What’s New, What’s Improved: APH Products

On this episode of Change Makers enjoy a closer look at APH’s newest and modernized products. Hear from product experts about tools like BOP-K, Grid and Go, and Braille Bridge, all crafted to boost braille and tactile literacy. Discover how these innovations are changing the way learners engage with accessible materials.

On this episode (In order of appearance)

• Sarah Lee, Product Specialist
• Rachel Bishop, Braille Product Manager
• Karen Poppe, Braille and Tactile Literacy Manager
• Laura Zierer, Product Manager Over General Education and the Arts

Additional Links

• BOP K - Coming soon
• Grid and Go
• Grid and Go activity guide or booklet (PDF)
• Grid and Go activity guide or booklet (BRF)
• Braille Bridge
• Email Change Makers

Transcript

Narrator: 0:00

Welcome to Change Makers, a podcast from APH. We're talking to people from around the world who are creating positive change in the lives of people who are blind or have low vision. Here's your host.

Sara Brown: 0:15

Hello and welcome to Change makers. I'm APH's Public Relations Manager, Sara Brown, and on this episode, we're bringing you a roundup of new or modernized APH products. Up first, we have APH Product Specialist, Sarah Lee, who focuses on braille Literacy Products along with APH braille Product Manager, Rachel Bishop. They're both here to tell us about BOP K. Hi Sarah. Hi Rachel, and welcome to Change Makers.

Sarah Lee and Rachel Bishop: 0:43

Hi. Thanks for having us.

Sara Brown: 0:46

And before we get into the podcast, introduce yourselves and let our listeners know, you know, what it is that you do at APH.

Rachel Bishop: 0:56

Um, I'll start. Um I'm I'm Rachel Bishop. I am the braille product manager. Um I'm an NLS certified braille transcriber, and I am the product manager for building on patterns and a lot of the on the way to literacy series books, um, banner books, etc.

Sarah Lee: 1:21

Uh and I'm Zara Lee. I'm a product specialist focusing on braille literacy products. Um I'm also a certified braille transcriber and I'm co-managing the K-BOP Kindergarten Literacy Curriculum with Rachel.

Sara Brown: 1:39

And how did you all get into the braille transcriber, you know, the braille transcription? What brought you all to that field, to this field?

Rachel Bishop: 1:48

Uh well, for me, I I was um a research assistant, which is now they call it product specialist. That's was my first job here um at APH. And um the a product manager position came open, and uh the requirement was that you get braille certified um by the end of the that year um to get the position. So I learned it that through that, and then I've just continued it um uh as I've developed my my work here.

Sarah Lee: 2:25

Um for me, I was a research editor before I started working at APH. Um APH had a braille translation trainee position, and I was just um interested in learning braille. Um so when I saw that there was a position for that, um I just decided to apply.

Sara Brown: 2:55

No, that's really cool. I always love hearing how you know people's jobs brought them to this current position in this current role. So that's really interesting to always hear. So my next question is we're talking about products and we're talking about building on patterns. Um, what is building on patterns kindergarten and how does it fit into the overall scope and sequence of the BOP literacy program?

Rachel Bishop: 3:19

Um building on patterns or kindergarten is part of the whole BOP curriculum. And um BOP starts with uh pre-K, we call it BOP. It starts with pre-K uh and it goes all the way up to second grade. Um, and each grade level builds on the skills learned the previous year. Uh so BOP Kindergarten is a continuation of pre-K. Um and it it's building the students' skills, literacy skills, braille skills, so they're ready for first grade. Um and it's comprehensive, uh, so it teaches everything reading, writing, listening skills, uh, and and beginning braille skills.

Sarah Lee: 4:06

And just to add to that, um, so as Rachel said, uh BOP Kindergarten follows BOP Pre-Kindergarten, um, and it follows in the second edition of the BOP program. So if you're familiar with BOP Pre-K, the structure of BOP Kindergarten will feel very familiar. Um, and if you've experienced or used an earlier version of BOP Kindergarten, then this second edition um has really evolved. So um it's more comprehensive, uh, it's more aligned with current standards and it's built around authentic children's literature.

Sara Brown: 4:44

Nice. Okay. So my next question is talk about the importance of why early braille literacy is crucial for children who are blind or low vision and how BOP Kindergarten addresses this need.

Rachel Bishop: 4:58

Uh yeah, it's it's uh critical for uh a student who can't read print um to learn braille um so that they can be literate uh in in the future. Um it's about providing access for them. Um and some kids that's the only way they they can read. So it's really important and it's important to start early um so they don't get behind.

Sarah Lee: 5:31

Yeah, um I think early braille literacy really matters um because kids with visual impairments should have access to literacy learning that um is as robust and timely as sighted children. But at the same time, braille readers have like unique learning needs and that needs to be built into their instruction. And so um with BOP Kindergarten, I'm gonna say BOP K, probably a lot. That's just what we call it. Uh, but it um gives daily literacy instruction that starts early and it supports long-term development. Um it covers like braille character recognition, tactile efficiency, um, and other essential braille skills, but it's all within the kindergarten level literacy framework. And um, because it's built around literature, students are learning um letters, sounds, numbers, words, uh in ways that feel like meaningful and enjoyable.

Sara Brown: 6:53

Okay, and talk about how BOP Kindergarten or BOP K introduces foundational braille concepts in a developmentally appropriate way for kindergarten learners.

Sarah Lee: 7:06

Yeah, um so BOP K is designed for five and six-year-olds who are learning to read and write using braille, um, including those who are new to braille. Um so lessons are like hands-on and intentional. Uh, the reading selections don't rely on pictures, so students can still fully access meaning while um building their literacy and concept development skills. Um the program also integrates like early exposure to tact-level graphics um through like real life experiences, like connecting to things um like children would actually do and experience in their everyday lives. Uh, so things like exploring real objects or acting out parts of the story, um, talking about familiar routines and environments, things like that.

Rachel Bishop: 8:12

And there's there's also a lot of books that are also popular commercially, so there's a lot of fun stories for them to engage in that are age appropriate.

Sarah Lee: 8:25

Yeah, there's a lot of like the stories are really cute in this program. Yeah. Yeah.

Sara Brown: 8:31

In what ways does BOP K support children with a wide range of visual abilities, learning styles, and additional needs?

Sarah Lee: 8:38

So BOP K activities offer like multiple ways to engage, so through listening, speaking, writing, um, tactile exploration, and also includes like social skills and orientation mobility. Um, so they get support for a variety of needs while working on their literacy skills. Um, and it's designed so that the teachers can adjust pacing and strategies uh based on the individual needs of their student. And so, in some cases, like um dual media students or uh beginning readers who may benefit from braille in the future, BOP K can be paired with a print curriculum or uh with an individualized approach. So that flexibility is built into the program so that the students can access braille instruction in a way that works for that individual student.

Sara Brown: 9:50

How does BOP K prepare students for a smooth transition into the next grade in future levels of the BOP program?

Rachel Bishop: 9:59

Uh well, it that's what is the intention of it. It uh teaches all of the literacy skills uh that the student will need to meet whatever the standards are for first grade so or for kindergarten. So by the end of it, they should be, if they do the program fully, they should be ready for first grade.

Sara Brown: 10:24

So, how can families and caregivers be involved in reinforcing the skills and concepts introduced in BOP kindergarten?

Rachel Bishop: 10:32

Um, I I think families uh reading the books are good to read with your kids. Um, so I think that I would definitely say that's part of it, that some of the activities can be done with your kid or shared with your kid.

Sarah Lee: 10:49

Yeah. Um I think actually one of the guiding principles of BOP Kindergarten is that you know, family and caregivers are key partners. So we actually have at the end of every lesson um a letter that the student takes home with them and it gives suggestions for activities that they can build on what they learn. So um, you know, it'll tell the parent or caregiver um what book they read, and then have activities like um like just reading the books together or supporting practice with writing, um, or just talking to the children about the stories and ideas that they um covered in the lessons.

Sara Brown: 11:41

Now walk the listeners through using BOP K with the with a with a child. Can one of you all do that for me?

Rachel Bishop: 11:50

It's it's divided into units, um, and then those are broken down into lessons, and each lesson has an objective. Um, and then there's sort of a like an outline of what's going to be in that lesson. So there's listening, reading, there's a reading-writing activity, there's writing. Um, and then um the lesson that follows includes activities to develop those skills.

Sarah Lee: 12:19

The structure, like Rachel said, um you have uh units and they're and each unit has a theme, which is based on the uh book that they're reading in that lesson. And then um, like she said, um they're broken down into three lessons per unit, and then that's broken down to five days. Um yeah, yeah, and there's like a scope and sequence at the beginning of each unit, and it kind of covers um all the um material that's learned in that each lesson, and it's broken down by the subject areas.

Sara Brown: 13:09

All right, Rachel, Sarah, thank you both so much for coming on Change Makers to talk to me today. Thank you so much. Thanks for having us. BOP K will be available for purchase in the coming months, so be sure to follow APH on social media for the latest updates. Now let's talk to Karen Poppe. She's APH's braille and Tactile Literacy Manager and the driving force behind Grid and Go. Hi, Karen, and welcome to Change Makers. Hi, Sarah. Thanks so much for inviting me to your podcast. Okay, and before we get into the questions, would you like to let our listeners know just a little bit more about yourself and what you do at APH?

Karen Poppe: 13:51

Sure. Um my name is Karen Poppe, and I am the Braille Tactile Literacy Product Manager at the American Printing House, and I work in the Department of Educational Product Innovation. It's a big, big, long uh department name. Um I started working at APH way back in the mid-1980s in the research department and have had fun developing lots of tangible products over the years. My favorite products to design are those that can be like used for a variety of instructional uses, are both tactile and colorful, and develop tactile skills within a fun and recreational context. So some of those products that I've had fun working on was the original Tactile Town, setting the stage for tactile understanding, tactile treasure, sense of science modules, uh flip over books, all-in-one boards, and games like Web Chase.

Sara Brown: 14:40

What inspired the creation of Grid and Go, and what learning gaps does it address, and how does it differ from other educational grid systems for students with um with blindness or low vision?

Karen Poppe: 14:53

Oh, good question. So the product I did for Grid and Go was actually directly proposed by Sharice Roberts, and she is a teacher of the visually impaired and OM specialist from the state of Maine. And her suggestion really highlighted the need for pre-cut, pre-made grid sheets that could save teachers time during, say, tactile map construction and expand the palette of drawing shapes and strips that are currently offered in our APH picture maker kits and work with hook receptive surfaces. So after acceptance and review of her product idea by our in-house product idea committee, Cherise and I worked together on fine-tuning the grid configurations. We picked popular grid color options and we wrote some related activities. We originated all types of activities that these grids could address, including core curriculum concepts like science and math, as well as expanded core curriculum skills and concepts important to students with visual impairments and blindness. So together we had fun navigating the product from start to finish, and that included conducting formal field testing of the Grid and Go prototype with teachers and parents across the country. The uniqueness and utility of Grid and Go can be summed up with these four quick reminders. So one, the grids alleviate the time-consuming setup of grids imposed by linking all these different little individual strips currently provided in Picture Maker. Secondly, the grids eliminate the tactile distraction created by inconsistent spacing between linked individual short strips. The grids also accommodate numerous uses related to OM mapping, recreational games, math, graphs, and tables, spatial understanding, and much, much more. And lastly, the red and yellow grids provide visual contrast against black felt boards and surrounding applied hook-backed shapes and pieces that can be borrowed from other kits that many people are familiar with. So apart from picture maker like Tactile Town or the textured sorting circles and shapes, and even some of the new 3D models from our new Room with the View kit. Teachers and parents can also use shapes or items with hook backing that they might create on their own or purchase from craft stores. Grid and Go is certainly, you know, our mission was to design something very versatile and open-ended.

Sara Brown: 17:29

And can you describe the different grid systems and configurations and you know, the size and the colors and the thicknesses, and explain how each supports a different subject and different learning goals and the classroom versatility?

Karen Poppe: 17:46

Oh, okay. Um the 10 by 10 grids are especially ideal for setting up hundreds boards and bar graphs and checkerboard layouts and even some fun interactive mazes. The 3x3 grids can be used to review OM concepts such as cardinal directions or say setting up an interactive tic-tac-toe board or for demonstrating spatial concepts such as above, below, middle, left and right, and so on. The five by five grids can facilitate word search games, uh, neighborhood and city grid layouts, and practicing systematic scanning. The individual yellow frames, and those come in two different sizes. Um, one has two-inch openings, another has three-inch openings, and they can be used to make uh custom grid arrays for word games or five and ten frames or elevator panel layouts, is kind of fun to show, or concentration games. So again, the individual frames and the individual frames are yellow, and they either have the two-inch opening and a larger three-inch opening for larger objects, and those are only provided in yellow thick foam, but all the other grids, so that's a three by three, the five by five, the ten by ten, all of those are available in two thicknesses and two colors, both red and yellow.

Sara Brown: 19:08

And now how do educators use Grid and Go to support orientation, mobility skills, math science, all of the all of the subjects and games even. And how do you integrate it across such a diverse subject area without adding extra prep time? Because we know these educators are already pressed.

Karen Poppe: 19:26

Right. And so the variety of the uses for Grid and Go are probably far broader than what we even attempted to showcase in the activity booklet. And it's only really limited only by the teacher student's creativity. So, nevertheless, the activity booklet that is available for free download from our website in both PDF and eBRF formats provides uh, you know, a hefty 48 unique activities, a starter address for using the assortment of grids to address both core curriculum concepts and expanded core curriculum concepts. So what I would do, I would encourage those who you know are not sure about buying it to go ahead and take a sneak peek at the activity booklet that's free for viewing from our product web page and see if that's something that would address some of the needs that you have with your students. Some of my personal favorite activities are those that allow quick setup of fun interactive mazes, word games, tactile memory games, and spatial understanding activities.

Sara Brown: 20:30

And now, how do the tactile and visual properties of Grid and Go support sensory efficiency and spatial understanding and hands-on learning compared with the traditional worksheets or digital tools?

Karen Poppe: 20:43

Okay, so thinking about the physical properties of the grids included in Grid and Go, they are very conducive to the varied learning styles of the intended audience. So the red and yellow grids contrast really well against each other as well as against the typical black felt boards on which they are positioned. The two different thicknesses, the thin and the thick, that the grids are available in, are especially helpful and provide discernible tactile boundaries due to their height differences, especially when they're used in combination with each other. Consequently, say the elevated thicker portions of a grid or the square tiles contrast well against the lower surrounding grid or the inserted thinner square tiles. Because of this color contrast and tactile height differences of the grids, students can more readily and easily locate where items or objects are positioned within the grid openings. So the grids are also, which is important, they're durable and they're washable and they're even very lightweight. The square tiles fit very securely or snugly inside the grid openings without having to place a bunch of hook back coins on the back of. Them. So that alleviates a lot of prep time to using the grids as well.

Sara Brown: 22:06

Now talk about which age groups or classroom settings, homeschool environments, or informational learning spaces benefit the most from Grid and Go? And how does it support differentiated instruction for diverse learning styles?

Karen Poppe: 22:22

Grid and Go was interesting. We always field test our products, and Grid and Go, like many of our products, are field tested in a variety of instructional settings. So what we found from that field testing is that the grids are suitable by students in public school settings as well as those in residential schools for the blind or even in home settings with their family and friends. So field evaluators indicated that the most appropriate audiences for Grid and Go were kindergartners and students in first through sixth grades. However, appropriateness of the Grid and Go grids also extended downward to younger audiences, including preschoolers, as well as to older students, even up in high school. So it really depended on the type of activities utilized with the grids. Grid and Go was field tested with a total of 53 students, and those students represented different primary learning media and other disabilities besides visual impairment. Students with CBI or cortical visual impairment were among the top student populations who benefited from the grids given the popular red and yellow colors of the grids.

Sara Brown: 23:31

Now talk about how do ready-made grids work with APH products like Picture Maker, All-in-One, and Trifold. And can Grid and Go be adapted for use on other surfaces? And do you have any tips for maximizing its flexibility?

Karen Poppe: 23:48

Well, that's an excellent question. The Grid and Go grids and the individual frames can be used, both of those can be used in combination with common felt boards that folks might purchase from APH, including our picture maker board, on one board, our tripod board, or with other hook receptive surfaces to which teachers have access on their own or they might construct on their own. When Grid and Go first arrives to the customer, the first important step is to apply some hook strips to the corners of each grid as well as to the opposite sides of the two sizes of the individual yellow frames. And after that minimal one-time assembly of the grids and individual frames, they're ready to use with any of the felt boards previously mentioned. The grids can be stored in the provided carrying box, and I personally find it helpful to store all the punched-out remnant square tiles removed from the grids in separate resealable bags and organize those by size and color or just personal preference. These square tiles can be used for other purposes such as masking squares within the grids or for creating reusable braille and print number and letter tiles. I like using the grids in combination with the all-in-one board because that working platform provides ample room for all sizes of the grids, but also accommodates some extra storage area outside the grid area for other items. So the all-in-one board can be positioned at an ideal working angle based on the students' view viewing preferences.

Sara Brown: 25:28

Now let's take it out to the field. Do you have any examples of activities, games, or lessons where Grid and Go noticeably enhanced student engagement, understanding, or learning outcomes?

Karen Poppe: 25:41

Okay, this is where field testing really plays an important role to shed light on how our products can be used in ways we don't even think of. So the field test results really confirmed how Grid and Go piqued students' interest and involvement in activities using the assortment of grids. Many students use the grids independently. That was an operative word that kept coming up. As one evaluator reported, her student really enjoyed creating his own 5 and 10 frames using the 5x5 grid and bar graphs using the 10x10 grid. And he also used fill and peel number stickers to make single braille labels for the bottom of the columns in the bar graph. Another teacher reported that her older student really enjoyed using the grids to develop a coding algorithm for a path displayed on the grid. So this concept was very concrete for the student, and the raised squares made it easier for her to follow the path. And she was able to construct a new path on her own as well. And yet another teacher reported that her student struggles creating grids and tactile images, but with Grid and Go, she enjoyed being independent and helping the teacher set up the system for her to use. She also loved using the grids for different subjects and concepts.

Sara Brown: 27:01

And what feedback have teachers and orientation and mobility specialists provided regarding Grid and Go's effectiveness? You know, and were there any surprising insights that helped shape or shaped its development?

Karen Poppe: 27:16

Okay. Some of the specific advantages of Grid and Go were noted by field evaluators, and teachers especially liked the grids better for, say, game boards, coding activities, bar graphs, and pictographs. Evaluators uh indicated that the grids also allowed for a more, as expected and anticipated, a more consistent uh spatial setup and for demonstrating consistent alignment of numbers and letters in relation to each other. As anticipated as well, the grids also kept tactile lines parallel better than using little short strips that are in picture maker when making intersection squares and so on. The grids are easy to use and they provide a clear boundary when completing an activity. They are ready-made and they are truly, truly ready, you know, to use on the go without a lot of prep work. With the differences in height of the die-cut grids, teachers found it easier to represent concepts for a blind student compared to using, say, tape or other strips of all the same height.

Sara Brown: 28:22

So, in a world increasingly focused on digital learning, explain why tactile hands-on learning is still important and how does Grid and Go complement or enhance digital approaches?

Karen Poppe: 28:36

Grid and Go would probably greatly enhance the transition from, say, actual tactile grid displays at full size to tactile grid presentations presented on such devices as the Monarch. So, for a specific example, the Monarch Chess app facilitates this very popular game, but it's important that students have hands-on access preview and familiarity with the entire chess or checkerboard layout and not just a portion before actual gameplay. It is important that students have a complete sort of aerial or hands-on view of the entire grid area, whether it be a hundreds chart, a bar graph, or a game board. So the benefit of Grid and Go is that students can physically move and position interactive items, even things like physical game tokens within the grid squares in a very interactive manner, with the full grid always accessible to them. The hands-on, tangible experience with the game board layout would segue well to the digital display experience and work, those two experiences would work well in tandem with each other.

Sara Brown: 29:52

And Karen, before I let you go, is there anything else you would like to discuss? It could be about Grid and Go or any future products that are in the pipeline.

Karen Poppe: 30:02

Just a quick reminder that I mentioned earlier: the Grid and Go activity guide or booklet is available for free download from our product page on APH's website. So this guide presents numerous ideas for interactive activities and games that you might want to preview, you know, before you even purchase the kit. The activity booklet presents many photos with accessible alt tag descriptions that provide starter ideas. And just keep in mind there is not a right or wrong way to use the grids. The grids are intended for open-ended uses that are tailored to the specific needs of the individual student. And of course, APH would love to hear how teachers and parents and even students are using the grids in their own creative ways. If the grids are saving them time, setup time, then the product's mission is, you know, being accomplished. So thanks again, Sarah, for allowing me to talk a little bit about APH's new Grid and Go product.

Sara Brown: 31:00

Great. Well, it's been wonderful to have you on and learn about this new great product. So, Karen, thank you so much for taking time out of your day to join me on Change Makers. Grid and Go is available for purchase, so please check the show notes for additional information. Now let's turn our attention to braille Bridge. I'm joined by APH's Laura Zierer. She's the product manager and over the General Education in the Arts. Hi, Laura, and welcome to Change Makers. Hi, thanks for having me. And before we get into braillebridge, can you introduce yourself to our listeners and let them know a little bit about you and your background and how you got on at APH?

Laura Zierer: 31:44

Yeah, my name's Laura Zierer. I am the Product Manager over General Education and the Arts in the Educational Research Department. I've been with APH for 15 years. I started in Human Resources and moved up to educational research two years later, and I've been up there ever since.

Sara Brown: 32:05

Wonderful. And today we're talking about Braille Bridge. So talk about what inspired the creation of Braille Bridge and what gap did you see in braille literacy for transition age youth and adults?

Laura Zierer: 32:19

Well, Braille Bridge is um it's practice reading material for braille readers that are just starting out. And um the target population is for transition students and adults. Um so we got a request from one of our advisory committees for impossible practice reading materials for adults. And we we do sell the Illinois Braille series, um, which is a curriculum, but we don't have anything for that population for you know just practicing their reading skills. Um there it's very often that um those practice materials are kids' books, and that just isn't really acceptable for the adult population. It kind of feels a little insulting for them to have to use children's books to learn braille.

Sara Brown: 33:11

Why is age-appropriate braille reading material so important for teens and adults, especially those learning or even relearning braille later in life?

Laura Zierer: 33:21

Well, the majority of braille practice reading material, um, they assume that beginners are starting at a young age. Therefore, the content is geared to that population. Um, Braille Bridge offers relatable and helpful content to engage the adult learner.

Sara Brown: 33:39

And how does Braille Bridge support individuals who are transitioning, whether that's from school to adulthood or from print to braille?

Laura Zierer: 33:51

Well, Braille Bridge supports braille fluency, which is a necessity for independence in the world that we live in. Individuals who rely on their vision to read content and may have a sudden decline in vision or vision loss. So during that transition from print to braille, this product can help bridge that gap for older students and adults.

Sara Brown: 34:14

And talk about the types of reading materials Braille Bridge offers.

Laura Zierer: 34:19

So Braille Bridge has a lot of different types of reading content. Um, there are jokes, there's um important addresses and phone numbers that might be important for an adult who has vision loss, there's short passages, there's activities to practice your punctuation and lots more.

Sara Brown: 34:42

And how do you ensure that the content is both engaging and practical for real-life literacy needs, such as employment or independent living?

Laura Zierer: 34:51

Well, the content was extensively field tested with students and adults with of various ages. Um, these individuals use the materials in school, at home, and within rehab settings, specifically targeting independent living. Um, there's common household labels, and there's uh a list of elevator buttons.

Sara Brown: 35:14

Now, who typically uses the Braille Bridge resources? Is that students, teachers, families, rehabilitation professionals? And how do they integrate them into daily practice?

Laura Zierer: 35:26

So Braille Bridge can be used by teachers with transition students, um, by rehab professionals working with adults, or simply by braille reading adults on their own. And you can integrate them into daily practice by maybe setting some time aside to practice your braille literacy skills. Um, it is difficult to learn braille as an adult just because you, you know, you've relied on your vision for so long to access that content. And just putting in some practice is is really helpful.

Sara Brown: 35:59

Now, how does Braille Bridge adapt to the different skill levels from you know the emerging braille readers to the more fluent users?

Laura Zierer: 36:08

So Braille Bridge is offered in both contracted and uncontracted braille. Uh, so for those who are just beginning or don't don't really intend to learn braille contractions, the uncontracted version is the best place to start. This book is double-spaced and single-sided for ease of use. The contracted version offers similar content, but in grade two braille, which is single-spaced and single-sided, mimicking what they will be exposed to in the real world.

Sara Brown: 36:39

And talk about what's next for Braille Bridge and how do you envision its role in the future of braille literacy and accessibility?

Laura Zierer: 36:46

So it is my hope that we can make an additional edition of Braille Bridge to offer even more age-appropriate reading materials for this population. Um, our field test did support that development. And uh some of the evaluators had some specific content that they had asked to be included. So that is definitely something that we're looking at.

Sara Brown: 37:10

And before I let you go, is there anything else you would like to share?

Laura Zierer: 37:15

Um, no, but I think that, you know, out of our field test responses, that this is a really uh great product that is filling a gap that's been there for a while. Um, so I'm I'm glad to have it out.

Sara Brown: 37:29

All right, Laura. Well, thank you so much for coming on Change Makers and talking to me today. Sure thing. Thanks for having me. Thank you so much for listening to this episode of Change Makers. Please check the show notes for additional information and links to any products mentioned in today's podcast. And if a product isn't available just yet, be sure to follow our social media channels to learn when it is available. Do you have a podcast topic suggestion? I would love to hear it. Send an email to changemakers at aph.org. And as always, be sure to look for ways you can be a change maker this week.