 Please join me in joining us at the podium. Our superintendent from the Center for Municipal District, Sir Petter Martinez. Thank you, everyone. First of all, thank you. This is a pleasure to be here in front of you. So I want to give a couple of points. I have a last slide, so I'm going to go pretty fast because I'm pretty sensitive to your time. I will be emphasizing some points across the presentation. And moving on my goal is, first, as always, I was going to give you a sense of what's happening now in our district, what's happening in our city, in our nation, specifically around the people of the nation, how we did it today, how that's shaped in the way we look at our work. I want to see you, I want to show you the opportunities that you learn children are able to do, and also what the challenges are. So let's pick it up. So of course, our mission and vision are all over our work. We are in the initial space of the transformation in our district. One of the things I'm interested in is I always talk about this is the transformation. This is about marginal improvement. And we are setting our goal around the nation. This is about becoming a model for the school district. Our vision is very clear. And one of the very explicit, you know, kind of the fact that we did this with leaveness, a pair of sasquids, each of their children are prepared for the best options possible. That kind of people are very biased in favor of college. We really are. We always get into this conversation of college, college by the way, they see. In other words, I mean, community college, university students, two in one college, we're gonna show you a lot of that, how to begin, how to get that goal while we're making it happen for our children. So let me first talk about our challenges. And again, I want to talk about when you see some of this information, again, this is a lot of context. So this is a chart that shows you college attendance rates and each of the lines shows you different quartiles of income of families. So we know this one is about the top 1%, the top 10% of both. Well, so the top line is the top 25%, right? This is nationwide percent in terms of income, right? This is family income. And one of the things that you see is strikes on the 19th century, 40, you know, well over 48 years. And what it shows you is that, you know, back in 1970, children coming from lower income families, about 26% were attending college. Again, this is college, all kinds of colleges, second grade colleges, community colleges, and universities. And you can see that as the top grade come, we're much higher, almost to the 80%. The good news here is that gap started closing. Very consistent, by the way, but the fact that our nation is right now at the highest level of the high school graduate students ever in this country. So very consistent. And now you can see how good is still a gap. It's narrow from that top quartile to the bottom quartile. You see the gap crack. We have more children than ever attending college. This shows you children broken down by the same quartiles of income. Look what you see. In 1970, if you came to a family in the bottom 20% of income, your graduation rate, your graduation rate of universities over six years was six percent. If you were in a top quartile of income, it was 40%. Fast forward, 48 years, and this is nationwide, ladies and gentlemen, our bottom quartile is now at 9%. Our seventh quartile is at 17%. Meanwhile, children coming from the top quartile is at 77%. The gap has never been wider. There's conversation about opportunity gaps. So this is the context why nationally people start asking, what is going on with our education system? By the way, very consistent with the fact that our ranking's mentioned wide between the K-12 as it developed country-wide and the lower tier of the lower country-wide and almost all four subjects, very consistent with this data. Because what's interesting is that this can be, so is this going to contain, what's happening in K-12 and what's happening in K-12? There's several reasons for that and we'll talk about that. One of the questions I asked is, okay, I just saw this data. How does that affect our kids? So how many of our children are in different quartiles? How do we see the income levels? So a lot of minds in the week we have studies that 98% of our children are in the bottom two quartiles, come from families in the bottom two quartiles in the week. So this is what it means most. A child is born in the West Side in 780207 which is my highest poverty circle. As when they're born, their probability of graduating from the university is under 10% or so. Just so we get born in that circle, get born in that whole problem. Compared to, again, a child is born in a family that's coming from a higher income. By the way, we see zero. We actually do have families that are in the top quartile but it's so small, this is all rounded, that it isn't high enough to be able to go to one percent. It's rather that I hate to come out in some kind of teardrop and say, hey, I'm actually in the top. I'll hide a little bit. You're counted, again, it's just the numbers are so small we don't even get to one hundred percent. So again, that's it, right? So here we have this national challenge. And this is the thing. So what I'm going to show you today though is that it's not the children's vote. Because I'll tell you that when we do the right support, when we give them the access to a high quality education, I can easily show you as a counter some of this attitude of the same national. It doesn't mean that the work isn't there at all. It doesn't mean that we don't have to make it work. So you might say, what about taxes, right? Taxes, I mean, you know, taxes is different and we're very proud of our state when we've done an education. So this is what is the most recent information. This is the 2010 cohort which this added reason that this would have been few thirty three universities, this would have been then gradually in 2016, right? We're six years of university and what we see in taxes is that twenty six percent of all children in taxes graduating are getting either an associate's degree or a bachelor's degree, right? This is evident to associate for a bachelor's degree. Again, I don't know about real life, but again, it's a concern to be on the road. So this is all about taxes. Regardless of what people look like, right? Most of the challenges. So again, context, you know, we need to hear about all of you in terms of the assessments that change or the state we're going from tax to start and we're changing standards and it's getting more rigorous. What is happening and, you know, we're being obsessed by testing and nationally rather than saying conversations are happening, this is why they're happening. Because people are asking, how can we have the highest grade we should have in our family in high schools when they ever see these type of outcomes? And one of the things that's fascinating when you do this research with this data is how is that as they consistent for the last three or four years? The indicators have been always showing it's huge gaps, but what we find is that the standards, right, this is what every state gets to decide. What should a child know in kindergarten? What should a child know when to upgrade? The standards have never been aligned to what higher education requires. Because from the data point, even though our K-12 education, we fall in far behind compared to other developed countries, our higher education is still the top in the world. Right, so there's this disconnects that people are trying to figure out and then you get into the data about they should everybody go to college, 12 years, how many folks here would have the life we had and who wasn't for their education? Right, so that's the question and we always have that. But for me, it's what optimum we're getting to. And so for us, I showed you the slide of how we're going to make up what our kids said and I said, you know, there's a lot of smarter people that have been in this job for me. And again, we've been struggling with performance for decades, we better really understand what's happening in our district. So we said, you know, first of all, when you look at the measure of poverty, in our world, we use the, really, a family child, a homeless, a feed, who was slung, and the average criteria to see it here is about $44,000 for a family size of four. If you make that one last with a family size of four, you qualify to pay for a new sludge. And so when we talk about poverty, everybody talks about how we have economy numbers that are increasing, you know, majority of our economy now is qualified to pay for a new sludge, taxes is qualified, I consider that an already antiquated level. Because when you look at the national poverty line, it's actually $24,000. It's not only about you, it's only about the amount of non-small benefits. So we said, okay, let's see if we can go deeper in our district. So we have over 50 alpha students, we know their addresses. We use census data, and then we ask the question. Okay, so it's needed to become matter, to meet the good thoughts. Does it matter if you come there and come from a single parent household? You think good thoughts, by the way, how can we meet single parent households? Does it matter if the parents have either either professors, I have some parents that are professors at universities, right, which are in these schools, and I also have parents that are homeless? Does it matter the level of education that those parents have? I have parents that have secondary education versus other parents that have national degrees and PhDs. Does that matter? I think it does. Does it matter if you own your own home? Because if you ever hear Dr. Wren's presentation, she always reminds me of this playbook. It's not just for you, Nathan, it's about wealth. And guess what I'm going to write about wealth, is it is your own home. So does it matter if you are a renter and you own your own home? We think it does. So we took all this information and we did it on the census box. We took every address and we figured it out and we wrote these, we put all over the families. And so we called them box because the census has 300 in our district, we have 320 census box. And what we found, and we said, block one, which is more of my middle class families, they own their own home, they tend to be two parent households, they have a higher level of education. We had to come for those families, it was $50,000. But it's enough. My block four, which I call the poorest of the poor, they own their own home, we get in terms of the $20,000. And some of my communities, the majority of the adults who need to have a house with a coma, I have very large numbers of illiterate adults in some neighborhoods. That's my block four parents' house. By the way, I have, we're 7,000 children that live in public housing rentals, they're getting in terms of the $12,000. I have over 2,000 children that are homeless, and we see these children at the same day. So this is not just there for us, we know who they are. And so now we're not even having it, and we can see school by school, what is the diversity of our students? So now we don't have any resources. So let's learn from this. This is not my way of explaining it to anybody. But by the way, I'll show you schools that are, regardless of these demographics, they are actually outperforming in many of their peers. I don't enlarge them in other districts. They don't have a simple challenge. So again, this does not dictate the future of these children. But we need to understand it, because if I don't understand it, how do I ensure that I have limited resources? So where do I put them? Where do I have limited resources to have communities and schools and city, where do I put them if I don't have this kind of thing? That's what we did. What was fascinating when we did this, we also had children who come into our district, and we had their campuses. So we said, why don't we have them? Because we know what they did. And you see the little box in the left, the second one, what we found is that the majority of our district families were for block one. Well, block one families were actually really interesting. So what is that coming to us? So then we said, let's use this system for the entire community. So if you're relating this block system, how do you want it? And look at the color. So the red is block one families, but the green is our block one families, right? Look at what happened to over this area. What we learned is that between San Antonio artist B, Hardingville, the South Side, and Edward, whether it was someone probably saw this from a listener in California, they were probably somebody's talking about this. We had 82% of our block program. We had the amount of greenness around us every year. So when I shared with you that free resources is an antiquated way of looking at poverty. This is what shows you how antiquated it is. I'm not saying that our districts don't have challenges, but the market is different. And so when you compare, I'm very competitive, by the way. You'll see in so many sites I'm competitive right now, but you need to understand the factors of this work. Because if we're comparing how schools are doing, our children are doing, we need to put it in the right context. Not to make excuses, but to have different situations where it is at the city level, at the county level, and an employer. How do we shape the future of this city? How do we help these communities? Because I will tell you, sadly, the way economic buildings happen in this city has driven much of this. And we might not need to live in certain parts of our city, let's go home or whatever, and never have to ever visit any of my neighbors. In fact, I wouldn't even, I wouldn't even wonder how many of us ever visited one of my neighbors. So maybe you don't have to see it, right? Maybe you don't have to see it. If you don't have to see it, you don't have to learn about it. And one of the things I would say about our state that's very challenging is we're one of the most underfunded states where it comes to education. And so, and they don't want to see it. Although the commissioner is asking out to present this information, because he's done this similar analysis and he's using it now to look at the entire state. And so, again, the conversations are happening. So, okay, but still, what does that really mean? You know what I mean? I don't understand what that means. It's like, yeah, you got some job, they said to me. Why does that have to tell you that's okay? I don't have some job. This is what it means for us. So, you know, recently, our amazing community put the bond for us to, and that's 450 million dollars in our buildings. We said, we will have to raise taxes about 12 pennies. We'll do that gradually, about two to three pennies every year. North side, just to go to the voters, we're going to assume the voters are asking for 800 importantly dollars. And they said they didn't have to raise their taxes under five pennies. When you do the math, what it means is that with one, our tax creditors said one penny that they paid is the equivalent of four and a half pennies and one of our tax creditors raised. And he's playing at the big, but you know what I'm saying, one negative, so that's not a perfect answer. Well, it's they're not going to have tax creditors. They're more than going to the city of Houston. They're not going to the city of Houston. So, is it right that that's going to happen from making 120,000 dollars, right? Whether the renters or owners, and they're paying that tax, one way or the other, that it's worth less. And how does that pay off? Well, my children from San Francisco guys, they go to a regional event, at the Catholic or sporting event, and they walk into these amazing ice schools that cost over $150 million to build, right? They're palaces. Cool those to them, right? But this is not, hey, I love the fact that they did that. I'm in high school. We were included in that 16 million there. It wasn't because we didn't go on and that's the only way. I'm just, by the way, if I compare it to my piece, the gap is even bigger. It's growing every single year. So, does this have an application absolutely? And it's very visible. So again, but if you don't have to see it, you won't know. And again, this is about confidence. And what's sad is that in our state, there is a very clear correlation with high poverty schools and both foreign schools. It is very important for our region. And again, this is not to say this is an excuse for us to perform for us. I will tell you, if I say this right now, the ministries know this, and we talk about this all the time. Sadly, in our district, we know that this is for you. We have not done the best for you. And we own that, by the way. And when they, we had that tough conversation and said, are you ready to own this and to make the necessary changes? The challenges are there, right? And of course, I'm not even going to challenge as much people than I realize. That's okay, I'm over a challenge. But I'm not even ready. Those are the conversations we make this season. And we have a very, very basis, by the way. Something like full session discussions or even longer, I don't think those schools. This is what we're talking about. So, those are the thoughts of local foreign schools when they have to consider improved and acquired campuses, 371. 91% of those campuses have at least 60% of their children qualified to complete this lunch. That was strong for us. And I can say, this one is an anti-cruel and maybe you're looking at poverty. But even with that, that's what the numbers are. State-wide, we don't have a single campus. By the way, and I got the position of the commissioner to say this because I never had to say anything without getting this permission on this kind of stuff. With the new standards and changes in the accountability system, easily, this number will at least double the triple. Easily. And the only reason it won't be higher is because it's worried about the politics about our government's running for office. I shouldn't say that because I'm sorry, I'm sure. But no, that's a fact. That's a strong correlation on this, right? So, these are the general, we can't contest this contest. So, how are we going to work? We talk about our answer in the polls in the past and we talk about our, that is what I'll tell you is that we're starting to see our voters really intersect because as we're creating high-quality options, we're finding some amazing factors. Right there, I have a chalkboard here doing this work because we can't just repeat the same practices over and over again. We're creating some happy, innovative choices. And by the way, we are at risk of thinking about talent. There's certain districts that I can't go into anymore. And I see now, there may not be saying, you're not talking to my staff, Pedro, because I started from where I find all that over the day, but we are being very aggressive. And we're grounded by making sure we're changing our culture because we've got to do our part. We've got to be focused on the students. We have to have high expectations. That is the culture shift we're making. And we have to be accountable to our taxpayers. Because again, I'm never going to do a second effect. My family's been very little. And by the way, over 70% have improved to tax influences that was almost a double digit tax increase. And that's something that I have to respect now. So, he's learning about some of our amazing innovative schools. And these are the many ways of course that it might be very common. 22 rounds we just saw compared to children, the first all 100% of the ones who are in their county, all children by the time they finish their grade will be either. And what I love is also it's about culture. It's about appreciating the history of some of what you're. But each of these different programs, and I'll show you some data on that, I'm generating such a lot of such demand from parents. We are also redefined at great times. Hashtag, we haven't been to the preschool visit the high school they've been to especially here in Texas. All focused on helping children and making them to the tech center. Because there's amazing jobs. And I just need children to see that they can be one of those jobs. Doesn't matter if they're coming from a course or a way. CIA, go into America. Any one of some of the most famous chefs here in San Antonio are graduates from CIA. And what I love is they're not about the leader. They have certified our teachers for using their curriculum. My kids that are passionate about this work are probably going to own their own restaurants one day. Right? And they're starting to learn this. They are getting a years worth of college transfer credit into the CIA. It's hard to sell that out. But I want you to participate for next year. So these are the partnerships that we're going to take. It looks different by the way. I think it's, I love them all. They have to learn where to buy them. All these, they're brilliant. And at the same time, we're asking our existing schools to get out of here stronger. Why not be a lady, Amelia? Is our amazing president that's seen it a lot. I don't think he's at the top of this. He's claiming to be one of our country folks. National border that's gone bad. Chemistry and college, where almost 80% of our graduates get a solstice degree, this is to this parents, in two years of high school, they also be in this solstice degree. Right? They're already happily married to a bachelor's. Coming out of high school. Now I'm mentioning the world as well. To look at the large numbers. I think that the world is full of people in the county. And for any of you who've ever traveled abroad, the introduction by the world program is considered the most rigorous in the world. And we've had a small program at work in which it's the standings in which when Jefferson will be a lead, the feeders will be lead, a little half of our business, and we also have amazing turnaround stories happening in our schools. This is a percentage. So the world is getting out. So as we're expanding these choices, this is a percentage of other district families that are applying to these choices. These in Germany, in some of our schools, if I couldn't put it in the comments, don't worry about this, but I could fill all the seats without a district analyst. That's how I would have been. One of my favorite comments I get is, I'm good as a big girl. But at first time, I can remember in the last 10 plus years, 72 hours a week is on the map. We weren't talking about these options. And then what I love is the line that goes with chance. Other than we are stickers we're calling, we are stickers on more part of the world. And there is a deep part of each one of them, whether it's the University of LA or our partners who are lead at Ogden, each of our team partnerships. Here's a map. So the blue is the district boundaries. Each of those dots are applications. We have 7,000 applications for 3,000 or 20 seats in a year. And then we have all of the older than now. And as I said, many strategic partners. We also all need our high school forming teachers. We're creating residencies. We will have the largest residency program that we can recommend over the largest in Texas. Think of the medical industry who are taking rest and I just want to ask my team to stand up. That's your please, please stand up and just be a nod because we're amazing. Here's what I'm really excited about. Let me show you some data once we're seeing what our kids. Right? Because again, the biggest thing we want to let you have is the body's challenges. And this is what gets you motivated. It's not our kids, folks. It's not our kids. If we do the right things and we work with the community, we work with the parents, it is amazing what our children chose. So first of all, we're seeing the highest-growing number of concerns on where not 85% drop operates an hour at 10%. Our goals can be at 90% by 2020. We see that as a better realization. The important thing we're learning about is the work is still early. So right now we're working on 50% to 54%. This is a very conservative number because we are very careful about sharing this type of data. We will get more final data the next few months and we will get a couple of research points that will be higher. What I love, though, is looking at the mix of how it is. So 40%, we're into four-year colleges with 48%. And today, top two universities, not only in Bethlehem. So the gap is here. We're going to have an hour and a half to expand for a look at Bethes. That's a step into often conversation at Rice University. We are clinical and we're pushing this. Our goal, by 2020, will be really impressive that 80% of our graduates will be attending college at least half going to 40 universities and at least 10% of my overall graduates are tier one. And we are relentless on that goal. By the way, I want to thank the students who are presenting my nice question for the class of 2018. So I want to understand about the money down to you. Look at this many universities that they've already done a step to the past. Okay, wait a minute, Peter. We just showed you a whole bunch of slides. Yeah, there's more kids going to college, but I think they're gonna graduate. Right? Lay that whole case out, but what's happening nationally? Well, so let me show you. So what you need to do is meet back. This is a team for a child graduate. Ouch! By the way, that is who we want to be. So I want to think that we fear that. Yes, when we care about start tests, absolutely. When we care about, say, numbers, so absolutely it turns a bunch of our work. But who we want to be is the history that divides the odds about children, attending, and graduating from college. That is who we want to be. That is why that goal is so clear. With this band, we're trying to help every student starting with the class of 2017 who will know how they're doing after their first year of college for a second year, all the way through graduation. That is the direction of our goals. Because the economy system standards will all evolve, but that's not what it's about. If you're up there in 2020, you should give me an email. I want you to ask what you know. I don't care who's starting the matter. I'm an A.T.I. wanna start a school. I'm an A.S.S. school. It doesn't matter. Multiple pathways, we want more of your children, but our goal is graduation from college. That is what we want to be. And we just have an amazing gift from another one. 8.4 million miles in the next five years that just kicked in this year. That's again, get us to make this a new one. We have a six-year-old and a five-year-old. All they do is match the children with top colleges. They study their academics as well as scholarships. That's all we do. One of the best indicators of how we're going to show them is at home college, is SAT. And one of the things we did when you see them with one graph on the side, is you see three bars in the state of Texas, the children that are following the freedom of most lunch in Texas, as well as our district. And you can see on one side, we increased how many number of children they take in a new year. Taking the SAT and then taking it in the senior year, taking the SAT was even 90%. By the way, there's some risk here, because when you have more children taking it, you see how much of high school-related children, right? Generally the ones that take it are the more more good students who sit on those categories. It's about access, right? Here's what we saw in performance on the other side. So back in 2013, only 5% of our children were counted already on SAT. I announced that when I first, you knew when it was shot and it was that low. By the way, you can see the state of Texas with the raw 24% of freedom of most lunch children. It's 10% again, and it's a good way to keep them positive that who he was. 2016 we saw the little bomb, but with a 90% taking it, look over and out about this, 9%. We have closed that first gap with the other freedom of most lunch children. Next destination is the overall state goal. But what I love is that when this means that the number of students, 150% increase in the number of students that are out of their place, so many more students have to be in assessment and the percentage is right. But early in the year, so another way to know what the adjoining success goal in college is remediation. In Texas they usually go to the TSI, TSI assessment. So if you have a family and you're going to school in Texas, you need to know this. Because if your job does not pass this exam, they have to take real classes. One of the biggest interviews where they talk about how they're going to get a college degree in their state. So look at the bars. We're in the dark blue. In the last two years alone, we are now seeing the state with the percentage of children passing the TSI in English. We're now seeing the state passing the exam in there. With that being told, our children in TSI are not going to be in the TSI anymore. And I can show you, we have more children graduating, more children going to college. What this is showing you is they're coming in better prepared. This is a directing point. And in two years, with a focus on this, we're ready to see what's going to happen. So again, this is where we're going to be close. This is what we're about. One of them, you know, they used to be kids who were in college, but this is eight-and-a-half, right? Those are middle-classes and new-er kids, right? Back to the 1970s. And you can see, we are now over 1,800 students taking AP9P classes. By the way, as before, expansion of IP that I just showed you earlier. So these numbers are going to go up and they're going to be much higher over time. But already with that, we're seeing more children passing those AP exams going from 60% to 23%. We also are seeing a minimum, going back to the early grades. We have more of our children now that are now taking out about 50% of AP's grade grade. More of our children taking 93 English and 8 grade, most 46% living up to the performance. We've more than doubled the number of students and have not seen any reduction. One of the things that we know for product bombing families, we have children that are getting them, but yet, parents don't know to have them diagnosed and to be tested for that. And so we think, okay, that's something that's thousands of dollars. We have universal screeners now. Of course, typically for every student identifying as an advanced student, and because of that, for the first time in our history, our state is matching the state in advanced children in our online school. So again, think about this, right? We have more, we're recognizing that advanced children are in higher school. We're exposing more of our children to AP and algebra, and creating the grade grade. We're exposing them to more AP and I mean, we're getting them ready for the SAT, we're getting them past the CSI, while we're graduating and getting them into college. That is who we are, folks. So I wanna make it that that is who we are. In closing, the word is about changing these data points. Because it is not fair to tell a child that based on where you're from, for no other reason, just being born into that community, into that family, that income situation, that this is your problem. When they're born, folks, this is not a 12th grader, this is that part. By the way, overlay teenage pregnancy, overlay, you know, reduce life span, overlay all the things that you would, you feel for your family. That's what my mom and my parents have seen every single day. And that's what this is show, just for them to live more. So we will go on with this. This is who we are. This is what the word is about. Everybody's joining our team. They know this is the word. And that is the direction of life. And we've seen these quotes. And when we have to ask ourselves, and we have to say anything here, everybody's got that thought or heard because she's making some tough decisions based on the fact that we're here. She never thought much about it. But she's in that chart, but she knows even if she hasn't seen those people, she knows what that chart looks like in terms of the degree of the bottom one of the bottom part. Right? All of us can see it when we try to learn those neighborhoods. And so the question for us, we have amazing things that are happening in our city. So as we look at what's happening, the growth of attention, and we learn from the past, because folks, we will open education. We will all move. All is accountable to ensure that our children have a high access to a high quality education. And I can't call you enough. I want to make sure this quick story. You know, we have thousands of children that learn these stories, thousands. And I asked myself, tell me what's driving that? You know, I don't understand that. Is that children learning by itself? And I'm always worried about those situations. And they say, you know, a larger percentage of these families that live in the lack of native housing are never supposed to learn that. Well, all education, that's why I didn't care about it. So when I ask you to do two simple things, not simple, but two big things, stay with us. This work is long-term work. It's going to take time. By the way, with standards getting more rigorous, the people getting worse in our state before they get better. But it's for good reasons, because we're raising expectations. We're trying to create better how I can pay for all the higher ed. I'm showing you the direction we're going. I'm showing you what our children are capable of. And we, our labor supports, together, we work with you. But I need your support as we look at how this city evolved and grows to learn from the past so that we don't continue what we have right now, which is such a state of the city. And it's just been so many challenges and I have to remind my teachers and my principals and all my staff, remember what you're here for. Remember what the work is. I know it's all the wrong. I know the struggle of this child. But this is the work. And folks, all I ask is, these are children of the child. And your board is 100% behind you. That's why machines are happening. You've got a staff that's completely not only committed to your vision, and so that's why we need to move back. But you're right, it's long term. And actually anything that we do in the city is long term because we've had our shoes in our city for a long time. So it's all of us. And that commitment, that community commitment, it's gonna make things happen. So with that, we'll ask if there's a couple of questions that anybody might have. We were running a little late. So if you could state your question quickly. Anybody have a question? You know, that was a question. How does this affect the chamber and how closely do you get so they're the same presenting in the school? So first of all, the chambers are amazing partners. Everything from supporting even our last two tax elections, conversations when you get more children on child traveling and different employers. And the Chamber of Labor is an eight year old that we have to work together on this because it's not just about education. It's about economic development. It's about the type of companies that will come to the center of the community. It's about the access that these children need to have So when you ask any business person, what is the issue one, two, or three? We're gonna be that primary material that makes businesses work with those people having the right to take the job that exists today. And then the concern is the ones that are coming tomorrow. And so we work very closely with them with all the superintendents of the city to make a concerted effort. The money funding has been the biggest challenge in the state level. And then to work together so that as kids come out the expectation of what they're bringing to the table works for what exactly we need. So if you're more on the individual level, how do you identify the problem of action for individuals? How do you need that in my mind to be able to beat them? What are the first steps that need to be involved in that kind of situation? So, like I said, we are, and I am blessed to have such an amazing board that has the courage to have these conversations with the best decisions and so for us, you internally, we're making very clear that this is the right line. It is going to create pushback, right? Because our district has had a history of differing special interests, we found it in a way that was not always in the best interest of our children. What I love is that my boys want to take that out by learning that it hasn't been so in the history of our district. What I love right now, Richard said this, I think we're the last that were here at the right time when the community, right there, state was ready for us to have these changes. And so, we're going to continue to need your support. And we'll tell you, especially in our cities from our trustees who have grown up, their lives here in San Antonio, they need your help and support because when they make the stop decisions, they have to face some of the images they've known for 20 years that just will not agree with the decision we made. And they don't have, they don't have access to the details of it. And so, we're going to need your help in the community. It's support for trustees, support our teachers because they're facing these children every single day. And I'm just trying to make sure that we don't worry about them. I'm trying to make sure that we don't worry about them. Thank you all for joining us today. We'll stop the questions there, but then we'll be here, this team will be here, and of course, we'll be here to chat with you about any ideas and opportunities to have. We're going to open up a couple of gifts that we'd like to give you. We've got several boxes that we'd like to donate so that you can put them in your schools and hopefully inspire young people. This first one is called Sarah Cyberghero. Do you want to know what we have? Is that a word to the cyber industry? Is that a tune? So we'd like to see you put that in one of your libraries. And then we also have another book which is a CaliCott winner. It's called So You Want to Be President. It's hopefully this will inspire young people to do what you're doing and lead the way for our city. Thank you. Thank you all very much. Thank you.