We are so excited for this episode. And in today's episode, we are going be diving into Vicki's journey in the literacy instruction and intervention space, starting with the challenges that Vicki faced in the beginning, what instruction looks like for you now, Vicki, and some helpful strategies you can give our listeners to take away into their own literacy instruction. So, Vicki, how are you today?
Good. It's fifty something degrees here in Virginia, and so I'm excited. We might just get the outdoor Christmas lights taken down before February, you know? This is good. It's a good thing.
See, that's probably warming up for you. For us, we're in the fifties too, but that's been cooling down for us here in Colorado. So we're actually excited for some cold weather.
Awesome.
Well, Vicki, to kick things off, can you tell us a little about you and your work, your setting, those kinds of things?
Well, my background is in speech language pathology, and I've been doing that for many, many years.
And I started my career education in California, started my actual SLP career in Alaska, which was a great adventure in itself. And so I we spent probably about thirteen years in Alaska before we decided to move here to Virginia. And it was very eclectic, which I loved. And if there are any SLPs listening, was back in the day when the American Speech and Hearing Association, it wasn't a mandate. It was more like a suggestion that you had one speech pathologist and you were only allowed to have forty kids on your caseload.
And if you had kids that had some pretty severe severe disabilities, then you were pretty much advised to have even less on your caseload. Now, again, if you have SLPs listening, they're just dying right now because they have caseloads, I'm sure, right now, of, you know, ninety, one hundred kids, four schools. I mean, it's got a little insane, but I digress.
I started out with a state school for the deaf. And so I had some background in sign language from my college years, and I got dropped into middle school.
So let's just say I learned sign language really fluently and really quickly.
And so on top of that, my husband and I decided, as crazy as it sounds, I my husband always says that I brought my work home. And we decided to foster the kids that were coming in from the village, from the state school for the deaf. Oh. Because we didn't actually have a school. They were integrated into the school, the public school in Anchorage.
So, I brought my work home. So, I pretty much signed from the minute I got up to the minute I went to bed, because we had at least one or two kids living with us that were Deaf. Wow. Yeah.
That's amazing.
But from day one, literacy both my parents were teachers. So, literacy was a big deal.
And back when I started in the day as a speech language pathologist, there weren't quite so many guardrails that they have now. So in other words, my groups, the kids that I worked with, I didn't have a lot of guidelines as far as what I could use to meet my goals. I don't know if that's changed considerably because I haven't worked specifically in the schools as a school speech language pathologist in quite a while. I did a lot of contract and a lot of clinic work after I left Alaska and came to Virginia.
But literacy has always been a priority for me. So there has always been a book in my therapy sessions. We've always been working off a book. All of our therapy goals were met using some kind of literacy, some kind of book and you know, all my activities were based on that.
So, when we came to Virginia, I like I said, went to clinic work and you know, started doing some contract work in the schools and I started working with some kids that were pretty severe on the autism spectrum and some kids with some pretty physical, pretty heavy duty physical needs but again, whatever I tried, I tried to implement, you know, that literacy as often as I could because I knew that these were kids that were probably not being targeted for that.
So, during the pandemic, I decided to take a different route and I kind of jumped off of speech pathology. I was still working in the clinic. I was actually doing some work with a clinic and I had kids that would come and I would do some comprehensive evaluations for dyslexia.
I had taken a sixty hour course with Susan Barton and those in the Dyslexia realm of things will know her. She was kind of a shining star and she did these programs where you could come and learn how to do specific at the time. They were very in-depth screenings and I took it a step above that and started doing some comprehensive evals in the clinic and that was sort of my jump off really into diving into literacy. And I decided to do a lot of the Linda Mood Bell trainings at the time, you know, during the pandemic, they were doing obviously all of it online. And so, I did that. And I had actually done one of their programs, the Lips program from Linda Mood Bell. And another speech language pathologist and I had done that, oh gosh, probably twenty years ago or so.
And it fit so well into our speech language pathology sessions in the clinic. It was fabulous. I mean, we used it all the time with our kids. And like you and I were discussing earlier, these kids need this.
They have language issues. They have some pretty severe articulation issues. This all leads to, in my mind, I haven't done the research obviously, but in my mind, it all leads to literacy issues. And over the years, being a speech language pathologist, I can probably think of a handful of kids, and I've worked with a lot, that sailed through, you know, reading and language comprehension when they hit school because I would work with preschoolers and some of the older kids, middle school, high school.
I've kind of done the gamut. So, there weren't a whole lot of kids that I didn't see language obviously, issues that led to literacy issues. And so the light bulb went on, and I was kind of like, we really need to get on board. And, of course, ASHA, American Speech and Hearing Association, is now on board, and they count that as under our umbrella.
That literacy piece and it has gotten more and more accepted for speech language pathologists to really take the reins when it comes to some of that literacy.
And that's amazing. I mean, I'm thinking back to our summit last June and you were there, but we had so many SLPs who were there and learning together. It was wonderful. I loved that we had a room full of educators, private practice, SLPs. We were all just learning together and it felt so right for all of us to be having those conversations together.
SLPs, what we learn, and it's even more in-depth now, really sails right in to literacy. And I do not remember where I found Ascend.
You guys were just getting started, and you were you sent something out. Again, I don't even know where I found you. But I looked at the curriculum and I thought, Man, you know, I've got all this training. I mean, hundreds of hours of literacy training that I took over the pandemic and beyond.
PDX out of Washington State, they're a big literacy company. They had another sixty hours of training that I participated in because they were trying to get people to work with their program and but nobody gave me a curriculum. And so I had all these hours of training and I thought there's no way that I can take these hours of training and funnel them down to a curriculum. I just can't.
I mean, I'm an intelligent person. I've got college degrees, but I said to myself, I need to find something. And I wasn't ready to jump off, you know, as a speech language pathologist when I found Ascend. I just thought, this is something I think I can use in the future or I can incorporate into what I'm doing right now in the clinic or working with kids in the schools.
And so I joined the program and it's been the best thing that I ever did. I mean, thing.
You're like one of our superstars.
Like I'm saying, I don't know where I found it. I mean, Corey may be able to enlighten on that one as to what they were doing at the time.
But I just thought, I need to invest in this company because I do not have a curriculum and there is no way that I'm going to spend the hours to funnel all of this training into a curriculum.
Yeah. I know exactly how you feel, Vicki, because for any listeners who have heard my story before, know that I was not here at the birth of ASCEND. I was still a middle school literacy specialist in New York State, And I was feeling the same exact thing as you were. Again, my master's is in literacy education and I read the research.
I had done the things. I had all of the training. I had Orton training. I had so much, like you said, hundreds of hours of training under my belt.
But really just trying to get it into like a curriculum that was gonna work was it it just felt like something that I was never gonna be able to achieve. And I was just kind of like putting some things from this program and this this.
Teacher pay teacher. Yeah. Going on alone.
Yeah.
I'm just being like, I don't know if this is really working. And since joining ASCEND and of course, before I even joined ASCEND using ASCEND as a teacher and knowing that's, that's really how DSI came to be. It was, Corey saw this problem of we have all these educated people out there who are learning about science of reading, who are literacy interventionists, who are SLPs, who are working to try to get kids where they need to be, but they're not finding a cohesive program that really kind of puts it together. And that was kind of the birth of the DSI program. And you and I are two people who can attest to it works.
Just being able to have that together and like sit down with our kids, it can make your your teaching, your practice, whatever. Yeah. You just feel to have that. Yeah.
Yeah. Absolutely. Yeah. Oh my gosh. And then we get to communicate. We get to connect with other educators out there and talk.
Yeah. It's wonderful.
That is great. So Vicki, you've had lots of experience. I actually did not know you started in Alaska. I don't know. I didn't know that. That is really cool. I love that that's where your teaching journey began.
You've since you said you moved to Virginia. So can you tell us a little bit of your day to day life right now? What does your practice look like?
Okay. Well, my practice, unlike probably others, is very tiny. I only see a couple of kids and an adult because I was raised in a home where volunteering your time was just nonnegotiable. And so if you had a skill that you could provide for someone else on a volunteer basis, that again was just, I don't wanna say mandatory, but it was pretty much nonnegotiable. Just I grew up volunteering in hospitals, candy striper, you know, I've done all kinds of volunteer work. And our local adult literacy program always needs volunteers.
Most of the clients there are students come from the refugee area of things. And so they're usually working on a lot of more vocabulary, English as a second language kind of thing. So I am their volunteer that works with adults who come in that really want to learn how to read. They really want to learn the rules.
They really want to learn what it is to read. And so the adult that I'm working with right now is very involved. She's cerebral palsy, in a wheelchair, has some vision issues. And I use the Smarter Intervention Program with her. And it is just amazing because as she puts it, these are her words, she in third or fourth grade, her mom thought the school was teaching her reading, and the school thought mom was teaching her reading. And she was in fourth grade and didn't want to learn, so she didn't tell anybody.
No. So it's not really funny, but she thinks it's funny, you know, when she explains it. So, you know, she learned to about third grade maybe, and then everybody else was in the dark, And she, of course, wasn't going to tell them that they you know, long story short, she wanted to learn how to read. And it is so fun, Lindsay, when she will say to me, you mean there's rules for reading?
I didn't know there were rules. This is like, it's all opening up and I can see what words are. Like, they're just not a whole mess of letters. And I just laugh and I and every session I say, isn't it grand that you have rules?
That when you look at a word that you can't read, you know that you have the tools to break it down.
She is so excited that there's rules to She never knew that. So anyway, this program works with adults, in my case. And I have fourth graders that I work with. And one of my fourth graders probably in second grade, first or second grade. She's a very bright young lady. Dyslexia runs all the way down in her family on her father's side.
And she was in a really dark place, really dark place because she could not read. And mom is a friend of mine. And so I thought, I'm gonna take this program. I'm gonna see what we can do with it.
Of course, she gets help in the school. She's got an IEP. Mom and dad are very involved. And this kid has gone from a really dark place to a kid who is in fourth grade that it has just it is so fun to watch, Lindsay, as you know.
It just gelled at the beginning of school this year.
And she is reading chapter books on her own. She's got this fabulous attitude of I can do this now. You know? So don't be trying to be kind of a teacher to me sort of thing, you know, because I got it.
I got the tools. I could do this. And it's just so much fun to me but I do have to say that when I started this and I've said this many times, I just use the program and I didn't expect myself to know it all. I didn't go through the entire program when I started.
I just started where my kids were at the time and the students that I was working with and I just went through the program when I had questions.
I bounced it off you guys. I attended the coaching calls whenever I could which was most of the time.
So now that I've been using it for a couple of years, obviously, it's a lot easier and I feel like I'm in the flow and I know what's coming next. But I have to be honest, it's not where I started with this program. I just decided I had two parents that contacted me and as time rolled along, I just said, I got this program. I'd love to use it. I work at a daycare. I work in home. I work online.
And if one of the kids is sick or I'm sick or their siblings are sick, parents will say, especially when I go into the home, mom will text me and say, We need to do online today. And I just flip to the slides versus the paper, and the transition is seamless. It's great. And like I said, I was not and still do not consider myself an expert in this. I have the skills as a speech language pathologist to transfer what knowledge I have, but like I said, I did not have a curriculum.
And so I just go step by step with the DSI and it tells me what to do. And if I need the script, great. If I don't need the script, great.
Exactly. And I mean, boat. When I first started with my curriculum, I just started messy like you were saying. I started it with the kids I had in front of me, the levels that I needed to be working on.
I even did it before I did the training. I had, I did the training, the full training that summer, but it was, it was a little messy, even though I like had previous experience to being a literacy teacher and I had, I knew what I was kind of supposed to be doing, but like anything, there's a learning curve.
And I think what you said, you don't consider yourself an expert.
I don't know if any of us really do because one thing we talk about- I don't think you can.
Seriously. Just Yeah.
We constantly talk about being lifelong learners here at our own clinic and just having that open mindedness to new experiences and what's going to work with this kid versus what's not going to work with this kid and just continuing to learn and to grow.
And I think as long as, like you were talking about your student who it's it's clicking this year that, you know, she's like, I got this, I got this. That is what we're aiming for, right? We're aiming for even your adult learner who's like, Oh my gosh, there's rules. This is amazing.
Can't believe this. I had no idea.
And ultimately, that is all of our goals is for our students to be, the light bulbs are going off, I'm getting this, I feel more confident in myself.
Absolutely. I have a student who's in fifth grade now and I started with her over a year ago and kind of very similar where she was really struggling when I first started with her, just very did not wanna do it. And now it's it's clicking more and more, and she's very confident. She's talking about the books that she's reading, and she's so excited to tell me about the books she's reading. And I just had a session with her last night and it was just I can't help but reflect now about how far we've come. And I think that's what we're all in it for.
So I love your journey, Vickie.
I mean, it's been a lot of fun. Like I said, I did the training for the program, jumped into it and just said, I'm going to see how it goes. And it's been fabulous. And, you know, like I said, I've still got one that we're struggling. We have we have a lot of different issues. We've got a lot of things going on and a lot of things in her life.
So we just keep going, she's the one that I bring up on a regular basis whenever we had the coaching calls and things like that. And I feel like not only did I get a curriculum, but I got a community.
And as an SLP, I had that because I was in the schools or in the clinic, especially in the clinic because I was working probably with five other SLPs.
And every time I had a question, I could just bounce something off of them. But when I jumped off into this, I didn't feel like I had a community. And to be honest, here in this area, I still don't feel like I do, because most of the people that are involved in this that have a community that you can join are the reading specialists in the schools.
And they have a community because, again, they gather, I'm sure, you know, when you have in service days or when, you know, you just do things like that but those of us that are out there doing this on our own, doing it one on one or small groups in a private practice.
It's really difficult to have a community. Because I don't know anybody else in my local area, obviously, that's doing DSI specifically.
A lot of them are doing Orton Gillingham, and that's what they're doing one on one. But there isn't a community that I feel like you can jump into and ask a question. Just kind of say, I've got this kid that's doing this or having difficulty with this. Can I get some advice?
And that's what I love about your business. Not only did I get a curriculum, I got a whole group of people that I can ask questions with without feeling intimidated. Yeah. Without feeling like they're going to say, you should know the answer to this.
Yeah. I never get that. I never feel like that. I never feel like Vicky, in your training, you should have gotten the answer to this.
I never feel like that. Everybody just gives me an answer and says, this is what we've done before in this situation and I don't know. I can't say enough about you guys. I just can't.
It's just, I mean, it's just, you And I don't know if I will grow myself because what and I don't know if other people have different remedies for this, but most of what you're doing is from four o'clock on in the And so you kind of have to find other ways if you're going to grow in my opinion. If you're going to grow, you need to find other ways to do that. In other words, sliding into homeschoolers or sliding into something where you can do that during the day because most of the time, it's like four to six o'clock and I personally didn't want to do that five days a week. Yeah.
So, I had to limit that and that's another thing that I love about Ascend is the private practice program because you guys are very specific about you need to think about who you want to work with. You need to think about the hours that you want to do. You want to think about do you want to work from four to six, five days a week? So when I took that and went through that whole program, oh my gosh, the information that you get from that is amazing because I hadn't thought about half of those questions.
You know what mean? It's like, oh, really? I have to decide that? Oh, okay. Well, then I'll go through that and give it some thought and figure this out.
And I had done that early on when you guys had the first, I think, opening for that.
Yeah.
I the first launch of that one.
And that really opened my eyes because I think Matt did that the first I don't know if it's still the same way going through that. But yeah, there were very specific questions that I had not thought about because I hadn't had a business of my own. So this was it was all from ground zero, and you guys have been incredibly helpful on all of that. But I don't know, like I said, if I'm gonna grow because I'm looking to work one on one, and that's usually after school. So you have to really decide, you know, are you going to work till eight o'clock at night? Or what's your goal? Are you going to slide into something during the day that you can do that's different?
I can see my adults. So, that's kind of how I fill in an hour or two is working with adults with this program.
But yeah. Yeah. I don't know. There are still questions on sort of on the retirement side.
So And we love that. Yeah. Yeah. You know?
So And I don't think there's really necessarily one right answer for like Yeah, no.
Like, know, teaching, there's no one right answer. Whether you stay small or you get bigger, that's totally matters based on what you need in your life too. Not everyone has to have a large practice. In fact, some of those smaller kind of more private practices that kind of get out by word-of-mouth, they're serving such a great purpose too, because people are able to find them, the right people are able to find them, right? And if you have more capacity to serve more people in a community or even online, then that's wonderful for you too. But, you know, anyone who's listening who's kind of maybe had these thoughts as well of like, do I want to start my own practice? What does that look like?
Basically, just like what you were saying, Vicky, for you, you had to figure out, well, I don't wanna work four to eight, five days a week. It's that'd be really hard to do. And Yeah. You know, we do see a lot of our students from three to six.
And sometimes that works out because we've got students across the United States who are in different time zones from us. So it works for them where it also works for us, but that's something we've decided to do. We do have some homeschoolers. It's it's just a matter of figuring out what works for you and what your community maybe needs.
I've had a few other conversations with some other private practice instructors who are able to do a little bit more of the homeschool, or you know, have like just kind of different partnerships out there. And I think as challenging as those questions might be, that could also be really fun to figure out what is it that I need or what is it that I can provide? Like, who can I provide this for? And just figuring out your own journey is always a process.
I don't think it's ever going to be a kind of finished process.
Yeah.
And I think that's half the joy of it, from the experiences I've had, from the experiences that I've heard others had. So if anyone is listening to this thinking about, do I want to maybe venture into starting my own practice? Be like Vicky and be open and figure out what you want and don't be afraid to say no to what you don't want. Right? Yeah.
Well, and that's what was nice about having those questions. It really makes you stay in your lane. And I have found that staying in my lane makes my life a whole lot easier. Less stress.
I can say no very easily because I know what my lane is. I know exactly the type of population that I want to be working with.
I love small groups as a speech language pathologist. You very rarely ever got to work one on one. And so I got really good with small group dynamics. During the summers, sometimes I'll provide just a reading group at one of the daycares and I just put out a flyer that says this is what we're going to do if you have kids that are rising kindergarten or first graders or something like that.
I usually end up with five or six kids that I can work within a small group just again for maybe a month, maybe not even. Maybe we just work for a couple of weeks just to kind of keep kids engaged during the summer. A lot of parents like to do that. And I've gotten in with one of the great daycares here in this area because I tutor kids there.
So yeah, they let me just use their facility. So you just have to be flexible. But my recommendation is to figure out what you wanna do, start really small if you can, and stay in your lane.
Yeah.
Because that's I love that.
It's it's less stressful.
And it's like I said, it makes it really easy to say no because there's not a lot of wiggle room for what I'm working with. And I find that when you say yes and you're not really ready to do that, that's when stress really, you know, ramps up.
Feel like a lot of the people who are educators or in the education field, we're the kind of people who constantly say yes because we want to say yes, but like you're saying, not recognizing the stress we're putting on ourselves or not realizing this really doesn't fit that lane that I'm working in.
And so like you're right, having those questions and having them figured out beforehand, so you have those guidelines and being like, this is when I say no.
I think that's amazing advice that we don't often hear Well, you know, sometimes in an educator role, you have to be probably a lot more wide open than you would if you were working specifically in a company where this is the only thing that we do.
And that's what I I always say. When I first started back in the dark ages in the schools, I loved it. I loved it because we didn't do bus duty. They hired people to do that.
We didn't have to eat lunch with our kids. They had lunch monitors. They it was a very in my situation and in my experience, it was very different than what it is today. And I can see why some are choosing to jump off and say, I want a little more control Yeah.
With who I see and who I work with and those types of things. But it's been yeah. It's it's been a fabulous journey. Like I said, I did all of these hours and hours of training for what I wanted to do but there wasn't a curriculum.
Yeah. So, when I saw yours, I just thought, this is great. It's based in research and I know, correct me if I'm wrong that Cory is a research geek.
Yes, she is. I think she would wear that pants proudly.
So, that's what I loved about it was it was steeped in research. It was developed by somebody that had that background and you know, I had statistics and let's just say if my husband hadn't been there in the same university, I probably would have failed.
So, I'm really happy to have somebody on board that developed the program that that's her thing. It works really well for me. Like I said, I've stayed small but I know people that have gone a whole lot bigger with their businesses and they really like it as well.
So I would say if anybody's thinking about jumping off, start as small as you can and probably, you know, since it's four to six or three to six or whatever the hours are, can work your full time job for a while and do that after school just with a couple of kids. Yeah. If there's speech language pathologists out there, this is really right in your lane. And I would highly, if that's something that you're interested in, would highly recommend that you search it out, especially if literacy has been something that you're already doing as a speech language pathologist, which I believe many of them coming out of university now are doing that. I mean, they have that background already. They've already been introduced to it. When I first started, that was not even on the radar.
That was something that literacy was for teachers. That was not something that you even dipped your toe in. I just did that because it was a passion of mine. Yeah, it's worked really well for me. Really well.
I have to say even, let's see, I was in university about ten years ago, a little over that now.
I- That's surprising.
I know it's just really.
Yeah, definitely over ten years ago now. Oh, goodness. But I remember when I was looking for my master's program, I knew I wanted to work in literacy. I knew I was wanting to work in education.
I had heard of SLP and I that had kind of really sparked an interest, but I I really wanna be more in the education field. But I think if I'd known then that SLPs could do both, I think I I would have actually gone more towards the SLP track just because there's so much there that I love too. And and like you said, I think universities have kind of started to change that now because we do realize that there and it's not just here in the US either. I've I've talked to some of our friends in Australia who The same thing's happening there, and they have a lot of SLPs who are also taking on the literacy work as well, because we're realizing language as a whole, we really got to help our kids with language and reading.
It really all does tie together. So I think what you were saying before about anyone who is in the practice, either SLP or reading interventionist, like if that's what they're looking to do, start as small as you need to, that one kid at a time after school, and then build up to what you know you can handle, I think that's great advice. And it will change, right? Your journey never stays the same.
No.
Well mine hasn't. Yes. For sure.
Everyone I've talked to who, you know, we've done these literacy chats with, their journey has changed so much from when they started to where they are now. And I think that's the beautiful part of it though. That's one of the best parts of doing these chats is talking about just because you started in one lane doesn't mean that's necessarily where you're going to stay. And even where you are right now is not where you're gonna stay forever. It's going to change, and it's going to be great every step of the way.
Yeah. Yeah. And that's the biggest thing I loved about being an SLP is that I could work in small groups. I started this whole journey because, as I said before, my parents were both teachers.
My mom was in middle school and absolutely loved it. My dad was in high school and hated every minute of it. So I had this broad outlook on the profession of teaching. And my biggest thing was I loved being in the schools, but at the time, it was one to about thirty, and sometimes you might even have thirty five kids in your classroom.
And to me, those odds were not great. I mean, I was looking at it going, Nah, no, that's not something that I'm. So I actually got paired with a speech language pathologist, followed her around early on in my college career. And I thought, Wow, I could be in the schools.
I could be working in small groups. The biggest I ever saw was like maybe six kids, you know, that you would have to corral during your time.
At the time, like I said, the guidelines I could pretty much do what I wanted to. I could be in the classroom. I could be in my room. I could be one on one. Now, when I say room early on as a speech language pathologist, typically that meant like the custodian's room when he wasn't using it.
So back in the day, speech language pathologist, let's just say, we were not high up on that important list.
But yeah, so that's you know where I started, but I loved it because I could work in clinic. I could work in a hospital. I could work with kids. I could work in the schools.
I could work with adults. It was a really broad scope and yeah, that's what I continue to do now because I have that background. I feel comfortable working with adults with this program. I feel comfortable working with young kids and I've had kids in the past that have been middle school and even high schoolers at this point.
Because I've had that breadth of from zero literally we work zero to three as speech language pathologists all the way up to adults that gives me at least that background and that to be able to work with just a whole slew of different kinds of people.
And literacy unfortunately I've had opportunities I haven't taken advantage of, but I have asked to go into the local prisons here. And because dyslexia and reading disabilities are rampant. I mean research shows that when you don't have a good literacy background, it's a pipe line to prison.
That's terrible. To me, yeah, it is terrifying. And I just look at some kids that I've worked with now in the past and I just go, Woah. If we don't change this, don't know where you're going to end up.
And so the opportunity to teach literacy, there's just a phenomenal way to get to that. I mean, one on ones, small groups, schools, private schools, public schools, prisons, adult learning centers, all of that. Like I said, as a speech language pathologist, because I've had that depth, that wide open area of working with a number of different people, It just slides right in there. So I would encourage anybody to start small and figure out what your lane is and go for it.
Thank you, Vicki, so much.
And for our listeners, we just want you to take a minute and reflect. Does any of Vicki's experiences resonate with you where you are right now, where maybe you want to be. Right? And if so, what's one thing you can do or one message you can hold on to based on this conversation?
If you are in our professional learning community, drop a comment in the group and let us know. And if not, send us a message on Instagram and let us know. Also, the PLC is a great way to reach out to Vicki. Vicki is a great member of our Professional Learning Community. So if you want to talk more with Vicky, that is the place to do it. Is there anywhere else that listeners might be able to contact you if they wanted to, or members of our DSI community, Vicky, or is the PLC pretty much the best place to do so?
That's the best place to do it. My business email address is allthingsliteracyinva at gmail dot com.
Beautiful. And we will put that in the show notes for And Vicky, thank you again so much for being here, sharing your experiences, your knowledge. We're always grateful for you. We love talking to you. And thank you for everyone who is listening to this podcast, and stay tuned for more conversations like Vicki's.
Thanks for listening to this episode of the Smarter Literacy Podcast. Make sure to subscribe for more strategies and insights to make delivering effective literacy instruction easy or at least easier. And if you found this episode helpful, share it with a friend or leave a rating and review wherever you get your podcasts. It really does help others find the show, and we are beyond grateful for your support. Thanks for listening. Until next time. Happy teaching.
