identify a
45:09goal with the stakeholders.
45:11They empathize to better define the
45:13barriers to that goal and then develop
45:16solutions to revisit and refine.
45:19So 2 steps,
45:20one reframe the challenge in the form
45:22of a question to engage and acknowledge
45:25the multiple systems and functions
45:28that need to work together to succeed.
45:31And used active listening
45:32session of all stakeholders to
45:34provide context for decisions,
45:36increase community engagement,
45:37and examine the root cause of current gaps.
45:40So using data and stakeholder input
45:42to increase and enable to be a system
45:46that really can meet everybody's needs.
45:48Of course we need to be mindful that
45:50in order to use the data and have
45:54the stakeholders voices available,
45:56they need to be represented in the narrative.
46:00So when I think about equity
46:02inclusion in the context of
46:04responsible decision making,
46:05I really see these constructs as
46:07inextricably intertwined so we know
46:09that the disparate experiences of
46:11the pandemic require attention
46:13to the needs of the individual
46:15learner in the context of the
46:17broader system of supports.
46:18And although it feels like so much
46:20is out of our control right now,
46:23we can choose to stake our
46:25agency in making decisions
46:27that are in the best interest
46:29of our learners and.
46:31Families we hen an we must hear and
46:34preserve all voices in the process.
46:37So how can we actively work
46:40to create systems and schools
46:42that reflect everyone well?
46:44Sell training and skills are critical
46:47for teaching us how to hold this
46:51space for these safe, difficult,
46:53constructive conversations.
46:54That will allow us to promote excuse me,
46:58real action.
47:02So start by acknowledging the trauma.
47:04Acknowledge the trauma related
47:06to the pandemic specifically the
47:09disproportionate impact of COVID-19 on
47:11bipac and persons with disabilities.
47:13The systemic racism be ableism the
47:16deportations that discrimination,
47:18the bias more broadly.
47:19Recognize the impact of protests
47:22in response to racial injustice.
47:24Acknowledge the role of individuals
47:27and school communities that we have
47:30played in perpetuating such trauma.
47:32Deeply examine the curriculum.
47:34Ask what stories and histories we
47:37are teaching and whose stories
47:39are missing or misrepresented.
47:41Understand the current content may
47:43reflect legacies of colonialism,
47:45embedded white supremacy and evaluation
47:48of a person with disabilities.
47:50How can we address the current events to
47:53increase feelings of personal relevance,
47:56interest,
47:57and autonomy to support engagement
47:59and motivation for learning?
48:01And growth for the self and
48:04community to develop.
48:05We can model the behavior and skills
48:08that we want to see as adults.
48:11We can look at every interaction
48:14we have with young people and with
48:17our colleagues and families as
48:19an opportunity to teach empathy,
48:22compassion and hope and work towards
48:24positive change and meaningful connections.
48:26Our children.
48:27They're watching us our actions and
48:30our inaction will define their future.
48:33Our leaders are faced with making next
48:36to impossible decisions right now,
48:38many of which are driven by policies
48:41and procedures that are insensitive
48:43to the needs an live realities of
48:46classrooms in households of students,
48:48and their intersectional identities.
48:50Decision maker makers must ask
48:52themselves who is advantage by
48:54synchronous instruction and
48:55virtual learning environments.
48:56What learners among us can sit and attend
49:00meaningfully for multiple hours a day?
49:02What supports are needed to
49:04execute these conditions?
49:06For learning and what helps
49:07holds our advantage.
49:08It is more than just a
49:10tablet and the Internet.
49:12It is technological literacy.
49:13It is a place to learn,
49:15it is time it is processing.
49:17It is executing on an activity on the
49:19part of the learner, their teacher,
49:22school leader and district.
49:23Who is disadvantaged by these
49:26accountability structures?
49:32Excuse me, I just realized my
49:33animations weren't working there.
49:34Who is disadvantaged by our
49:36accountability structures in the
49:38way they are currently set up?
49:40What does the attendance
49:41tracking really tell us?
49:42So I have 4 kids, three of which have
49:45two synchronous instruction meetings.
49:46Each day, right two of which wear
49:48diapers and require feeding.
49:50One who can read and although
49:51require one to one support to
49:53execute attending to synchronous
49:55instruction from beginning at 10,
49:57we are lucky enough to have two careers.
49:59We were lucky enough.
50:00To be working from home,
50:02we are lucky enough to be expected
50:03to be on zoom or phone or minimum
50:05email during normal business hours,
50:07which also happens to be the
50:08same time as since synchronous
50:10instruction is happening,
50:11it is impossible to have more
50:12than two synchronous zoom meetings
50:14happening at the same time in
50:15the same room in the same house.
50:17If the kids wear headphones,
50:18we can't hear the directions
50:20there being given,
50:21or they don't tolerate them or they
50:22blast the volume or they try to do
50:24it so that they can't hear their
50:26siblings and at any given moment,
50:288 snack, feeding medication,
50:29diaper tantrum question,
50:30Boo Boo delivery phone call email text.
50:32Why or fire,
50:33literal or figurative can literally
50:35undermine any semblance of a routine,
50:37lesson or expectation of what the next
50:3930 minutes held for our household will.
50:42Our absence in learning cost
50:44our schools their funding?
50:45Will it be held against our
50:48children's teachers in these models?
50:50Decisions must be grounded in a
50:52framework of equity inclusion.
50:54We must play students and teachers
50:56at the center of decision-making to
50:58come up with solutions that are more
51:00equitable to address and support the
51:03Wellness and positive development of all.
51:05Reflection is critical to supporting
51:07reevaluation and adjustment as our
51:09conditions will inevitably change and
51:10decisions must reflect the beautifully
51:12diverse needs and circumstances
51:14of our largest school community.
51:16We must provide space for all
51:18of the voices to be reflected.
51:20Indecisions an understand that there
51:22if there are voices that are absent
51:24from the decision-making table.
51:26Similarly to if there are any learners
51:29who are absent from the evidence base
51:32that in and of itself is an equity issue.
51:36Social emotional learning has played
51:37an important role in the past.
51:39Three decades of research and practice
51:41in the service of the psychosocial
51:42health of students and teachers.
51:44And although, as I mentioned,
51:46we're still uncovering for who,
51:47how and why.
51:48We're closer than we've ever
51:49been to a truly representative
51:51and generalizable science.
51:53And cell is playing a leading role in
51:55promoting Wellness during COVID-19.
51:57And when we implemented systematic
51:59systematically and with supports,
52:00we know that it can positively
52:02impact the evolving needs of our
52:04school communities now and hereafter.
52:09The ambiguity of the pandemics trajectory
52:11and the structural inequities it
52:13continues to emphasize alongside the
52:15mounting sociopolitical unrest and
52:17deepening divisiveness across our nation,
52:20requires immediate intentional
52:21and preventative action.
52:22We must be both systematic and systemic
52:26with our implementation and use our
52:29creativity and learning in real
52:31time to help to apply our science
52:34to remote teaching and learning.
52:36We must invest in the training
52:38and support of our educators are
52:41leaders in our administrators,
52:43in partnership with families
52:45in the broader community.
52:46We must harness our social awareness to
52:49dismantle pervasive racism and ableism
52:51and restore our commitments to each other.
52:54We must make the responsible decision
52:56to learn through this reality and
52:59interrogate in evolve cell towards the
53:02meaningful inclusion of all of our
53:04learners and a truly responsive support
53:06for our school communities hereafter.
53:08I contend our teachers, our students,
53:12our ability to thrive personally,
53:14socially and academically depends on it.
53:18And so with that I want to thank
53:20you so much for the opportunity to
53:22share my passion with you today.
53:24And I welcome the opportunity for
53:26future discourse and partnership,
53:27sharing slides and resources here after.
53:29So thank you all so much.
53:34Thank you so much Christina and.
53:36We have a few minutes
53:38for a question or two. Anyone from the?
53:42From the crowd.
53:56They're just taking it all in.
53:58It's it's OK, sorry
53:59I did I did that thing where
54:00you're not supposed to get
54:02messed up by your animation and
54:03I got messed up by my animation.
54:05I coach our trainees all the time
54:07about this and then I did it,
54:08so I'm glad you're all watching.
54:10You witnessed me do that and
54:11will learn through it together.
54:18So I wonder if any. Oh
54:20sorry, I was going to say I have.
54:22We have some resources that I can share.
54:25If anyone has found this topic
54:26particularly interesting.
54:27The work that's happening now currently
54:29so very happy to share our brief or
54:32ports and engage you in some of the
54:34research as we move this work forward.
54:39So my my friend Faye Brown we
54:41started by you're saying that I
54:43always pick on you but let me very
54:46deliberately pick on you for a
54:48closing statement and and I think that
54:50is a long term educator who
54:51has given a lot of thought to
54:54social emotional learning.
54:55Any comment? Any questions?
54:56I look to you face.
54:58Alright, thank you Andres Christina.
55:00Nice job, nice job.
55:02I appreciate hearing all that you
55:05and the team you guys are doing
55:08over there as you were talking.
55:11One of the things that came to my
55:14mind thinking of the work that we are
55:17doing at the Comer School development
55:20program and led by Cynthia Sabor.
55:23Really through the summer with feeding a
55:26lot of families that are experiencing.
55:29Food insecurity.
55:29I wonder if that came up on your
55:32radar in terms of the impact that
55:34that lack of food is having on kids
55:37when it comes to the whole SCL part
55:40that they're dealing with and their
55:42ability to stay engaged in in their
55:44classroom on zoom for we are finding
55:47that that's a big thing with a lot
55:49of students and I just wondered
55:51if that came up for you guys too.
55:54Yeah, so in our focus
55:55groups this summer,
55:56the educators were clearly holding
55:58on to all of the emotional labor of
56:00their students and their families,
56:02and so food insecurity.
56:03As well as technology and Internet stability,
56:05job insecurity were all areas that were
56:07coming up that they were concerned about
56:09and they felt that it was their job to
56:12kind of help to support all of that.
56:14Many of our teachers talked about
56:15how they needed to kind of counsel
56:17the parents and that they didn't
56:19have the training or support of
56:20know how they were to do that,
56:22to engage with the parents in such an
56:24intimate level when they were used to,
56:26you know,
56:26just providing the instruction to their
56:28students today and is seeking to get
56:30any sort of caring context before.
56:31But I would love to know more
56:33about what you are doing and if
56:35there is ways that we can share.
56:37Our practice and intervention work
56:39with our students and families
56:40and teachers that could be
56:42really productive and meaningful.
56:43Absolutely,
56:43I'll follow
56:44up with an email to you.
56:46Thank you. Thanks, Andres.
56:47Thank you and you know,
56:49in the spirit of ending on time,
56:51we're going to finish on time.
56:53But I see that Amanda Detmer had
56:55some questions for you.
56:56Christina, another,
56:57so please follow up with Christina.
56:59Thank you very much.
57:00And Jim Lechman next week.
57:02May I ask you to introduce our speaker?
57:04I'll be in touch.
57:06See you all next week.
57:07Thank you again, Christina.
57:08Thank you for all your hard work.
57:10Thank you very much everyone.