 Right, so I welcome, I'm Lisa Floyd, I'm the principal. And Jason Finley, associate principal. David White, parent. I was just gonna share a little bit about power school this year. Okay. It's something that I've struggled with from my older son who's gone through. So for six years I feel like we've gone back and forth between different programs. Mm-hmm. It's been hard to sign up the right way and get teachers to action and then you finally get on the right program and then teachers weren't using it quite right. So there's just like the feedback loop of grades to parents has been a struggle for like six plus years. So I had kind of given up going into this year to be honest. Okay. But I had a positive experience where my son basically downloaded the app on my phone and he logged in as himself. Okay. And it's been working amazingly well. So I got two great updates today. And when he's late, embarrassingly too oftenly late, I get like a tardy since like my minute he's late. So there were attendants if he's late, if he's late, we know he's gonna be out that day. And I've kind of liked that feedback to more than I have in any other pretty sure. So I don't know if it's the same with parents login or I'm just getting this experience because he logged me in as himself. But I kind of like that so far. Nice. So one thing that we did differently this year is we had run a two year pilot of Schoology which was a standards based grading platform that we adopted because we were trying to be responsive to needs with proficiency based grading and power school had not yet implemented standards based grading. So what they did was a one was a 25, a two was a 50, a three was automatically a 75. So it put everything on a hundred point scale and a three is actually proficient and impacts your grade, your GPA far better than a 75. So they finally adopted a standards based grading platform. We took the other system Schoology out of the way and we're down to just the one clean SMS which is a student management system which student information system SIS which does all of the attendance, all of the tardies, all of that stuff. But it's also our grading platform or learning management system. And so it's all in one place. And we also shared with teachers the expectation that grades get entered every two weeks. And we've reinstated interim reports for this year. So those will go home. I think we're planning like October 10th or something like that. Just because when we discussed it with our leadership team this summer, the frustration of families of not seeing grades on a regular basis, they thought having that deadline in the center of the quarter actually helped. So we also reinstituted our co-curricular eligibility policy linked to habits. Yeah, so yeah, I'm glad that that was a positive experience. So it's good feedback. And it feels like maybe it's always been this way like I feel like the tardiness. So I think it's good to get that immediately. Mm-hmm. To get the conversation when you get home, right? Yeah, yeah, it hasn't turned around. I mean, he's 50-50 this week, so hopefully it's better. Yeah, that's awesome. Actually, it's good to put two, so I'll put that in the newsletter for our teachers to let them know that there is a positive experience on the parental side, at least in this case. I don't know if the parent login is the same. But when I say I was sort of ready to give up, like I think my son came home with one, it was a syllabus or something, a math teacher wanted signed off. Okay. Of course, it didn't give it to me until about 10 minutes before we had to leave. We probably already left that party knowing him. But so I'm signing it quickly, but it was like it was really driving home the use of power school, but it was like a page worth of instructions around it. When my son did it, it wasn't that complicated. So I think it's a very valuable tool for parents and it should be expressed in a way of how simple it is. Now we'll be able to enter the code. That's it. Like keep it that simple. If it's a page of instructions, you're gonna lose people's attention, I think. Yeah. I hope the parent one is as easy. Like I didn't login as myself. I'm logged in as my son. So hopefully the parent one works similarly. I hope, yeah, I hope so too. Good. Is Tammy coming? No. Okay. Hi. How are you? I know, that's wonderful. Only because I cleaned the closet out the first time. Oh, okay. All right. Since I've been, that's when I found that stuff. And I was like, I might as well bring it down to school. Yeah, that's great. So we're just sort of giving people a little bit of time. Hi, to ask any questions you might have or share anything that's on your mind. And then we have something we were going to ask of all of you too, so. So before I talked about power school a little bit and the struggles I've had over the last six years, but the positive experience I've had over the last couple of weeks. So power school is the app of like, communicating with grades. So my son logged me in as him. Okay, because I'm not tech savvy. Doesn't mean I don't know what powers are going on here. Well, for me, it's like, I don't know. It's pretty good, you're in the system. Yeah. I don't have anything to bring to the table right now. I just want to come listen and see what's happening. All right. I'm confused about what we're supposed to talk about in each one of these, because is this the high school one or the district one? This is the high school one. And then I suspect in about half an hour, 45 minutes, Lane and Heather will show up and then we will transition out at 6.30. Okay. I saved my comment. Okay. All right. That's the case then. So this is high school. You want to hear other things that are on our minds of? Yes. I have one thing. Yes. I'm super excited about the sports eligibility. The habit sports? Yes. Really excited. It's been really fun to tell the kids, like you need to be a good human being or you're not going to play sports. And I'm really serious about that. So it's really nice to have the back of the school. Thank you. And the cell phone policy. Yes. I can't wait to hear from you guys on how that's going. The supers like to see that as well. I wanted to share with you, we said something that experienced when school, kind of when schedules went out, that is before school started. And on Facebook, on social media, there was a big kind of lashing, what is this insane, any of these part of all schedules? Okay. Which I was like, oh geez, here we go, you know. And thankfully, because of that parent group that we sat on this spring, the cats heard me tell this story like four times now. I was able to be like, hey, like I know what this is all about. And there was a lot of like bad kind of lashing of it. And I was like, all right, I'm going to speak up because I learned about this. And I had the same responses you guys in the beginning, but I explained what you guys taught us about different kids, like the different types of the day, like learn better. And it's like fair for all the teachers and all the people that have these kids all day long. And once I did that, like the mom who started it was like, wow, thanks. That's awesome. I had never thought about it like that. And I was like, wow, that really worked. You know, it was just really cool to be like, just getting that little bit of education and like that communication went just so far. And I found that with several things that like came up that we had got to talk about in those smaller rooms. And I felt empowered to be able to like step in and say something about it. Because otherwise I probably would have had that same feeling when I saw it. Even though Jackson only had like two days time schedule on the team, but he was like, cause it was like gin and... I wanted to go for fun. He's like, why did you call Kara? Well, buddy. Yes, yep. So yeah, so I just wanted to share that. That's awesome. Thank you. Well, and also like if you have student athletes and they're leaving early in the day, they're not consistently missing the same class every week, it's kind of spread across, you know, sharing that across all the classes. I also received some good feedback about the schedule from my students. Okay. He said he liked it better this year. And I think it had to do with the not having such large blocks of time. His attention span, his ability to get up, get the blood flow and move around. He says that's working better for him so far this year. The only negative thing I heard, and it wasn't from the teacher, but I just observed is like, I was talking to a machinery, she's like, oh, you know, we have to be a little more creative about when to find a time to go out to the river and do some experiments because we don't have the big block that we used to have. But she didn't step down on it at all. She just said, you know, we're gonna have to find a time to do it and we'll do it. Yep. Yeah, I think, I think one of the positives too, is that there is a lot of intentionality when you have a little less than an hour to use, it feels like there's a sense of urgency at the time that you have. And I don't think that's a bad thing. Is there an ability for those classes that would do something like that? Like, I remember when we had those shorter blocks, there was some classes that had like a lab. A double block, yeah. Right, a double block, one time a week or something. Is it allowed for that longer process? Do they have that? We, I think right now we're sort of trying this and seeing what the needs are. There is the capacity to call students back during the callback block. We haven't double blocked any classes yet. Because actually the way it shook out in terms of time, students are making, I don't have the numbers right in front of me, but they have so much more time on learning in class that they're gaining like days of class over weeks and months. And so it, that feels really good. They're having more time in class, particularly at the middle level. So they're having more time on learning overall with this schedule. But the lab sciences we haven't done that for. So we'll see AP Bio is being taught in the same size block as everything else. And so far it sounds like it's working out okay. Hi Ramsey. Yeah. It's the high school one first and then the district one. Yeah. But welcome. So we're just starting with anything people have on their minds that I would like to share with us. As we jump into this new school year. No pressure. Okay. Well, I just came because I was just in a meeting where I was saying how the school is very important to the community in general and vice versa. And so I decided that I should come to it. That's wonderful. And you're the parent of alumni. I have a parent with the last children who went through this school. Yeah. I feel like this is a new work, so she doesn't feel like that. It gets posted, it's Orca media. Right. Well, we have a request for all of you if you have asked your questions, et cetera. So one of the things that we're doing this school year is spending some time developing a communications plan to get information out about the positive things that are happening and the hard things that are happening, just more clear and effective communication. So one of the ways that we thought we collect information is just to share, to ask people to share their perceptions, thank you, of our school. And so we asked just some really open-ended questions that we thought we could use as a springboard for discussion this evening. And then also, they would give us an area of focus, like where to start in terms of addressing perceptions and help them more closely align with the reality of what we do. Is that an adequate description? Yeah. Of course. Okay, good. Yeah, it's not a pop quiz. Okay, good. Okay, good. Oh, no, I can read. I taught eighth grade English for 16 years. I can read everybody's handwriting. Yeah. So how does the school communicate now? Right now, what we mainly, we just barely created a new Facebook presence. I don't know if those of you who get my newsletter each week have noticed down at the bottom, there's a teeny tiny link to Facebook. We just, our Facebook last fall was filled with harsh things and then eventually crashed when our system was hacked. And so we've lived without it for about a year. So we did a little bit of a toe dip into social media again. So there's that. We communicate mostly through a weekly newsletter that we put out for parents. And we can do robocalls when we need to. We reach out to the Herald when we have an opportunity or something to really celebrate or something that feels newsworthy. We've added the Herald to our newsletter. List served so that it goes to them as well as everybody else. So if there's like a, on our newsletter, there's a mark your calendars section. And so if there's something on there that they see that they want to cover, they can come here. I think that's most of it. For an update, I forget we're left off with the homework fallacy. Yeah, that's more the next meeting. The homework policy, we collected feedback from the advisory board, Lane collected feedback from staff. I think students had an opportunity when talking about the portrait of a graduate work, which we have a lot of student voice in to give some feedback. And I think they're hoping to get near a final draft on it. So I know that they really appreciated the thoughtful feedback that our family and community advisory board gave them as I had several, I think three or four pages of notes just from our small group that I was able to share. And then of course our meetings like this one are on Orca Media if people choose to watch. As I loved when I was a parent getting the newsletters and knowing what was going on. But I felt like as soon as I wasn't a parent of a child in the school anymore had no idea what was happening in the school. So I just think it would be great. I think it's great to figure out a way that either if it's community members who aren't parents in the school can subscribe to your newsletter or whatever to have something where. I've been posting it on our Facebook each week. We have two followers on the new Facebook so far. I just followed you. Okay. Here we go. All right, it's the one that has the picture. It's a few of us too. With the rainbow. Yeah, with the rainbow. Yep. Got the right one. Yep. So, middle of high school, yep. Oh, we're up to eight? Yeah, that's nice. All right, great. And then we have a staff member. So Michelle Holder is our media specialist and she's agreed to cover events for us and cover events for us and write articles so we can push out to the newsletter and our social media and the Herald. Which is already in the Herald today because I saw Michelle's name. Oh, really? Oh, really wonderful. Was it about the SCUBA program over the summer? Okay, because I knew she was working on one for that. I don't, I... She spoke to media followers. Oh, all right. All right. Just to get the kids that don't make that. Probably pushed followers. So does anyone want to share some of the perceptions or talk about them or ask questions? I don't know. I feel like we're a pretty small and friendly group, so. Trying to overcome these last year and change that for the poor communities because I think it is a much broader, like, concern or feeling. I almost feel like those of us who do have kids and it can feel more passionate about it and okay about it because we see these wonderful kids and work with them all the time but how can they let everybody else see that and I think having that bigger media presence which unfortunately that's the way the world works now is just a little media but kind of celebrating the good and what those kids do. Our plan in a lot of ways right now is to re-institute advisory boards for PBL and because you are on the PBL advisory board pre-COVID, I think you were too Ramsey. So we want to have one for our innovation center as well as PBL because we feel like it's very important to hear from local businesses in the STEM fields around what their needs are and in terms of what we're teaching students. And also in the PBL realm, I know the PBL group is planning a lot of events already. And I think part of my work last year, so before I became the associate principal, I was in the innovation center and working on building up, because COVID, right, we stopped bringing people in and we stopped having students go out and so working on more community connections and thinking about the career exploration piece and how that informs post-secondary pathway planning. So our new director down there is looking at how do we, CCV is having a day where they're bringing a bunch of students up to Central Vermont Medical Center exploring all the different careers in healthcare and then the educational pathways that could lead to those that you could access through the Vermont State Colleges and so exposing our students to the world of work as well as how that ties into post-secondary education. So that's gonna be a large focus of his work that was started in large part last year. There was a continuation of some work that Ken Cotto did when he first came in and Workforce Development and so there's kind of like re-energizing that work that he had done and because we're past COVID, we're way past COVID and so time to bring that back to the surface because it is meaningful for kids to find a sense of purpose in their work for some of these, their classwork, their academic works and connecting that to that future planning. So that's part of the work that will be happening on there, especially with the STEM fields, but all career paths. Yeah, last year the focus was but it was kind of people with like diversified backgrounds and kind of like what got them to where they are today. So I was asked to sit on that and there was a really interesting group of us. There was like a death investigator from the Vermont State Police and myself and somebody who'd gone into agriculture and somebody who were working on diesel engines and just in the state highway department. Yeah, I mean there's just different people and they, when we kind of turned it over to the kids like do you have questions or, you know, they just clamped up. It was like they did what they could do with all of us in the room and you could tell like it had been years since they had had us there, you know, they just kind of didn't know what to do with us there. That was sad to see and I hope that that, hopefully we get the fact with us that people back in the school, I think that will also help the perception that we need. Yeah, and that takes practice, right? That social engagement, like part of the class I taught last year, we would spend days on how do you make a telephone call? Like the old rotary phone and you pick it up and how is that the other end? It's like, this feels weird. They hate it. Right, they hate it. How do you engage with people? It's a skill. It's a skill that has to be learned and developed. So again, that's part of the work that will be happening with our director, the sound there. I mean, I think, you know, Kathy knows this because she went through PD with us some of the time. So I think often when we've been through really hard things, we focus on trauma-informed work and really supporting people and that whole body of evidence is beginning to shift toward healing focused work. So it's subtle, but it's really looking at, rather than what you've experienced or lived, but like how you can find your strengths and then work to heal from the traumas you've experienced and come through that and how you can be effective and pursue your goals and dreams. And so I think shifting some of our focus with students is on helping them develop greater self-efficacy skills and learn about themselves that they can do the things we're asking them to do. And they can talk to adults and they can help people in the community because I think that's one of the most powerful levers we have in terms of getting students to a more positive place. I just think about the group of students that we worked with when they were delivering veggie van go foods to the Randolph house and how positive that was for our kids, but also how positive it was for the elders who lived there. Um, it was more about the interaction almost than the food they were bringing because the kids were developing the skills of knocking on the door with safe people, talking to them. In some cases, you know, someone might not have been feeling well and it was pre-COVID, so they would say like, I can put this in the refrigerator for you and just like helping other people, helps people feel good about themselves of all ages. I appreciate the focus on those with trauma, but then I also just think there's kids that like came out of COVID fine, you know, like they didn't have anything super traumatic or they don't view themselves as having gone through. Also, craving it. Right. Just want to do school and play basketball or baseball. Yeah. Or all the sports. Or all the sports, yeah. Those are some of the things we've been communicating. Also our, you know, our test scores where we're a school who has gained, even if it's been limited gains throughout COVID. We haven't had the 10 or 15% setbacks that some schools have experienced. And so I think that really speaks to the resilience of our kids and our teaching staff as well. So as we started to just get a first glimpse at our spring testing scores, they're not terrible. And we're still moving forward. And so I think that's an important thing to focus on too because it's not that way everywhere. And the work that happens here is good work in a lot of ways. We always have room to grow, but I mean, right now we're experiencing a little bit of growing pains from the cell phone policy. I think students were a large part of the population that was asking for more structure around cell phones. They were disrupting, they saw the disruption that it could cause when someone's sitting next to me, my teacher's constantly having to ask them to put it away. And then it's taking away their learning time. They realized that. So I think we're seeing a few are struggling with it. I think mostly the response has been like positive from the students. They still kind of like, well, I'm in between classes like in the back, right? It's like, see they're at lunch, before school, after school, and that's it. Yeah, lunch. They run that time, I was like, cut your arm away. Yeah. What are you doing? It's lunch. Yeah. Yeah. I mean, I'm still too important, but. Yeah, it's not, I don't think it's overly restrictive. Right? So the first time it happens, they do get a pink slip. So sometimes that puts them, like, well, this is my first, like we're just documentation, right? It's put it away. And as long as they put it away, it's for documentation in the second time, they will leave it at the front office. Then they can actually come and pick it up at the end of school, right? So it's like still, then once you get to the third time, that's when a parent has come in to get it. But what we're, we'll start to see maybe more of that now that we've been in long enough, is it's not by the day or by the class, that's cumulative. So if it happened on Monday in this class, and Tuesday in this class, and Thursday in this class, that's three. That's number three. So it's, we're getting that point, I think in the school year, where some of those students might be creeping up to that. The, the, the, The parents be told. They should be receiving phone calls. You should be receiving phone calls from the teacher. Yeah. So they must be doing okay. God. God. You can't be emailing me the other. I'm like, oh wait, she's not there anymore. Oh. Yeah. And I think the vape sensors, I think are really helpful. Yeah. I was anticipating that that would be all consuming of my day. So what happens is as soon as a vape sensor goes off, we receive, there's a number of us that receive these email notifications, but it's been really minimal. So where are they located? Everywhere. But in the bathroom. Yeah. Right. So. Oh, the kids know what they are. Yeah. Yeah. So what we tell students is in bathrooms and places where we had problems in the past. So that kind of leads up open to where that might be. As we're talking about bathrooms, curious if the doors are open or closed or on or off or if there's anything to do with that. The doors are on, but we have been clear that if the level of vandalism and vape and making younger students feel unwelcome gets back to where it was, then we'll have to talk about it again, because the bathrooms are for everybody. So they let us know when there's a vape event they let us know when there's an event that might be an aggression event, because the way it's been explained to me is that they develop, we don't hear what's going on in any given place, but they have a sensor that develops like a common level of sound. And when something is atypical, then it alerts. So we have reinstituted a senior lounge for seniors who have earned senior privileges, so they have to maintain those privileges in order to be able to access the lounge. They were very happy about it. They were playing a game there the other day, and apparently there was some cheering, which registered as an aggression event. And they were really surprised when three of us showed up to see what was happening, but that was okay, you know, I think it's good for them to know that we're taking it seriously and we're going to be there. Some students have tried to test it, like, oh, if I spray this cologne or apron, and it knows it doesn't go on. It didn't work. It didn't work. Then right now, like send a message now, no, no. So they're accurate. I was worried when they said they wanted to try it. They were like, we're gonna test it, we're gonna spray our body spray. And I thought if they know that the body spray throws it off, we're gonna be in trouble. And it didn't, so. So we could honestly say it responsive ape. Yep. So that was good. Good information. And I can think of at least two students so far who have accessed cessation counselors. Is they're tired of talking to us already. And we're two and a half weeks in. Or two weeks in, just about. So. That feels positive. As a general theme, I feel like that's been, positivity's been a theme across the school this year. I don't know what you're hearing at homes or, but from the open house, just so much positive feedback from families. It was good to hear and feel and I feel like it's been from the staff too and the students. It's been a pretty positive year. I mean, it's not without struggle, but. We're still seven through 12 school. Students are students and kids are kids. Yep. No. Yeah, we started at 530 and we started with people's feedback and questions and then, we're collecting perceptions. So, yeah. But we have graphic organizers, because sometimes I just have to make them like the old teacher part of me dies hard. Just, we are. That's a graphic organizer. Yeah. Worksheet, whatever you want to call it. Yeah, we'll allow it. We think we're going to have a musical this year. We have 30 students signed up in after school theater. We have eight students signed up in after school dance. So, those are four credit classes and the fine arts and our dance teacher is working with a PE teacher so that we can offer PE credit for dance. Yeah. And then we have a, we split the music position. We were having trouble finding a suitable candidate and then we found a really strong choral music teacher who fills the 0.5 of the position and an instrumental music teacher. Accepted a 0.5 position. So, our tall way is so vibrant during the school day. And after school today, our rock band was playing and dance class was happening. And people in our innovation center were still printing with the 3D printers after school. So, it was a happen in place down here. Oh, that's, would you talk about the after school bus? Yeah, that's exciting too. All right, we should open up a ton of opportunities. Yep. First students might have more information about the night but runs for all five days? It's running all five days. So, because we have classes happening after school that students can get credit for, it's important to be able to get them home afterwards. So, if you wanted your student to access the late bus, there was a Google form that's in our newsletter and you would fill that out. And then we check attendance partway through the morning and cross-reference that with the day that you've signed up to attend. And then Danny, our director of transportation figures out which buses will run based on ridership. And then they show up between 415 and 430 and take the students home. And so right now, we don't have as many riders as I think we will have. It seems like we're gaining more and more every day as kids realize that it's a resource available to them. And I think the elementary schools are starting October 15th, right? So then we'll have more students who can attend after school programming at the elementary level and then hop on the buses and go home closer to my mom and dad get home. We're exploring tutoring options for students after school. And again, part of that effort too of increasing educational opportunities that when a student can take that class as after school, that means their calendar and the day, they're not making this decision. Do I take AP Calc or do I take theater? You can, all of a sudden you can take both. So that's one of the benefits for our students that kind of opens up those opportunities for them. One thing I think it would be helpful, I know my son, he doesn't fully understand why he needs to take some of those classes that he may not be, I could explain to him that it's part of the colleges or graduation like that's all required. So if you put it off, it's gonna be there at the end and that there's more things you're gonna have to take and you can't just take gym all morning. So I think a little, and maybe he's just ignoring it if you're doing it, I apologize. But just focus for them on that planning, that four-year planning, the benefits to doing it early versus leaving until you're last year, but that could be helpful back at the end. I know they do some of that at the end of eighth grade, but it's such a frantic time. We also, what else have we done? That's new, we also bought an SEL or social emotional learning curriculum and the one that we got is called Wayfinder and it is aimed specifically at grades seven through 12. So a lot of that goal setting and understanding your four-year plan is built in. One of the things that we realized is that advisory depended a lot on which advisor you got. So if you had more than one child, you probably know that went through our school system that sometimes you might get an advisor who communicates really well and you feel like you understand everything and sometimes your child might get an advisor who is great for them because they play a lot of basketball but not great at some of the other things. So we're hoping to develop equity around advisory and making sure that all students get what we expect them to get in advisory through using this curriculum and one of the things I'm excited about is like the goal setting and the opportunity to have a conversation about those pathways and it also has different lessons for different grade levels so that over time students will start setting goals that are appropriate for seventh graders but then in ninth grade it's like starting to look more at college and career readiness and what you need to realize your goals and dreams. So we haven't ruled that out yet. We were giving people an opportunity to do some of the team building and all of that beginning of the school year work but that should be happening in the next two weeks. I also wanted to focus a little bit because you were asking about the things that in terms of community perceptions that maybe we wish people knew more about at the beginning and I think in our area it's really remarkable that our students got to go snorkeling Key Largo last year and experience science hands on in the ocean. We are in a landlocked state. We don't live in a particularly wealthy area in the state and students in the marine ecology class regardless of their ability, their family's ability to pay for that trip, they fundraised, they wrote grants, they did all of those things and so students were able to go on that trip. I think it's really special that we offer dance for credit after school at a public school. I also know that this summer we had 13 students become certified scuba divers which is remarkable and they are fundraising and beginning to plan for a trip. They got a big grant that will allow them to use their scuba diving skills to plant coral in a coral reef that's been really impacted by the ocean becoming warmer. So they're studying about our world and ways to make a positive impact and then they're gonna do it. So that's pretty exciting. And where else we went last year, we went to Japan? We had kids, yep. Morocco, right? Morocco, Japan, yep. All right, so it's... Do you have any exchanges on this way here? Yep, in October, the Cookshaven trip will be here. Those students will be here. Yeah. That's what... Videos, they're gonna be shared and people are more likely to watch them than read an article that they might not see in the hero. Right. As sad as that is that the print just doesn't help. I know that's... I think a video or some heartwarming story for those parents to share it just kind of spirals. So I think those types of things are great. And then I hear the voices of the kids and see the excitement. So one of our graduating seniors last year asked the rationale for the decision that we made. And so we sat with him and explained the whole thing and he was like, that should be a TikTok. This was a three-minute conversation and I understand. And I was like, I don't know if I'm ready to become a TikToker, but okay. Boy, you can just have a kid role-playing. Exactly, that would be perfect. We have all our theater kids, right? Yeah. Yep. But I do think there's something to be said for a video. Yep. That's a good take back. What's that? Yes. Oh yeah. Oh my gosh. I don't think anybody in the world needs more negative videos. Oh, wonderful. Oh, nice. From the Tech Center, he's in his second year of video. He did our portion of a graduate video last year. I don't know what you made it. So ideas like this, I had skills identified. Sweet. Yeah, I wasn't sure if that was still different. Yes. It's a five-different program and it's full. Yeah, pretty sure. Great instructor, yeah. Make capitalizing on that one. I know personally, I'm struggling, trying to figure out how to make reels on Facebook because of how push me over the edge. But I think people actually go to TikTok and make them and then put them on. Oh yeah, it's so easy. Do this. And so, that's just the way of the world now. Mm-hmm. Video on social media. Any other questions for us? I know in my car ride home, there's gonna be like 20 other things. I'm like, I wish I would have shared that we're doing this and that. Talk about the double-dump math and yeah. Oh, I was gonna get there, yeah. So we used the data from last school year in combination with the information about, we used to have like Lit Lab and Math Lab and it was a lot of like homework completion blocks and it wasn't really moving students forward in terms of skill development. And so, what we've done this year is use the data from late last year to populate learning extensions in math and literacy and students can test out of them and come out on a quarter basis. But they're really focused on skill development. So the Star 360 test, we sent home scores with schedules last year. We used that data to help populate these extensions if students need skill development. That program also will identify where the skill gaps are for students and it will group them and it supports teachers in understanding where they may need to do some greater development or focus. And so, that's the curriculum that we're using in those extensions and students have been really overwhelmingly positive about it. Just had a student today who showed up and he was like, I don't know that I wanna do this. Like I'm scheduled into it and I didn't take the test seriously last year and you know I didn't take the test seriously and so we just said, we're gonna give the test again, take it seriously, but we're not giving up on your capacity to learn. I mean, this student wants to have his own business one day. He needs to be able to communicate and he was like, fine, if I am struggling on the test, then I will stay but if I can pass it when I really try, I want out. So we agreed and we'll see how it goes. As his scores have been close to the cut score a couple times, but you just don't know. I feel like, yeah, give them some ownership too. He has to map out. Right. And I also think having those conversations, it makes the kids feel really cared for. We're really paying attention to what they do. And kids, well, I can't remember what the survey was, but our kids want to be challenged. They've shared it in the survey. They want to be challenged to try to be their best. And so this is part of that. I'm making sure that everyone's reaching their peak potential whatever their own potential is, but they want that challenge. Ms. Miller, there was a question earlier and neither of us had off the top of their head around the schedules. What was the total over the course of a year or the student's time here? What's the total number of days or hours are we adding with these small schedule changes? Do you have off top of your head? So, and I think it's a little reduced from this because of the advisory people on the Xbox. But when we did the analysis, I mean, the biggest thing that's going to improve the students kind of academically is time for teachers. That's the biggest leverage point. And so we did an analysis a year or two ago about how much time we're learning and the students actually spending versus what's kind of a national norm. They were quite shy, but there were lots of areas in the schedule where time could be made up. And so the maximally based upon the schedule it would add 175 learning hours per year, which is significant. It's almost like an additional class. And then I did the calculation a little further the students are here from middle school and high school, it's about an additional you're learning with them with the type of things. And so it makes a huge- Significant. And the scores that like the high school have actually been going up the last couple of years even during COVID. But one of the things I'm worried about is we still don't have a ninth grade score. I know. It's not coming out for the end of the month, but we had that disruption with the heating last year and so that's going to happen in fact. I'll see what that means again. Current ninth grade or last year? Last year. That's great. Well, anybody who was at the high school knew about this, you know, they lost probably last three weeks. Mm-hmm. You guys did that analysis. Wasn't most of the pickup in teacher time because of getting rid of things like the callback? Callback, the daily advisories. And so one of the discussions that we had like on the advisories, which is why the SCL program was brought in, you know, we talked about the way behind it, was advisories are actually not a bad thing if you have a curriculum that everybody is following. And so that was kind of built in. I think they weeded back a little bit in time. I think they got more and more of the callbacks. I think the students are actually picking up even more instruction time because we were talking earlier, the teachers have smaller windows of time. They don't have these huge blocks anymore. So they're being more urgent and, you know, with their time, they're being more strategic, I guess. And the cell phone policy I think is helping, too, because when I know my son, when he had a huge block, if he finished his work, he finished his work. Teachers didn't throw more work at him. He was like, off on his cell phone. So, yeah, I think those two things are helping a lot, too. Yeah, the 90-minute blocks are, I did my research for my last degree on schedules, not even the blocks are tough. Unless you're an art teacher or science teacher, it's hard to manage the time and maintain a sense of urgency because of teachers. About the 60-minute point somewhere in there, 55 to 65 minutes is the sweet spot, which they tend to be. So they've got a really good schedule right now that they don't know what to do. They're resistant to late time. I mean, I'm here as well. I usually do hangout more kind of at the district level on peace, so I'm happy if there's questions district level or district priorities. It sounds like you did a little bit of the mental model discussions. Yeah, that's what the graphic organizers are. So I'll take those if you're ready to hand them back or drop them off any time. Thank you for coming out tonight.