 So I just want to say, welcome to South Sand, tied at the Coca-Cola Value Youth Program. And I'm going to turn it over to Mrs. Lopez, will call Mrs. Ortega, excuse me, or Lucy, with her students from the Coca-Cola Value Youth Program. I mean, the brief video will make a difference. Good morning, everybody. I'm Louie Ortega, the Coca-Cola Director. I'm going to take over. And I'm a Coca-Cola teacher coordinator at the High School here in San Antonio, at the South San Antonio High School District. And I brought a few of my tutors with me. I actually have well, but I don't need more to make it, because you know how to forget to bring their permissions to this and bring them. So I want them to introduce themselves to you real quickly. This is Mrs. Ortega. First one? Yeah. You guys, can you see about the question? The program is, it's like my notes, but I see what I just have to say. But I see you all got a flyer on that, and we'll tell you a lot of the stuff that I don't know what it's going to say to you, so you can take that. But I'll tell you a little bit about what I feel and tell you about the program. The program is actually used to prevent students from dropping out and helping out with grades, attendance, disciplinary, being in the high school or middle school. We also, like in our district, we have three middle schools that participate, and each school has 10 tutors. I'm at the high school, and I am allowed to have 15 tutors. These students are selected through the counselor. She will send them to me. I take my students' time. I make them feel like an application, like if they're being hired for a job, because they will be doing a job. They're going to be tutoring, and when I say they get hired, is they give a salary. They get paid. Yeah, the students stay at, like, an incentive to try and do better, they get paid $7.55 an hour right now. Yes. And they work four hours a week. We go at their high school level. We go to an elementary school that's right next door to our high school. It serves it right there. And so we walk over there around 9 o'clock, so 10.35. And the students tutor for one hour for four days out of the week. They get paid, that's their incentive to do better. If anything else that has helped our students come to school every day, it has helped them with their grades. It has helped them with their attitude. And my kids got me a good program. It has really shown how students, you know, really go do better for themselves. Now, these kids, they don't just only, like, do better for themselves. I'm going to let them tell you what they actually do at the elementary. Because as the program we help them, they're also helping the other little ones who are also maybe struggling with, like, reading or doing math or you're just getting focused. And so I have placed my students on at least five, you know, four different grades that were like, they are at first grade, so then they would be working with the pre-K all the way down to the third grade. Now, any higher just kind of make them feel comfortable that they know their subject and they can, you know, feel comfortable teaching the other little ones, but, you know, they have that age difference. Desiree over here teaches three two-tees, the whole year, I actually all of them do. They have to have three two-tees who call the two-tees and then leave on the date of work. Two-tees and they're called tutors. They all have three of their own in their different classes. And they have to have those three little ones the whole year because the program wants to see, at the very end they evaluate on this, you know, how the kids are doing. We want to see how the children have changed in that with helping with their tutors. And then at the same time, I do an evaluation of my students and see how much they've changed. And I'm on there for grades, that's the number one thing. And I will tell them, you don't pass, you don't go work, you don't pay, so they have to do good to appear. So they want that paycheck, they are doing their best to pass the grades. And even everybody, they say one or two classes, but I see that they picked out when they're trying, I'll still take them to work. Descerning words for what grade level I'm on. Okay, and descerning, can you tell them what subject you help them with? Help them with that. No, we're kind of shy here, we've never done this before. Descerning right here, tell them what, okay, so what you tutor them. I teach them the writing and then I teach them. Okay, what grade level was it? 10th grade. Okay, 10th grade. I matter. I teach my 15th or 12th grade and I help them in pretty much my 15th grade. Good. Okay, and watch me holding him like this. If he didn't want it, sometimes I have to get on him. Pretty tender, but what kind of students? Special needs. Special needs students. Now, we're gonna say this is studying special needs. My most, so we're here also like kind of talking, nervous, he is more a Spanish speaking student and so he's nervous of even like writing and learning all that stuff, but working with those children, most of us have what? I think you have what? What I think we should be like. Good, wow, and they go back to your country. And so it's really interesting what he does. Like I guess the old fashioned school teacher on them, on straight, and now they just kind of do anything in line with us. And so I, while they're in their classroom, they have to be, and the classroom, I mean this was the class and they had three of you guys, they have to stay in the same classroom with that teacher. She has to be monitoring that he's doing his job. I don't want him in the hall with the three little ones because we don't know what he's gonna do or not or what he's gonna teach or not, you know? And so my job is to go and walk, do walk first, do all the things that I have, and I think they should be doing their job, that they're not on their phones, that they're tutoring actually, and for most part, they're all doing really well there. I mean they just love that work. When I first got out, I believed in them and they were like, nervous, they didn't know what they wanted to do and they will experience that. But as they go over there, the one thing is now. And say, I just think it's good that you want them to get out. Oh, claro que sí, yo hablo bien español también. ¿Usted es español mucho? Okay, ay, díganme, díganme, yo hablo mucho español en hospital. Bueno, estos niños, el programa es para... El programa, a veces, es para ayudar a niños en la escuela que, como ellos, que escribieran problemas con la... ir a la escuela con sus grados, con disciplina. Entonces la escuela, el consejero, me recomienda a los estudiantes y lo odio si no en el papel, como si fueran a trabajar a un trabajo. Tienen el papel, a la España es 155, 55 la hora. Trabajan cuatro horas de la semana. Son unos que vamos a la trabajo de lunes a jueves y los bienes nos quedamos en la clase, en mi cuarto. Ahí hacen planes para hacer allá con los niños. Tenemos un libro que usa a los estudiantes que nos da el RDRN, que es para usar, para que haya gente que va a hablar también de ideas y actividades para ayudar a los niños. ¿Quién para ellos? Y todos tenemos actividad en los miemes. Y luego después también, yo quiero, la semana que están trabajando, que vengan a dar la clase en los miemes y a escribir, este es uno que dice teacher guide, que es un teacher workbook y tienen como ser actividades para allá, o sea, allá con los niños. Eso nos ayuda, tenemos un curriculum también, ¿verdad? Los niños hacen el trabajo y luego en los bienes también tienen que hacer es un journal, o en el computadora del RDRN. Tienen que escribir como les fue ese día que experimentaron y así nació, que es una evaluation que tienen que hacer en los Fridays. Los niños están diciendo que están en la escuela en un elementary y van logrados a ayudar de pre-k a third grade. Y cada una de ellas la tengo en un cuarto con una maestra con tres niños, le ido a tres niños por todo el año, los mismos tres niños, para ver como los niños... André. Y al mismo tiempo, yo a estos niños también están un poquito en la escuela los que me recomendaron batallando en la escuela como en la high school. Deseray me decía, la entrada del año pasado, que no estaba en el siete o ocho, no les gustaba ni a la escuela. Se no le importaba, no quería, esa niña tampoco, a que ella tenía una actitud, me acuerdo de ella, la diora tenía ella en el de la escuela. Y la diora que está aquí conmigo, me ayudan a re-gañar a los demás porque no se encasa. I'm saying that you've grown now by 100, you've had attitude in the middle school and now you're better. She'll actually tell the kids, so listen, she gets on it, and I'm like, I always use her an example. I use her as an example para que me ayuden con los demás. Me sorprendió que me hablaba mal porque no vivo re-gañando porque tiene contestación para todo el niño. Ya, pero ella trabaja con los niños que tienen special needs y dificultades de... ¿Cómo se dice? En las edades especiales. Ah, en las edades especiales. ¿Qué se dice? La maestra que Ramon trae no tiene mucho porque los niños han sido, así están los chiquitos, a los de la mano, y la maestra dice, ay, Moncés está bueno, los niños no tienen mucho y no gustan mucho. Una semana no fue porque estaba con los dificultades de los clases y me dicen, no, no voy a llevar a trabajar. Les enchan menos los niños chiquitos ya los venían ahí, no como un maestro, sino como una hermana y se les programó y se ve bastante así, ¿verdad? Los chiquitos, esos chiquitos les ayudan a ellos. ¿De más? En primeros del programa, apenas ahora que eso ya me recordé, en April, tuvimos una S.A. competition nationwide, toda la nacional, todos los estados que están con el programa de Coca-Cola es que hacen una completas competition. Pero ya nos voy a hacer un show que es que hace una historia y les damos unos topics de este lado al enviar o qué, cómo el programa les da el lado a los niños que quieren los escribir, les damos el señal que tienen que escribir con bastas de materialidad, y no me querían cuando yo encegué Y luego como te cambias de saber, me quieres mucho. Y el año pasado, yo he estudiado el programa este, me realizaba en el LOSCO, cuando habíamos una escuela en Sao San, que se llamaba Sambora en LOSCO. Allí empecé yo con el programa en el 2006, y he estado con ese programa de comunicadoras, entonces, desde entonces. Y era, los maestros que hacemos, como yo, con eles que tenemos con ustedes, es competition. Yo quiero ganar. Yo creo que los niños ganen que hagan la S-B, y todos los demás ganan. Y yo me salía en el cuarto lugar. Todo el tiempo me salía en el cuarto lugar. Y ahí estamos. Pues el año pasado, me saqué, como hice estudiante, se sacaron. Yo, primero, segundo, y el tercer lugar. Yo dije, quiero lo mismo otra vez, ¿a cuándo se puede hacer? Yo decría que sí, y los luché y los luché, y no, cuando se me hizo. Pero, como quieran, los que se sacaron, el first, second, and third place, fueron de Odessa High School, en la High School. Y luego los primeros cursos, donde me ha ido de otra escuela. Pero, otra vez empecé, me saqué en buen place. Pero, como quedaron muy contenta, porque era como si traen a Desarray, cuando te lo mando, had honorable mention. Y quería, yo quería, era de la historia que ya escribí, pero... Pero, le vamos a dar un video. Aquí, el año pasado, hasta yo, digo, el año pasado y yo también, estoy famosa. Yo salí de la televisión. Todo el video del channel, y no, chano. I think, el 29, por aquí, en San Antonio. No, no. So, pero, vamos a hacer un poquito un video de lo que los niños hacen, no, ah, están ahí en medio, un poquito, no sé si es que me pregunto, porque esta es otra. Te diré por verlo, te diré por verlo, porque el marido sale como lo que lo está, y me pregunto, y me pregunto, y me pregunto, y me pregunto, y me pregunto, y me pregunto, y, so, I don't understand the word, well this is Spanish, last year, we did the essay competition. I got in the first, second and third grade, last year, they all placed, I was really excited, because I had always placed fourth, I always had one fourth place winner. Well, last year I had also, I had these kids, me putting on one of you guys getting the first, a second and third, I said, Oh, I don't want anything else. because I still love my kids. So I had Desiree who pays honorable mention. We didn't bring the essay to read it because I just didn't snap, but it would have been a story. She talked about how tutoring has changed her in her, her attitude, her absence, and she was in her video. This was written at the beginning of April, beginning of March, and we just found out we saw this last Tuesday or something like that this week. So I'm so excited. I didn't get the first, second, or third place, but I still had somebody place, and that was still good enough for me, and she was happy. Now, she had an outside training, her attitude, she was talking about her parents, and how she was, we're gonna say, I guess disrespectful or talk back and all that, you know, how teenagers do that stuff. Well, all this, also the program helps is that they can communicate and change differently with your parents. So this program does a lot of good stuff for the two T's. They benefit from their help. They benefit from the two T's, you know, looking up to them. They become role models, and then the parents, they hold their family, you know, it's a different connection with them, and then the school, you know, they have no discipline, they have all their attendance, their grades are up, so it's good. So what we're gonna do right now is just kinda show you a little bit about what the kids do when they go over there, and how they go to their elementary, so they're schooled in the U.S.C. 7 and half on the video. It's a win-win situation, so many different levels. I think that it is a wonderful program, and I think my opinion is shared by, I think that it's a wonderful program, and I think my opinion is shared by the District Administrative Team, by our work for students, by everybody really, it is a win-win situation, so many different levels. The results are improved self-concept, attitude towards school, attendance, discipline, grades, and achievement tests, and most of all, lower drop-off rates. We know that the Coca-Cola Value-Duke program works. It works to keep 98% of students in school. The program also, over the last 25 years, has worked with more than a half a million students, families, educators, all working together on all exciting people. In honor of this, it just takes that one person to say, you know what? No, I'm not related to you, but I care. I care that in the end, you will be a productive member of society, and in the end, you can't do anything. The Coca-Cola Value-Duke program, helping educators, students, and families because all students are valuable, none is expendable. The Coca-Cola Value-Duke program, helping to ensure students stay in school through learning, teaching, and building self-concept. I guess it's a good idea. We couldn't have done it in the very beginning, but that's exactly what the kids will be doing over there on your program, or the handout that they gave you. So, mine is two thousand one. We set the program elements, the tutoring sessions, classes for tutors. This is what we do for the whole year with the students. Durante las del año, tutoring sessions, aquí en la desca, hacemos esto aquí. So, the tutoring session is for los niños, and they tutor four days a week, and they get paid. First of all, at the beginning, it's like everybody wants to be in the Coca-Cola program. Once they hear about the program in the schools, they want to be, the students want to be there. But remember what I said, they have to have qualifications. Which students do we want in the program? And that's how preventing them from dropping out. So, we take the students, like if they're struggling with grades, attendance, discipline, we don't want to lose those kids. So, if you pick up the program, sometimes you have one, one of the year sites that I want all the students who are like just, you know, don't want to do anything. And the principal goes, where do you take, has to know on her. And I actually think that this is how much the program really like works. Those kids actually like changed from behavior to attitude. It takes you a while. You know, I'm still trying to deal with either drawing or like developing, and it's really good. I'm one who's a part of the process today. You know, I know I've got to hold my hand, but, you know. I guess when we're sitting back here, and I still love you, I was like, right, right, right, right, right, right after you. Because yes, and you know, so, somehow I was talking to some of the parents who did their presentation. They need that adult to still push them, and they'll see and realize and do care for them. And so, when the kid's going tutor, I have had students say, wow, ma'am, now I know what you're going through. Oh, don't teach me. Because they're being like a teacher, and experiencing the same thing. When the little two tees, the first thing they go in there, the little two tees, when I play or they don't have a lesson, and they turn around and do everything else, and now they see it. So they like, oh, and now the kids, deserate. How does a child make you feel when you go to class every day now? Because they make me feel confident in myself. Like, I teach them something every day, and it makes me proud because I see them, and they do their work now. Like, because when we first went there, they would have this thing, they would play around, they would go under the table, and I would have to tell them, like, no, you need to do your work, stay to class, and I'd be like, some students that don't do their work, and they're always getting in trouble. So it makes me feel good in a week, because I'm teaching them better, and they can be somebody, better, and they can make the teacher feel better. That paycheck, 755 an hour that they were waiting for, the first two months, when they get paid, they were like, huh, whatever you need to paycheck, whatever you need to paycheck. Now it's like, I don't care if I get paid, but they want to go into the little ones. That's how attached they get, and how they really like work with the program, you know, with the tutors, and the tutors together. So it's really like amazing. The third one, there is this educational field trip. During the year we're allowed, we should be taking in between two to three field trips. In other words, I should take my students somewhere and learn from either college, or if you go to that, actually what we want them to do is to have that in mind that we want to just continue their educational college. So we just had a field trip last week. We took our students in our district from the four middle schools, and our high school. We went to Palo Alto College. They had a Palo Alto event there when they, all the students had like a, tours of the different sites of the campus, the buildings where they run there. And then they had a display of all the different departments and getting information on what they offer us, you know, from courses, from getting their social degrees. Natalie, they now need to go to Desi. Desi, can you tell us something that you maybe enjoy about the Palo Alto College? Hi, I'm enjoying it. Thank you so much. You see what's out here. It's going to be going to the college to a faculty committee. A lot of the students have no idea what college life is like or what it's about. So in us and having a field trip, it's educational for them to be out there and see what's out. And then some of them, if I could say, I have a really young man who's not here today. And he said, oh, so that's all I need. Just those hours or whatever, and that is to get a credit. And I go, yeah, oh, I can't do that. You know, I said just part of that kind of little step that they don't know. They expose them to me and such a field trip stuff. They make drone models. I have always advised my students the way they behave and they act as little kids are going to pick up from them. So they wouldn't have to be something positive as a little kid would think that I'm from you is that what you want? So they have really like behavior-wise, definitely well with that and in teaching. Student recognition. And they were like getting on me for this one because at the past, what we always do for student recognition, in mind myself I would do like the student of the month are pursuing a job from attending and everybody there tutoring and doing their job, the grades, everything. I just a whole graph to look for as great again. And so I would give them a button that says the tutor of the month. When we have you or something like that that we can call it, I'll see if I'm going to present it in school newspaper and you know, kind of pull the slide and recognize that we have this program that kids are doing good. And then we have what we call a parent tutor night. And that's the night we do that five times in the year because we're like four middle schools in the fire from the high school. So each one of our schools takes one night of the every two months or so in the year and we have a parent tutor when we present the check we have as all the little dinner or just cookies and drinks or something like that. We present the check, we have a speaker for them from outside that has been in the community and talks to them about how they started, I mean, on the bottom and now they're up here. They can see that anybody can get there. And then at the end of the year, the high school is the one that does a lot of it now and then so we're looking forward and we're excited to have ours and I'm going to be the 14th of the parent night meeting. So that's how we get the parents involved and see what the child is doing. And so they see all the data on that one. He gave them trophies and it's not, now I have to decide because I have seen a lot of them improve. And I suppose it's gonna be my children of the year have no idea. And so they're like, I ain't right miss. And I, it's like, it makes it very difficult because the beginning of the year is like, I don't know if I'm gonna have one, right? And then as they go on and they're like, wow, yeah. And then at the end now, and it's just so funny because I need to get attached to the person who don't want you. And then it's like the little kids with them on the same thing with them as a teacher. They come in like, oh my God, what am I working with? And then they improve me. So the program really, really works. I don't know what programs are in the districts that you guys are, and what kids, is going to see in the program that you go to school, I know, but I'm going to tell you how to do it. Because the program is very good, and it helps a lot of the kids. At the beginning of the year, the kids are like, I don't know if you like it, but you love me a lot, and I don't even know who you are. First of all, it's not a coincidence. When I tell them, well, it's not a coincidence. And then in the middle of the year, they go to school. And now I have to choose the... Shooter? How do you say it in Spanish? All of them in Spanish. In the year. And I don't know how it is in the middle of the year. Now, kids, we are already, we've been through a lot of things, and it's very nice, I don't know who is going to be in the middle of the year, okay? In the middle of the year. Good. But what comes to me a little bit more, I'm in the middle of the year, but if I'm in the middle of the year, I'm in the middle of being six women and six men. Not only pure women, but also pure men. We have to balance it out. So I have to choose a man and a woman to be a student of mine. But as long as it's like that, it's a little bit difficult. Who knows? Any questions, Akin? Any questions? So they do this for the whole school year, and then the next school year you meet with the people. Yes, ma'am. And they get to read to it, and they respond. Okay, the first question was, this is for a whole year. Yes, as soon as I have it for the whole year, and we start in like a September, because the first month is I have to do all the application, has to go to the district, and they're actually like an employee. So in the first month they have to start the application because they're going to call the district and they're going to call the district. They're going to call the district. So this is the whole first month of August when we start the school year. In September we start to take them there, to the elementary school where they're going to work, until the middle of May. They're going to work, because they feel it, regardless of whether they're going to call the district. Okay? So the district has a account where they can use as much as they can, and we come here as much as we can until the end of the year. So it's like from September to the end of the month. And then the second one was if they did it, this works, we're happy to be my next year to be there. We used to, when I was in the middle school, we used to like see the students struggle, you know? So they're already struggling and they're focusing on the school, so from the middle school they go to high school and I recommend them. And you see it, you still need to work, okay, you can start again. But three years ago, it seems, we changed it because many of us were just about to get in and many of us were serious about what they were doing and how serious it was. And we looked at it and there were many, many children who liked the program. So, that's why I'm here today, because the first time I came to the high school, we do only pressure. They're the ones who come in and the ones who were in the 7th and 8th grade, who are still struggling and don't want to focus on school, so we grab the pressure. So, yeah, the sophomore, two year senior year, as we looked at it, they're more involved in the sports school, or things like that, and the ones who come in don't know what's going on. So, we only focus on pressure and stuff. I'm just gonna have to respond to just to say that they're a middle and high school program. So, the kids that were in the middle school could see them, they become pressure and stuff. But, if they're recommended. Yeah. So, if I would see that they're still like, you know, struggling and they need more help, or it has helped them, you know, it's like, you know, just kind of goes with that, yeah, it's great. You're saying, you know what I'm saying, how do you get it into a different district to get this program started? No, on the information, I think on your front page, is there a, on this, on this, on this page? On this page? It's a page. So, that can contact us, and then we'll work with the district to get the truck and the trailer. So, in Texas, really, do you have it in the Valley? And, yes, the IDRA, the name of the conference, I was going to put a part of the community to contact them. I don't have the ladies who are here, like the speaker, she was talking to your district and your district. All of you is going to talk and present themselves to the district, and the district is going to have to decide to get that program started. It's a big, it's a 40, you know, just, yeah. So, the number is there on the bottom, and if you made it in some particular context, I'm going to send it to you, basically. Okay, yeah, right here at the very bottom, there's a very small print right here at the bottom of the front page. You can find there the, you have any questions, ma'am? Yes, I don't know. You can call the counselors, and you have your school district, I mean, you're a bit of a school high school, call the counselor, the counselors are aware of it. The counselors will be aware that the program consists because today wasn't in schedules. How long is the program going to take? We've had it for 20, finally here. Oh, 25. 30 years, that was eight, 20, yeah. 30 years. You went to South Stand? Really? What year was that on? I went to South Stand. I went to South Stand. But I did my work there. I went to South Stand. Yeah, I went to South Stand. Yeah, what's that? At the time, I was there, actually. I was there. I was bad at it. I was in my six, I was in my seven years at the regulator. I liked the stereo. She had one there, like all the years at White House. I didn't know what it felt like. What was that, do you want to say no? What was it? I don't know. What was it? White 19. It was like a, was it, uh, was that a look-on situation? Was that a look-on situation? Or is that attendance? That went. I think my situation at high school, because we're going with a freshman score, we have 952 freshmen, just freshmen. And so there's a lot of struggling like that. They have a teacher, I mean they have a counselor who works with activist students. So in my school, that counselor will recommend those students to the program. Sometimes parents hear about it at the middle school and they hear how they need the help and stuff. So someone will call me, I don't know, talk to me about how they get their child in the program. So now I'll refer them to the counselor and see if they qualify or not. They're the ones who will decide for us. So in most districts and campuses, it is a counselor who sets up a group of kids and they thank counselors. But how would they know the students if they started from two weeks after school starts? Well, the counselors know. The counselors know the middle school counselor? Yeah. The counselors actually know, because by right now we have, say, the main group coming to the freshman. And I think we have a program, I teach classes for freshman, sophomore, juniors and seniors, the education and training cluster, which means you want to be a teacher and I think you have four years to graduate and so on like that. So our counselors, we don't have those students talk with counselors in the middle school. Yes, they have. And then they would be planning and all that kind of stuff. Do you see that? So then counselors over there, you know, are saying, hey, your wife is over there, you're not done with the student, you know, needs my push, you're there, whatever. And now maybe you should be in the middle of the program. I think we'll look into that again. I think we only have one counselor that's in Chicago, I think. The school is small enough that all the... It's a very small school in Chicago. It's a cage away. But mostly the way she's talking about that is primarily how you handle it. You know, the program that we have... I mean, I can't tell you all the different states, but as teacher coordinators, we also have a conference. I think like you guys kind of... We meet with all the different teachers, coordinators like me, from the different states and all over the nation. And so it's amazing in what you can learn from the teachers in a different state of what they do and how, like he said, it's a small school, all the ingredients are over. And another school district is like all of them who are in there, every month they just get a paycheck and it's just a lunchtime. It doesn't say how much or how many hours it is automatically. So every district is going to be different than how they want to reward the students because it's like they say a no-no to be paid in child who's not of age to be working or something. So the district finds ways to work with the order program and help you out. Because that's like a number one incentive. So you get these children to do what they need to be doing to be out there, you know, how long you need to pay after being there and then you open it here. A lot of the kids, like some of these parents are inquiring, well, I want my child in this program and I'm, you know, but like I said, you have to, like, call it, qualify, you know, start to get a position that everybody's going to want to be in it, you know, but we want to help. I think the students will really, really like, how do you know that's the best job? My son is in 10th grade. He started real good in high school, he's in Shamsa, and he's got real good. Right now he has VIP classes. I mean, he's traveling. So right now I have to get out of baseball. And his teacher from baseball, he gets angry with him because he got out. He get out. But if you don't get out, I have to get him out because he's going to come first, they're useful. Right, exactly. And then I think that I'm not really able to share. I send him my email and everything, and that wasn't like a good response. What I said, you know, it's like in this course, in the culture, that's their world. That's what the sport of the event is. But I review education, Tom's first one, is that extracurricular activities, like the privilege they have, like this program is something that they have to help them. But here again, okay, like you said, I mean, your son is in VIP classes, so he's out there. See, and these other ones, he's struggling because he's in VIP classes. The ones that we're working with is like, they're reading, like, they're basic classes, and they don't have interest for school, they're dragging, they don't want, you know, they'll come to school, they don't want to do good. Attendant, they don't care, like I said, Nezare and who was the thing when they went to middle school. They didn't want to come to school, they didn't even care about school, it wasn't important, it was boring, because otherwise, we say, or I think, my opinion, those are the ones, the ones, students that we don't give that help, that they're going to fall between the crimes, we've lost them. Your son is doing really good, he's already in 80 classes, he's passing, he has VIP extracurricular activity. Now, here's the thing that I, in my high school act, did deal with the counselor to talk about the extracurricular. That student is starting part, I said in the UK, I was working in the club, the organization, the report, there was something that didn't make it, those who don't want anything, they make it, they're the ones that I'm going to, you know what, I'm going to do it, to find out. That's my thing, and that's how my approach was at the high school, and some of the counselors let me do that, my principal let me do that last year, or before last year. When I had all the winners, I actually had really, really low students. I said, I wanted those kids, and they changed, but it was because I said, you know, I don't want these up here, these up here, I want these, you know, there's nothing there for them to pick them up, and they're like, I have her first, second, and third place winners on the essay, because they actually, on the essay we say, talk about how you really feel, I mean, don't hide anything, don't, of course, there's a lot of personal stuff. If you would read those essays, you could go to the website, pull up on the website, they have the essays there, have an exception. My first winner, she was homeless, and always wore a line, didn't think highly of herself. For a time, she was doing me, abusing him. I mean, it was just that, and he cries, and the funny thing is, with that young lady, the counselor didn't recommend her, I recommended her, because in her situation, she came to my class, for my principles of education. And I'm just talking and lecturing, tell me what the expectations are, after developing this yellowed costume, and she's 16 years old, she goes, Miss something, if you go anywhere and get a job, I need a job. You know, I need to help my mom and my dad, you know, because, you know, I don't have a place to stay, I have to, you know, just like, that just touched me, right? And I said, why don't you see us, and let me ask her on a check. So then I told her name to the counselor, check out this child, what is it with this child, find out if it is possible, or she does follow some of the criteria. I said, I wanted my program. And she did. She, I mean, she was like, just hold this, like I said, very, very self-esteem, all in line. She won first place on the essay, she, the parent, I mean, the parent of the final event, the ninth program, she wore a colorful top, with a skirt, and I was like, wow. And she wrote on there, I think already on her essay, something like, you know, I changed from wearing just black to a little bit, a little bit of color. So those are the ones that we hit, and it does, like I said, I love the program, sometimes it's appropriate for the kids, don't understand maybe the significance of the program. They think it's just okay, pay in, and theater, whatever, and then in the middle of the year, it's when they start like, okay, and now they know that I care for them, that I want the best for them, that I want them to go to school. I want them to go to college, right? So don't make me messy, so I'd be a what? A teacher. A what? A teacher. And I said, are you sure? I'm a teacher, instructional for principal for education and training, so she wants to be a teacher. And then after a few years, and I said, are you sure you want to be a teacher? Sweetheart. Most of this is going to be a welder. Okay, here we go. Watch this one. She wants to be a lawyer, and I'm telling you guys, school, education is important, so it makes a difference. And I hope that you enjoy the session. I think we're done. Any other questions? Or you want to ask them to show you kids that you guys take a picture of what you're doing. But I want to thank Ms. Olfea, not my student. But I want to thank Ms. Olfea. She's been a teacher in a program for many years. She's been a teacher in a program for many years. She's been a teacher in a program for many years. She's been a teacher in a program for many years. And she comes forward many times. Because last year, in October, they were on the news all of her kids were covered by a story in the news. And they're in their news and they're the teachers. They've talked to the kids. So she does a lot of things for those times that we get. So it's a great program. They're a great program. The kids are great tutors. They make the program. They make the program more. So thank you for being here today, Ms. Olfea. And your students are great here also. And if you'll just fill out the evaluation, I'm going to put a chair over there. I do have one, so if you want to walk up as closely and see some of the students who are teaching and sit here on the pictures that they have, then stay down and look for showing their reading or writing for the little kids. You're welcome to come up and look at the pictures that they have with the kids working. Thank you.