 I guess I've been in four models. I've been in the parachute in and out, which I've attacked while I was there, and said, I don't work this way. Now what I've learned from that is that most of the teachers don't follow up because they're constructed, you know, they're, the model says, I'm gonna take notes, forget it, we don't have a relationship. The other model is just, you know, you come in for maybe two days of work, but I always wanna come in for two nights or three nights, depending upon the flight schedule, because that way you have time to have meals with the teachers, and I think that's really important. And so I think that if you're there for model two, which could be a two-day presentation, that you should build into your budget a minimum of two nights, so that you can meet the teachers outside. That way they feel more comfortable, and you can begin to develop relationships. The third model, which I think is, builds on that, which is really effective, is if you do the two-day, but you commit maybe to a week that will be spread out over the year, so that you could do, let's say, a weekend, or maybe three days in the summer, but you go into their classroom for a day, and then you do a two-day institute with them in the weekend during the school year, so that you can see how the work progresses. I think that's a great model. Then the fourth model is where you're there for a week, and you spread your material out, and you work with master teachers, you work with curriculum folks, and you really get to know the teachers. And the last day is spent really working at the tables with the teachers, helping them personalize their own lesson plans, and help them incorporate the material, or find out what material you should have brought that you didn't bring to help them. And that's what I think is the most effective.