 The stopper's version is called door. So the agenda I wanted to go through tonight, or the board wanted to go through tonight, and I'm the mouthpiece, I guess, is that we're going to be, I want to review where we've been. I want to go through a process of combining the way Rochester puts the book together, Stockard puts the book together, the ins and outs of who's got a bulk mail, a mailing, peer, or permit, what the return address should be, get any information put together. The booklets, I was stickering them over coffee this morning, but I don't think probably many of us have seen them yet. So I apologize for that. So I want to review the narrative that's in the book, and there's copies of the book over there. You're all getting them in the mail, so if you want one for reference, sign up if you want a second copy over here to take one. All the questions until, the 10 towns went from 10 to, we became a K6 district, so that made an eight-choice district, so now it's down to six. Bethel and Royalton are one high school, the first branch of the K5 district. Now it's down to four. Chelsea and Tuckridge brings down to, one, two, three, four, five, six districts where we used to have 10. An SD board went from 26 members down to three, six, nine, 10 members, so it basically got cut more than half. Great, so they sent out to all of the voters and the families in the town. And what we decided, right up in the beginning, right even before we had our first AD 46 meeting, the things we valued were having a look alone. We thought that choice, especially in the stockings, I just had it for a long time, we thought that choice would really matter. We really valued our sense of community and those decisions we've grown up with in this valley. We think that it's very important to have quality education, equal opportunities for all our students. And finally, we understand the financial burdens of living in 21st Century Month, we understand the situation of our resources and do more with less. And Surrey's also talked about why we actually ended up coming together and joining. The reasons we came together with the reasons to support this merger was that educationally and fiscally strengthens the school. Each town has an equal voice on the governance board and costs are reduced to positively affect the tax rate. The budget we're putting forward does all three of those things. In seven through 12, we have a choice for all the kids in both towns. We have a board making this equal, it's a hybrid model, three from each town, everyone's aging off in lockstep. All six of us are here and it's Amy, or the myself. Amy, I'm the school, I'm excited. Oh, okay, Jamie, I'm next year and Megan is next year. People representation across the two towns in our district. For the terms of the merger, there's a ceiling on the budget proposal that has to come in below the excess spending threshold and this budget does. The Stockridge campus schools or the Rochester schools without a unified vote of the equally represented board as well as a subsequent town vote of that particular Rochester Stockridge Unified District is not the most sexy or commanding name for a foreign district. We tossed around, you know, the PY district, the Riverside, I forgot. But basically what we said is that we wanted the kids in both schools and the faculty in both schools, the community of both schools to come again to the Unified District five-year town. Are we doing what we thought we'd be doing? Are we achieving the goals that we set for us? Is this really what we signed up for? We have the ability to reconsider things. As far as Act 46, the financial goals that we set for ourselves, we achieve in this budget. We have class control in year one. We have opportunities for additional efficiencies. There's direct financial benefits for getting the in-sentence. We've locked in, despite it's had we get to take advantage of for once, you know, didn't screw up, didn't get up. We get to maintain a small schools grant that we had in two years previous so that small schools grant included high school students that are no longer going to be educated at our facility. So we'll actually get a little bit of a break from our emergency support grant and then tuition money's over. We have a bigger tax base to collect against us and we expect this greater stability going forward for people in both schools. We have integrated faculty. We have planned as opportunities to start integrating things and then start building opportunities that increase social interaction and increase sets of community. We look at coordinated curricular models and offerings. We see more opportunities for after school programs such as Legally Performing Arts, Sports Teams. Given the budget efficiencies we can build by putting all the kids on one bus to a field trip and not two buses to the same field trip, driving one behind each other. We really think there's a lot of opportunities to save costs for the kind of activities which gives us the opportunities for more activities and experiences we hope. And finally, we really look at being able to increase our ability to implement an integrated student support system, multi-tiered system of support, more unified healthcare communities, less contract workers more in-house staff. But the budget that we put together, we understand first of all as a transitional budget. Please understand that we from Ground Zero trying to put this together who was really very difficult around and said, look at what we don't know. Can we be able to evaluate the heating costs of building A versus building B? No, we can't because up until now there were always a unified system. One budget ledger wasn't split out by building estimates or guesstimates at saving to this budget. We've tried very hard to be conservative. We've not said, okay, we're pretty much sure we can save 40% of our heating costs. We said, no, in 2030, we've worked it that way. The idea being we thought that it was better to plan for a worst-case scenario and bring a surplus home in the future than it was to just look at life through rose-colored glasses and say, oh, sorry, we have a deficit. So the budget we presented, it is transitional. Things that we're doing this year may not be the things that we're doing going forward. These are our best choices for the administration, the administration that's recommended to us and that we put together based on our circumstances, our timeframe, and just to get a need to be conservative and cautious and not try to throw the baby out of the bathwater. Our big goals of this budget are to align our educational and operational systems to try to get things working the same way in both places and figure out how it would be efficient and more coordinated in what we do, to really understand our infrastructure needs, to really, again, understand which building costs what to eat in Rochester. What do we need here in Stockbridge in terms of support systems or what are we lacking? I think this campus, for example, is enhanced 911 readiness, meaning that if someone calls 911, the classroom of which there are four, all three, which next to each other, it's still, that's beside the point, that that class of information has passed along through the phone system in Stockbridge. The phone system in Rochester doesn't do that. It just says there's a 911 call from Rochester. So understanding what's going on with our infrastructure, with our internet, with our being, everything else, really getting a good handle on that. So we're having a really good and complete picture to make for decisions going forward. Specifically, we need to develop the Rochester Transition Blueprint. You may recall that at some of our earlier Act 46 meetings, the previous administration was saying, oh, we put all the elementary building principal there, Bonnie Moore, and they're saying, I'm not sure that's the best interest of those kids. Maybe we should keep some of the building open, and that's what this budget represents. But what that whole conversation brought to the forefront is that we need the transition budget to move or transition blueprint to move the Rochester campus from being a K-12 campus to a K-6 campus. Maximize the educational opportunities, maximize the value of the building. At the same time, in reverse, in Stockbridge, we've always had a space need. We've talked about, over the last few years, we've talked about putting a modular building in the parking lot. We've talked about expanding out this way and expanding a little bit in the front as we've tried to balance space needs with a limited budget of a small school, and without trying to blind out when we're not sure of the future of that small school, that we really need to understand, going forward, what the space needs are going to be in this building for the kids are going to be in this building, and how best to expand to reach that. And finally, this is the most exciting part, and I'm sure some of the people stand next to me on the edge and they can talk about what we really need to do and what this budget tries to work towards. It's starting to create an educational strategic planning, a way to get to some of the goals that we've talked about, about increased STEM, increased arts, using programming, joint opportunities and things like that. We really need to take this time of this next year to look at what we're good at and figure out where we want to grow. So the first thing this budget reflects is an administration model, while similar to what we've had in the past is going to be functionally different. In the past, you know, they've been in independent schools, they've been a full-time principal at Rochester, they've been a full-time principal at Stockbridge. We still intend to have two full-time administrators. We have the benefit of the current administrator at Rochester, working within the context, the context of their retirement association rules. So she's limited in the amount of time she can work and the amount of money that she can earn. So that gives us the ability to, without negatively impacting the budget, we can still bring in another full-time administrator and have a collaborative leadership team. We really think that going forward, if we have administrators that are working more functionally and more in areas of expertise, rather than duplicating efforts, rather than saying, well, here's the curriculum in Stockbridge might want to be, here's the curriculum in Rochester might want to be, but the two of them go to the steel cage and fight that out and figure out what in. The collaborative issue might look like having one administrator that maybe has more curricular strengths, taking a look at building out a curriculum with input from the other, while the other one works on teacher evaluation or facilities or strategic planning. We think that we can do better and then better serve our kids if the responsibilities are delegated more by function and less by, I'm the person that's always in Stockbridge and in charge of Stockbridge and I'm the person that's always in Rochester in charge of Rochester. We've gotten a decent number of response. We formed a hybrid committee that consists of board members and community members and staff members from both locations and that process is going forward and we expect to be interviewing for that next candidate for the next month. The budget supports this staffing model. We have two pre-K teachers and two pre-K power educators one at each campus or two at each campus rather. We have in Rochester, we have 6.8 FTEs, full-time equivalent K-36 teachers and the five classrooms there and we have 4.2 K-36 teachers and one power educator and the four classrooms in Stockbridge. Going forward, music has been reduced. There's less music classes teaching Rochester so there's a 0.6 in Rochester music and we were able to, by keeping the same person and giving the full-time position to one person who was going to flow up between campuses, increase music to a 0.4 music in Stockbridge. Art remains the same in Stockbridge. Art has reduced some of Rochester again with less grades, there's less offerings. P and library state consistent guidance in both campuses. The in-house guidance counselor is being funded with some of them, some of the, there's a grant funding for, what's the, what's the SAS? SAS. SAP, a substance abuse prevention grant funding that in the past has been used to bring in a person to talk about those sorts of things. This model gives additional time to both the guidance counselor in Rochester and the guidance in Stockbridge. To have them do that work and especially in Stockbridge increase the overall guidance counselor, guidance counselor time from 0.2, 0.4. And then finally, with the support staff there is down to, and it is up to 0.05 of an FTE in Stockbridge to work more with our administrative needs. So what does that look like? This building stays the same. I didn't bother making a graphic of that, but in Rochester it means that the pre-K classroom stay at the end, the five, the grade classrooms stay there, the kitchen, the gym will still be used as they are, technology, the principal's office and some of the other spend and other functions into the elementary building, filling that. In the high school building, we've learned the high school building is broken into three zones. The large of which is that big room, is that big zone around that one common room. The second largest is zone two is where the art room and the old family sciences room are and then zone three is the auditorium and the music room. Based on the recommendations of the Rochester or of the body of the Rochester principal, we're going to decommission during the winter zones one and two. We will be a partition door to close this hallway, zone closed, exact locations to be determined. The art room, the kiln will stay where it is, the art room is going to move down into that area and share with one planet. So while the building is not being able to be as optimistic as we initially thought we were, and completely shut up, we're using the parts that the administration wants to use, the auditorium, the music room and it will be the art room down here as well as one planet. And again, this is something we're talking about for the hard winter months. The building is going to, it's not going to be plywooded or decommissioned or it's just that in the winter we're going to try not to heat it. We have to keep the building. We've been told somewhere in the high fifties, into high fifties because of the, basically the work we need to do to do this again is to be done in the same way that we're doing everything else for being very prudent and very cautious. And if we had a feeling a little more than we possibly could, it would be safe. That's the way we're leading. But again, the idea is that this will be the main part of the high school building that's going to be used as a case room next year. And for, again, this may all change. We may well turn, this may become the primary education building and we do something different with the elementary building. It's all still up in the air. One of the things that we really learned is we don't, there's so much that we don't yet know and there's so much more information that we need to make those decisions. So with our obvious solution, so what we agreed to, what we talked about doing and are trying to put together is we want to create a facility to make, develop along to want to develop an infrastructure inventory and understand the true costs of all our buildings. We want to analyze our space needs, figure out what we want for the programming we want and then how best to make that happen in this case. So we can start having an idea of what we need to be putting away at being and so we're not going through as much, these conventions are dead and they circulated are really at the end of life. The curriculum in school programming goes. We, part of the survey told us that really what the communities wanted to see in this district going forward is a greater focus on STEM, emphasis on wellness and outdoor learning, exposure to world languages and increased exposure to the arts. We're starting with this right away. We have positive art programming that's going on right now on the Rochester campus that hopefully we can draw on and use to support what we've been doing here in Stockwood. So like I said, we'll be sharing the same music teacher which means increased opportunities for joined band, joined chorus, joined sing-alongs, that sorts of things. World languages, we really, we were really hoping that we could have started that this year. We didn't feel that we had, most of the research we were presented with or the discussions we had involved the fact that world mind is more than just half an hour Spanish vocabulary or learning French songs and really needs to be integrated more fully into the curriculum. So that's something that we're hoping we can put together a plan for it to start implementing next year. We don't know what that might look like. Would that be a magnet program in Stockbridge? Would that be a magnet program in Rochester? Would that be a shared immersion curriculum? A immersive curriculum we don't know. But it's something that we're interested in exploring as well as moving forward on the STEM education. We'll be starting a legally going forward next year, increasing some of the, some of the, we talked about Science Fridays or different sorts of group programs and enjoying activities. Hopefully we'll be moving forward on that as well. At both campuses, there's Forest Fridays in Rochester. We've had wellness and food tastings and garden programs here. With our kiddos, the wellness and outdoor learning is a piece that we want to keep running with. We really think that's one of our cornerstone attractors to bring families and other students into this school is the stuff we do outside. So the budget we're presenting, it adds money for special, there's a whole new line, it adds money for special programming opportunities. We've budgeted money to, there's not gonna be a regular, all the Stockbridge kids go up on Thursday, all those Rochester kids come down on Tuesday, sort of, you know, busing between campuses. But we've added money to allow for focused, when we're doing team projects or we're doing group activities, there's money in the budget to get those kids to, from our place to yours or your place to ours. It creates savings by planning for joint experiences so we can really double up on buses, double up on additions, and be able to reduce expenses and do more programming because of it. We're also, one of the things that our business manager had pointed out and actually kind of kicked our butts a little bit to put it into the budget was, you know, to take the idea that, well, the PTO always pays according to key weight, where the PTO usually covers the cost of that and saying, no, no, if these are worthwhile programs, they need to be in the budget and the PTO can still fundraise and help it and participate, but it's important to take, you know, to evaluate these programs and take them off the kids trying to sell wrapping paper and little scissors meal kits and say, if they're worthwhile, would you pay for it? So we're doing that in this budget and then finally we really think that by doing the focusing on trying to have larger all district events that bring the kids from both campuses together to do all sorts of things that are really gonna be supporting community engagement. Going forward, again, this is the opportunities that we see and this is what the educational committee has been talking about already and is looking towards working towards is building a new elementary education model that's both visionary and sustainable more collaborative learning around STEM and STEAM and MAKER, you know, art across campus residency, enhanced farm to school, more big ventures, things that the kids remember. You know, it's that trip to DC, it's that trip to Boston, it's that raft trip we took. You took it like to your field, that are the things that you remember when you're older. So trying to increase our ability to give those opportunities to the kids. And then leveraging our facilities and our location to exploit what we've got. We're in the middle of the Green Mountain National Forest. We're by the way, we're in the middle of the woods, it's a great place to learn and explore. And then finally, becoming a school that attracts families both neighboring and new, is that in general, the two towns are about 60, 40 split, meaning that Rothschild is about twice as, you know, it is half of the game as big as Stockbridge is. Population is 66, 34, the Grand List is exactly 60, 40. And student enrollment is 64% of the kids that are at Rothschild is only 36% here. And then expenditures, Rothschild spends 59% of the money in Stockbridge spends 41. So when we're looking at some of the numbers, there's not necessarily being a dollar for dollar equivalents between Stockbridge and Rothschild, because what we're trying to do is make a dollar a dollar that a kid in Stockbridge and a kid in Rothschild are getting the same amount of investment, the same amount of resources, the same amount of time. The other piece I wanted to talk about specifically besides the general budget numbers, and I put it up here because we understand it's in Stockbridge, but this is a new exercise, I think, for everyone in Rothschild, which is that it's not cheap to send our kids out for 7th through 12th grade. Of our 4.4 million, 4.7 million total budget, middle school and high school kids. Projecting these numbers going forward is always kind of a crapshoot. You'll notice that one of the things with Rothschild, there's a lot of kids that kind of got split up between Woodstock and TSA as kind of the two outlier tuition, figuring that they may go somewhere in the middle, but they kind of put half of the load and half of the high end, really understand. Historically, where Rothschild kids might choose to go to, might choose to go to school going forward. And we had some information from some families, but with others we don't, so especially on the 7th and 8th grade, that's, and then naturally those numbers are kind of, again, just sort of a best guess for the buyer business manager. But it's important again to point out that these are not, these are not insignificant expenses, and one of the things that really makes them matter is that tuition expenses get paid first. The SU gets paid first. The SU gets a lot less money from us than our neighboring schools that take our middle school and high school kids. But where it matters is when we think about what our tax rate might be, if we have to cut costs for saved dollars, it's always done in the elementary buildings because we have to pay this. This is the by statute. The parents can send their kids to any public school in Vermont they want, any approved accredited and the approved independent school in Vermont they want and they'll get paid up to the unit school average, which is for next year, $15,618. Or they can be sent to an approved independent school out of state where the state will pay up to that amount of tuition and educational expenses. The Vermont's choice does not pay for room or activity fees or those sorts of things. The independent is going to make it and the apparently does not. So if you look at the budget, if you start on page eight, this shows where all the money that's coming in to pay for the schools comes from. You can start at the top, there's a, that's a surplus fund, two million spending kids, that's a job request. We're also bringing in, we've been told that these are the instruments of the administration and the business office that provided us. That's the majority of local revenue. There's some money from short-term interest. What's important to know is we did not. Revenue to the trustees of public funds from item town, we're concerned or we're cautious that we want to make sure that the request that have funded the various funds that we draw those money from that were spending properly or not jeopardizing the request. For example, one of the problems, one of the things that we've actually as the land has been released, we've been building on the process to the process. For example, there was a land that was donated to the high school students of the town of Rochester. It's a piece of property upon a big old road and where we're actually, the board actually voted to return that to the town of Rochester like the request states because there are no official high school students of Rochester and the cost of trying to take that through probating to get it adjusted didn't seem to be worth the effort to. We have so much public land that we can use instead of giving that land to the town of the town of Rochester to deal with. So again, there's no, it's not that the trustees of public funds cut us off. So we, until we understand how the various requests legally operate, we, if you go down to where it says small schools grant that $237,000 is as I said, it is now we, it's now officially a merger support grant which means that if you hear as legislators talking about getting rid of small schools grants because there are some towns that are geographically isolated and still are receiving a small schools grant despite not having merged and those maybe going away. At least as far as the law currently is configured in as far as the money there is letting us go. This $237,000 will be an annual grant that is difficult to receive. The $193,707 number, the general state support, that's actually, that's the money that Montpiler is collecting in taxes on our behalf. When you look at what our total cost of tuition we receive, the trustees of public funds, small schools grants, transportation grants, so on and so forth, Title I grants from Washington DC, that dollar difference is how much we need to, we need to take out of your guys' pockets, of course. The general staffing and expenses, is the special programs line that we've added. They said the stock groups, the dining services are up. If you look in the expenditures budget on page $20,000 of that is necessary heating system repairs and upgrades. There's money as well as some fire students and such, but that number line, there's $5,400 in there for, as I said, for moving the kids back and forth. Page 17, the pending is 17,644 and one penny for equalized student, which is under the 17,816 excess spending threshold. Right now the state says that for every dollar in taxes you collect, that will cost you $1.42 of student spending, therefore costs on the eight cents for the tax incentive, puts it at $1.71.27. And then at 46, cap of in actually takes it to a $1.70, 1.7078, which results in three and a quarter, three and three quarters cents in Stockbridge and four and three quarters cents in Rochester. It's pretty, I mean, I think I can speak for all of us when I say that we're pretty pleased for phantom students that we're taking off our role. The conservative approach we took to trying to estimate what a reduced heating cost would be, what a reduced electric electric would be. I think we're all big services and we're cutting costs, which is really what we wanted to do, which is kind of why we did the act for me since we're in the first place. So our next meeting, there's gonna be an information meeting like this, Thursday, today is from now, we're in Rochester at 6.30, so if you wanna hear if I change my jokes, so if I struggle less or more, you can come to that. The important meeting will be next Tuesday, it will be from today, 7 p.m. in Rochester Auditorium. This is a traditional floor vote meeting, there will be a moderator in question so we will approve for some questions. Cathy? I have a question. I think it's probably. Like having an Australian ballot? Huh? You mean like having an Australian ballot, you have a meeting, you have a meeting, you vote during the day? Oh, because it says seven o'clock at night, so. Right, it says seven o'clock at night. Well, maybe we should modify that so people will know they can go and vote during the day because- Well, they can't, it says it's a traditional, it's a traditional meeting and it's a traditional, you can take most of it from the floor, you can imagine things from the floor, you can, you know, you have that whole typical town meeting day-style conversation, so it has to be in one place. And we've always, you know, had the meetings in the evening for the parents that are working. You certainly can't. $850. It's probably a fairly accurate figure because it's the same bill that we've been eating all along. 100 bucks. The $45,000, the $45,000 fee goes into bill today with the fuel oil added up to this, so if you do not use it and say, here's some money back, Kathy Burns, then I would say, you know, I did too much, give me some money. Half people in the office in Rochester, and that's the, I cut it down, half person, there were two full-time people there and now there's a half-time person and a full-time person, but again, you know, the principal makes a recommendation and says that's what she thinks she needs. That's where we'll go, and obviously, like I said, it's transitional. We'll keep reevaluating it. Here it said that she felt that when she got here that stuff wasn't as ready, and she thought that that was because the administrative system could be in early, so we've added a bunch of time to 10 days to her in the summer. They work all summer, but there's like the Suzuki Institute and there's white-room players and there's those building responsibilities that need to have their exact buildings kept more active during the summer. The question, the observation is that in Stockbridge over the last 10 years, the school tax rate has increased on an average of 3.1%. In fact, school tax by their property tax, the value of the home, had 2.4%. I can't say what the difference is, the history in Rochester of your average increase in your school tax, but in Stockbridge there's always been a very reasonable of an average of 3.1% when you've come in, thanks to consolidation, working together, being a team, developing that team spirit at a 2.4% I think that's very commendable. Secondly, both times I believe approximately two thirds of the residents paid their school tax by their income through income sensitivity. And I notice you know it's, Carl, that you haven't got that figure yet. That figure from the state is very, very important. Why is that? Well, if you pay a not-through income sensitivity and that goes now almost over $125,000 to $9,000, if you don't pay by income sensitivity, you've got a lot of money, your average increase in Stockbridge is 3.1, and I'll be 2.4, but the average increase under income sensitivity in Stockbridge is less than 1% increase a year. It's been a 0.8% increase a year. That's a big difference, and it's very, very important for those people that don't have, so that number is very important, I think for your meeting on the 22nd, to be able to speak to that because the vast majority of the people in the room and certainly the vast majority is going to be funding one of the schools when you pay into your income sensitivity, and so I urge you, Sandy, you can help us get that number because I don't know how school directors can speak to the public and not tell what the impact is going to be. Two-thirds of the population in the state isn't going to have that income tax tax that's provided by the Secretary of Education. That would set that, but we can understand that. So I would say that that is not new, but we have to understand that. And that historically is considerably less. Right. And I started to agree with that. Do you have to do the other 20 seconds? Yes, good. In a slide, I usually just drag that out of the numbers I've gotten from business managers. And as soon as you said it, I was like, oh, why not? Well, I'm not doing this one, I don't ask for it. Oh, because the state hasn't got those two-thirds of those. They seem like a rough recommendation. Yeah, they're just like one of our 10-year spreadsheets with Stockridge, maybe one of the years because I think people feed. She was saying so much, it just goes up, up, up, up. And we run the numbers. The increase has been very, very recent. It's not that I want to be nice to the public. For no study, but we want the quality to be there and we're paying a very reasonable increase per year thanks to state support and everything else. It certainly hasn't since it's been part of it. But you got that, want to share that with us. I'd love to win those numbers. Absolutely. Thank you. Kevin. So when the town clerk gets the tax money and we have this unified district, they just send our portion, our town clerk sends our portion, our Rochester town clerk sends their portion to the service advisor union, or how is that going to work? Actually, the way you used to work was, I mean, Rochester town clerk was the Rochester school district treasurer, and the county ground was the Stockridge school district treasurer. And now, there's a person who's the unified school district person, and all that might have come from the state, and she'll get the checks to authorize, to turn over to the business office to pay the bills. And what was turned into Desiree? Desiree. Desiree. Desiree Portman is the, so she'll be the treasurer that handles the school financing. So, county ground just do the tax collection like she does in the state, and then she sends that money to Montpelier for Stockridge, and Joanne sends that money to, what's Joanne's last name? Joanne McDowell will send that money to Rochester up to Montpelier, and then eventually someone from Montpelier will get around to sending it to someone back. Rochester, 36% of it is in Stockridge. And any, or, any forms, that sounds good. No, that's just the pre-case, a fraction of those kinds of stuff. We're going to be rolling up to all of them. If you want to know that October 1 number, I could, I could call that, but if you want exactly. It's, I believe it's, it's bodies in the school, and I believe it includes pre-case, or pre-case. Yeah, I believe it was actual bodies that you get in that day. I think it's 80, yeah, I'm going to count them as like 1, 3, 4. You got to go pay those students, right? They're correct. And as David has said before, there's a lot of different ways that they talk about student counts. It depends on what calculations in what part of the budget you're looking at. So when they're talking about equalized pupils, that's completely different than a student cap. When they're talking about ADM, that's a different number. It's all used in math equations. So when you're talking about enrollment, you need to, right, when you're talking about the actual kids that are in the building and have enrolled in the building on that day. This is it, this is it. Okay, before I can get to you, just, I have this additional thing to be a second. I don't have stock purchase. It's important that the more time we spend having these conversations with each other, the more time we're spending with each other. Oh no, no, no, those are, we're setting up the accounts that we can put money in for future. In particular, there already is a Stock Ridge Building Reserve fund, and that'll be, and so by making that fund there, that gives those restriction funds a place to flow to. So they're still singular Stock Ridge Board, but those funds will be earmarked, Rochester, those funds will be for that building there. And it's more the advice of the business manager. We have never done this before. It's talking to, he talked about, in his experience, sometimes there's a spike or a particular spike in the number of kids that are suddenly being tuitioned out. It's good to have a reserve fund to help kind of level out, so that you don't suddenly pay twice the tuition you've paid before. Good, and my question is for you. Yes, Kevin? I have a question. Two years ago, when I was in college, it wasn't, it had to be done by a professional. We still have that here. We've done some volunteer, like, main parties, things like that. The VTO has worked on some of those things. There's a certain professional teacher that kind of tries to get those things going. There are acoustic panels in here to help us be able to use them. So that would be great for you all to use. Okay.