 The question for us is how will the district focus on project-based learning, PBL, affect teacher satisfaction levels based on a district survey. We engaged the Buck Institute for Education to come and help us with this. We knew we wanted to do it, but we also know that we didn't know very much about it, frankly, and wanted to have some expertise in the building. Essentially, we started off with a three-day PBL symposium in August. Our secondary is in the middle of our district, and we have a hundred to five teachers out for that. The participants are expected to produce an actual project for their class in that time, so they're thinking very concretely about a class that they're actually going to use this project in and trying to get that prepared and ready to go in this environment. The way that the Buck teaches the PBL is basically that this has to be the main course. That's an expression that you hear them use quite frequently. The project is the main course. It's not a dessert. It's not a way to show your learning. It's a way to actually learn. That's a key part of it. When they love the collaboration, they love the learning over time, this is how we're going to make some traction on this stuff. There's a lot of enthusiasm about change right now. We've put an awful lot of emphasis and money into professional learning this year, and it's paid off with a huge enthusiasm, and it's really nice to see. The next steps for us, of course, is to bring this back and have a PBL 200 level and allow teachers an opportunity to come back in the summertime and continue to move their learning forward. We also have a lot of interest for people who missed that first round for one reason or another, and they want to get involved, so we're going to try to do that.