By empowering our students to lead and serve lead for change is changing lives, transforming communities and improving our world. Learn more, check out the research and access free leadership curriculum now at leadforchange.org. On behalf of the American Federation of Teachers, I'd like to welcome everyone to today's webinar on Lead for Change. A civic engagement solution for grades six through 12. My name is Joanna Bremen with the FT and I will be your moderator before we begin, I'd like to thank today's virtual conference sponsor, leave for change and our presenters, which is celebrating its 10th year lead for change is a free leadership curriculum for grades six through 12 with a community service framework that is easily integrated. Into any class club or setting lead for change is the nation's fastest growing, privately funded student student leadership program with more than 15,000 educators and nearly two million students. Give your class, club or school a chance to win up to $10,000 in the lead for Change challenge. You can learn more about lead for change by clicking on their logo on the right side of your screen. We truly appreciate your support and now let's take a look at a short video on how our webinars work. Hello everyone, welcome to 2022. Share my lesson virtual conference. My name is Kelly Booze, director of the American Federation of Teachers. Share my lesson before we begin. We'll go over a few housekeeping items. For those of you who have joined us many times before, you know that we make our webinars as engaging as we possibly can. So to get us started, please open up that group chat box and tell us where you are from and why you are joining us today and what interests you about this particular topic. In addition to the group chat, if you're joining us live, you will be able to provide some different reactions throughout the webinar today, so let us know what you're thinking and throughout the webinar, whatever reaction you want to give, share it with us and share it with your fellow participants. At the end of this webinar, we will be facilitating a question and answer session. Use that Q&A widget to submit any questions that you want us to ask the presenter. If you have any technical issues, please also use a Q&A widget and one of our share. My lesson team members is there and ready to respond to you. If you would like a copy of the slide deck or any of the related materials, you can find those in the resource widget. For those of you who want professional development credit, you will be able to download a PDF certificate at the conclusion of this webinar verifying your participation today, you do need to answer the poll questions that you will see throughout the webinar. To access that certificate now, let's turn it back over to your moderator who will put up a sample poll question for you to try. The poll question is located directly in the slides. You can answer your question. And then hit submit. From all of us at share my lesson. Thank you for joining us today. Enjoy your webinar. OK great here's your practice poll question what type of Zoomer. Are you the one walking around the one who accidentally unmutes. The one without the camera on the one who always talks or the one who says can you hear me? Take a minute to answer the poll and be sure to hit the submit button once you hit submit, go ahead and tell us in the group chat why you chose that answer. I think it's pretty clear which one I am. I don't know. I think I wish there was an all of the above. It changes depending on the meeting, so I'll give people a couple more seconds. We have around half of folks answering so far. What kind of Zoomer are you? OK, let's take a look at our results. Yeah, that's about right. One without the camera on true example of that. Yeah, these are good. The one who accidentally unmutes that's good, that's zero. OK, so now it's my pleasure to introduce our presenters. Christina Culver and Linda Spahr, with lead for change, you can read their BIOS on the right side of your screen. Thanks for joining us today and welcome to you both. Thank you hello everyone and thanks for joining us today. Christina Culver and I will be spending the next 45 minutes with you if you're not familiar with the lead for change student leadership program, you're in for a treat today. The program is in its 10th year and we're ready for you and your students. As we're talking, I invite you to go to leadforchange.org and register for free. This gives you full access to all the lessons and resources. Lead for change is a program of the foundation for impact on literacy and learning. We partner with the lifted life Novak Family Foundation and former Yum Brands CEO David Novak. To bring you high quality, proven program. As students develop their leadership skills, they'll practice those skills in a civic engagement project. So let's take a look at what we're going to be covering in today's session. I just did a little intro to the program and then we'll talk about lesson one in the curriculum. Then we'll take you through lesson 2 as the lesson that we share today. There are three activities and we'll go through each of them. I'll do an overview of less than four through 6 and then talk about the lead for change challenge, which is our contest component. Leave the change leads the way in developing social, emotional and leadership skills in middle and high school students in a research study that tracked schools for a full year, we learned that the strength of the social, emotional and leadership skill development will cover more about the research results at the end of the session and talk a little bit more. The goal of leadership in this program is to teach students to be their best self and and therefore. Be a leader in whatever they choose to do. So what if this turns out to be the best thing you do this year? Many of our participating educators have used this exact statement in their recap of the program when they share their story at the end of this year. Now we're going to watch our overview video, which is also available on our website. This is about one minute and it will just give you a quick overview of the program. The lead for change student Leadership program is celebrating our 10th year of training emerging leaders. That's ten years of providing educators with completely free, ready to use lessons that are fully aligned with major educational standards. Our educator community has more than 15,000 registered members and over 2,000,000 students have Rd tested lead for change. The curriculum has even been authenticated with a research study that shows proven outcomes and students tell us the program is working. Here's what one participant had to say. Learning these skills taught us that we can inspire, motivate, and do more for our community. When we are leaders, I feel better about facing challenges in my life. In 10 years we've touched so many lives and we want you to be part of our journey. This curriculum can work in any setting, whether it's a school, a club, a Community Center home school, you name it. We learn the skills of empathy and trust. Despite our social differences, we each had a voice in the process and used our individual strength to push through the obstacles as a team. Lead for change helped us work together toward a common goal. Despite being virtual. It was an amazing experience and we can't wait to do the program again next year. I learned the concept of taking people with me using the skills we had to study and practice, and lead for change. I feel better about how I can get others together to work on the problems in our school. Students are hungry for the tools to effectively turn their passion into action. You can teach them the skills they need to use their voice to make positive change. Make change happen where you are. Join us today. Visit leadforchange.org/register. So leader, her change is a free leadership for 6th through 12th grades in the United States. It provides you with a community service framework to have an incredibly successful community service or civic engagement project. We just passed 16,000 educators in our community of registered teachers, counselors, principals, and war, and we've seen more than two million students go through the lessons since 2012. So you might be thinking what exactly do I get when I register? Well, you'll get leadership lessons to put into practice. You'll get project design and implementation processes for your service project and you'll get individual and team proven outcomes because we believe that you deserve. Educational solutions that are proven easy to use and free. The program consists of. 6 or 12 lesson track. The materials in both lesson tracks are the same. They're just packaged differently to be flexible in any environment, you can print out lessons or access them digitally as PDF's or Google Docs. We also have a number of alignment guides for different discipline areas for subject areas and for different categories like literacy, 21st century, gifted Education, IB schools, all kinds of different environments. There are also. Lesson videos in each lesson that are embedded right into the lesson plans and then the start to finish and pacing guides to keep you on track as you're moving through the program. The program starts with Lesson 1 and lesson one is the same in both the 12 and six lesson track. This is the only individual lesson where students have the opportunity to create their lifeline and define how they want to grow themselves. Based on the insights they see as they write down there and create their lifeline. This sets them up for success on a team because they understand what they need to do to be their best self. As we mentioned earlier, by being your best self, we believe this positions you to be a leader. Using your unique strengths and talents and you can appreciate what others bring to the team when they come to be their best self. For today's webinar, we're going to walk through the six lesson track, both the six and 12 tracks. As I said, contain the same materials. They're just packaged differently, so now let's spend some time on the six track lesson 2 this is where students begin to form a team and start developing and practicing their leadership skills. I'm going to turn it over to Christina to take you through activity one. Thanks. Linda mentioned that Lesson 1 focuses on the students as individuals in less than two. However, students turn outward to begin building trust with their teammates. When teams enter our lead for Change Challenge, which Linda will talk more about soon, teachers share their feedback on their experience and their students experience of the lessons. In this year's February challenge, we heard many stories of students coming together and needing to relearn how to collaborate and successfully navigate working through differences amongst teammates. You might have seen this already this year with your students. Teachers shared how lesson 2 brought students together and reminded them of the importance of building trust and placing faith in one another. In using the lead for change lessons, we want students to successfully work together to create an impactful service project. But even more than that, we want them to walk away from the lessons with a strong understanding of who they are as leaders and how to work with others toward a common goal. If we want students to be vulnerable and share their strengths and weaknesses with each other, if we want them to support one another through successes and failures, and if we want them to allow all ideas to be shared and considered, we must first help them establish trust with each other. Before we jump into lesson 2, let's hear from David Novak on the importance of building faith and trust in teens. Let me tell you something that's really important. If you try to do something by yourself, it can get really lonely. If you really want to get something big done, you need to take people with you. You do that by getting them involved. You know I always say there's one law in leadership and that's no involvement. No commitment. You need to get people pumped up to go make things happen. So your job as a leader and your job as a team member is to unleash the power of the team and unleash the power of people. That's where the real joy of leadership comes from. I call it the concept of 1 + 1 = 3. We're putting people together the right way leads to more than you expect. It's always a bit of a challenge when you're down. Then you got to dig deep and I think. You know, as a good example, when we were losing the Super Bowl few years ago to the Falcons 28 three, it couldn't get any worse. At that point. I mean, I think we were we were going to lose and we just all looked at each show. We said, look, we gotta just you got to make one play in one play turns into two and two turns into three and four. You know it, you got the momentum and I think that's a great trait there. I'm never going to be in a game for the rest of my career where I don't think we can win. Because of some experience that I've had, and it's not like it can be false. It's not a false confidence, it's a real confidence, and I think. You know, we feed off each other. We're very energetic souls, and I think when people feel confident when they feel the desire to win, I think that's it flows. And when you get that it's it's magic, you know one of the great experiences of my career is when I was President, KFC, and I loved that job. We really needed to develop some great new products and I knew that I couldn't do it by myself. But I knew we had a lot of great franchise owners who loved to cook. And had all kinds of great recipes, so I brought them into our restaurant support center and we got together as a team and we created all kinds of food. It was so much fun. Everybody had so many great ideas. One of the ideas led to the KFC's delicious pot pie, another one led to KFC crispy strips. And then we developed some grilled chicken and we all did it together. The ideas we came up with were unbelievable and they drove the business. But you know what? Not one person, not one single chef could have done it all by themselves, and that's what I believe makes 1 + 1 equal 3. Now let's see how David's advice is put into practice in lesson 2. In activity one of lesson 2 you help students breakdown the word trust into five ways they can build trust on their team, just like they might in an acrostic poem. What does each letter stand for? T take into account that most people want to contribute. This helps students assume the best in each other are realize that the most successful teams. Make sure everyone feels valued. Remind students that we all need cheerleaders in our corners. You understand sharing what you know shows you trust your teammates. S seek to know more about each other and ask for each others input. Let everyone's ideas be heard. And T take action by listening to each other and responsively acting, this encourages students to go beyond brainstorming ideas and builds trust by using the suggestions of all team members. Activity one then then ends with you posing 2 questions to your students. Question one. What are three things you can specifically do to build trust with your team? Have the students brainstorm answers and write them on chart paper. Encourage them not to only utilize these ideas, but to come back to this list anytime they experience conflict throughout the lessons, remind them of the trust they built with each other and to lean into each other for success. If you need to go back to David Video, you can do that. It's embedded right into the lessons to remind students of why we're doing this. Question two, why it is important? Sorry. Why is it important to build trust with your team before starting your lane for change project? You know, as an educator, the importance of building trust with your students at the beginning of a school year. This creates the safe, respectful environment critical to making it a successful year. Similarly, we want to emphasize the need for students to build trust with each other before beginning their project. If they want to be vulnerable, share ideas and do the work needed to complete an impactful service project, there must be trust in each other first. Now we'd like to take a moment to hear from you through our poll questions. OK, if you're planning to receive a certificate for attending today's session, you'll need to participate in the polls. So let's go. First question, we're trying to identify the definition of community for your students. How do you think your students will define the word community and you can select all the answers that you think they will use in the definition. You can just click on your screen and then hit submit. OK, just another few seconds and then we'll look at the answer. OK, let's take a look at the responses. Alright, so most of you said that your neighborhood or town is your community or your local area, such as your county or city. That's the most common answer that we get. We just want students to know in the process that your school might be your community where you're going to do your project. Or maybe they want to address an issue that is statewide, nationwide, or even globally. We've seen all of these kinds of projects come in as community service projects or civic engagement projects. So let's go to another question. We're looking at types of projects you might use to address the issues in your community. So what? What are the top three types of projects you think your students might choose? OK, just another couple of seconds here and then we'll look at some answers. OK, let's take a look at what you said. Quite a variety here. It looks like direct work effort and volunteerism is the most common. But as we've seen in the last couple of years, often we weren't allowed to go out and volunteer and be hands on in the community, so we had to rethink ways we could solve problems in our community or address the issues we might meet a tangible need. We might fundraise or collect food items or clothing items. We might advocate and create awareness of how to get help. How where the resources were available? Often these are called how to campaigns and then there is the volunteerism which is the most common ways for students to serve. And then lastly, they might also design A strategy that effects change. We've had people dress Congress again, address their school district, do all kinds of things to talk about. We'd like to see this change. And here's our idea on how to make that happen. So just so many different ways. To do a civic engagement or community service project, we really want to cast a wide net so that students are empowered to choose the method that works best for them. So let's take a look at lesson 2, activity 2. Each of our activities in the lesson plans you'll see little tips and tricks down the right side, so you might see the introduction which explains the focus of the activity or the lesson that you're on. You might see a time management tip. This appears when we know that you may spend too much time, or your students may get way off track on their timing. Researching the issues can be the very first experience they have where there are so many things that need attention in their school or community. That they start to get really off track and time management tip. Just reminds them. Set up period of time that you want to work on this activity and then be sure you stick to your to your timeline. And then there might be information tips like the word community, just as we did in your poll. You where you can stop and talk about the definition of a particular word or phrase as it applies to these lessons. And it gives students an opportunity to really shape their thinking and be unified as a team. So activity two has a purpose of researching the issues around you so that you're ready to choose the issue that that that you want to focus on. As a team, students will use a variety of methods to gather information and prepare choices for consideration as the teacher or coach of the team. This is where teamwork takes shape. You might be leading the lessons for an entire class or club, but students may choose to be 1 project team or to break off into a number of project teams. Based on different choices of which topic they'll focus on, either option is acceptable for us and lead for change. A team is defined as three or more students in 6th through 12th grade, so you have to figure out what works for you and your environment. It leaves it open for you to create one team or to allow them to create a number of teams while all working together on the lessons. So let's take a look at the final activity in Lesson 2. So now that the teams have chosen topics to research activity 3 pulls everyone together to share all their findings with the goal of picking one topic to address. To prepare, students might use graphic organizers like a web on chart paper to compile their information. Then students take turns presenting the research they found on each topic. When everyone is finished, these four questions will help students sort through all their findings and refine their research. Question one. What does all of this information mean to you and your team? Question 2. How can you use this information to help decide where to focus your efforts? Question three who might help benefit. Sorry, who might benefit from your help and the question for what is the issue you would like to work on your team with? Students answer these questions individually and then they come back together to share their answers. The goal here is for students to find consensus in one topic. The last part of activity three has the team choose one topic to focus on here. Excuse me, we define consensus for the students. Students will see important vocabulary highlighted just like this throughout the lessons. To find consensus, students will work together to find 1 issue to pursue in their following project. Here we make the suggestion of listening everyone top choices and then voting on the best one. By the end of activity 3 the team will come to a consensus on the one topic they would like to address. The rest of the lessons will guide students in planning, marketing and executing a project that centers on the chosen topic. Linda will now show you a quick overview of Lessons 4 through 6. Wow, so you've completed lesson 2 or the quick overview here. What an amazing set of skills your students have learned and practiced, including negotiation, communication, research, debate and perhaps even conflict resolution. They are well on their way to becoming leaders and won't it be fun to see their passion, talent and confidence bloom? The remaining lessons in the six track will cover. Creating an action plan and elevator speech in a people map. Creating and launching an ad campaign measuring their project outcomes and overcoming barriers to success, which is turning out to be one of the most powerful lessons as students, will always encounter barriers and they have to figure out whether they can overcome them or whether they need to pivot and change something about their project. Then the last lesson they'll celebrate and recognize both the other members of their team and everyone who supported their project. They'll share their story. Then they'll do a team reflection, much like they did the individual lifeline. In lesson 1. They'll do a a lifeline of their team in the activities of their project. In the last lesson of either track, they'll be invited to share their story in the lead for change challenge. Why do we have a contest component to the program? Well, one of the most important traits of being a leader is to effectively Share your story to bring more attention and resources to your cause. The lasting effect on students is powerful. The lead for change challenge runs all year with deadlines in February and May. You're welcome to enter as often as you wish, sharing the work of your student teams. Each year we have murdered more than 70 teams with award grants up to $10,000 each, so they may continue the work they started in their lead for change. Project grants go to public organizations or to public charities. In the opening of today's session, I mentioned our research study. We know that credible curriculum programs need to be supported by research and measurement data. We have the full results of our study available on our website, and here's just a glimpse of some of the learning outcomes. It was really exciting to see the change in students that was measured through the study. We offer you the same opportunity to do a pre and post survey before and after you do the lessons with your students so you can see the change. In your students in your environment. I also mentioned earlier that the program is fully funded by the Novak Family Foundation. David Novak, as you saw in the video, is the former CEO and co-founder of Yum Brands. You may know Yum Brands. Is Pizza Hut, Taco Bell in Kentucky fried chicken. David book taking people with you is the basis for the lead for change lessons embedded in the lessons. You'll find a message from David on every lesson, as well as an intro message he's committed to providing relevant high quality leadership training to people of all ages, from kindergarten through college and career lead for changes. The program he supports for the 6th through 12th grades. So. Are you thinking this all sounds great, but I don't know how to fit it in. We have a team of outreach educators who provide personal support for every member we. We can also connect you with someone just like you who's been participating in the program. We believe in authentic connections for the best use of your time. Some of the ways you might fit this in is to overlay the lessons with an existing or a new service project. You might also use it for students who need to have community service or civic engagement hours for graduation. Remember that we had only takes three students to form a team, but a team can be as large as as you like. We have schools that participate as the entire school. Being one team lessons can be used in any setting. A Class A club on after school organization, or even an organization outside of school. And as we mentioned, lead for change challenge deadlines are in February and May as soon as you've completed the lessons and projects, you can enter your students work and it'll just go into the next round of judging. So what do you get for your recognition for participation in the program? As we mentioned, we have the grants of up to $10,000 and we have many winners every year. Every student who participates will receive a certificate of completion. We offer graduation honor cords for for seniors who are at their graduation year. Even if they participated in Leeds for change of previous year in a previous year, we love to feature and celebrate our educators each week on social media. And we offer a lead for change certified school award. After two years of participation, all of these things and everything available in the program is available to you. Free of charge. I see a question on the side. Are there any plans to develop lessons or programs for elementary level? Currently we don't have an elementary program in lead for change. There are other elementary programs that we can point you toward if you'd love to contact us separately on leadforchange.org/contactus, but we we have seen 5th grades participate. We have seen middle school students in high school students team up with the elementary schools. It involved the elementary schools in their project and in their learning, so there are ways to include your elementary school, but this program is not specifically written for that age group right now. We want our curriculum to be very sound in the in the education space, so we write for age levels. So thanks for asking that. We'd love to follow up with you. So take a deep breath, make some notes while you think about your next step and let's do some visualizing. Which group of students would be your first lead for change team? Who are the first students that come to mind and you say this would be great for the these kids. In which class or club will you start the first lessons this month? If you were to do the lifeline exercise, we would just start. Where would you use? Does this fit in with your civic engagement work, your community? Service hours? How does this fit in? As far as doing the project? In what roadblocks do you have to clear to participate in lead for change? Do you need to find space in your own schedule? Do you need to get it approved by your principal or your district? What might be a roadblock to participation? We love learning these things, but we also know the importance of just taking a moment and figuring out how it applies to you and where you might start to see if this is the right thing for you this year or maybe next year. I see another question that says the award money goes to the nonprofit or charity and not the students. That is correct. The award money goes to a public organization. Now public schools are public organizations according to the 501C3 tax laws. So there are some or some winners who choose to have the money come back to their school or school district to be used there. But it is not a direct payment to a teacher or a student. Have students with disabilities participate in this program. Absolutely, we have wonderful stories of special needs schools, alternative schools, schools for students with violent tendencies. It this is a great program in those environments and giving those students the empowerment to make change happen around them is wonderful to watch and we we could definitely. Kim, you up with someone? Who? Has used the program for that purpose. Let's see, I'm in EST para para educator, not trip. I can do this activity. We would love to talk with you about your environment and see how we can apply the lessons to your situation. But we have had paraeducators participate as well with with just a small number of students participating working together. I'll mention here that I'm the an outreach consultant in my territory is Illinois, but my team supports the whole country and we absolutely love working with you one on one to figure out how this works in your environment. So that is my team job and we we love supporting you so please, if you're hesitant, don't be overwhelmed. We have my whole team is educators and we are here. We understand what you're going through and we are here to help you make it work for whoever you're teaching. In whatever environment and whatever timeframe. Great. OK, so today's session was titled the Civic Engagement Solution and we hope you have seen that your civic engagement or community service activities with students can include a focus on leadership development and a solid framework for success from the lead for change lessons. In closing, I wanted to share a recent comments from a few of our participating educators and you can see by this list that they're in a variety of roles throughout their school systems, so anything from teachers to principals to superintendents. They all have something to say about the program, so I'm going to play a short video so you can hear directly from them. I'm Michelle Dillard. I am an assistant Superintendent for teaching and learning. I'm over our districts, curriculum, and instruction. I began to implement this program, then about three or four years ago, and I was like I want to be all in. I want to be on board and I want middle schools to be able to participate in lead for change. It's a leadership program for grades six through 12 that's offered in all 50 States and that's been around since 2012, and I think that the community is very, very. Excited about the lead for change. Everything that I've heard. They're very excited about what we are doing and for the district to be able to expand this beyond our middle schools and to be able to go into our high schools to do that. Then these students that were a part of this project when they were in 6th or 7th or 8th grade. Then they can continue on that and they can expand that and the sky is the limit we wanted every student to have this experience and be able to be exposed to this because we know the more leaders we build. The more skills that they have, the more successful they're going to be, and research shows that if they're engaged in their learning, and if they can have some voice and choice, they're going to be more successful. And that's the way we built that program. I think this is so much needed for our country as a whole, just to start really giving students some ownership in their learning, not just a teacher teaching to a student, but a teacher giving student the tools and the Ave. To kind of create their own, you know vision for for their future. You have step by step instruction. You have the opportunity to either do it digitally, you know where if you want to do it online or in person and last year was a pandemic year. We implemented hours the first year during a during a pandemic and was successful. We tried to directly relate leadership and service. In this project. You know a big part of leave for changes service to your community and so since the students are the leaders and they're in the driver seat. Then they're also looking at what service project they can lead, and they can also give back to the community. It really depends on the way the teacher approaches it and understands the resources and also understands what the end game is. Because if you're really trying to teach leadership problem solving, critical thinking skills and develop empathy in your kids. It doesn't matter what the kids are, it's really is the teacher's way of doing it. OK. Well, thank you for your time today, but more importantly, thank you for being an educator. We truly appreciate the work you do and the time and attention you devote to developing students into leaders. We're happy to respond to any other questions. You're welcome to take a screenshot of this slide and capture our contact and social media, touchpoints, or you can find us anytime at leadforchange.org and we'd love to invite you to register to have full. Free access immediately to the program if you'd like to reach either Christina or I after today's session, it's Christina at leadforchange.org or Linda at leadforchange.org. Easy to remember, quick to contact, and we would love to connect with you and answer any follow up questions. Just looking through the questions to see if I missed any. I see that Elizabeth said on our poll questions. Some students don't know what to choose. They need orientation. That is a great point Elizabeth. And that's what will happen in Lesson 2. They'll go through a process to try to figure out what issue they want to choose to focus on, and then in in. In following lessons, we will take them through a process to choose how to set up their project. What they want their project method to be, and all of the steps they need to be incredibly successful. So lots of information will be packed into the lessons there are corresponding educator guides to give you tips and tricks to keep coaching them when they get stuck and and we're here when you need us to assist as well. OK, I don't. See other questions. Linden, Christina hey it's Joanna. Here we have one more question and it's what is your most impactful observation about the program during these past 10 years? You know that's a great question. The biggest impact for me is receiving the challenge entries, and we ask educators 2 questions at the end of those entries, so they're submitting all their students work, and then we ask them what did? What was the most biggest impact you saw with your students, and how did the program impact you? The adult leader and those answers are what keep us going forward educators. Tell us that the program really works. They really see the change and surprisingly they changed some things about themselves as they took students through the lessons. So it's exciting to see that, and they give us lots of ideas going forward for new resources we can develop, or new ways we can offer the program that keep it relevant in today's teaching environment. So it is amazing to see the hundreds of entries we get for our challenge each year. And the time and effort and excitement to see the results that happen with students so. That's really great to hear the feedback loop. Yeah, and that was a great question. Well, thank you both so much for this wonderful overview of your resources and your presentation. And thank you, of course, to the audience for joining us. We have one more short reminder video before we close out and be sure to download your certificates and enjoy the rest of your evening and virtual company. Hi everyone, Kelly booze rejoining you again. I hope you enjoyed today's webinar as much as I did. I want to go over a couple reminders and I have one big favor to ask of you. First, you should now be able to download that PDF certificate for your participation. Today you can access that PDF certificate using one of the widgets, the one with the checkbox. From here you should be able to open up that PDF certificate and download it. The certificate will be saved to your name for up to a year. Now you are required to have answered at least 2 poll questions and met the criteria for watching the minimum amount of time when you open up that PDF certificate, it will be populated. With your name, the date and the title of the webinar. Second, when we closeout this webinar, you will get access to an evaluation for today's webinar. We really appreciate any feedback that you can provide to us into your presenters today. Your feedback and written comments help us continue to provide excellent webinars year round. Now I have a request for you. 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Sharemylesson.com/VC 2022 will continue to highlight great content, great webinars that are happening year round, including our summer of learning webinars series Reading opens the World Literacy Series and so many great Wellness series that we're doing throughout the year. In addition to other great exciting stuff coming your way. _1714279345323
