Podcast: Getting Smarter, Interview with Diane Tavenner & Mira Browne

This interview with Diane Tavenner, author of Prepared: What Kids Need for a Fulfilled Life, and Mira Browne, founder and Executive Director of Prepared Parents, was recorded on September 27, 2019. The transcript for the audio excerpt can be found below and the full show audio recording can be heard here.

Highlights from the Interview:

Consistency and repetition are key to building new habits — learn more about the routines you could be doing daily with your child. Play Audio >>



Audio Transcript:

Speaker 1: You’re listening to the Getting Smart Podcast.

Jessica: Where we unpack what is new and innovative in education. I’m your host Jessica, and today we’re talking with Diane Tavenner and Mira Browne. With the backing of a group of parents, Diane Tavenner formed Summit Public Schools in 2003. Now, a network of secondary schools in the Bay Area and Washington state, the 13 cohorts of Summit graduates have all graduated college-ready. As a mother, teacher, and network builder, Tavenner has learned a lot about getting kids ready for college, for work, and for life.

Jessica: Tom recently had a chance to sit down and talk with Diane about her new book, Prepared: What Kids Need for a Fulfilled Life. Since 2011, Mira Browne has served as the chief external officer at Summit. With the launch of the book, she’s stepping into a new role leading an initiative called prepared parents to share what they’ve learned about youth development and powerful parenting. Mira will join Diane for this conversation to explain more about planned outreach and the book. Let’s listen in.

Tom: Diane Tavenner, welcome to the Getting Smart Podcast.

Diane Tavenner: Thanks, Tom. It’s great to be here.

Tom: It is great. It’s been, uh, too long since I’ve been at Summit Public Schools. What, g- give us a quick origin story of Summit.

Diane Tavenner: Great. Um, Summit was founded in 2003. Uh, we started with one school, we’re 15 today across two states, California and Washington. Um, and we were started by a group of parents, actually, a group of parents who really had looked around at all their options in education and felt like, um, every school had something they wanted, but no school had everything they wanted. And so they, uh, came together to start a school, um, with a vision that they could really prepare every child for the world we were living in and that was emerging and, um, to, to be able to live a good life, a fulfilled life. Um, so that is, uh, it’s, uh, it was a community effort to bring Summit to life and continues to be to this day.

Tom: Thank you. Just graduated your 13th class, is that right?

Diane Tavenner: I believe that is correct, yes.

Tom: And which Just about every kid at every Summit school, uh, graduates and goes on to college.

Diane Tavenner: That is true.

Tom: You’ve had a remarkable success rate. How would you, um, how would you describe the Summit learning model?

Diane Tavenner: Um, Summit learning is really rooted in ensuring that all of our kids, uh, leave us, uh, quipped with the skills, knowledge, and habits they need to, uh, live fulfilled lives to be able to secure meaningful work that enables them to be financially secure, um, so that they can have good relationships and community and health. And so, the, the model is really rooted in a real-world authentic learning. So we have a project-based experience that is very, um, hands-on and immersive, focused on big universal skills, like solving problems and thinking critically, um, communicating effectively. And, um, a big tenant of that is the development of, of what we call the habits of success. And so, these are these, um, uh, oftentimes, people will call them the softer skills, but the ones that really matter, uh, the ability to, um, self-direct and, um, drive your own, uh, learning and future, the, um, ability to be curious and to really follow that curiosity in your learning and, um, engagement, um, uh, and developing a sense of purpose and who you are and what you care about and what matters to you.

Tom: So when, when I visit Summit Schools, I guess, the things that I notice, um, I’ll see groups of students that look like they’re doing self-directed work, I’ll see some, um, sessions that look like blended learning labs, um, and then I’ll see some teachers working with small groups. Is that a pretty good summary?

Diane Tavenner: You will, you will see all of that and more. You’ll also see, uh, teachers and students engaged in one-to-one mentoring conversations. Um, you’ll see students working with each other, supporting each other. Um, and so, yeah, I think that, that is a, a good, um, summary of-

Tom: Yeah.

Diane Tavenner: … the way that it looked at Summit.

Tom: One of my favorite, um, features is that a couple of times a year, you, you, students have a, is it a two-week ex- ex-, uh, expedition?

Diane Tavenner: I- it is, four times [crosstalk 00:05:09]-

Tom: Four times, wow.

Diane Tavenner: … a year. So eight weeks, eight weeks, over the course of the year, uh, students will spend two full immersive weeks in what we call expeditions. Um, and there are, you know, 50 plus options and opportunities for kids to really, um, be exposed to and then ultimately explore and, uh, if they find something that they’re really interested in, pursue it. Um, everything from, um, you know, on one end of the spectrum coding to the other end psychology, um, digital media, uh, creative writing, outward bound type of experiences, all sorts of assortments of things. And, um, what we’re really doing in this time is helping kids to out what it is that they really are interested in and care about and want to pursue, what brings them joy and happiness, um, where they really spark.

Tom: And those eight weeks are not only extraordinary, um, choice learning options for young people, they provide an incredible amount of professional learning opportunities for teachers as well, right?

Diane Tavenner: This is correct because while that is happening, uh, the, our teachers are engaged in professional development. And so, Summit teachers are spending, uh, five to six weeks a year. Um, actually, I’m sorry, more than that. Um, there’s maybe about 10 weeks a year engaged in, um, collaborating with their peers and developing professionally, um, really deeply engaging in their curriculum development and their practice, um, so that they can really facilitate these incredible real-world experiences.

Tom: Um, that brings, brings me to, uh, Mira Browne. Is Mira with you?

Diane Tavenner: Mira is here.

Tom: Hey, hey Mira.

Mira Browne: Hi, Tom.

Tom: Um, so I’m a, I’m a big fan of Summit and I, I’ve been bringing people to the Summit for a long time. And that usually means that I, that I give you a call. (laughs)Right. And you helped me organize the tours. So, um, Mira, when, when did you join Summit and why?

Mira Browne: I joined Summit in 2011, so, um, eight years ago. Um, though I knew of Summit before that and interacted with, with the team. Um, and I joined because I, I fell in love with the model. I fell in love with the focus on helping kids figure out who they are and what they care about and, and then how to actually go after that and achieve it. I was just awed that every single student had a mentor, that there was a teacher who cared so deeply about their kids, um, and checked in with them and supported them and was a connection to their family.

Mira Browne: And I fell in love with the people at Summit, quite frankly. Um, such amazing, talented, um, teachers and educators who every single day are focused on what is best for kids and who were just a joy to be with and work with. And so, it was all of those things together that, um, made me come to Summit, and quite frankly, what’s kept me here over the years.

Tom: What’s your… you, you have so many people that come to visit you. Uh, what’s your, um, what’s your favorite thing to show people at Summit?

Mira Browne: Um, that is a great question. I love to show people our kids. I think that there is nothing more powerful. And over the years, I’ve seen nothing more powerful than when adults get to talk to middle schoolers and teenagers and are just awed by how much these kids know about themselves and how aware they are of what they’re doing, um, in the classroom and what they’re learning and why they’re learning it and what they’re doing next. And they’re using, you know, words like I’m setting goals, and I am working on my narrative, and I need to grow in, you know, a particular area of the ar- argumentative claim I’m making. And um, and it’s real and it’s authentic to those kids. Um, and so, I think that, that is the most powerful part of getting into a Summit School is just being, being with the kids and hearing straight from them what they’re doing.

Tom: Yeah. No, I appreciate that. Mira, you, you’ve put together student panels for me in the past and, um, but you can just pick any three kids, uh, at any Summit School and they, uh, they demonstrate all those characteristics. Um, we’re, we’re going to come back and talk about your, your new, uh, work with parents, uh, which is super exciting, but I, I wanna go back to Diane and talk about this new book that just came out. The book is called Prepared: What Kids Need for a Fulfilled Life. Uh, Diane, congratulations on the new book.

Diane Tavenner: Thank you. I appreciate it.

Tom: Uh, it’s out now by currency. It’s an imprint of pend-, uh, Penguin Random House. We were laughing before, um, we went live about the challenges of writing a book. Why on earth did you take this on? (laughs).

Diane Tavenner: (laughs) Uh, it’s a really good question. Um, I always used to joke for many years after I, I opened the first school Summit. People would ask me, are you opening? When are you gonna open a second school? And I said, “Are you crazy? That’s the hardest thing I’ve ever done. I’m never doing that again.” I, I think I might feel that way about a book as well. (laughs) It’s a labor of love for certain.

Diane Tavenner: Um, but [inaudible 00:10:54] I’m a mom, um, and an educator. And what I’ve discovered over the years, um, you know, twe- 20 plus is that, um, in both of those roles, I, I’m driving for the same thing. I wanna get kids ready for successful life. And what I’ve noticed is that parents and, um, teachers, and educators want the same thing, but they’re not always talking to each other and they’re not always working together and collaboratively on that front. And so, I really wrote the book, um, to, to, to, to bridge that, um, a, a bit and bring folks together so that we can, uh, work on behalf of all of our kids and, um, help get them ready for the world they’re facing and the lives we hope they can live.

Tom: Yeah. Diane, I, I appreciated that approach to the book. It, I found it surprising and refreshing, um, that you, you wrote both about from the standpoint of being a, a mother and an educator, uh, and that the stories are great and touching. And, uh, so I, I appreciate, um, that angle. The book is in three sections. Um, why prepared, how to prepare, and what does it really mean to be prepared?

Tom: Um, in that, the first two chapters though, that’s, uh, a pretty personal part of the book where you talk about your role as a mom and as a teacher and then sort of winning the opportunity to open Summit Public Schools. A lot of great stories in those first two chapters. The second chapter is titled because it’s a solvable problem. I thought that was such a cool title. What, what does that really mean to you?

Diane Tavenner: Um, it means that i- it is possible. I think a lot of times I just I’m running into people who feel a little bit hopeless and they think, you know, gosh, you know, our schools aren’t doing what they need to be doing, or I’m a parent and I’m exhausted and I’m tired and I don’t know how to navigate this. And it feels overwhelming and like we can’t actually get kids ready for life in a meaningful way. And, um, you know, just this morning I’m reading three more articles about, um, the deter- deteriorating mental health of our college-aged kids and, um, it’s a solvable problem. Uh, this is something we can actually do collectively together. And, um, we know how. We have the science, we have the experience, um, we have good models, and so, um, it’s a matter of us coming together and collaborating and a little bit of will, I think, in order to, to really focus on our kids, uh, the way we should be.

Tom: Yeah, I, I appreciated that. And, in that second chapter, you introduced your personalized learning plan, which is really kind of a core technology. It’s really simple, but it’s, it’s really core to the Summit model that every kid needs a plan and every kid deserves a mentor that walk alongside them and helps them develop and work the plan.

Diane Tavenner: Indeed. Uh, and that has been the center of our work at Summit, uh, from the very beginning. And, I think, you know, that I was a mentor to our, in our first class, our first graduating class. Um, and everyone here a- at Summit is the mentor to students and, um, and works in partnership with our families. Um, and we really are a community that comes to re- together around kids and, you know, that’s what it takes. Um, and it’s also the really fulfilling part of doing the work, um, when it becomes personal and when, when it becomes a row about, um, the people. And quite frankly, when it’s human, that’s when it’s joyful, um, and successful.

Tom: So the second, uh, part of the book is on how to prepare. The third chapter is on real-world and, uh, project-based learning. Why, why do you think that’s is?

Diane Tavenner: Um, it really is the, the way to learn that is most effective. Um, when you’re engaged in solving real problems, um, there’s so many, um, entry points to learning. It brings the learning together in a really meaningful, real way. And quite frankly, it’s the way you develop the skill that today our world is demanding, employers are demanding, um, and that are gonna be the most useful as we go forward.

Diane Tavenner: Um, it’s not super helpful to be developing very discreet skills any longer at the incredible direction of someone who’s telling you exactly what to do. Um, you know, what works today demands are people who can think and who can solve problems and can, um, really work independently and thoughtfully and collaborate with others. And, and that’s what this type of learning teaches and, um, requires.

Tom: Yeah, I, I appreciated that you said, uh, projects aren’t dessert, they are the main course.

Diane Tavenner: They are the main course. You know, we’re all familiar, I think, with the, you know, the, the science boards sort of product that gets assigned at the very end and the kids are doing at 11 o’clock at night and parents are pulling out glue, sticks, and scissors trying to help. And that wasn’t the, that wasn’t the way things were learned at school in that moment. That is just sort of the dessert at the end that, that isn’t really the learning. And at Summit, the project is the learning. It’s what’s happening every day.

Tom: I, so I do appreciate that. And chapter three you, you dive into projects and you, you acknowledge all the different ways that, um, projects can, um, can be easy to take on but hard to do well. And you, you dive into, uh, some of the ways that you try to really provoke deeper learning, uh, and, and high-quality learning at Summit through projects. Um, you also dealt with some of the obstacles of textbooks and accountability systems that we, we still work under and, uh, nostalgia that, that parents and teachers may have for a different version of the school.

Diane Tavenner: That’s the trick.

Tom: So, project are important but, but challenging to do well, right?

Diane Tavenner: They are. And it really does require, I believe, a commitment, um, by a school, by a network, by a community, uh, to this type of learning. Um, again, why it has to be the main course and not the dessert. I think that so often we blame teachers, uh, and in this particular case, this, you know, real quality projects learning at an individual cake teacher cannot do this by themselves. They need to be in a community that is working together towards it, building skills collaboratively and collectively, um, over many years, um, and working together to really curate the resources and the high quality projects.

Tom: Yeah. Uh, Diane, last week I was with another, uh, school district a- and I was describing the teacher to teacher collaborations at Summit. I, I think you really do have the best example of teachers that collaborate in, in a local team and collaborate vertically-

Diane Tavenner: Yup.

Tom: … um, and then collaborate horizontally with job, uh, likes across your network and have both the, the time, and the resources, and the structures to do that, um, frequently year-round. And that really does make a difference at Summit.

Diane Tavenner: I, I couldn’t agree with you more. And, um, you know, that those commitments to that preserving that time and keeping it sacred and, um, quite frankly, finding the technology that supports teachers in Washington and California and meeting together, um, weekly, uh, i- is really, um, critical to that and completely worth it.

Tom: So I love chapter four on self-direction. Um, why, why is that a priority?

Diane Tavenner: Um, you know, it’s what we know about people is that they want to, they, they have goals and they want to be in charge of their lives and they want to, um, have meaning and purpose and understand the why behind what they’re doing. And, um, I think we really underestimate our youth, quite frankly. Um, I think we don’t think of them as capable as they are. And I think we don’t take the time to really explore what they’re curious about and what they’re interested in and when, um, when we unlock that and, um, believe in them and then, Oh, by the way, develop the skills that they need in order to do that effectively, th-, you know, the, what’s possible is limitless for them. Um, and that serves you well in the future? Uh, you know, as I think about sending my son, uh, off to college next year, I’m not actually, I’m not worried that he’s not going to be able to take care of himself because he has been building the skills of directing his own life and his own learning, um, for a very long time because as you know, he’s a Summit student and, um, he- he’s gonna be able handle that as we go forward, as he goes forward in his life.

Tom: Chapter five is on reflection and particularly the, the role that mentors at Summit play there. Other people might call them advisors, but mentors at Summit really do a nice job of asking probing questions that encourage Summit learners, um, to reflect on their learning.

Diane Tavenner: I- It’s, it’s so often the overlooked element of learning, um, that process that we go through where we actually mentally step back and we think about our own thinking quite frankly. And we think about, um, what has happened and what we want to have happened next time and what we might be able to do better or differently. Um, and to have someone who is there and dedicated to, like you said, asking those questions and, um, you know, providing some degree of accountability through a strong relationship, um, and who can be trusted when, you know, when failures happen. Um, and we need to be able to, to deal with that and move on. That is really, uh, I think what so often gets overlooked as such a key ingredient to learning.

Tom: Uh, chapter six is on collaboration. What does that look like at Summit?

Diane Tavenner: Um, it looks like it’s pretty constant here. We are, uh, as you described earlier, you’ll constantly see people working together. And again, this is just what our world demands today. Um, very little work is actually siloed in individual without engagement with other people. Uh, the reality is the, our world that we are facing and the problems we’re facing, um, the challenges we have require groups of people to come together with different knowledge and experience and expertise, you get better answers that way. Um, you know, most of what we’re trying to do today is interdisciplinary in nature. And so, um, collaboration is people coming together around authentic problems. Because it doesn’t work if one person can do it. Um, so if you take an old school sort of worksheet, a- a- a group doesn’t work because one person can do it better than four. Then you take a problem where a bunch of people have different points of view and knowledge and whatnot, and they bring that to that problem, it will, you will establish a better solution with that collaborative effort. And so, uh, that’s really what it looks like for us.

Tom: Um, the last section of the book is on w- what is prepared, and it’s really a deep dive into, um, the Summit model and your outcome framework. Chapter seven is on the success habits that you described before. Um, you, you use the, uh, the building blocks that, uh, Brooke Stafford resort developed, um, at turnaround, which is now, a, a partner of yours at, uh, at CZI. But it really is a, a beautiful, thoughtful framework that has, um, the foundational elements and it cultimate, it’s called the, um, culminates in, in self-direction, curiosity, and purpose. Um, w- w- what else did you add about the success habits and, um, why they’re important and how you develop them at Summit?

Diane Tavenner: Yeah. I think that, um, so many people have done such incredible work and I think, uh, a lot of people don’t realize how much science that we have about learning and how much we know about learning and the skills that, um, people need to develop. And so, we love the, the building blocks in the framework because it is really, um, for us as practitioners simplified and allowed us to, um, sort of see a developmental progression that we can support kids through.

Diane Tavenner: And I think the biggest aha for us has been that these are all skills that can be developed. Um, so often I talk to parents who say to me, “You know, well, your school sounds great, but my, my child really needs structure. They would never be able to thrive in an environment without structure.” And I, I, I have to sort of hold my back, myself back from saying, “Well, when, when are they gonna learn how to do that?” Because what happens when they leave you? Um, and that those are teachable skills. It’s not like anyone is born with them or not, or not. And so, um, that is really the focus of the habits is, um, and we call them habits for a reason. It really requires day-to-day, day in and day out practice. Uh, you know, just like you learned to brush your teeth every day, um, you build these habits by doing them day over, day over day. Um, and um, that’s what the, the whole environment is oriented around. And you know, year after, year after year, kids develop these habits.

Tom: Two weeks ago we had, uh, Dr. Pamela Cantor from Turnaround on, and she also talked about these building blocks. She talked specifically about, um, the effects of trauma and dealing with chronic stress, um, produced by trauma. And she talked about the antidote is, uh, relationship. So it goes back to the, the reflection and, uh, mentorship that, uh, is such an important part of, uh, of your model.

Diane Tavenner: Indeed. Indeed.

Tom: So the next, uh, chapter is on curiosity. It was fun to read about the different iterations of the Summit model as you looked for the right, um, the, the right learning experiences to provoke curiosity. Maybe you could talk about how you tried to do that.

Diane Tavenner: Certainly, you know, one of the things we discovered in building the model is, um, sometimes folks, certainly, we weren’t the first pers- people to come across authentic real-world learning. And sometimes what, um, happens when people go in that direction is they kind of stopped focusing on helping kids, um, develop knowledge. And the reality is it’s really hard to analyze something if you don’t know anything. And it’s really hard to solve problems if you don’t have information.

Diane Tavenner: And so, um, what we really are seeking is, um, a way that kids build knowledge that’s still valuable even today, but through curiosity and, and trust. Um, and so, uh, entering into that, uh, knowledge building space through really legitimate and honest, um, curiosity being peaks and, um, that comes with that real-world learning, um, that often connects back and drives kids to want to, um, learn things. And it also comes with a lot of choice. And so, this is where kids learn how they learn and, um, they’re given lots of different choices and opportunities to figure out, um, how they learn individually and best. And it’s really fun to over, um, you know, a series of, of months and then years to talk with kids at Summit and really, um, have them tell you their strategies and what they’ve learned about themselves as learners, and they’re all different, um, and yet effective for them.

Tom: So in chapter nine, you talk about a set of universal skills, um, you identified as set of, uh, cognitive skills that are, are really key. They’re foundational, they’re translational, and includes, um, r- reading with understanding and writing, um, presenting you, you have a set of rubrics for each of those. Maybe you could describe, um, how teachers a- assess each of those cognitive skills.

Diane Tavenner: The cognitive skills are really the foundation, what kids are learning and developing and practicing through their projects. And, um, the power is that they’re doing that year in and year out and across different disciplines. So, um, they’re, they’re learning that communication in science, and history, and math, and English is communicate… It’s the same skill and it’s done in different contexts. Um, but it is the same scale and it’s being reinforced across. Um, and our teachers are then, um, really working together to understand what is, uh, effective communication across all of those disciplines. What does it look like? Um, what, what does it sound like and how do you actually build that skill, uh, when students aren’t proficient at, um-

Tom: But then with that… because your kids will, they’ll, um, they’re going to expeditions four times a year, uh, might those same rubrics be used even in an expedition?

Diane Tavenner: Are indeed, yes, they are used in expeditions as well.

Tom: So, that’s… it’s such a cool schedule. It really is one that provokes curiosity. Um, it, it gives kids different settings to and different bodies of content to practice the habits. But then you have these, um, these common rubrics where, you know, the same things are important, uh, regardless of what your, your project is on. It’s still important to produce, uh, a quality product, uh, to present it with articulation. So it’s, it’s great to see those used, uh, across all the different learning experiences.

Tom: All right, let’s, um, let’s pivot to parents. You, you guys closed with a really great epilogue, that’s a blueprint for parents. And now, I’d, I’d love to know, um, how this has become, uh, so important for Mira and, um, what her new journey is gonna be about. So Mira, what’s next for you?

Mira Browne: Um, so we are bringing the book to life for parents, and that is the goal of what we are calling prepared parents. And so, I think one thing that we have found over the years of running some at schools and engaging with parents all over the country quite frankly, is that these are conversations that parents are having with each other or they’re having them as friends. Um, they are worried and they aren’t clear what the roadmap to preparing their kids for the future is. And there are all these feelings that, that come with that of not wanting to or of wanting to, to grow their kids into fulfilled adults who know what they want, again, and like know how to go after it and, um, are secure, and independent, and curious. But the roadmap for getting there doesn’t feel clear. And I have started to feel that myself and becoming a parent.

Mira Browne: I’m a parent of two. Mom of two young boys. Um, my oldest has entered into kindergarten, and the journey is just starting. And all of those same questions, um, are the questions that my friends and I are, are asking. And so, prepared parents is the opportunity to provide guidance to bring to life these concepts of how do you, um, nurture your kids into independent, confident, um, adults, and what does that look like at home. ‘Cause I think too often we have separated what happens at school from what’s happening, um, at home and the decisions that parents are making at home, and they’re not different. They’re, they’re quite similar and it’s a very, it’s the same conversation. And so, that’s our hope with prepared parents.

Tom: So what, what will you do at the, the new nonprofit? What’s the activity set gonna be?

Mira Browne: Um, and so, uh, prepare parents is a project at Summit. Um, and so, parents can go to preparedforsuccess.org, um, and sign up to join the community. At the end of the day, we really want this to be a community for, um, parents. And so, by signing up, they will start to receive routines, and activities, and tips of things that they can be doing at home to build the exact same skills that you have been talking to Diane, um, about. So how do you start reflecting with your child? Um, what does that look like? You know, how can you use the five minutes you may have at night, um, with your son or your daughter or your children to start to help them think about what happened that day or what happened that week and how did they respond and what were the obstacles and what could they be doing differently, you know, in the future?

Mira Browne: Or it might be starting to think about how to spend the few minutes you have in the car to help them be intentional about the day and think about what’s coming up and how do they start to set goals even as small kids, all the way through, right to high school. Or when you see that spark of excitement or wonder in, in your child, um, how to help them unpack that and figure out where that spark or excitement is coming from. And is that actually an interest or a passion or, you know, we call it the ings. What is it? Is it, is the fact that they’re doing an activity that really excites them. They wanna explore that more deeply, and maybe you can start connecting that to things you’re doing, um, as a family on weekends or, you know, during the summer or whatever it might be.

Mira Browne: There are things that we do every single day for our kids. We are willing as parents to do whatever it takes. And our hope is just to be able to give parents some additional resources and tools, um, to do that, to build these skills at home and give them the confidence in the decisions and the things that they’re doing every day for their kids.

Tom: Uh, Mira, I, I love the, um, the epilogue of the book has a, a dozen really great tips in it. Um, focus on the ings meaning, ask questions. Like, what do you like to do instead of w-, you know, what would you like to be?

Mira Browne: Exactly

Tom: Right? Um-

Mira Browne: Exactly.

Tom: Asking-

Mira Browne: And other activities just like that. Mm-hmm (affirmative).

Tom: Yeah. Asking why and then asking why again.

Mira Browne: And again.

Tom: And again. Um, you could talk about the, uh, the self-directed cycle and how might you make that part of a, a, a child’s day.

Mira Browne: Um, I mean, when you think about it, the different steps, right, are set a goal, make a plan, do it, enact it, um, and reflect on it. Um, and so, that is really no different than what you do with your kids. You can ingrain that into, when you get up in the morning and you’re thinking about, again, you’re trying to be intentional with your child about what’s happening at school that day or what you hope as a family to achieve that day. Um, and you make a plan with your, with your children, and with your child and you model that and you show them, um, that. And then again you, you ask how it went. Um, and you unpack it. You help your children unpack what, what happened, um, again that day or, or that week or in that activity or what didn’t go well. Um, and then you set a new goal and you start all over again.

Mira Browne: And so, you know, these are, these are all things that we’re using in the Summit model. These are all, um, activities and, and things as Diane was saying, that’s based on the best research and the best psychology and the learning science that’s out there. Um, but they aren’t regulated to just school. We can do these things as parents, um, at home. We are always looking for different things that we can be doing with our kids, um, to help really build those skills again. And so, you know, those are the, the blueprints in the epilogue are, are things or just the start. We hope that parents will go to preparedforsuccess.org, um, and we will keep providing them.

Tom: It’s a, it’s a terrific epilogue and it makes me, uh, makes me think that, that site’s gonna be a great resource for a growing, uh, group of parents. So, loved, um, that super practical end to the book. Um, we’re excited to see the work that you lead, um, Mira.

Mira Browne: Thank you.

Tom: And, um, Diane, just to, congratulations on the book, and thanks so much for your amazing contribution to the sector. Um, th- this book gives us a great resource to learn more about the work that you’ve been doing over the last 15 years and, uh, we- we’re excited to be able to share it with people.

Diane Tavenner: Thank you, Tom. We, we really appreciate it and, um, we’ll look forward to, uh, continuing to, to make those contributions.

Tom: All right. I’m going to visit soon. Thanks for being on.

Jessica: Thanks to Diane and Mira for joining us for the episode today. For more on the building blocks of success, be sure to listen in to episode 217 with Dr. Pamela Cantor. We’ve got it linked in the show notes and on the blog. And lastly, don’t forget to leave us a rating, so more of your friends and other innovators can find us. That’s it for today, listeners. Thanks for tuning into the podcast. This is Jessica, signing off.