The Cabeza Chronicles

Spring Bingo Challenge: Highlighting the Heroes

The amount of technology available to teachers can feel overwhelming. It seems like a new tool is released each week, making it hard for anyone -- let alone the busy teacher -- to keep up. But when it boils down, we know that technology itself isn’t necessarily innovative or meaningful on its own. Rather, we need teachers who intentionally implement that technology in their lessons and classrooms for the most impactful learning to happen. It's also true that teachers need time with tech tools to explore and implement, to try and try again.

In an effort to help teachers sift through the barrage of technology tools and templates available to them, NISD's Instructional Technology team hosts an annual Spring Bingo Challenge (happening in 2021 from April 1-30). Throughout this time teachers, K-12 and throughout the district are challenged with a fun way to explore instructional technology tools (new and old) at their own pace and when it makes sense for them.

A major benefit to this challenge happening during the Spring semester is that school is still in session. Meaning, instead of bookmarking a bunch of exciting ideas during a Summer PD that we someday hope to use (we’ve all been this person), educators are able to implement their ideas with students in the moment, as they learn, and when they have the support of their team and instructional technologist should they need it. After all, there is research enough to support the fact that effective job-embedded professional development can have a positive impact on teacher practice. However, between breaks, benchmarks, standardized tests, and end-of-year celebrations it shouldn't come as a surprise that the Spring semester is also a wildly busy time of year for teachers.

And yet...

At the time of writing this, we are already halfway through this year's challenge and well into the Spring semester. Teachers are asked, as a part of the challenge, to share their learning on Twitter using the hashtag #NISDITBingo.

Teachers have too much on their plates.

They are teaching in a pandemic.

They are tripping over their to-do lists.

And yet, that hashtag is filled with teacher heroes.

#NISDITBingo is filled with dedicated educators who are committed to prioritizing their professional growth for the sake of their students. It's filled with those who are courageous enough to try something new, and who are determined enough to try it now -- today -- when it will impact these learners. That hashtag is filled with teachers who are learning by doing and who are sharing their successes.

The thing is -- change is hard. Pushing yourself to learn something new, especially while those around you talk about things coming to an end, is hard. So, yes. These teachers are heroes who deserve to be celebrated.

Highlighting the Heroes

Below are only a few "hero highlights" from the Spring Bingo Challenge. See all of the shared successes at #NISDITBingo.

Engaging Hooks with "Mystery Reveals" 

As educators, we know the importance of grasping our learners early on in a lesson or unit. Creating a little mystery around a topic is a great way to get hook students and get them excited about their learning. When teaching her students how to compare fractions, Mrs. Kemper used a “Mystery Reveal” activity in Seesaw where students used a magnifying glass to reveal the fractions as they learn and work to solve the problems.

Thanks #nisditbingo! I would have never known that you can use this cute magnifying tool in seesaw! My kiddos loved comparing fractions with it 🔍 @Kel_Sanders @BeckElem pic.twitter.com/7TsBqhbCho

— Gabby Kemper (@MrsKemper3rd) April 7, 2021

If you don’t use Seesaw, don’t sweat it! Mrs. Herrera used a similar Jamboard template to engage her students in problem-solving and to review the math concepts they were working on.

Found this neat scratch off @JamboardEDU template through our #NISDITBingo today! Set it up for some division review! @Brit_Horn_IT pic.twitter.com/iKEfsU8fCG

— Alexandra Herrera (@Herrera_Class) April 6, 2021

Problem-Solving and Communication: Flipgrid

Mrs. Robbins creatively combined a Google document and QR codes with Flipgrid, a platform for video responses complete with a whiteboard. She cleverly created a problem-solving “flip escape”. For this task, students had to solve each math problem, scan the cooresponding QR code, and then entering a code word so they could share how they solved each problem in Flipgrid before they could unlock the next one.

Not only did she design an engaging, gamified learning experience for her students, but by integrating Flipgrid at each step, students were empowered with a voice and recognized for their success in learning, where they could both showcase and share their learning to an authentic audience of their classmates. Even better, because of her intentional planning students could collaboratively learn from one another along the way. 

@Flipgrid is so great for learning from others. We loved doing this “flip escape” with proportions. Students had to solve, scan the code, and type the right answer in order to unlock the next problem and explain how they solved it. #NISDITBingo @ReneEgle @JNeiswender_TMS pic.twitter.com/Kx66hobStF

— Hillary Robbins (@1HillaryRobbins) April 6, 2021

In Mrs. Waddell's class, students were given the chance to lead a discussion through Doceri, an app for mobile educators. Not only did Mrs. Waddell's intentional use of this tool foster classroom communication and individual reflection, but it gave students a chance to practice leadership while learning.

Student led discussion on Doceri during Math today!! The kids think it is sooo cool when they get to use my iPad!!! #nisditbingo @Brit_Horn_IT pic.twitter.com/7fBzOx98RE

— Amanda Waddell (@AmandaW72515014) April 19, 2021

Assessment: Jamboard

Mrs. Mogg wisely tweaked a pre-made KWL template from Canva to use as the background in an interactive Google Jamboard. By moving the KWL graphic from a static Canva to the interactive Jamboard, she elevated the task. Students were engaged on a platform that let them collaboratively share their thinking. 

I edited an Online Whiteboard Template on @canva to use as a background on @JamboardM. Students then filled out the KWL chart full of sticky notes about Insects. @BeckElem @NISDScience @Kel_Sanders #NISDItBingo pic.twitter.com/rrT5ROgZN7

— Paige Mogg (@MrsMoggsClass) April 20, 2021

Feedback: Bitmoji, Canva, Seesaw, & Autocrat

Feedback is a critical part of learning and should be timely, relevant, and specific. In a creative twist, Mrs. Weiss designed her own “digital stickers” in Canva using her Bitmoji. She then used her digital stickers to provide her learners with visual feedback in Seesaw. Similarly, Mrs. Washam took that idea a step further, using the audio tool to provide her students with verbal feedback that accompanied the sticker.  

SeeSaw makes it easy to give feedback to each of your students by recording yourself on each of their slides. You can insert stickers as well! #NISDITBingo @Brit_Horn_IT pic.twitter.com/s4fLCZcLLr

— Mrs.Weiss (@mrs_weiss3) April 14, 2021

 

I LOVE @CanvaEdu, but had no idea it was so easy to make cute stickers! I just added this to a student’s @Seesaw activity to recognize their hard work! @Kel_Sanders #NISDITBingo Thanks @candytechideas for sharing great ideas! pic.twitter.com/h26dHm2oQn

— Jenn Washam (@Jenn_Washam) April 19, 2021

Critical feedback is important to learning, but positive feedback can go a long way in building relationships with students and parents. Using a Google Sheets Add-on called Autocrat, Mrs. Moggs was able to quickly and efficiently send home personalized, positive notes for each of her students. This is such a powerful way to easily celebrate students and communicate with parents while saving on time.

Using Autocrat in @googlesheets to send home a positive note for every student. It is delivered through their parents email as a pdf. It is an easy way to send a personalized notes home quickly! #NISDITBingo @BeckElem @Kel_Sanders pic.twitter.com/mHO5E2QNUL

— Paige Mogg (@MrsMoggsClass) April 14, 2021

Review: Flippity!

Mrs. Janese created an interactive game to help her students review their sight words using one of the templates provided on Flippity, which offers a variety of templates to easily turn a Google Spreadsheet into engaging activities. Then, she was able to easily and seamlessly link to the game through a Seesaw Activity so that her little learners could easily navigate to and participate in their learning task. 

I’m like 🤩 and 😻 with ⁦@flippitynet⁩ and app smashed with ⁦@Seesaw⁩ using tiered sight words for different reading groups ⁦@Kel_Sanders⁩ ⁦@LakeviewBobcats⁩ #nisditbingo 🤯 pic.twitter.com/Z8I5VMhLxd

— Laura Janese (@lkjanese) April 8, 2021

 

Interested in exploring more? Want to put these ideas to use in your own classroom? 

Northwest ISD’s BINGO Challenge is running from April 1-30, 2021. Anyone can play and participants can start learning at any time during the challenge. Get your own BINGO board here! 

Comprehending WILD Literature

Back to school in the FALL at Justin Elementary is all about policies, procedures, routines, and setting expectations with students.  One of the goals for 5th-grade teachers Ms. Haley Donaldson and Mrs. Becky Carlson is for students to take risks and try new things to enhance their reading comprehension. With that goal, both teachers are committed to incorporating relevant technology into her lessons to help students reach their goals across multiple literary elements.  After finishing the read-aloud Hatchet by Gary Paulsen, students were given the choice to produce a technology-infused product that represented: Theme, Character, Comparing, Setting, and Plot.

Emma N. from Mrs. Donaldson’s class really enjoyed making the WILD Wordcloud project.  She stated, “ I liked doing this project digitally because I got to be creative to choose my own words, design my own colors, and I chose a plane as the background. I found my idea to make the flipbook on Youtube.”

Students were challenged to capture the essence of the novel and give the reader a good idea of what the book was about.  In this novel, thirteen-year-old Brian is flying on a bush plane when the pilot suddenly has a heart attack and dies. Brian manages to keep the plane level until it crashes into a lake in the Canadian wilderness. Brian survives the crash, but that was just the beginning. Characters in many novels go on adventures and through their journeys teach the reader much about life and themselves. Below are more projects that follow Brian’s WILD  journey into the wilderness. Students used their Chromebooks and were given the choice of four types of tools to elaborate on their literary elements: Google Draw, Canva, Adobe Spark, and Wordcloud.  

In this video, Seth L. from Mrs. Carlson's class wanted to publish a video about what the WILD Canadian setting looked like to him after reading the book. Click here to view

Cameron L. said, “My favorite part was typing my paper in Google Docs since I have bad handwriting. I am really proud when I get my papers typed up, they look professional.”

Emory H. from Ms. Donaldson’s class chose to show the reader about the WILD setting of the book by using Google Draw.

Brady T. from Mrs. Carlson’s class showed voice and choice by producing a WILD monthly newscast in WeVideo about the book. To show his creative side he even interviewed his teacher as if she had the main character Brian in her class.  To watch the video - click here

Haley B. from Ms. Donaldson’s class used Canva to entice readers to come to visit WILD Hatchet by creating a magazine about the book. Click here to view the project.

These projects are showcased on the board outside the classroom in the hallway for all visitors to see. Also, they will be submitted to our district's learning showcase event EXPO in February.  More information can be found at http://expo.nisdtx.org  In closing, students demonstrated content-specific skills. This project utilized technology in a way that enabled students to demonstrate how they have empowered learners and creative communicators, crucial skills for being future-ready. (ISTE Student Standards)

The Spotted Article - Justin ES Newspaper

Tuesday afternoons, the library at Justin Elementary quickly fills with Chromebooks and excited
students. Anyone who has spent any amount of time in the world of education knows, the greatest
idea factories in the school are; the students. When 3rd grade student, Leyton, approached
Ms.Thorne about starting a school newspaper club, she immediately saw the potential for student
voice and choice through this activity. With a little research on the ins and outs of a successful school
paper, the club quickly began to take life. In an effort to provide student ownership of the paper,
Ms. Thorne allowed students to be involved from the start; selecting their own name for the
publication as well as self selecting topics of interest to be featured. Students chose to
include: Teacher of the Month, Book of the Month, History of the Month, Challenge of the Month,
just to name a few. Ms. Thorne shared, “They have free reign - for the most part - on what they’d
like to write about and are able to collaborate with their peers on ideas to include in their article.”

While the task of getting things rolling wasn’t too much to tackle, deciding on the best way for students
to write and publish the paper, proved to be more of a challenge.  Ms. Alyssa Thorne knew she wanted to
use technology to provide students a platform for effective collaboration and meaningful creativity,
however she wanted to be careful in her selection of tools.  “I value independence and desired
for this club to be student-led. Finding tools that the students could explore and easily figure out
without my constant guidance was important to me, and I’m pretty sure the students appreciate
it, too!” Ultimately, she selected Google Slides, Canva, MakeBeliefsComix, and Google Sites.  
Students utilize each tool for a different part of their process.  Google Slides is used for drafting,

revising, peer editing, and collaboration.  Canva provides a template for the design of the newspaper
and advertisements that appear in the paper.  To add a little fun, MakeBeliefsComix is used to
create entertaining comic strips.

Google Sites allows students to easily organize and share each completed publication. Click the

image below to see the monthly newsletters.

With the help of technology, these young writers are now published authors!  Students are enjoying

the club and learning a lot along the way. Reagan shared, “I like Newspaper Club because I like to
have the freedom to write what I feel like writing.”  Another student expressed, “I love how everyone
can cooperate, and it’s always fun to make articles!” The words of these students are evidence
enough of the overall success of the project.  Ms. Alyssa Thorne is passionate about this endeavor and
would love to collaborate with any other educators who might be interested in starting a newspaper
club at their own campus.

"IT'S ALIVE!" Bringing Critical Thought to Life with Mary Shelley's Frankenstein

Victor was a learner. He had a passion for acquiring new information and using it to innovate and create. In Mary Shelley’s famous novel, Frankenstein, the title character, Victor Frankenstein, stated that “It was the secrets of heaven and earth that I desired to learn...” In the story, Victor exposed an unchecked curiosity for learning as well as his own tragic flaw. Although learning is generally a positive process, understanding how acquisition of valuable information goes together with personal and societal ethics is something that a learner must fully grasp when encountering content, if they intend to apply it successfully. Through critical thinking and discourse, fostered by student choice and individualized learning opportunities, students are able to think differently about a text and draw conclusions about its relevance to their current world.

The type of critical thinking required to comprehend and analyze encountered information and its connection to real life areas of advancement is an absolute necessity that ninth grade ELA students experience as they encounter Shelley’s text in Pre-AP/GT English courses at Eaton High School. These students explore, consider, and discuss the “moral liability” of “knowledge” and “progress” as a part of a problem based learning opportunity that allows for student choice while also facilitating real world connections to the text. As part of this project, students in ninth grade Pre-AP/GT English are presented with the driving question of “Does knowledge or progress ever become a moral liability?” They are asked to utilize resources and processes of their choosing to explore both sides of an area of advancement and then choose varied platforms and tools in which to communicate their findings in ways that answer that driving question. The findings are curated into a “Live Binder” that is shared with peers and other school and community members.

Students are given a wide variety of options for how to present up to date research in ways that not only answer the given problem but also present both sides or an issue and advocate for a perspective that has been developed through meticulous research and and discussion. Some students choose to use WeVideo or YouTube to help create and edit videos in the format of interviews or commercials, while others use similar tools to create podcasts or radio shows. Some prefer approaching their topics through graphic design with visual advertisements in Canva, or written argument in journal or blog entries using Blogger or Smore. Whatever the platform, a truly beneficial part of this experience comes in when a student is given the freedom to choose a tool or resource that they are confident in using and that communicates their voice effectively while helping to share their knowledge with the community around them.

As students develop argumentation, research, and independent communication skills throughout this project, they are able to display those over the course of a week set aside for formally sharing findings with the school community. While presenting their inventive and relevant creations, these students confidently defend their research and conclusions in a dissertation style setting, which is not only challenging but truly impressive to witness. It is in a forum such as this where it becomes apparent that our students are not only being given the freedom to explore content and required texts but they are also being provided opportunities to develop their own viewpoints on critical societal issues while shaping an ethical compass of their own, all while being able to connect it to their reading.

Victor Frankenstein also said, “I will pioneer a new way, explore unknown powers, and unfold to the world the deepest mysteries of creation.” However, what Victor was lacking was a true understanding of what to do with that information, which students in our freshman Pre-AP/GT English classes are acquiring and applying through research into their own opinions, in-depth analysis, and critical discourse. These invaluable learning experiences are things that will help to not only develop lifelong learners but also facilitate learning that encourages an approach to new discoveries with a critical eye and solid ethical grounding.

Text Features and Digital Magazines

Text structure refers to how the information within a written text is organized. This strategy helps students understand that a text might present a main idea and details; a cause and then its effects; and/or different views of a topic. Students in Mrs. Brittain’s class, at Nance Elementary, were asked to pick a research topic of their choice. Once they picked their topic they spent several days researching using different library databases, websites, and books with reliable information over their topic. Once they had enough information, they wrote three articles using 3 different text structures: chronological order/sequencing, compare/contrast, and problem/solution.  

After revising and editing their articles they were given a choice of how to present them. The culminating, summative activity, students chose was to create digital magazines using a tool called Canva.  In Canva, students combined the different text features and graphics to add to the reader’s understanding of their topic. This is where they had the most fun.

Aahana stated, “I liked this project because it was really fun. Using Canva there are a lot more things that you can add to your project such as different layouts, pictures, and graphics. You have more freedom than you would if you had created a magazine using construction paper and it allows you to show off your creativity.  I enjoyed researching and learning about snow leopards.”

“I think doing this project on Canva was better than using paper because it allows your reader to visualize your topic.  You can also add a lot more features using the technology that you would not have been able to do if you had just used paper and pencil.” said Sophia

Caroline said, “I enjoyed doing this project because it allowed you to have multiple varieties and styles of your magazine because we used Canva. For example, you can match your layout and graphics to the topic of your magazine. Canva gives you the freedom to make it look the way you want it to look.”

This type of learning project integrated several of the ISTE Standards which are so important for the empowered learner.   

• Digital Citizen Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
•  Knowledge Constructor Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
• Innovative Designer Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
• . Creative Communicator Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
• Global Collaborator Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

There are Actually Three Sides to Every Story!

6th grade students at Tidwell MS will not forget this year's triangle unit! This unit was not only informative, but also hands on and  engaging. Students started the unit by learning how to use Geogebra to create triangles. Then, students created a product of their choice (book, comic strip, brochure, etc.) that would allow them to share their learning of triangles with others. Another neat aspect of this project was that students learned how to construct and build triangles from other students. Students in the 6th GT math class created video screencasts showing how to use Geogera and how to create triangles with the correct angles. They compiled their videos on a Padlet wall that was shared with the rest of the 6th grade math classes.

Taidghen, Taylor, Elijah, and Yaleiza from Mrs. Lahit's class got a lot out of this project. "I really enjoyed creating the triangles on Geogebra," said Yaleiza. "I learned that triangles are more than just a shape with three sides. There are many different types of triangles, but you only know the type based on the angle sizes. I also learned that you can not have two obtuse angles within a triangle, or two right angles." This project made students think about triangle properties during creation. Elijah points out, "The most difficult part of the project was making the equilateral triangle in Geogebra because you had to make sure to get all of the sides the same."

Creating Specific Triangles in Geogebra

Taylor and Taidghen loved the choice and creation aspect of the project. Taidghen comments, "I liked making my project stand out. I came up with statements for my book that would help others understand triangles in kid friendly words." Taidghen enjoyed Book Creator as his creation platform because it gave him plenty of options such as inserting images and shapes, as well as choosing specific fonts, backgrounds, and colors. Taidghen even utilized the drawing feature to point out matching and opposing angles within his book.

Projects were turned in on a Padlet wall, which allowed students to see each other's work. "I enjoyed seeing how other students used Book Creator differently than I did," said Taidghen. Yaleiza added, "I enjoyed looking at the Powtoons that some of my other classmates created. The Padlet helped us see all of the ways that we could have shared our knowledge."

All four of these students agreed that next year's 6th graders should complete this project. Taylor mentions, "Next year's class should do this project because it's a chance to be creative while learning." Elijah concludes,"This is a great project because you really learn about all of the triangles and the theorems."

• Taidghen's Project Link
• Yaleiza's Project Link
• Elijah's Project Link
• Taylor's Project Link

Student Created Tutorials for Using Geogebra:

Student ISTE Standards:

Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

• 6a:Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
• 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
• 6d: Students publish or present content that customizes the message and medium for their intended audiences.

Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

• 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Advancing Academics: More than Test Prep

As educators focus on growing their Advanced Academics programs and improving AP test scores, too often their conversations begin and end somewhere around “test prep”. While there is value in traditional test prep strategies like multiple choice practice and repetitive text analysis, students also desperately need to be able to think critically and apply their knowledge in meaningful ways.

Northwest High School’s AP World History teachers, Jeanette Jones and Nicole Olson challenged their students to collaboratively depict the effects of historic trade routes based on the five major themes of their AP course. Student Sam clarified, “We were given a map of all of the trade routes …and had to accurately describe the interactions between those empires on an environmental, economic, social, political, and cultural level.” Students worked together to research and create an infographic that compares trade routes and visualizes key points of their research. (You can access the full instructions here.)

Students were given choice in how to create their graphics; however, Jones & Olson specified that students couldn’t use PowerPoint or Slides to create their presentations because while useful, these platforms are too visually limiting for the needs of this assignment. Instead, they recommended Piktochart, a platform designed for creating professional presentations and graphics. (Check out these student examples: Sample: Smore & Sample: Piktochart.)

Student Bailey reflected on how this task prepared her for the AP exam, saying, “Trade routes are a major part of how things got diffused in the world… how language got diffused and cultural trade… those are important things to know for the AP exam because they are such a huge part of history.” She added, “And when I make a presentation for something, I typically try to make myself an expert in it…”

Creating infographics as a way to present research and demonstrate understanding of content engages students in a hands-on, student-centered learning process. Sam points out that, “When [you] read a textbook, you’re just looking for answers to the reading guide or for vocabulary. Having to do a project, to write it down and describe it, you really think about what you’re doing and how you’re learning it”. When students engage in collaborative tasks that require in-depth analysis and critical thinking, they gain sincere ownership of their learning that results in a lasting understanding of content in ways traditional test prep alone cannot provide.

A Digitized Novel Study

Third graders at Beck Elementary recently completed their reading of The Miraculous Journey of Edward Tulane by Kate DiCamillo. Throughout the reading of this novel, students were tasked with maintaining a digital notebook that would document their discussions, experiences, and learning. 

Students responded to the text in a variety of ways. Getting to know the key characters in the book provided students with the opportunity to analyze character traits that could be supported with text evidence. Beckett, in Mrs. Bell’s class, said, “using different apps, like the whiteboard app, helped us have evidence for our thoughts and allows us show response in pictures and drawing.” Digital tools, such as, the Aww App and Tagul were introduced to students as a way for them to share their thinking about the novel’s characters. 

Mrs. Phillips’ student, Wyatt, felt challenged throughout his work on his digital notebook and his Recap responses. “The most challenging part of our digital novel study was the questions were really tricky and you had to really think and deeply analyze the novel to understand it.” Responding to their reading verbally, using Recap, encouraged students to think deeply about their responses. It was especially empowering for their voices to be heard by their peers as they shared their recorded responses.

An extension menu was also provided to students to access throughout the study. This menu provided students with choice as they responded to their reading in a variety of ways. Support for completing the tasks on the extension menu was provided by the teachers via Screencastify. Instructional videos created by the teacher allowed students to work independently, at their own pace. The extension menu exposed students to new tech tools and provided differentiated learning experiences to students based on their strengths and needs.

On any given day, throughout the novel study, students within their classrooms could be found working on projects of their choice in response to their reading using Buncee, Google Docs, Google Slides and a variety of other digital tools. With choices on the extension menu such as: creating a personal intriguing word wall from each chapter, keeping a summary journal from their reading, publishing a “must read” newspaper article and designing a digital poster to represent a character, it was no surprise that student engagement was through the roof. 

As their reading of the novel came to a close, students had choice again in their final product. Options included creating a book trailer, writing a reader’s theater script or creating an interview with the main character, Edward. These risk-free tasks provided students with a platform to create and collaborate on their learning from the novel study. Some of these tools used to complete these projects were Animoto, DoInk and Canva. Students added their final product as a slide to their digital journal. 

Loseli, also in Mrs. Bell’s classroom, found this project to be good preparation for future learning. “The digital notebook enhanced my learning by introducing me to new websites that can help me with more of my extension projects or more of my learning throughout the year.”

Additional student notebooks can be viewed HERE.