001Mhm. >> It's 5:00. I'll go ahead and call to order. Um Ms. Branum, did we notify the media? We did. Thank you. And I do declare that we have a quorum with five of seven board members present. And we will need approval of the agenda. I'll make a motion to approve the agenda. I'll second. Thank you. Any questions, comments? All those [clears throat] in favor of approving the agenda, please say I. I. All right. And now I'll turn over to Dr. Kelly. Okay. So, as requested, um this was just a work session around the Lawrence Middle, Sanders Middle realignment proposal that we um brought up last month. Um the um a proposal, I won't go back through it again, but you have that in this green folder. Each one of the documents are going to
002be numbered um on the top right, so I'll be able to um reference which page. So, um document one, the realignment proposal, that is um in there for you to um kind of re-reference to. Um document two is the realignment proposal that I shared out in our um kind of community meetings and whenever we had different meetings with teachers. And so, that was um a little bit different than the actual proposal that's there. So, the proposal that we did put forth was to go ahead and um move Lawrence Middle into a seventh, eighth grade system, um Sanders to a sixth grade system with the probability of adding fifth grade the following year for the 2026-2027 school year. Um so, um with that, um we did do some surveys and received some information. So, I'm just
003going to share with you what we have received over um the last month. Um um document three is the copies of all surveys and questions that were um proposed on the survey that was sent out um to um the group of impacted families. So, that would been um, the families that are currently 6th, 7th, um, also 5th at the schools. So, that would have been a directly impact questionnaire um, for them. And then that was also shared last week with the broader community to be able to get feedback from others also. So, we have that broken down in our next few documents that we'll share. Um, and I'm going to flip through just so I can talk So, we have the proposal there. So, in your um, Hi, Mr. Carpenter. Hi, Mr. Carpenter. Hi, Mr.
004Carpenter. Um, in that top green folder, Mr. Carpenter, we're on section four. Um, in that document section there. And this is the list of survey responses. This is a combination of all um, responses and you can see that we received 348 responses on this document and this is um, the same questions that are referenced in document three. So, this is actually the results from the survey. Um, How many Is this separate from the survey that went out Friday? Um, this is the survey that went out Friday. So, this is a combination This is the combination survey and the next two documents are broken down. Okay. Yep. So, um, so on this document you'll see So, all all Are you saying all the responses were mailed in? No, no, no, no, no. No, um, so I've
005got several different responses. This is a survey response. And so, this survey response was um, sent out via um, internet email and also Facebook where people could link in and complete the survey online. So, this is that survey here. We'll get to the mailed in ones in a minute. Um, and so, but I have some mailed in um, res- I mean kind of input also. So, we'll go through all that. So, in this document you will see and we'll just kind of go through the survey. And so, this is the combination of all directly impacted um parents, families, and also the community. So, all 348 people that responded to the survey is in one snapshot on the colored um survey responses. So, you can see that we had 348 responses. The grade realignment one being
006a no, I'm not in favor of a five being yes, I'm fully supportive of and then you can see the three I mean the two threes and fours in there, too. So, the grade realignment support is 176 as in a five, but whenever you add three, four, and five together or at least four and five together, you'd be at 206 compared to a 88. Um if you add one and twos together. Um and that's that grade realignment question. It says I support the plan to transition Sanders campus into the dedicated sixth-grade school and Lawrence Middle to a dedicated seventh-eighth grade junior high. Um so, that was the responses there for all 348. The next question was future expansion whenever you're looking at the I'm in favor of a proposal to expand Sanders campus to include
007fifth grade for the future the 27-28. You can see that that is um 90 to 171 or if you look at that ones and twos, that would be 111 to um 193. Um so, basically you're getting a third to two-thirds in most of our um survey responses there. Um school identity um support of proposed name change to Sanders Intermediate. Um, and Lawrence Junior High, you can see that's basically um, following the same pattern of a third to two-thirds um, sup- non-support versus support. Um, Montessori continuity. Um, this is a little bit different, but um, not really that far off. Um, Montessori continuity, I believe the plan to maintain Montessori strategies and philosophy for the sixth grade at Sanders is beneficial for the student development. Um, so there again, you have around um, 100 um, and
00810 to 200. Then you um, the question about honors transition. I support the transition of seventh and eighth grade courses to Lawrence um, to the honors level. Um, opportunities at the junior high setting. Um, that one is 229 to 48. Or if you look at um, 50 to um, 250 um, 260-ish. Then the course acceleration information there. Um, you can see that I agree this realignment um, will successfully allow for more sections of accelerated math and ELA. You can see that that um, also is in agreement there. The agreement for STEM and arts, I'm satisfied that the students will continue to have STEM arts based clubs um, under this new configuration. 237 or 269 to 34 35. Athletic access, um, knowing that the students would not have a football team at Sanders participating through intramural,
009city or local. Um, that's 67 to 207. Or 69 to 230 um, five. Transportation, you can see there also um, with 60 um, four-ish to 237 to see those results. Um enrollment relief um that the value the fact that reconfiguration provides immediate enrollment relief for Lawrence Elementary, Ford Elementary, and E.B. Morris um school. Um you can see that that's um 70 um 6 to um 238. Facility investment, I believe the $5 million investment in the upcoming recommendations to Sanders campus justify the realignment. You can see that that is also basically the third to two-thirds. Teacher placement, um so you run into the 75-ish to um 200 again. Um getting close to that one looks more of a quarter to um 75% and then you end up with class size um section also being um very
010favorable for the fours and fives being around 68% um 67% um to the um 20%. Um the following um the system that we um utilize automatically provides an AI summary um for all the comments and so um we went ahead and included the AI generated summary um based on um the comments and then the several following several pages you have the comments that were provided by um the survey recipients [clears throat] there, so. All right, questions on document four. All right, so um document five and six very much um follow the same mindset, but that is um we didn't do the charts on that one, but you can kind of see the same information. You can see the um first page of five and six is the roles that the um the first document five
011would be the ones that were directly impacted for the information for the that was sent out to the current middle school parents and also the current fifth grade parents. Document six was opened up to the community and you can see the count and so if you add those together, you'll end up with document four is. So, document five is a standalone document, document six is a standalone document, document four combines both of these together. Whenever you're looking at um those informations, you can see that um whenever um Fay was able to tally this for us cuz this came out of a spreadsheet versus getting the actual pictures from the system. Um she had to do a little bit more calculating on this so you can see the number five is the number of um points
012associated each one and the percentage of um three to five um or you can kind of see those numbers of um there and how um those related to that. Um the levels of agreement, you can see that um that information is there and also the summary that's provided to each one of those. Um document six shows the same thing. It's a little bit longer because it has a little bit more data in it. But you can kind of see the same information there. Very much um mirrored the um document four and the um basically the 33% I fired uh 67% kind of in favor of um Red Mountain versus Say Say the number again. Um 33% to 67%. Basically a 33 to Uh what you say What you said over again? Um in favor of
013realignment versus not. How many? A third not in favor of realignment, two thirds in favor of realignment. And that's from your research. That's just from this survey. From this survey. This survey. This survey. Can you Can you Can you show us that survey and all those responses? Cuz that's what I need to see for you to convince me of that. Yes. Um So, let me grab my computer up with this. Is that Is that what this is? That is what this is, yes. Because Because um Oh, you want to see the individual response from the weekend survey. And so, you know which one of these comments came out of the weekend survey. Right. Okay, yeah. Cuz these are all just lumped together, right? Um Cuz all these are lumped together. On page this document, all
014the data is lumped together. Yeah. On document five and six, that is not That's correctly impacted in the meeting minutes. But these two don't include the comment section. Um It's just your A&I survey. This will be all comments. The reason I asked that um in document 11, Mhm. you only got 142 responses here. Um I haven't gone through document 11 yet, but I'll be happy to do that. Okay. Any questions about four, five, and 6. All right. Um y'all received an email from Ms. Miller questioning one of the questions about that was on the survey on the Montessori. So, that is document seven in your packet. Expressing her concerns about the way the wording questions was on the Montessori community. I know you already received that, but I wanted to pull that up. Also, on
015document eight, this one was from um Ms. Bernadette Cherry. And so, she had some feedback about the realignment in the Montessori. Concerns there. She did not want the system to get rid of Montessori. Um document nine, um this is an email that was sent to Ms. Elders from one of our teachers. And so, you can see that in there of the letter from Ms. Corley and her support in the realignment. Um Also, document 10, you'll see um that this document is in here. This is actually for public participation. Um this is Ms. Bowles' letter. Um she won't be able to be here this evening for public participation, but I felt like you needed to go ahead and see that in your packet, um her concern about that it might be too quick to make the
016change. Um but, she doesn't have a really any issue with the concept, the process, and the timing of everything. Um 10B, you can see that that is a parent email that I received today um from um but they would be Mont Sorri. Um, kind of the concerns there about moving the high school, um, rebuilding, but the, um but Sorri there is also keeping Mont Sorri. I have received, um, three emails from students, um, asking not to move Mont Sorri. That's all the student that I received. Um, document 11 is, um three different letters that we received, um and that's what I have right here. So, this is 150 um, documents there summarized on document 11 to you. Um, you can see that 42 signed, two not signed for letter one, letter two, um, 50 um,
017signed, one not signed, and 50, um, for letter three signed and six not signed. So, you can see [snorts] that, um, those, um letters from the community were signed by, um, different individuals and I have a thing I might want to look at those. Um, but email letters from the community, that's what I, um, have to say here. So, And And this this what That's what I'm cut what I'm questioning. >> Yeah. Because that committee that sent out these letters, said they sent you 400 letters. So, how do you come with 142? The only ones I received in the USPS mail is 140. So, 150 is what >> That's That's impossible. So, I That is impossible and you know it is. I can tell you Ms. Geary is the one that opened every single one
018of those letters and, um So, so I have graded those and they've been in this stack at the same time. Um, so, I can tell you what happened to those other letters. >> is impossible. This is impossible. Okay. I can only tell you, why would I hide 250 when I'm showing you 150? >> Because you want to win. That's why. All right. There's no alternative motive on hiding any of these documents. Well, you should have 400 documents. Why do you think there's 400 Because the committee sent out 400 and they collected them and sent them in person. Which committee? The committee who did that. There's a committee that did what? Sent the letters out. So there's a a different >> a part of like the alumni association for Sanders and some other uh community members
019that you know, that aren't going to take an online survey or maybe not have access to an online survey. So I think this may have been their way of sharing what their thoughts are. >> Based on mail, based on whatever, I can tell you that we received another 15 this morning and another probably 20 this afternoon and those were calculated with the numbers before I came. So I have I can tell you that we have only received 150. There's another 250 coming. They'll be here but they're not here yet. How did these How did you compile the letters in with your survey responses? All right. Um It's just It's just amazing how 400 letters can't get here but you can send out a survey Friday afternoon and get a response from over 300 people in
020less than 24 hours. I I I can tell you It don't make no sense. I I I don't know how You you're fixing You're fixing the document. I do not appreciate being accused of lying. >> You don't have to. You don't have to. I'm telling I don't be I don't like appreciate what you're doing either. Well, I do not appreciate being considered a liar in front of Well, I I don't appreciate you lying to us. And I will not and I have not. I don't appreciate you lying to us. But I'm going to state just like you state, I'm going to state what I believe and I believe you're not being fair about what you received. All right. Well, I can tell you that that is fair. I didn't even open the documents and those
021are the ones that we have received personally You should have opened the documents since they was addressed to you. And as I said, I had it in my secretary so Well, one thing I do want to address that that I was somewhat disheartened by was that we actually had in our minutes from our last meeting to send out that survey. And it was disheartening that it wasn't sent out until the Friday before the meeting. Um because And it was sent out um if you look at document five, you can see that it was actually sent out um to the smaller group that was the impacted families on March 30th. So, that was actually sent out to the impacted one of those specific information from the parents that had a kid in the system and that
022was sent out on grade levels that would be directly impacted. Then, we also wanted to open it up for other feedback and yes, that did go out last Thursday or Friday. It went out Friday at 11:25. So, why why did we wait so late to send that one out? Um as I have mentioned to the board, I was out Monday, Tuesday, and Wednesday because of my dad being in the hospital and I'm sorry that that did not happen earlier. Like I said, the first survey went out on March 30th which was a week after the meeting. So, you will also see in your packet um document 12. Um you all had some questions about what the honors level and the additional courses um would look like and um the system so you have the GT
023plan which is middle school focus. You can see the information there that has been pulled together by teaching learning and also on the back of that page you will see the high school credit opportunities that we are allowed to take. We are actually allowed to take any high school level course except PE and health at 8th grade. That's when we offer that to when it's summer and like the 9th. But there are other additional opportunities that we could possibly push down as activities and or Honors level courses at the middle school level if we have staffing available. This somewhat looks like the Montessori component would be replaced by Honors. That is what the original proposal was for 7th and 8th grade was to solve Montessori at the junior high to then base provide the high
024school level credit courses as a more opportunity. That was the original plan so that was one of the provided this to base on the original plan. But Montessori really isn't about Honors and GT. Well, and some of these courses you can see are not necessarily Honors level courses but more high school level opportunities that if we could offer pre-AP science, more probably later way, not necessarily all Honors level level courses but also opportunities for students to take high school level courses at the middle school level. >> Are any of these high school level courses offered at Hickory Tavern and Gray Court at this time? Cuz they don't have all the same courses. Document 13 shows the question that came up was where else do they offer this type of situation? You can see page one
025of document 13 is any type of configuration of sixth grade only that's six or four five six. You can see there also included their overall rating for the last report card. On the page two you can see the districts and the students that have a current junior high setting and their overall ratings. >> So I know there's been a lot of conversation about the realignment. There's also been a lot of conversation about Montessori. You know, the Montessori is not necessarily dependent upon the realignment. So, if there's conversation, I know the public participation coming is more Montessori focused as we move forward. But, you know, the conversation and the proposal before you, the recommendation is to realign the schools. More questions Well, I'm I'm just reading through all the comments. So, there's a lot of information.
026The comment is on page seven is very interesting. The timeline and planning delay information until the 2027-2028 school year July for more planning, preparation, and a smoother transition for both teachers and students. The current timeline for the 2026-2027 school year is considered rushed and has caused distrust among staff. And and that is an AI generated summary from everything that's in there. So, that's kind of taking everybody's comments and kind of collapsing that. So, that is what that's And that's pretty interesting, then. You know, and that's one of the things that, you know, if we move forward is that a yes, go ahead and realign now and go ahead and make that happen for the 2026-2027 school year? Is that something we need to consider that we push off to the 2027-2028 school year and go
027ahead and say that that will happen then? Or is it a no, we're not doing anything? So, my team and I, you know, we very feel very strongly of what needs to happen and that's the proposal that we put forward, but we're also ready for a decision so that we can do the good work that has to be done. So, whatever the board decides, we'll go with and go forward. It is pretty interesting. What information is available about how this will impact our students academically? Um, that's why I also included the information on the um, report card ratings. You can see um, the um, which is the last document on page 13 in the document, 13, uh, where um, you can see all those that are in the third, fifth, sixth, or fourth five um,
028four, five, six, all of those are average or um, above on the schools except the ones that have been proven that it is a feasible and also um, productive way of providing education for our students. I'm not sure. So, in other words, this is don't know. So, in other words, this is not what we have what we already have here. So, what are you going to do in the district? Right. So, you know, what I'm saying? Um doesn't mean with my gains, but with my gains, but also um something else I have not mentioned in this part of the realignment coming through um the conversations we've had about our facilities and with our facility needs, um this change in the realignment will then save us approximately $10 million in the additions not needed at Ford
029and E.B. and Lawrence Elementary as we go forward looking at or needing a referendum as we go forward. And so, if we're going to utilize um our taxpayer money um appropriately, I think we need to um also consider using our facilities appropriately, and since we just added on at Sanders, you know, we don't want to close Sanders, but we want to use it in a more appropriate way, and doing that, we can fill up a school with Orange Little um by putting um two full grade levels in the city at um Sanders that would fill that school up, and then we would relieve the um space needed at both of the preschools as we move forward. So, that too is another reason um trying not to tie this to just a um restructuring of the
030district um or the referendum needed, but also that is a huge need that would um be utilizing our um taxpayer money and facilities in a very um appropriate way. I think that we may be putting too many things into one particular decision because the savings that you mentioned, it's it's not relevant if The board hasn't even voted to put a referendum out there yet. >> doesn't pass, it'll be more pertinent if this happens because there'll be free schools that we would be not be stuck with not having space for kids. So, it's more pertinent that we actually do it if the referendum doesn't pass. Um because when we have no money to build homes, then we have free schools that need space. They can't have space, but you have another school that has the space
031that you're not utilizing. And so, to me, um this is more pertinent if the funding one, we're not asking for as much on the referendum, but two, we're also utilizing the space in a better way. Do we have free school Yes, um you told us in the meeting last time because you're transferring the kids from Sanders there. You have numbers when we can which means they have more space. What did you say? So, I'm saying Sanders has more space because there are kids that have and parents that chose them to put in a special request to go to Farmers. So, let's say that the um students that are at Farmers Middle that have special requests, 50 of those are zoned for Sanders. Of those 50 kids, um there are some that are traditional, there are
032some that are Montessori. Um in the process of Josh leaving and Jonathan taking over, the understanding was um put forth by Josh that the Montessori would no longer be offered at Sanders, and through that process, we're down to 18 students in Montessori at Sanders. And so, the majority of those um did transfer whenever they thought they were losing a program. And so, whenever we're looking at now that there are 35 kids in um fifth grade Montessori to be rolling up, um there is four sections of Montessori at um Lawrence Middle, one section of Montessori at Sanders. That is something that is very feasible that could be offered all at Lawrence Middle and not have Sanders Sanders Montessori at all. So that is another component that we're looking at based on numbers and also class size.
033The conversation has also happened of just make all those 50 kids go back to their home school. So if that is the direction of the board that you want me to um refuse everybody special permission and make them go back to their home school and they have been fifth sixth grade at one school and they're going to go do seventh grade at another. Um that is direction of the board and I would not like it but I would do it. Um that is something that's not right for kids to have to um be moved and I would think we would lose lose a lot of students to either home school or also private school if that decision would be Um also with the um you know, we could deny special permission going forward um but
034the special permission has also been provided to our um parents um as they are um employees that have students in the district or some of that is um flexibility based on where they are zoned. We have some kids coming in from Bright Port um to do Montessori at Lawrence Middle because we don't offer middle school Montessori at Bright Port. So there would be three different options um that are out there to require those students to go back to their home school but I don't know if that's feasible. So how many students would be included if you did fifth and sixth? Because this original document in your original proposal was only sixth grade. So, four The um number of students that would be rolling into um Sanders as a sixth grade would be 175 with 185
035fifth graders. Um so, that would be a little over 350 students that would be utilizing Sanders um for um the whenever it was a fifth sixth grade center. And you have a few more than that at Lawrence Middle currently. That's Lawrence Middle. Um I think that's about 20 more. So, And say that number one more time. Fifth and sixth grade total is the same. >> Fifth and sixth grade total would be 350. What was the um fifth grade number? Fifth grade is 184, sixth grade 175. And then you take out the special ed um kids that would need to be No, say on your sheet here it says sixth graders is and Lawrence Middle is 175 seventh graders. Okay, so >> But your sheet says 184 for sixth graders. Okay, so that's That's currently not
036next year's sixth grade. Okay, so that is It was almost identical with um grade levels. So, whenever you look at a 184 184, you're looking at 368 kids. Whenever we ran the numbers for that Sanders, we're looking at 184. Lawrence Middle, their almost all running about 105. And so, we were to divide that by four teachers, that's um 25.6 per classroom. Okay. Does anybody else have anything to add? I'm still reading. Talk about that. So, I got a couple of questions. So, I know one of the biggest concerns I think from specifically the Sanders community and I think the letters that regardless of quantity, still even 150 is a lot. Um that those letters speak to is their concern over losing their identity as Sanders. Um and we are such a small town anyway and
037such a small district and community. Um I do think those types of concerns should be taken into account as well. So, is there anything that you would like to share or respond to that piece of it? I'm sure and I know that Sanders community has a very strong tie to study those old high schools. Um, but whenever we're looking at, you know, we're not trying to take an identity away. We're trying to put more students through that school. So, there would be more students having the experience of that school, crossing that school to do what's right for their kids, you know, and not trying to shut it down. We're trying to make it um, more of a used school and trying to put all fifth and sixth grade students back through that school like it
038was several years ago. So, it's not a way to try to shut it down. We're not trying to kill the community. We're not trying to do anything, um, but the down part of that and what it keeps coming back to is that they lose their identity with the football team. Um, or their athletics and that's something that, you know, whichever way it goes, whenever that becomes a fifth sixth grade center, that's all the component of identity that they would be losing at Sanders. Everything else looks like the same. Whenever we're looking at what's going on right educationally for kids, you know, we still feel strong that what's right for kids and what what we can do for our teachers and the structure we'll be able to provide is making the fifth sixth grade center, um,
039where you have whenever you have four very small middle schools in the district, it's very hard to go back to what you were saying. Do we offer the same thing at every campus? Do we offer the same thing at Brevard? You you can't whenever you have funding issues. You can't go back and offer all these extras that you want to, but whenever you have um larger numbers of students in the same grade level together is whenever you can actually be able to provide better opportunities and more opportunities for our kids. And um you know, that's the word I keep coming back to this year is better. You know, what are we doing to make this better for our kids? Not making it stay the same um as one of the letters said, we wanted to
040stay the same. You know, I understand we wanted to stay the same, but if we stay the same, we'll keep getting the same. And um we're tasked with making it better for our kids. I don't think that I I don't really know if I'll agree or not on that, but I do see what you're saying. But for research for research purposes, why did they change from 5th and 6th grade to 6th Um in education, there's several things um it's way back and forth between what's the most popular thing at the time. You know, and so whenever middle schools were very popular at the time, but that swapped back and going away from intermediate schools, and that's the only thing that we have been able to find out in our research that it was the thing
041to do to be able to swap everything back to middle school for a while. And um going away from um intermediate and junior high schools, and so that's why you see that kind of has stuck across the state, but we know that's not what's you know, the best utilization of our facilities are. So if you move that problem there, you you wouldn't have a problem with it. I wasn't here when that decision was made. Yeah, I wasn't a part of that decision that was made. That was 20 years probably back. What other questions can I answer for Let me Let me Let me Let me be Let me be clear on something. Because I think people uh mis- mis- misconstruing the statement about athletics. Okay? It's not about holding on to athletics. It's about eliminating
042opportunities for South Carolina High School League only allowed you to have so many people in teams. We going to eliminate cheering. Okay? Junior varsity ball is not league ball. But South Carolina High School >> may have people to may put their kids in other schools simply because of that. South Carolina High School League does not limit you to one team per school. So, just like um Clover Middle has two football teams. So, if we run into an issue where we are eliminating kids' opportunities, that is something that we can look into is to have a a gray team and a separate team um and on the same, you know, Clover Middle side. So, that would not be necessarily eliminating kids' opportunities. Um yes, I do limit the number of kids on a team, but I
043don't limit the number of teams in the first place. While I love athletics, I think it's great for all our schools. But ultimately, the focus needs to be academics. And what's best for kids. Well, everybody Everybody agree with that. But I mean, we can't just pick and choose what we plan. We know what's what's best for kids. We got to do what's consistent. We We have a district that lost $13 million because because of an administrative change. That's not for kids. That's against kids. So, I know that um this will be brought up in the meeting as a whole. So, what else other questions can we answer or address I know a lot of the people that I have spoke with um are concerned about this happening for this upcoming school year. It's a big
044decision. And they don't feel like, you know, the summer break is what a week. That it's too short of a time to be able to make these types of decisions. That, you know, if this is something that we are going to do, that you know, the best decision would be to push it out until the the following school year. Yeah. But so also, Dr. Penland, you know, with all of this realignment, we also want our staff to be efficient. And I have heard so many complaints about students having teachers not credited substitute. Some have not even had a permanent teacher entire year at one particular school. So, um What do you mean by that exactly? Do you mean to give us short vacation? No, I'm speaking in terms of ill or FMLA where you may
045have a teacher that may be out for an extended period of time. Okay. And when that does happen, we do our best to find a certified long-term sub. And legally, those time frames have increased where they can be out. And there's not much Well, actually, there's nothing we can do about that. And that's kind of how that good quality person is. So, I know what FMLA is, but what's TPL? TPL Can you spell that out for Thank you for the It's the Oh, yeah. It is. They can also get the same But if you're talking 12 weeks, it does feel like they've been there a long time. It is. Our students are hurting. Yeah. Yeah, I also heard at 40 it was five. Most of the teachers there at four. Yeah. And these kids just
046Wow. Well, and I think it also speaks to the fact that we have a young teacher to draw from. And correct me if I'm wrong, it seems the young ones come, they get established, and then they somewhere else. Yeah, or they they Yeah. Or they leave the education. So, it's retention is is it's a very difficult. Right, smaller problems. Other questions for me? Uh you mentioned earlier that Lady was going to be on standby. Do you have anything to add um I told you earlier when we started the meeting. I told you questions so.