 Yeah, so we've got a few people here, which is good. It'll give an opportunity to kind of hopefully do a little brainstorming Try to think about where the best way to kind of start this conversation is at and I think probably with the idea of structures a Lot of the work that we do as Administrators within the the district is about building structures. You build the structure you give it some time You let it exert its influence if it's a good structure It starts to produce what you want it to if it's not a good structure Then you change things to kind of make things fit And so there's been a lot of structures that have been put in place over the last couple of years That have been very Specifically targeted at student learning You know this year alone within the high school. They've got the extension classes Where students that have gaps in learning some those gaps have been identified using our assessment systems So what they do is they take their regular math class that they would in the grade that they're normally in But they have another class that the teachers have been fabulous And we were in taking a look at the the classes the other day where they analyze the students needs and prepare Plans and specifically teach those skills to get the students caught up in the gaps And again you build these structures and over time, you know Hopefully they exert the influence that you want and so one of the things that we're going to talk a little bit about tonight And I'm going to start completely from scratch with this Sometimes what I do is I kind of prepare kind of a draft of Of an idea or a policy or a structure and then have people rip it apart But this time what I want to do is just start kind of like slate The Question is At the end of a school year What do we do for students that have not met the standards? So in other words if you were supposed to learn these 50 things by the end of fourth grade And we get to the end of the year and I can only confidently say that you know 25 What do I do and one of the reasons that I'm bringing this up is The structures that we built like the extension classes and mathematics those are in place To fix just that problem just later on down the line In other words what it appeared was kind of happening in the district was students at one level Weren't quite meeting the standards. They had gaps in their knowledge. They were moved on to the next level They might get some gaps there and by the time they got up to middle school high school There were a lot of gaps in knowledge that they had and we've been scrambling around trying to figure out ways to fill in those gaps before they graduate Easier solution is to make sure that they've got it And so you know traditionally, you know some schools hold students back Some students some schools advance them regardless of and the research is mixed What the best thing is to do really the only Clear research that I am familiar with in the last couple of years Has to do with holding back middle school students in middle school If you hold back a student in those grades, but they are much more likely to drop out So that's the only clear research on it So with that I've given you a problem in your job is to give me some ideas As we try to figure out a structure That's going to help these students I talked about this some earlier this week with Lisa. So I've heard some ideas One idea. Well one successful idea last year was a new summer program for certain students who were not reading and writing Did some independent learning over the summer and they were able to significantly pick up some of their Standards Yep Because they did reading and writing and actually I think you got picked up in the herald And I think they interviewed some people and did stories themselves Yeah so So we've had a it's a it's a good point. We've Been able to benefit a lot from the ester funding So a couple of things that we did build we built the the summer programming. We've got after school programming I think you're going to be Our homework club coach it sounds like so that's wonderful Um, and so those structures are designed to help You know we use the the testing systems to figure out what the students are missing and these programs Help build that up. I think we had 66 elementary students too in the summer summer program Trying to catch up on those academics. Yeah, the summer program wasn't independent. It was led by one of our teachers And it could either be taken for enrichment or academic Recovery and the academic recovery expectations were higher. Yeah, right. So it could it was a journalism class And we'd like to build more of that You know, um, that's really The tip of the iceberg as you would say of what we might do So if we build this structure Right right now we've got grant money that that's funding it If people feel this is a good structure It's something that we could try to build into the regular budget and what this structure would look like is hey Students if you do not meet the standards at the end of the year The expectation is is that you are going to take advantage of this programming So that you are caught up before the next year starts Does that make a little bit of sense? Or am I misreading what folks are thinking? Go ahead. No, I'm just feeling like you almost need tears Because someone might be close And others are miles away And so if that's the case they may need then like multiple weeks in the summer Where is the schedule this year? What was helpful in the past and it might have even been pre-COVID now because the years are blurry really since that Yep, whatever Where if every whoever was caught up on their work was usually out But almost like a week of school days early, right? And then the other kids continued to come in And that served a purpose and they Worked really hard because they didn't want to be here all those five days, right at first They're like they're not really going to do anything and then as they came in they were like, oh, yeah We do have to do this work And worked hard and then as it fell off the last day you might not have any students when you started with 20 I'm mostly middle. I'm talking middle school kids um So again Teared support And when you say structure, do you mean a structure over the entire school year? Or are you only saying a structure to address problems at the end of the school year when Okay, you still are not professional. So so we have structures that are built within The school year, right? So they do the track my progress. They do the star 363 times a year based upon that data They can identify students that at that point in time are a little behind where they should be And a lot of the especially the elementary is in the high school a little bit as well They have additional time on learning spaces We can call them where the students will be assigned to to go and spend some time and try to get those skills during the school year But it's not always successful. Some students can be can be resistant or you know, there's not a good connection What do we do because we've got this responsibility to make sure that they've all got the foundational knowledge that they need What do we do as as policy that'll be the structure as policy? What do we do when a student doesn't meet that standard? And so one of the good good ideas is, you know, we've got the potential for summer programming We've got after school programming, but what other things? And then if you could have those weeks that week of time That could be the lower tiered because they would get get the work done in that amount of time but you also Are they not proficient because high absentee No support at home. I mean again, it's it's it's not like one answer in its multi-layer I think about the week That we always had for recovery at the end of the year Those are the students that didn't work through the year and thought Either a They could do a year's worth of work in a in a week Or b. They never did it anyway. Why would they do it in that week? And they only saw it as punitive So you're right. I that whole You know, you have to investigate really what what was the background of the reason That they weren't successful But most were successful in that land What what kinds of numbers are we talking about? How many students approximately are we talking about? math or english both so if we if It's more than half the school feel like it. I mean with the proficiency That's what I was just about to say For proficient in both of those. Well, it depends it depends on the school So like some of the elementary schools are pushing 70 proficiency High school depending upon whether it's math or whether it's it's e away. It's higher and lower But you know in general, I'd say, you know 50 55 ish Are hitting proficiency, which means 50 45 percent or not So it's a significant number and that's true across the state of vermont But again, if we're trying to make sure that especially with the course That's successive like math Where if I don't know what happened in algebra Or i'm missing big gaps in algebra one. How the heck am I going to do algebra two? And you know, if I have a plan i'm going off and being an engineer and take calculus Right calculus is usually the first two steps of the problem. The rest of it's the algebra cleanup Um, so That's why this is I think there's an important conversation to have And then the talk for conversation is is if we come up with a solution, you know, do we make it mandatory? I think if students know summer school Is going to be mandatory that might be a little bit of motivation for the work They really want their summers to be free I like the idea of it not necessarily being the entire summer depending on how proficient you are Or how much help you need to get caught up. Maybe it's half a summer. Maybe it's a certain amount of weeks Yeah, because we can figure out the specific skills. All right, that's what the assessment should be for I like the idea of putting it immediately Right at the end Like so there's no break That's it seems like it would You have to make an appealing And it has to be a little different because It can't be the same Same structure as far as the teaching methods because that didn't work Right, you can get creative and still meet professionals I'm not saying I'm okay. I have those skills, but we have people who can do that. Yeah. Yeah Hopefully it'd be smaller groups, right? So it could be more focused smaller groups are usually more successful, right? I don't know. Yes I would say that's true. Like even when we did have a summer program When Michelle and I and Cary Hazard did it for two summers We had like 12 kids and and they all And that was before proficiency base, but they They all owed quite a bit of work, but we were creative in how we did it and they They embraced it. Yeah, so it was it was a great program where kids You know really got to you know build those relationships and enjoy being here and and I think it was it was a beautiful program A positive connection to school is going to be and that was yeah, that was Yeah, so it's not you know, yeah, you got to do it, but It's not because it's punitive. You've got to do it because It's important and we care about you. Yeah, we're going to do it. We can and you want to be successful We want to support you in that and when we had field trips in that Over some of those students had never gone further than Westlap or the Berliner mall, right? And you there there can be some proficiency based learning on field trips too. So Yeah, so make it high interest And a lot of social emotional support They made their breakfast together lunch. Yes. Oh, that's nice because there's not there too Mm-hmm. Yeah, nice. There's math everywhere, right Betty? So the the other piece is so And make sure and this is this you got to crack me because I'm taking my notes and they're they're all as good as my fingers can type We've got talking about a structure where the students at the end of the year, right? If there's if there's significant deficiencies significant things, they still need to learn significant standards to meet They stay right at the end of the year and continue on right and we differentiate it, right? If it only takes you two weeks to get what you need, you know, that's that's where you exit if it takes longer than that You know, that's fine too. We carry you through What do we do though if we get to a situation or yet we offered this to you we provided transportation We set it up everything is structured for you and you just decided you weren't going to be there or What not you know, I'm old school Well, that's why I'm asking natural consequences We gave you you know, we sent the helicopter. You did not climb up. We sent the boat You didn't get in and then we sent someone swimming to you and you said no Yeah, at that point I really feel like we have no I mean I've talked with students about that before Do you really want to take a ninth grade English and a tenth grade English? If you don't like English, you know Just that kind of so I think you'll you'll have to continue to have those conversations and you can have them in positive ways But is there is there a general feeling amongst at least those of us that are here that you know If we build this structure if we provide them every opportunity we provide transportation And you just don't take advantage of it that Either in the course if it's high school or potentially in the grade if it's elementary re-school your help back And then if we hold you back Do we build structures during the current year that you're in that might help you get caught up and regain the grade That you lost during the next year I won't speak to elementary because that's different like holding them back is totally different I think You're not proficient in English nine then you have to take English nine again Unless there's an embedded English credit and some other classes that That we can find or something like that So if we stick with high school peace, what are the folks thinking? High school people, what do you think? Well, we when I talked to lisa about this a few days ago, there were other strategies we talked about so like English nine didn't work out for them. Maybe there's um a different English class that they could try different teacher They could try to connect with that's not always successful either And she brought up the point was you can't just keep holding kids back either Like kids graduate all the time when they're not proficient with everything You can't have a 30 year old freshman, right? Like there's got to be a cut-off point at some So I don't know and I don't know where that cut off One of the strategies we had during the normal school year would be um Take some of the faster students and match them repair them and let them be teacher's assistants And um because kids sometimes who are struggling to keep up or hear from the adult teacher maybe Maybe they'll hear I'm gonna hear it a second time from a peer. Maybe that'll be helpful And a lot of the other parents they're kind of spoke up and said, yeah, that's actually how I learned so and so It was really good in math and he kind of helped all of us or or in English so and so helped us get through so That kind of makes sense. Um, right if I'm if I've just learned it myself I can remember The tricks and the thoughts that we're going through my mind to be able to grasp it Yeah, and you're going to reword it in the teenage lingo, right? Yeah, and uh, I don't know I I Marcus did a lot of that But I don't think it was always recognized. So one idea I gave Lisa was maybe find a formal way of recognizing that so somebody like a Marcus could Um get a little bit of credit if it's on his transcript or something Yeah, um, but it was it was a great skill set for Marcus to learn because he came out of a shell And he was speaking with more students he wouldn't normally speak with and So it was good for him too and it reinforced his learning of the material because he was turning around and had to explain it to people So, um, like I got formal teachers or system. I think would be a good opportunity Well, I like the idea they're having a credit to it. Yeah, no, I'm actually glad I'm glad folks are talking about it Because it's been I've asked, um, the principles of their advisory groups to start the discussions as well And then we're going to pull all the information that we get together to figure out how to build this the best way that we can That's really a structure that could be in every class You don't have to like that could a well managed class the teacher could recognize that and Once a week or something you work in groups and you can strategically pair up the groups. Yeah So you could start that during the school year also other thoughts You've been you've been here forever. You gotta have some thoughts. Well Okay, I know it's a no, I mean it's interesting. Um Yeah, obviously these are things that've been wrestling with for all the years that we've been here and and so um Yeah, I do I wonder If I you know, um people have bandied about the idea of a j term like a january or a june term And I know it cuts away a little bit from like instructional time But june can be a little gnarly anyway So explain explain what that would look like so it would be like the school year ends around june You know the formal classes end around june 1st the grading Yeah, yeah grading or like english 9 ends at june 1st and then we have three weeks to Teach an intensive course um You know where rather than you know the teaching the five or six classes that i'm teaching normally It's like okay. I can do a class intensely on You know whatever You know whatever interest students send the teacher say so, you know, we could have a You know a one week or two week class on paper airplane building design or you know or or you know, um cooking in different cultures or you know hiking or something where You might be able to get at the the skills in a different way. Um, so that You know i'm thinking about the students that aren't as successful and You know the the problem is Still primarily one of engagement, you know why like why am I doing this? You know, um You know, okay, you know, I You know a combination of and where does that lack of engagement come from? You know part of it is probably lack of confidence I'm not a confident reader and you're just giving me this text and I have to read it So i'm gonna try and do everything in my power to get out of it Whether that's escape to the escape wherever I can escape or pretend to be as you know, whatever it is or be disruptive Um, but if you know, I think the more opportunities we have to sort of come in from the side and be like you know, hey You know, let's let's do a course in games game do a course in game design And I know the game design, you know people use that as part of their teaching. It's not that classes are we we sit and You know do a bath every day, you know bath worksheets every day But but sometimes a change of context can can maybe help and I don't know it's it's been an idea that's been bandied about I know it's also like less instructional time. So, you know, you're robbing peter to pay paul But I feel like june's kind of a wash anyway, so Yeah It's a thought and it could be like a j term J term half days and if you're and if you haven't done your work and you've bombed the whole year It's like, oh, you only can do j term in the afternoons and you have to like make up your work in the morning Something like that. I don't know And I I I can see advantages and disadvantages No, that's actually good ideas you can present that in a positive light Right because then you're telling the students who have Basically been screaming their hands-on learners and all of that That we heard you and We're we're giving you another tool to be successful And you know I'd have some student choice in it too, you know It like Ted and I would always joke that we would we would teach a classic time travel You know or or something like that but to have students generate ideas like oh, I want to learn more about like, you know How a car works or whatever like so northfield does a For a while. They were doing this thing. It was called like the yes plan And it was that sort of thing so I wonder if you could check in with them to see Yes, springfield used to have it what was called intercession too Where they they actually did it in the middle of the school year, which was a little different northfield did it at the end of the school year Pre-covid. I don't know if they continued it Was that like for all grades or was that just high school it was Just for the high school middle school I can talk about feathers to see what's happening there Other ideas and I know this is a really broad And kind of topic what the kids would say What do you need to be successful, but what I can't remember if we have student council or other types of leadership that you could throw that out to Are they working on it? Yeah, because I because I had asked that they all yeah And they said the high school. I can't speak for the elementary schools, but um, but the high school They do have sort of a I mean we've had iterations in the past, but we're sort of got a new fledgling student leadership core Doing focus group with maybe kids who are not engaging and not And because the kids who are going to be in the leadership group are probably the kids who are engaged in school And they're doing their stuff. So they're going to be like you're asking me to I don't know But right, but if you actually did a focus group with the kids who are struggling or who are disengaged what What do you need? What's what would be helpful? Yeah Chris, you know what was interesting was your the extension classes Those kids were doing math But on their own independently And so it was like was it just the structure of this class that and they were good I mean, you know for for being put in there because you're missing skills. They were doing well Is the students assigned to that class are assigned In august september. Yeah They've shown some of those students have shown massive growth. Well Have shown in fact prowess That they didn't show on the last test last year. Yeah and so Some of those students should be released from that extension class, but we're driven by schedule Um So they are in the extension class My concern about a j term Is that you've got students that are not feeling successful for too long Before they get to a j term or an alternative choice to These are students that are not On grade level is this elementary through We just have it right now With grades seven eight nine I I have to admit that I wanted it seven eight nine ten But our grades our grade ten Has very small groups and so we're hoping That they can be this can be addressed within the class But when they're grade level below And your class is teaching grade level It's really hard to get back to the gaps and the holes While you're still trying to keep everybody moving forward So I really think that and and I voice this. I really think we need to look at that again So the extension is a double math They have math twice except that the the extension class is looking specifically at what the gaps are At what we've used the data that we've we've Gleamed from both star math and we're using a pilot of ixl for math So we have to to Diagnose what's going on content-wise But not necessarily executive function and not necessarily the The social emotional Is that during both the school year and the school day or is it outside of it's during the school day So they're losing and elected But they're getting credit for the extension. This is the first year that they've gotten some credit for extension It's a great use of elective time We um, this is a model, um that we did it at marble head Actually, they take it back. We did it at swamps back They did not have as many pipeline what I call the pipeline students students have had in a number of years I've kind of missed the skills along the way Within two years. We didn't need them anymore I don't know if that'll be the case here because betty's point is is incredibly valid in terms of It is very hard if i'm missing skills and i'm taking my current math class that i'm supposed to be in and still working on the skills at the time Right i'm might i'm still going to be having trouble in my current math class where the better better solution is Making sure they've got the the skills before that starts Which is part of some of the things that we were discussing earlier Well, yeah, that's kind of what i've been working on for a number of years now And thankfully of course covet had to interrupt most of it but we now have Vertical alignment consistent programming and curriculum from pre k to 12 But we've only gotten that To a to a good degree of recognition. This is our second year I'll always be every time we try to do it. We've got interrupted. He didn't help last year and yeah But the consistency is there and we won't necessarily see it for three to five years Um, and we're really in our second year and and actually our scores have shown relative so Relative to the the districts around us, you know, the scores are low from what i'm used to seeing in massachusetts But relative to the schools around us. We're beating the pants off them And the scores are low in the past when we're using Portfolio and we were all working with grassroots trainings Two or three times a year together And we're not necessarily doing that anymore. Yeah Is this sort of second year of having the the consistent curriculum or the second year of doing extension? second year of consistent curriculum We have had in the past specialized what we call math labs And they were driven by data um but again hampered by schedule and um in those labs they were uh launched they were foundational skills But we also included support for the class That they were also taking and we didn't have credit Given for that I couldn't even get um habits rather Do we have extension for other subjects english? It's good the two the two poor ones Again and a lot of it the idea was uh as the curriculum so the the elementary school had a had a fairly solid curriculum in e la they had a Curriculum in math that they were kind of using In parts and pieces and so They got things aligned and and running first and then the focus has been on the high school And they've kind of done the same thing. They've done a really good job the last couple years to be honest But e la um is kind of on the same pathway So they've got a they've got a double and it's kind of funny, you know, usually the kids that are Got some holes in terms of math also have holes in english and so The way that they were Moving the students around to make sure that they were able to access both without eating up their entire schedule was pretty good It's really nice to see the teamwork with the teachers And it's an hour long class this year And really when you're when you're intervening or you're trying to Target specific skills. You don't need an hour on it You need a mini lesson so that it can be Tried and practiced and worked around a little bit. You need it often But an hour on one skill is When they're already doing another hour else ways, you know, that's hard Now we're every day In how many kids are four days Well, if it's the first period it's 40 minutes So that's five days because that's static the first and second. Oh, that's right. It's a waterfall It's a waterfall so that there is one day that you miss out And how many kids are being censored extension? And we went through what three four four classes about six good for the last Full cohort was about 12 to 15, but um, many of them weren't Cutten half to do half we're in ELA and half we're in now And then they switched during the period so some days If Betsy Shann's explained that some days they have all 12 or 14 students and then other days they'll only have half 12 12 students per grade like still there's 12 seventh graders doing that was what they could get because of schedule So, um, I recommended in ninth grade on on my first list. I had uh, 26 On ninth grade, but they couldn't all get into that and um And and even when there is one group, I think that's 21 or two. It's split in half this way So is there a way of expanding the extension? So it sounds like we're getting I can't do the math in my head, but 12 students out of what's our average grade size 60 70 So that's 20 less than 20 percent are going when we know we want 50 percent Improving their proficiency. So do we do an extra period after class? Like I don't know. How do you build in extension for more kids? Or is that It just eats it it'll eat it into the electus. That's that's the only problem and we could do it now We probably need more math teachers Yeah, we need at least another math teacher to be able to So that also hampered some of our selections this year it would be great if midterm they could test out and and Go into an art class or a music class. Do they know that? My my impression was currently I don't think we're doing that. Are we my impression? Oh because of the schedule piece Yeah, because that was the that was the original intent because we have the track by progress in the starter 360 Right because take the assessments and what it looks like they met the skills and they no longer need it, right? Um, but I think I think she is correct by the sounds of things and it makes sense that the schedule is probably prohibited because I'm not sure I understand the scheduling prohibitive if they test out halfway through a semester So let's say you split the semester in half. Couldn't they do an elective the other half of that semester? potentially but if if my math extension is sitting here within the schedule The if I test out the only other classes I could take are other classes that sit here in the schedule And so it's it's happenstance. Whether there's an elective there or an elective they might want to take Unless we plan for there to be an elective there for those that test out Yeah, and have them swap places with the ones that we knew are going to need it next like who are the second on the waiting list And the other thing that does is the It incentivizes The students to work harder or or to do what's been asked If they know they're holding a spot from somebody else who needs it Well that but also if they know that if they reach this plateau that we've We've described and we've defined right then they can be in an elective And you know, they're already feeling unsuccessful in math And so now they're taking two hours worth of that. I mean our our instructors doing the extensions Are um, they're pretty amazing For that situation because these are also students that are Less motivated to do well or they're more challenging in the classroom So i'm curious what as as you see them Or maybe you haven't seen this yet, but Are you seeing that that increase in self-esteem or Because of the instructors there is more of that It's not necessarily due to the fact that now they're doing more math It is that the math that they're doing during extension is mixed up. For instance, there's a there's a launch Which is like do now like the What I did here in the beginning and then a mini lesson That everybody sort of needs and then some More fine-tuned Work with ixl which is a software that is also Written for the Carnegie that they're using so the models are and vocabularies. It's all similar. So that's helpful and ixl is also skill driven So that particular software if the student is Still struggling with foundational calculation skills for instance ixl will target that for them How to adjust Yeah, and and um and then the teachers Are aware of the grade level that's being offered through the diagnostic testing So I you know, I I push language a lot. I want them to see Let the kids use it. Let the let the be collaborative. So it isn't so much um Procedural You know They're really great teachers and Scaffold intuitively For the students. It's pretty impressive to watch. I just had the the coolest thing And they they were all doing it, but betsy shans was the one that You know because you want to you want to see what the kids are doing with the assessments And use that to plan the lessons that you're giving them. So they're getting what they need And so, you know, she she came up and we were doing the walkthrough and she had the data Outright in front of her in terms of what skills the students were working on had it mapped out What was happening this week and which things that she was working on the month But it was based directly on what they need and that's exactly how that that program should run and it was beautiful to see It really was Usually as as a student sort of begins to realize. Oh I actually I got it like it's making sense now. Yeah I wonder if they begin if you begin to see those wheels start to turn or is there too much other social emotional stuff There's executive functioning just let's mix into the salad and adolescent. Yeah You know who who also says i'm determined to hate that You know and they're gonna stick to it. Yeah, it's my story. Yeah, um and um But yeah, I mean there's light. There is light a little bit of light And and do we have as the kids are coming up through is this Is this a problem that we're going to see lessened as The elementary kids move their way through that's why I keep getting hired. I'm hoping that's exactly what happens Yeah Yeah, well the the elementary scores are up I mean the first step is is making sure that you know We're doing the best we can in terms of the classroom instruction And so that's what all the curriculum work and things were about And then once you build that you know, especially the kids that are starting out You know preschool kindergarten because it goes all the way down to preschool um They are getting more of what they need in each grade along the way So that by the time they get up to the middle school high school They should be a much better shape and I will tell you that never before this year Have I had so many teachers say this is so great to use I we're doing I I can't believe all of my students are Engaged and I go in and they're they're all collaborating. They're all engaged. This is one of them. He's right on it um And and they're they're saying stuff. They're discovering things that Teachers are saying I've never seen this nice So anecdotally I'm feeling really encouraged um When I when I see the Haramph and the I'm still not successful Yeah, that's Frustrating and and and I think it's important to think about new models It's important to not have a student Feel unsuccessful For so long that it becomes a habit And that's the self efficacy piece that we've talked about that we're driving for if I can if I've got the skills that I come in every day And I can do the challenging things that you're asking of me I'm going to feel pretty good about myself And all the other issues and problems that I may have in my life because I'm coming in and I can feel good about this Tend to melt a little bit more into the background. Yeah, won't fix them Right, right, but but it makes it but it gives them an alternative In their directions So elementary wise 2018 2017 ish Overall across the elementary schools 40 percent ish we're hitting proficiency right now it's closer to 60 Yeah, but it depends on the elementary school some are a little higher some are a little lower Which is normal and they kind of switch back the sample is different So the the high school Um When they switched to having the math in ninth grade They were at about 19 percent proficiency, you know, give or take a point or two Currently they're about 34 35 percent So again, it's slow, but it's more it's It's a big change prospectively And again, even at the high school when you compare it to like I said the surrounding districts in brahmat We're ahead the ones that are surrounding us We did get the the news week, which was impressive for the middle school portion of the high school Is one of the best schools in brahmat and we got brain tree is one of the best schools in brahmat I think brain tree was number two. I think they misprinted it in the paper. We're not yeah, it's number two in the state It's not number five if I remember correctly And so there's been you know, been all been a lot of work and I think it's having an impact It's just with cove it and everything else. It's taken longer than we hoped People should be proud of the work we've done And so unless yeah, I'll let I appreciate the the follow-up conversation and I apologize for giving you kind of a doozy question But you know, that's kind of the goal over the next month is to Have that really broad discussion about what do we do when a student doesn't meet the standard by the end of the year um And try to consolidate all the ideas into into a structure into a policy into a protocol that we can actually put into place To make sure that we're doing the best job that we can to make sure they're prepared for each successive grade that comes their way In process wise, you're gonna touch base with your educators, right? Oh, yeah We're just we are just We are just at the very start We are yeah We are just at the very start Like I said, there's a there's kind of the district work and I'll be talking about this for the next month month and a half with my listening sessions That I do at each of the schools So that's where the educators get an opportunity to kind of talk about this and then like I said the um The principals are working on it through their advisory Um to try to get the best ideas they can from folks in the community Some of the teachers sit on the advisories too and we'll bring all that that info back together and create a plan You mean like the the new parent advisory groups, right? Yeah, and you're you're on that. Is that right? In that, you know that so I'm gonna I'm gonna wrap up this piece. Um, I'm happy if there's questions about anything to talk about And nobody is trapped here so But because I know you have a long night I try to set it up on the same night as um ruhs just because if there's people already here They don't have to make two trips in a week But Yeah, you too That's not I thank you very much