 So the, I don't know how easy you all find writing, especially something like a vision statement that's in theory. It's supposed to be both succinct and comprehensive. So the document you have here, the first page is sort of arguably three versions of a succinct vision statement. None of which I find comprehensive, but they all sort of take different stabs at it. And then here look eyes up, don't read it yet. The next five pages are a blush at our draft of how this might, how we might present other supporting the information to the board. When we're, when is all, when all of a sudden done. And so I, you know, supporting information to the board. So the outline of what I think we should submit includes this top of the second page charts charts about the responses so someone should be really visual and easily digestible right like the ability to think and reason well was the top book editor. So that should be just really obvious. But then some of those can also be sort of sub charts of, okay, for this identity group or for your only talking about student responses. Here's what they said. And again, I think both for the board and for the public is useful to have things are really just evident and digestible where that's possible. And then my second goal is representative free answer comments, sometimes broken out by demographics per category or focus area. And so some of the rest of the, some of the other pages are are essentially an attempt at that. Further backup from, hey Carmen. And then back up in the form of statistics and word mentions keep us. Word mentions and sentiments so that, so because we have so much free answer data, including in this one I haven't cracked the code and how to extract this yet but you know, even on the online survey there were there was an other option and a number of the menus, and we would fill out sort of free answer stuff in there as long as I figure out a way to get that isolated. But so that's complicated to pull that out and sort of map the sentiments. However, I'm finding it really interesting to do that. So that's, you know, part of what you see in the rest of the document is an attempt at that. And breaking out major divisions and I don't mean like, I mean, I mean areas where there is division within the community. So where there's not consensus and example is the account about personal accountability and discipline narrative that we're getting you know we're going to talk about that a bunch but it's not, it's not our job to pretend that there's consensus when there is not. And so I think rather we need to notice where there is really either a broad spectrum or two camps or something like that and name those things and sort of show supporting narrative and evidence so that the board and the community can see, Oh, this is what they mean as a, you know, use this to make decisions. The rest of page two is just essentially sort of top vote getters in categories of vision. What do we, what does it take to succeed and thrive. What do we think of, you know, in terms of ready for the future and then values. And then page three is a first one example one model of how to digest some of the free responses. One of the questions on our survey was essentially, you know, thinking back on my time in education. I wish I had or I wish I could. And what I did is I took free responses from two subgroups one is students and then another is the age group of retirees, what I'm calling retirees to 76 in older. I pulled this out partly because I thought it was fascinating because I'll confess that I had at least a minor suspicion that there might be a lot of daylight between what was expressed by current students and what would be expressed by retirees. But in fact, for example. The hard bullets try new things branch out exploring on traditional ways of learning. Those are actual comments from respondents. And then the hollow bullets below those are me sort of summarizing the sentiment within those. So, in the top to try new things branch out and explore non traditional ways of learning. I identified those as exploring you explore my interests right so sort of student choice in interest and there were six, six comments that pointed in that direction, and then simultaneously asking for varied ways of learning or learning outside of traditional ways. So, the interest one I think is sort of content, and then the ways of learning or is more pedagogy. We talked about that last meeting. Pedagogy being how you go about teaching or how you go about learning. And then if you zoom down to the 76 plus age group I have three different quotes that lead lead off that section, but again the top interest expressed from that group was essentially wishing that they'd had a chance to explore their own interests when they were in school. And so I love it that, you know, groups separated arguably by 60 years, 60 years of life experience, etc. that there's convergence on some of these points. So this is, this is a fair amount of work to to pull this together in this way but I also think if you're a board member or if you're a community member looking for a participant in this process is my voice visible. So looking at something like this would probably be very encouraging, right, even if one of the quotes I chose, Susie, please. That means you can, you can staff a computer. That's for you and your family and that is the document that we're looking at we are on page. Welcome. It's glad to have you. So, again, even if if I participated in this process at any that you know community gathering survey in any way. And I, I may not see my exact quote in here, but if I am seeing quotes that absolutely resonate with the same sentiment that I expressed that I think that's a that's a responsibility we have to sort of demonstrate to the community that they are heard. To make visible how we're, how what to what interests we're attributing their comments or input. So that page three is one model of that as demonstrated through two really different demographic groups or what we might suppose will be different different demographic groups. And page four is if you, you know, a third of the way down is the thrive question to learn effectively and thrive in our district I think students need. And this is the first is just a simple chart. Physically emotionally safe environment is by far, you know, the most people chose that, and this is all respondents recorded so far. And so the sort of the top four pretty evident the ones that are not as well as represented our access to outside resources and connection to our community. And then the next page page five. This is the same chart, or the same question as filtered for only non college respondents so that was basically taking out the education answer that said have a bachelor's degree or have a master's degree or above. Because we were noticing that we had a lot of early on in this we had like 60% participation from people with master's degrees with that necessarily representative of our community. And so what's interesting here to me at least is that in this case these the chart bars are in the same order. And in this case for the population of folks who don't have a college degree extracurricular and co curricular activities was the second biggest vote getter and closing in on, you know, within sort of 1011 points of the first one. It's worth noting that this includes current students right you don't have a college degree, but it also includes, you know, folks who have, you know, went to trade school or have an associate's degree or something like that. And this is an example of pretty easily digestible visual representation of the, of the data we've got. And then, below that what I did with the non college free responses to this section was I broke, I read through all those tried to pull out representative statements and also tried to categorize them in way into sort of this is speaking to this interest. So the someone title is not that useful but it but essentially is. There are many things that expressed someone to believe in them or someone who cares for them or someone who they feel comfortable talking to and you know that doesn't necessarily have to be a teacher but it's clear that that's a lot of the folks who were wishing that that were more true. And then support, you know, all the above are very important kids need to feel supported no matter who they who or where they are at in the scheme of things. So many brilliant minds are broken down by the public school system because they don't find, which I think they put into any boxes. A successful human is not necessarily a successful student and vice versa. And so that one in the next one. I can, I can be anything I put my mind to positive reinforcement that they can be more than they dream to be, and that their parents doesn't have to be the way that they live. So these two I found to be both powerful and representative of those expressions. And there were a bunch of mentions about access and so the quote on that one is the ability to give feedback on how their days are organized or the ability to access all kinds of help. And this wasn't. In this case I probably should add one more quote because there was there were comments about access that referred to participation in sports or their extracurriculars around transportation or other other barriers. So that to me it's interesting and useful to have concrete responses after the, you know the chart is easy to digest the concrete responses I think are more granular. And then I chose the we have a lot of representation in the 50 to 75 age group. So I chose representative statements from that age group in response to this prompt. And in this case, I didn't. I don't know how many responses were similar but I did rank these in terms of we heard this a lot in the things at the bottom were heard more than once but not as often right so learning better nutrition by proper lunch hour there were a number of references to healthy eating nutrition, like that is much mentioned as some of these other statements, and then the top three so the sort of carriage return breaks between clumps are significant right so the top three are sort of relating to the same thing the next to stand alone, or they need to have their voice recognized included. Right. So what I'm trying to sort of tease out is the way we present this to the board into the community can take all of these forms, or we can, you know we can say I hate that one or this doesn't work for us but I think that, especially in certain questions. Some of these might be really useful. Right like how many people actually said that thing other six people who mentioned that out of the 23 who replied. Right now I'm going to be quiet and ask you to read the first page which is the vision statements. And I'm going to say out loud that it's, I, as a writer and editor I find it way easier to react to a draft than to write from whole cloth and so I have no ego in this. Like we can draft a bunch of new ones you can tear these apart. Any feedback itself. So, any reactions. Well, I start to get. I start to like start to be nitpicky and think about things. But then I remember to that last time we talked about like, we don't have to like we as a group don't have to come up with a final concrete worded statement. So, instead of stressing my brain out to figure out that I feel pretty good about the B in bees. I sort of like the simpleness of the bees that a like my brain is getting tripped up. But in the bees the one thing that I feel like that I think is super important important is the idea of kids being able to have choices as I pursue different paths, but I think that I think about when I was in high school about kids I know that are in high school, and they might have interests or ideas but I don't necessarily know if they're, it's their passions, passions is a pretty strong, like, committed word. And I think the idea of letting kids have choices to explore things that maybe they are passionate about maybe they're not really sure about. I think that's where the important flexibility is. So maybe they don't have to think it's their life goal they just might want to check it out is interest too soft. I don't think so. Not for me because I feel like for me I feel like that word that that flexibility and that like allowance of kids to try things that they're interested in is what I think is important. The difference between like the differences you want to be to is that. So minor. I mean just like it starts out with and where I like the rewack, rewack and recognize better. I mean he is lacking the choices, let's suppose. So I was giving myself maximum four sentences. So there's more and we can certainly. These are intended to be sort of first blush model or drafts, and we can push them to rework them. The only thing I would say to you Suzie is, I hear you that it doesn't have to be the final concrete thing. Yeah, but just like you all are reacting to stuff I just wrote. Whatever we give to the board, they're likely to react to that as opposed to rewrite their own. Yeah. So if this is. If you as committee members care a lot about specific words or specific concepts. Push for those because if you don't, it's way less likely that they make the. Make it to the thing. Yeah. Someone's here. Okay. Tell you that something else is supposed to start. It does. So that way the other one starts off our vision is that my failure rock star public schools. That feels more like. Let's see where it says. Imagine that it's like, that sounds like it's just like a nice idea in your head. It's not like something we're struggling. The B is focusing on the time the students are also like in school, whereas a starts off strong with like graduate school. Have when they be in kind of a persistent topic that it's where people want school itself to be like, whatever else. I'm glad you called that out. I was. I was intentionally trying to write one, the A one, which is not like my first choice just as a, this is the product that we create. I like, once you leave the doors, that's what you are. And the B ones are more, it's a community of learners is, you know, the experience of in the time. And I, as I was writing a I caught myself thinking a lot about the high school experience. So I felt, I think there was a risk that is exclusive of elementary middle school to some extent. So that's just so you know that's someone what's in my head. I do like the wording in a where you say a spectrum of career paths. So, so yeah, maybe it could be something like, and choices of say pursue their interests and, you know, support in the spectrum of career paths or something like that. Kind of the same thing, but a little bit more detailed. Like a and B one as well. I think B one is a really responsive vision statement, especially given the student feedback we've heard about, you know, like being able to kind of navigate things more flexibly and that that idea about pursuing passions or interests that if we went with that word I think is a sort of challenge to the district in a good way, because again going back to the feedback from the students it seems that there's not as much choice that there could be. And it's more about like here's the template, you have a little wiggle room but that vision statement seems to expand that and kind of challenge the board to do that. So, that would be my thought a or B one slightly to be one. I thought I should use myself as saying what I want to see. I'm just not sleeping. Your topic was the discussion. I especially if you feel like you have a bit of a pulse on the board. I mean, my, my thought at this point is that there's, there's a few board members that are lawyers. So, that's sort of where I see this going. Yeah, I would like to keep some of the really good phrases and wording here. I'm just worried that it's going to happen. As well it may just if you budget the time you won't you won't be pissed off. So for my perspective, I was looking like, you know, like a vision document. But it is good to have some starting points to drop off. And do you think it's useful to offer a menu like this to the board, you know, sort of three like ABC kind of. Yeah. I do like your, you know, you're saying that there are statements in there that will push the board to make changes because that's the whole point. So we want to make sure that they're specific enough and representative enough of the information that we got that it will push the board to understand that these are changes that people want. And not just mush them into other words that we can say we're doing. My comment kind of goes along with that. I like you a lot. I think the difference between you want to be to the like recognizing and where. And I think that's like that we recognize it's kind of like, okay, I see you, but it's not like saying we'll act on like, like that seems less actionable if that makes sense. Whereas B2. That's full. It's like, it takes that out here. Okay, yeah, I see that over there. So more declarative. Yeah, that's a good observation. So I want to ask another question that I, I. Let's imagine, right, this process can't like to pull back some layers. This process happened because the schools got extra money from Essars. And they're, they're like, okay, we need to do this. And now we have the money we can hire somebody to do it. We can put together a process. That's the only, arguably that's the only reason that this is happening right now. You are a normal budget year without COVID Essar funding, etc. This might not happen. And I say that out loud because it means to me that it may not happen for let's say it doesn't happen for a decade. Could even be longer. Yeah. Or it will change. Superintendent will change principles will change. You all will be out of college in the workforce and doing whatever else right. That's a long time. So the challenge or the question for me is, do these feel durable enough. Because there's, I liked your word responsive. Joe, because it is attempting to be responsive to what we've heard. Does it risk being too. So, you know, of the now and not. Right. I'm not sure how we would go about anticipating. The future. Data we have the data on what's currently affecting. To jump back to the future. Get to it. Just seems like through our process, we have all the data from right now. We can. We incorporate. Or anticipate those future things. So we don't have the data. Or to treat. So, I want to stick with that word for a second after a bit down accountability. One of the things one of the comments that came up in. I think it was a high school student session. Was about. About responsibility in it. The person made a comment about student responsibility, but also noted. The responsibility of teachers and the responsibility of the district. Which I loved, right? It's like, if we're in a contract. The contract is not just the students aren't the only ones who have to like. Show up for their side of the contract. It's a contract that. Includes everyone. If we're asking for responsibility. And so, you know, in B. So B, I've got, I use the word accountability in the last line. In a, I use the word responsibility. But in a, so I'm just going to read that we will value connection relationships, a spectrum of career paths, civic engagement, choice and responsibility. And so I chose not to name an actor. Right. About who's responsible. You know, in your, in your note about the constitution, right? Like. It's going to be interpreted. So if we, you know, we can either name. In this case, an actor, like students responsibility. Well, then all this does is point to that. And there's, it's not pointing back to that. You know, we're up. Upstream. Anyway, so I just want to call out. That's an example of. Anyway, I'm glad you like this. How about that? Well, so you just said that. And then at the end of. I don't. The rigor to enable students, if I've been succeeded in changing world that seems like it's like putting it more on faculty. Like to enable the students. Same with the beginning of both. I feel like can immediately direct someone to students. And I don't think it's bad that. We're putting that on faculty. To enable students to thrive and succeed. I mean, that seems like that's what. I'm supposed to be doing. Yeah. So. Carmen, good point. The move that I would did make there was community of learners as opposed to community of students or something like that. Partly the implication of that. We're all learning. You know, what if three years from now. Our district is like, we need to be doing adult ed. We need to be supporting GEDs. We need to be supporting. I mean, I guess those people would instantly become students, but my intent was to make that a big tent. But it's easy to be easy to say community of learners and. Educators. Again, being cautious about who we think is on the board. 10 years from now. I'm not kidding. Right. I mean, I've watched the school board for. 10 years. And it's been populated by many, many people with many different capabilities. And I'm not sure who's been there. Hello. So part of the thing in my head is. Right this for no matter who's there. So you were just saying something that made me think, Okay. Community of learners. And then you were saying in educators. Like you could add in and educators. We could also add in an administration. Well, administrators can pursue their passions in depth. I could. I could. You could say like a learning community, I feel like that might zoom out a little bit because teachers often describe themselves as learners, as would admin, I think. Yeah. Anybody who works in a school for it, right? But I kind of like that idea of having like educators and administration be part of expectations to just so we're what we're dissecting in a mid midway skills developed in learning environments that are supported by a lot. So there instead of saying schools, I said, learning environments, partly as again, a big tent, right? Lots of people saying learn outdoors or go to career center at very, you know, yeah, to again, just want I'm just want to make clear to you all that a lot of these choices are very intentional. And it's like this is the kind of thing that I would say to say to you, Merrick, at the school board meeting or meetings in August or whenever, right? It's like, this is why I chose those words, this is why we chose those words. So here's it. So here's the trap you're in, hopefully it's not trapped. But you know, what happens with a committee like this is like I drafted this and we're we're critiquing it, which is great and I'll make modifications. At some point, we all get tired with the same brush. Right. When we go in front of the board, or when somebody gets angry at the board and the board says the committee and they who's on the committee, right, all of us on the committee. And so at some point, you know, I probably should have said this way earlier in the process. You feel discomfort about how we're representing things in language or the direction, you know, how we're going about the process. You know, you need to speak up, not least because your name will be on it at the digression, but so I'm just going to read C because it was my apocalyptic one. In MRPS, we imagine that each student is equipped with core skills and characteristics to reach their potential and is challenged to experiment and wasn't sure what to say next. In preparation for an uncertain future where they create the community and improve their world just by tremendous challenges, it was like, we'll all be under water soon and. We need people to know how to build boats. Yeah. Anyway, I was kind of having a little bit of fun. It's going to be a distraction and it's going to be better. Yeah. It's easier to narrow down. It's a good sales strategy. I didn't have that one, but so I obviously a little tongue-in-cheek, but I was conscious of that when I was writing it and it is again, like, what do we say in the early one on changing worlds in the second one we say and be we say changing world and then in C, I say uncertain future. Right. Uncertain sense. Quite scary. So we're going to, sorry, because I missed the beginning, so we're going to give something like this to the board and then we're going to give something like all of this or exactly all of this. Okay. Something like all this. So that's my next. That's what I was just going to move on to. You're welcome. Thank you. What I said earlier on is basically the rest of the document is my swing at what if it takes the shape, you know, it's a lot, it's a lot of granularity. I think if you go to page four and five, where the lead is to two charts that try to articulate a little bit of distance between the general population and the specific group that's non-college background as an easily digestible, my intent with any section that we present is that we would open with easy visual stuff, then get to like charts, something a little bit more granular and then a lot more granular with the idea that we can either roll up things into just an executive summary that's mostly charts than a few quotes. And then if you're Joe or Sagey and you just love to geek out and you can you can read the 30 page one or whatever. This is where I, this is a gut check, right? Not only do I do things a few different ways in this draft, you know, is this resonating with you all, especially now that you've spent some time with some of the input? Take your time. I mean, just from quickly looking at stuff and hearing stuff, it seems like, I mean, there's so much to organize and to like just still down. So I mean, I think that the way this is going seems good to me. So focus on anomalies and what? I think that's awesome because you don't, maybe that's like not the majority of what you hear, but it doesn't make it any less important. So let's talk about that a little bit more in here. I just gave a few examples. Like in the charts, I pulled out the non-college in the two answers to, you know, in my experience of education, I wish I had, I pulled out student versus 76 plus. You know, we have some other like BIPOC identifying respondents. We have really slim data partly because a lot of the responses we got from BIPOC folks were sort of one off like one pagers as opposed to the full survey. So that's a weakness that I'm not super happy about. But if it were stronger, that's an obvious group to me to pull out. I haven't pulled out the LGBTQ, for example. You know, I'm thinking about sort of really evident, marginalized groups who are, you know, as as an area would often under underrepresented or feel, you know, there's a comment I didn't put in that says something really effective. The school, the education system is awful, especially for BIPOC students. Everybody needs to do better. You know, that's a that's a strong statement. And I'll find a place to make that visible. So anyway, my question is, are there specific sort of subgroups that we want to call out? And it could, you know, like the sort of non-college one is one that's a personal interest to me and I think is relevant from some of the discussions we've had. What other, you know, like Nathan, don't forget this one. I just was thinking about how, say, someone might not identify themselves as BIPOC, but the people that they love and care about that they're responding to. So skipping, you know, a white female who has important things to say. So I just was thinking about how that, I mean, I don't know. Yeah, I mean, are you OK to put yourself in the mix there? Yeah, I think I just did. I've been careful not to, like, try to out anybody as any way that they don't want it. So Susan's a parent of a student of color and one of I think what must be a response of yours. No, I think you you said it in a community gathering. I think you said, you know, my daughter doesn't like to be singled out to be part of like committees because of her race, which I thought was a lot, you know, valuable piece of information. And I think we have there are a lot of folks in this community, whether you're like maybe you're a parent of a transgender student, maybe you're a parent of a BIPOC student. And so your alertness to all these all these challenges is way higher. But as you respond to this, your identity doesn't come through. And I that's a probably a miss on my part to not say like, I am not this, but I, you know, I yeah, how do you even how would you do that next time? But but your puzzle is a good puzzle, right? That is true. Therefore, let us be careful not to make let us be careful not to make the assumptions that white folks don't have relevant observations about BIPOC lived experience. Right. No population is monolithic, for example. Yeah. Is that something in that direction? I don't know if that's something I should dive into. You know, someone says they don't want to. Sorry. Yeah. And so I feel like it's sort of one of those things that's that's going to happen. So I'm not I'm not actually looking to be in the direction of that. So this is a good point. Another board member mentioned in the conversation that most BIPOC people in the month so then she covered every comment for that person. Yeah. So I'm not going to say that's the same concerns. Yeah. Yeah. Although me and my partner has some very different ideas, but we do have some for sure overlap. Whatever we end up with, it's going to be better than the system. But the storm. Yeah. This is slightly different. But I mean, it's probably something that we would have had to have done at the beginning of this process. But I wonder what values that we've heard from or what values we didn't hear from the community or maybe not didn't hear as much that we would have expected to have been more important to the community. Right. If we had done some predictive thing and then we and then it was different, yeah, that's a good question. This is what we actually saw. Right. I mean, anecdotally, I'm not sure. I'm not sure I would have identified how strong the like college pass culture is and how much resistance or dissension from that there is, not just in students, but adults as well. That's not the only path. Anyway, I like your question. You're looking at me. I thought you might have something to say. So the durable. So I'm just I'm going to come back to that. All right. No, I'm going to do stick with the current question. Of the model that you've got in your hands. If you were a school board member or if you are as American, say, GR. Is this going to feel too much? Is it going to feel thank goodness it's all there? I can read it and I'm at least read it once. Or when I get, you know, so I'm thinking about how this is going to be, how this might be utilized if I'm a school board member or I'm Libby. I'm being questioned by a member of the community about my student's experience and why we're making the choices we're making. I think school board members and administration want to be able to say this is why. And I think it's useful to flip it the other way. If I'm a community member who is suddenly feeling disempowered, and wants to be forceful about my complaint or my assertion, right, is like, I've seen this document. I read this document. It said these things. I don't see that expressed in your practices. Right. I've said some of that stuff before, but I think to me, those are two of the important tests of what we produce. Is are they used like a contract? It should be useful to everybody, all the stakeholders. All the members, I want to read the episode, a couple of notes. That's over, and just be more into the actual conversation. So it will be good if we have time to digest this before you come to meet with us. That way, much stories. Yep. I think, you know, anything that's this large of a scope, I think it's helpful to have. I think that's the best way to do it. I apologize for the things that we should be doing. I've got some in my list, but then, obviously, for transparency and just for curiosity, some of this is anything that I don't have. Someone left me nothing. I need to have an answer for that, obviously. Yep. Yep. The climate survey that the board sent to faculty. Yep. Are there findings in that that are relevant to this process? Seem more about issues that this staff wants to. Honestly, it'll be a relief if there's not information that's relevant to this. I don't need to look at that. I mean, I don't know if you would share that with me. But there's probably a little bit, just because it's the same topics. Yeah. Housekeeping stuff tomorrow evening is the last community gathering at Union Elementary. My somewhat reliable child care people have bailed on me. So if any of you all know folks who would like to earn 30 or 40 bucks looking after Rugrats running around that playground, that'd be great. 545 to 745, two hours, two 30 bucks, but you can negotiate. And in the past, it has been not very many Rugrats. Right. So if that is helpful. And there's snacks. Yeah. So let me know. I'll just say, you know, throw down the gauntlet. Amira in Roxbury, they came up with two people, boom, first time around and second time around. So if you think of yourselves as executive recruiters for our time child care, please step up. I love it on it to be good if we have a good turnout. I mean, I have a I have a survey that people can respond to saying that they're coming and they need, you know, they have 18 kids and they're these ages and plus they need a translator. But and where? That's a good point. I don't have kids your age, your kids age, so you're safe with me. Yeah, so, you know, try to be prepared in case people show up. It's fun. And where is it? You know that you put that in the Roxbury one Wednesday night. It's five thirty to seven thirty and there will be a cookout. So it'll be I know. See, you know, you know, Montpelier people got to come down to Roxbury. Check it out. Pretty cool. It's like that's not doing it. I will be driving down to Roxbury. Anybody would like a ride. I promise to make good conversation. Yeah. Yes, I'll be leaving here at four thirty to get there at five and set up. And it's a commitment. We have child care. Amira has arranged child care. It's awesome. All right. Anybody here, Meg. Anybody else who hasn't felt out of W nine and would like to get their stipends for being part of this process? You've gotten your check. Ellie, you got. OK, we're not done. Obviously, you just spend more meetings. Yeah, I have not. All right. Do you want to get paid? Sure. I mean, it's it ends up adding up to a bit. Yeah. Yeah. So find it online or in my old email or ping me and I'll send you one. Super easy. Thanks. Right. You're ineligible. You're ineligible and you're ineligible. Sorry. OK. That's all I've got for tonight. I'm I'm actually I'm encouraged that you responded the way you did to the vision statements. Thank you. And I'm also not hearing any friction with the structure, proposed structure of the presentation. OK. It's been, from my perspective, really terrific working with you all, like showing up really good thoughts and comments. I'm excited about, I mean, I don't know how much you've read through the company and all people's contributions, but I find it riveting. So I hope you've enjoyed it. Will you let us know when the school board meeting is that way we can be there or listen or something? Yeah. So the CG or RET indicated last time that they were hoping for a report, August 3rd. I'm playing, as I mentioned last time, to not be in the country, August 3rd. So I'm hoping to maybe bump that meeting to the 10th. But I know I'm just one and the school board is many. So I'm trying to get a conversation with Jim. I don't know, will you be on the board still at that point? All right. I don't want to do this by zoom. Yeah. And so it's either the third and the 17th, the 17th will be getting into all right. They've got the presentation and now the board is wrestling with what do we do with it and me supporting them in theory, although they may choose to do other business that meeting. So I'm hoping that it'll be the 10th and then the 17th. And then I will work with the board further, but that's not something you're obliged to do. Any responses? On some notes. Those are those are responses that counts. All right. Yeah. If you show the 545, you help me set up the like crackers and then people show up at six and awesome. Yeah. Yeah. Oh, I think I could do it. No, so that so the trick, though, Elliott, is if you can make that time slot, I would much rather have you participate and sort of be a listener. So I only in sheer desperation. I'll be there. OK. Oh, great. Yeah. OK, all right. Awesome. Thank you. All right.