 Recruitment has been a challenge, but the feedback we're getting from the parents and grandparents has been tremendous. They're extremely excited about their loved ones learning who they are, where they come from, where their family comes from, the teachings, the students smudge every day. There's also, there is a lodge room within the school that the school division built for the programs, so they have a monthly lodge and the lodge monthly with regards to doing teachings. So the grandparents and the parents are, they love the actual, the program and brings them emotionally, sometimes to tears seeing their little ones smudging and saying, maybe the prayers and singing and so forth, so there is a, there is a challenge when it comes to promoting that in the sense of the people who are unsure whether they should send. So our best advocates would be our grandparents and parents for the program. We're looking at doing a large scale, once again, recruitment for the program and we have tons of positives. So hopefully this year we're going to at least get our numbers to where they need to be for kindergarten, which they have been, but we're always looking to get to that dilemma where we have too many. Where I see the program going is it'll go up to grade six for sure. And then whatever what happens with all language programs, they determine how and when or if it's going to expand to grade seven and eight. But I think with the the importance of the two languages, I see that it becoming a school. Now that all depends on the interest in the community. There is interest, but once again, they have to take that chance with their with their little ones that come to the school. So that's what I ask the community, take that chance and come to the program because it's 100%. It's everything that you would think it would be success in the programs measured, I think in a few ways. One, we have of course the provincial standards with English language arts and math. Of course they have to in order to to survive and thrive in in today's world, you have to be able to communicate and you have to be able to do math and English in a way that that is that will make you be able to function in today's society. That being said, finding out who you are and realizing what your place is and where you stand is another thing and I think that's what the program does. Success in the program is indicated in many ways. It's not just adding up one plus one equals two. Success would be a student becoming confident, proud of who they are, proud of themselves or family, knowing where they came from and then able to speak your your language, your family's language. I think that is success. So success isn't done on a weekly basis. I think it's done continuously. It's growth of the student in both of the four areas for balance in their lives, the social, emotional, physical, spiritual. All those bring balance. And if you have balance, I think that totally brings success to both the student and I believe that will filter into the family at home as well. The importance of language as we know it's it's it's a priority for this nation for language to be to start over again. Language has been identified as a priority. And I think a language I believe is everything. I think if you everybody identifies themselves by language, and if you're indigenous, you can say you're indigenous, but students now in the program say I'm Cree or I'm Ojibwe. So they're identifying themselves by the language which in fact is identifying their culture as well, their family, who they are. So I believe that is so important that you can establish yourself, your your presence and your being just by saying what your language is. And I guess the success indicator of that is when you you you have the parents come in on on student led conferences, and the students are showing off to their grandparents and parents, the language that they can speak and the words they can say and the phrases. And yeah, families, they tear up. They're so proud. It's a very happy place to be when they're they're showing you know where is that they they've learned over such a short period of time or like little sponges growing and they just take in whatever words you can give them. It's tremendous and it's far exceeded. Once again, the expectations of the room itself or the rooms itself because we have two wonderful teachers who are dedicated to the students learning. And in fact, they're they're moving that learning into the families because the families are totally active in everyday schooling of the kids. Indigenous education, that's a term that that can be identified in many different ways. That's a question that we ask all the time when we're doing professional development on Indigenous education. So to answer the question and what is indigenous education, I would say that is the that is the the learning that students and adults would do to help increase the knowledge, awareness and action of both Indigenous and non-Digenous students and adults moving towards a greater understanding of being and living together. Indigenous education brings that part of education that's that has been lost over time. And I mean lost as in on the side of the road where it's been left there, hopefully hidden and forgotten in many cases by by who's left it there. Now that it's been found and brought forth, it's just it's something that we have to do. We have to bring awareness and I'm trying to get we're trying to get away from that awareness component into more of the action of Indigenous education. What can we do to to make the wrongs right to make to get away from equality to equity? Have an understanding what we need to do for for all of us to be able to walk together or even have the leaders walk behind supporting those who are ahead. Indigenous education is is still, I believe, a long way away from where I would like to see it be. But I think over the last five, five to ten years we've gone and taken some really big steps. Of course there's sometimes where you have to take a step backwards to go two steps forward. But I think we're starting to get it. Is it perfect? Is it where Indigenous education can be or should be? No. But I believe it becomes a point where we just have to start doing not just sitting in a room and listening to someone talk. There's action involved. I think that's where the 94 Calls Action come into play where the term action is is much needed. So where we are learning about and I'll use concrete example would be the Indian Act. If you learn about the Indian Act, that's one thing. What actions are you going to take from what you've learned in order to make what we're doing better? That's Indigenous education for both Indigenous and non-Indigenous people. Well, Indigenous education and I'm going to speak from an educational point of view and I'll take it from my, I'll give you just a snapshot of where I see it from where I stand right now today working with the school division. There aren't enough Indigenous people standing in the front of the classroom teaching the amount of students that are Indigenous sitting in the seats. It's not correlating. So we're not mirroring that role model. If the one thing that I can do for Indigenous education is to support that movement from learner to leader, and if you want to use the word leader as a teacher, you can do that as well. But that would be my one thing that I would like to see is just have more Indigenous leaders come out of our education system and start standing up in front of the classes and be those leaders. And I'm not just saying that they have to be teachers. I would like to see them as principals moving into senior administration, leading school divisions. That's what I would say would be my vision for Indigenous education from my perspective. That's one of my goals.