001This is one of those one of those travel requests that needs we hope to do everything possible to get the approval prior to the to the event happening. Just happens with the the dates of the December board meeting and our and your next board meeting that we brought this to you at a study session. This travel request is coming to you because it's overnight. Um, we have a group of students. Our wind ensemble has uh been invited, I think I've shared with you, been invited to perform for the Washington Music Educators Association conference, which is a quite a uh [snorts] quite an accomplishment all in itself. But this travel is for them as a group to go and get ready for this uh conference uh presentation. Colton, do you know anything more about that? Is
002that basically what we're talking about? Okay. And as you can see uh if you look down there, it's a a number of students with also a high I think I'm going to go back. Let me scroll down there to there. We have 40 stu 42 students going with nine adults also there to assist. So >> great. Thank you very much. Um are there any Well, I'll move that we approve the overnight travel request. Is there a second? Are there any questions or comments about the overnight travel request? Okay. All those in favor of approving the travel request signify with an I. I. All those opposed extensions. Great. Overnight travel request, safe travel to those uh people traveling here in the winter winter months. Uh we'll move on now to district guidelines for public comment. I
003don't see anyone in the audience and I don't believe we've received any comments online. Um so we'll uh move on to the study session right now. So this is a a chance this morning for us to hear an articulation of the district's vision for the high school. um uh and and and beyond I think would be a fair way of of uh of explaining it. As a reminder to the board members, this has been a process as I was thinking about it this morning that really goes back uh a number of years to um uh previous superintendent, previous teaching and learning uh including Jennifer Kindle and Alicia. Um, Colton I think has been there through the whole set of the process of kind of reorienting um some of the uh data goals of the high
004school include Scott Ruark who we'll hear about a little bit today. And I was thinking about this morning these um uh graphics behind us uh that were the result of some professional development work two years ago with Mark Pera um typifying student um choice as well as what's their futures might look like. Uh we have about an hour for a presentation of maybe a little bit more but an hour for the presentation from Hunter and Colton this morning on some slides and then hopefully there'll be uh some time at the end of it to ask some questions. Although obviously if there's questions that come up uh during the presentation we should uh definitely um ask those. Uh and I think we're out for sure by 8:30 is the is the goal so that everyone can
005get to classes and to their to their job assignments. And with that, I'll turn it over to uh Hunter and Colton. >> Colton's going to present up front and then I'm I'll stay seated and jump in on my parts. There was a shift obviously if you go all the way back to the wasel testing. Somebody recall what the was and then it went to the back testing and it the idea the state wanted to provide kids different options how they were going to meet graduation standards. It wasn't it wasn't necessarily because kids were graduating but they found out that needed multiple opportunities to be able to graduate other than just a simple test. Now what that did is you had a lot of students who who then didn't see the relevance of that test. Okay.
006And if there's multiple ways that I can get to a diploma, one of them is is not a test that a lot of students went to different pathways. Um I do think that there's been some shifts at the federal level as well with this that when testing became u area that was the way to get through the graduation gate um that was initially started at the federal government. Okay. They wanted to increase that pressure on states uh to get to make that threat. They relaxed their standards and turn states relaxed theirs. The whole entire nation looked at testing differently. Cyclical now we're in a system where it's very different than it was 10 years ago. As you can see here, testing is to to our students to our staff is really about something that's in
007the past. And uh we look at what our universities are doing. Uh in many cases they don't look at or concern about our state testing results. They want to use a test. They're using something uh like the SAT. It's just a different world. Obviously, if if if the state or the federal government made testing a state testing a graduation requirement, you I believe would get students who would >> Yeah. system that was our goal. Guess what? I made some extremely difficult diffult difficult and controversial leadership decision. Guess what? I'm competitive and we get at the top of the state. That's okay. That was our goal is that believe I know how to do it. Now, there would be a lot of teachers that would be and there would be a lot of kids that be
008unhappy, okay, because of what that would require, but we do it. So, well, if I can add on to I I uh and we look at the the weight of state testing and how we're assessed. Um it it varies by uh development developmental level. At the high school level, the the highest weighted assessment that we get from the state is our grad rate. Uh the other things that factor into that are nth grade on track, uh dual credit percentages, and state testing as a part of it. just state testing proficiency at the lower levels, the SBA has much more weight in regards to whether or not we have not sanctions but for putting into school improvement. Um so the other thing that we noticed as we pulled data uh from this last year of the
009almost 300 kids that tested uh in 10th grade last year 109 of them finished within 10 minutes. So uh what what we have found what we're our our hypothesis we also I've talked earlier uh previous board me when I presented data uh we have students that are opting out u of testing which is well within their right but the students that are opting out are students that would also be passing it u from what the other data we have on them and then if we have a third of our students that are testing are just they're not they know it's not they don't need it and so it's hard to make it uh incentivize it for something if because high school students are they know they know their pathway they know what they want to
010do and it it's a test that is really irrelevant to them at this point. So we're we've been racking our brains. We have some ideas we'll share at the end of kind of how we can incentivize um taking it more seriously and getting a because getting a better accurate depiction of where our our academic data is on that on those assessments. Um but with within the the waiting of how high schools are assessed uh holistically uh graduate grad graduation rate is half of how weight counts as half of how we're assessed. Um state testing is about a quarter of of the weight and then attendance and um dual credit nth grade track make up the rest. Yeah. uh so our pathways we Um, we also Yeah. So this slide uh looks at college and high
011school or and dual credit which are um somewhat synonymous with each other. Uh and I just pulled kind of area schools um of this comes directly from OSPI of this is percentage of students that completed uh at least one uh dual credit uh so earning postsecary credit uh in high school. This and this is all students 9 through 12. So and this was two years ago. They don't update this until uh between now and and and springtime. But uh two years ago we had 70% of all of our students in SEAL High School earn some type of dual credit. Uh so free credit while they're in high school that that goes with them when they go if they go into post-secary. You can see we're we're second in our region with this. This is actually
012um if you look at some of the schools at the top, they're actually they have models similar to us in regards to student choice and student voice and offerings. You look at some of the ones at the bottom, they operate on a more traditional schedule. Uh and that's when Colton said moving from semester to trimesters, that's the impact. if you go a more traditional schedule, uh, probably has more of an impact on on assessments on on the SBA, but it limits the amount of opportunities kids have to to to earn college credit. So, our goal has been to like Colton has said the phrase competitive advantage. Well, we've found and well, we haven't found uh studies have shown that students that go on to postsecary, if they have something they have credits they take with
013them already, they're much more likely to finish. uh and this percentage I I can guarantee it's higher because we've added more each year we've added more uh collegebearing credit classes while at C the high school. So I'm excited to see where this is at. My my guess is we're real close to Zilla. There's also a capacity issue. I think we're almost pretty much built out in regards to the offerings we can offer. It's not going to be continue to have because we only have so many students and so many so many teachers. But this is a this is I think a huge win for our community because Colton talked about um one of the biggest one of the biggest uh uh limiting factors to achieving the American dream is leaving college with thousands and thousands
014of dollars of debt. If we can have our students knowing what they want to do so they're not wasting time in college. You know, I've had so many friends. We've had students come back say, "I went to college. I thought I wanted to do this. I spent two years on it. Decided I hated that. I don't want to do that anymore." and they're switching completely and they they're having to spend another year or two um paying for for uh for for what they finally found out they want to do. So, if our our goal is to have kids have a a pretty good idea of what they want to do so that when they enter and they also have a head start of having credits already earning towards their their goals. Um so, this is
015I I think is a super important um uh data set to look at. I you got Oh, Colton, you got the clicker. Um this is how many credits are available. 228. There's free credits starting in in ninth grade. Um and that 70% was was of all ninth through 12th graders have had earned some type of credit. Uh 40 two years ago 40 over 4100 credits were earned. This Colton will say it it's going to fluctuate a little bit from year to year but this is about uh the capacity we have to offer free credits. Um if you typically uh uh in a in a this is more than enough to earn an AA like a two-year coming out with two years of college credits earned. Um so this we can go on to the next
016one. Um last year I know Jeff came and did a presentation on this um previously but we we pulled data from across the state in regards to college and the high school dual credit facts. Um we ranked number nine in the entire state of of from our partnership with CW of amount of credits that were offered and earned through the college and the high school program with central when we took out uh kind of per capita looking the the seven of the schools that were above us were at least twice the size of us. So they just had it was just a a numbers factor in that they could offer more because they just had twice as many students. we looked at per capita, we were number two in in the whole state in regards
017to uh CWU credits and to our our partnership because that has gone so well. are central has said not only um do they appreciate our our staff that work with it and and how well they're doing. They're also noticing that students who are coming that have earned college in the high school credits, they're being successful uh when they're at when they're at if they for the students that go to Central that they we're one of the first schools for them to offer a chemistry 101 uh as a college and high school credit. It's been something that they have been a gatekeeper on saying this is something that only can be done in college. And this year, because our students have all of our other college and high school classes, students have been successful with it
018and they're successful once they go there. They were saying, "Okay, we're going to not gatekeep that anymore and offer this, which is it's a huge opportunity for a really rigorous class to be offered uh in high school. So this number and certain program are hard and they have central partnerships. It is exactly So this data looks at our uh our students that have um enrolled in post-secary education. So the it's it's uh all postsecary. So this is considering four-year university, two-year community college, junior college, uh or any type of kind of vocational school. So we uh 82% of our students uh en enrolled or were accepted into post-secary education of some sort. The state average is at 68%. The more important piece uh I think is is the lower data which is the is looking
019at okay yeah you got in great that's that's the first step. Are you uh do you have the skills and are you persevering to actually stay enrolled and and and and finish your finish your postsecary education? And they don't track it all the way through four years. They but they every every two years we get data that shows perseverance beyond the first year because I think that is the metric that shows it's kind of like nth grade on track. If you're on track in your freshman year of of postsecary you're more likely to finish and earn your whatever degree you're going towards. 85% of our students that were enrolled persevered beyond one year and the state average was at 78%. So, uh, this is, I think, super important for our kids that are not going
020straight into career. They're pursuing post-secary education in some form. They're one, they're getting accepted and getting in and attending at a higher rate, and they're also being successful, and they're persevering, uh, at a higher rate than than other students across the state. Um, so just I think it shows that while uh what we're doing is working. Our students I think part partially because they know what they want to do. So they're not having to to leave after a year and they have the skills once they're there to actually be successful. >> Is this is this college and trade schools or trade schools? >> Yeah. So this is uh all the the first gra the first data is all percentage of students going to any type of post-secary. So trade schools uh two-year university. The second
021is just university level. The trade schools and community college don't have the data for persever persevering. Does that make sense? >> It it does. Yeah. And I guess my next question is where is this data? I mean do they track? >> Yeah. It comes from they they post an OSPI uh every two every two years. I believe this comes from our Perkins our Perkins data. So it's through our CTE. Um since 95% of our students meet the graduation pathway through Perkins, it's pulled from that. Is this part of the ERDC? >> Yes. >> Yeah. So, I think Jeff presented on this two years ago. Um, we don't have update. This again, this is a year or two old. I have to look back exactly to see what what year this was from. We don't have
022anything from from last year. It takes a little bit of a while because we have to have students uh they have to track them as they as they finish their first year. So, we get it every couple of years. Yeah, >> I was I was just curious of how they gather the statistics to be able to >> Yeah, it's it's not a it's it's a it's a survey. Um it's a survey they do of students, so it's not like every single um but they have to have enough. And so that's why it also takes a few years too because the return rate and reliability, but it's it's um so it's a survey they do of students that are doing it. >> I'll text that to you. >> Sure. Be great. >> This was one of
023the a panel presentations at the um wasa [clears throat] conference was from Shoreline talking about their use of the erdca or erdc data. >> CD make sure Yes, Iris this is uh the amount of credentials that have been earned the past uh last year and then so far through this year. So last year we had over 83 IRC uh industry recognized credentials earned from our students. Some students had multiple. So it's not 83 students earned it, it's how many total credentials were earned. This year just in the first trimester we had 267. What we found is that the first trimester is usually our lowest because we have certain uh there's more freshmen that are take you know high school launch classes and grad launch classes as seniors uh and their their offerings for uh more
024elect like electives increase which is that's where most of our IRC's are earned. So we're on track to be close uh probably around 900 total IRC's earned this year would be I think where we would end. Um some of the the most common uh industry recognized credentials that are earned which students can put we talk about competitive advantage can put directly on their resume can help can speak to in a job interview. Uh some of these are are requirements for specific roles. Uh first aid for for adult adult and pediatric home care aid food handlers permit that's that one's uh that one's quite we get quite a few students for those top those are our top three bloodborne pathogens. There's a lot of different various I didn't list I just listed them as IT certifications.
025um pharmacy assistant license uh and then lock zone administration certification. You can see it kind of mirrors the amount of students that are also like our most popular pathways. That's where most of the IRC's are earned. Some of the other ones I thought were just interesting. Some we had one student earn their boating license last year as a for an IRC which I thought was kind of cool to highlight that I just thought was unique. So Okay. So, I want to go back and talk about some considerations. Um, I understand the elephant state testing. I do get that that's been questioned. That's the one data point I do about 11. That's the one data point that we have as well. But it's also data point that I haven't or strategically Okay. Because if I do
026that, a lot of these other things are going to suffer and I'm not willing to allow to suffer as a result of chasing something that I don't believe. Okay? But if we were going to do something where we wanted to incentivize with our kids because our kids are showing that they have the knowledge Great. Thank you, Colton. Uh, are there questions from the school board or some comments from the school board? >> I have a couple. >> I appreciate this. Um, I've experienced a lot of it with my kids in the school. a lot of them have gone through the programs that you've talked about and it's been amazing for them. Um the hard part from what I see is you got OSPI that puts those um statistics up there and and I know the
027kids don't cry because or try because I had both my boys were like uh we just went in and did it because we had to there was no incentive there was no anything to do it. So they could be part of those statistics. And the concern with that is that's what what parents see when they consider where they're going to move to the CES, you know, if they're going to move into CEA schools, the first thing they're going to go to is OSPI website and say, gosh, you know, this isn't this isn't reflect good on CEO, you know, we need to go to another school. They don't see everything you presented here, which is amazing. And so and and I'm with you. I don't know how to incentivize it. I don't know if it's something
028the board can do to put something put something in place to help incentivize this to reflect because you have all this great work, but then like you said, you have the one area that doesn't reflect, you know, how things are truly functioning. So I guess how do we come up with that is the big question. Um I'm not sure, you know, a future reward for something they do now. Like is it in 10th grade? Is that when they do this testing and that's the only time? I mean, that's where MLA >> when it was a requirement. If they didn't pass in 10th grade, they would take it 11th and 12th grade, but >> right >> now it's not a requirement. So, it's required that they take it technically, but they can opt out. They don't
029take it. There's no there's no accountability for it, right? Um, so it's it's it is it's hard to get to convince students to take it seriously um when they they recognize that uh because of all the different options that and pathways they have to it's it's it's not it's not vital for them to take it. No, I I get that. I probably would have been the same way myself in school. >> So, I understand that. And so, we're just like, how do we overcome that perception of what people see when they go SBI as to what they do here >> because I don't know how many people are watching this, if anybody's watching it, but where does this information go from here? Is it posted on our web page somewhere? Something to get out there
030for everybody to see that might be wanting to move to our, you know, moving to the CIA area. It's like, how can we get them to come here to get our numbers up? You see what I'm saying? So that's that's kind of what I would like to to understand or work on or how we can come up with something like that. >> I I just want to clarify that. I understand that those numbers are not the end goal. I mean, if we're just teaching to a test, I think we all agree that that's not what we want to do, but it is a metric. It's a metric that has been chosen, like Larry said, by the state. It's out there. So, how do we deal with it? Um, and and and I actually have two
031motions I want to introduce. uh before the end of the meeting. We'll see what happens with those. But um I've talked now to two parents in the last couple of weeks who whose kids have gone to college and um and they're related to the motions that I'm going to introduce, but the kids um don't know how to study. They don't know how to run on a time schedule. um and they feel like those are direct results of what we are asking our students or not asking our students to do in the classroom. So, okay, I agree there's a lot of good stuff that's going on in our schools and I don't disagree with these programs, but I do think we need to tighten up like the cell phone policy at the last meeting. I think
032we're working on a a policy for the for the schools on that. Um, and I think there are a couple other things that, okay, if we don't want to focus on that number that comes from the state assessment, let's do a couple of other things to at least instill a little bit more discipline in our students because when they graduate, whether they go to a job or to college, they don't have a choice of whether or not they get up in the morning and go to work or run on a schedule or perform at their jobs without getting fired. And so we need to prepare them in that regard. Um, yeah, >> with state testing, I mean, like from a student point of view, state testing is not a very good metric of how well
033I function. I mean, I'm a high achieving student, but I feel as though like my my state test scores may not reflect that because it is 7:35 in the morning when you have to get up and go take these tests. you are exhausted and you're looking at like a bright white screen for I don't know like an hour and a half maybe sometimes even two hours when you have to extend the test into a next day and then it's like two days straight of just like testing or like four it's like Monday Tuesday take a break Wednesday Thursday and Friday that's a lot of testing in one week at 7 in the morning um and that's the first thing also from like you just said like they don't really know how to study I feel
034as like if you're taking high if you're taking like rigorous courses you're not going to be able to pass that class unless you do study. Like I'm in calculus and if I do not study for those tests, I will get B's. I will fail those tests. And same thing for like um maybe say like my college English. I was in English 105. We have a vocabulary test every single Wednesday. Um and we have like book quizzes. Like you have to be able to like know the material and study it to be able to pass these courses. And and maybe sometimes if you're taking maybe like general education classes, maybe there is a little less studying involved. But in order to be able to have a positive experience in these classes and to be able to
035have a fulfilling experience to prepare you for the future, studying is involved and it's important. >> And I agree with you on that. Um, but I would I just by your presence here, there's there's probably a different motivation different level of motivation among you than we see from the general population. I mean, there's a statistically a large gap between the top 10% of students and the students who fall behind that um for various reasons. And so, we're trying to capture as big of a group as we can, not just the kids who are, you know, like yourself really motivated, want to take the high level classes, have a plan for the future. We're also trying to get, you know, everyone else who falls behind. So, that I agree with what you're saying. I'm not saying
036that, you know, rigor to that degree doesn't exist in the schools, but I'm just how can we help encourage these kids who don't care about testing and stuff, uh, you know, to care a little bit more because it is their future. And >> one thing with the state, like I I think I mentioned earlier, uh, state testing, uh, for our third through 8th grade, I think, is is a is a metric that we we put a lot more emphasis on with our with our administrators and with our teachers. Um, and that's where I think uh looking at our our middle school, we've see what we see is we uh third grade is the first time they take it, we see a kind of a somewhat of a climb up through elementary. Not it's not perfect
037and then it flat lines and dips in middle school. And so that's I think getting upstream and and looking at that. It's something I've talked with Brian Buler about. He's actually uh has done quite a bit with the SBA and and analyzing that with his with his teacher leadership team. I think that work will be will will have some impact in the state testing in the future for the high school because really when we're they they're testing one time in high school but we have six years of state testing data. Our state testing data looks better in third through 8th than it does in the high school, which I think is more more just kind of validity to say, yeah, there's something going on that kids don't just lose all these skills. They're just not
038taking it as seriously. But I think as we build up the skills uh especi especially in our sixth through 8th grade uh time period, that's going to help improve some of our data in high school. >> Other comments or questions? >> Uh I had a a couple of questions. Um, how much of the the work that's being done on pathways including CTSOs is levy funded? >> Are those clubs and organizations levy clubs and organizations? >> There they're the CTSOs are CTE funded. >> CTE funded. And is that state funding or is that federal funding? >> It's state funding. >> State funding. We don't get money from the federal government for uh vocational technical education. We used to get that. Okay. Perkins. Okay. Um uh yeah. [clears throat] But those don't count as enrichment necessarily. The
039CTSO things don't count as enrichment. Okay, that was an interesting question. Um uh uh Mr. Ruark's work uh I'm really impressed by the internships opportunities that he's uh forging for us. Um does does he have enough resources? Okay. One of the things that he uh I' I've heard him speak about is the challenge of finding internships for collegebound students in particular. So you mentioned sometimes it works really well for students who aren't as connected to the academic side at the schools but um want to get hands-on work experience. Um, so that that's one area where I think there could be some uh I'm sure he's aware of it and you're aware of it as well, some more collegebound in uh students getting internship opportunities. And that's a tricky balancing act, right? I mean there's those
040are also some higher level skills. Um, and the final thing I wanted to say is I I did also attend a a um a CTE arts pathway uh presentation um at the uh WASDA conference there. One of the one of the real challenges for people involved in the arts pathway as a career is uh access. They call it a very highlyworked career pathway. Um which means that um people on the east side of the state in particular don't have the networks that people on the west side of the state do to get access and many of these art careers are based in um computer design um uh jobs. So for high-tech companies on the west side, there is a foundation called the brick foundation though and I sent uh um the PDF that I have
041of that that is specifically focused on gaining networking for students who live in rural and I guess you call them underserved areas for the art pathway. It started in California and it's just recently come up to Washington state. Washington state by the way is number one in the country for art related um job opportunities. California is second with Hollywood and so forth, but 190,000 jobs are involved in the um art pathway. I guess I would say 5% of the state uh GDP is art related. So, I'm glad to see that we're we are increasing in that and I hope that our students are able to kind of find some of those opportunities to to practice those skills in a uh at a career level as well. Those those are my points. Uh other other questions
042or comments from the board? I think [clears throat] I got just one more. Um, we talked about the the test scores again and I I get that. Um, are there resources available for the kids that honestly try on those scores and don't I know it's hard to distinguish between the two unless they take a long time to finish as opposed to nine minutes, but is there is there a way to identify those kids and help them in the areas they need >> for you? Here's your question. For the students that uh are just blowing through it or the students don't have the skills >> not blowing through it, the ones that are honestly trying to complete the test. >> Yeah. But are struggling on it, >> low score. >> Yeah. So that that's one of
043one of the considerations we put at the end. We we don't we don't have an intervention. We haven't built an intervention class um for that. But it's something we could do. We could do an end of course assessment for algebra. It's something we've talked about. Um, and if if you're not performing at at the level that would predict that you would be successful on the SBA if you were to try uh that we could have an additional like intervention course in their sophomore year for math. Math is going to be it's a focus across the state. Math scores across the state have dropped. Uh it's always been lower performing than literacy. Um but to do that the the give on that is if we do that it it provides less offerings for choices for classes
044to take less uh less chances to take college and high school or or dual credit classes but it's something that I think we're seriously considering implementing. So after my first year as principal, Okay. No, I I was just curious because um you touched on on trauma and aces goes along with that and I know from my experiences that it's hard for kids especially to do math because math when you especially when you get the higher stuff I was not good at math. I'm still not good at math. think gosh, you know, Excel is great. Um, but when they're in school and you're trying to do that and if you can't focus on those things, especially the step by step by step, and I was never any good at that. So, I understand the struggles in
045that area. And so, that's why I was just asking if there's any supports for those kids that want it, I guess, for the ones that don't want it. Okay, great. Thank you. >> Are are students acting as tutors? >> Okay. Yeah. writing it. And she um she is asking like some students who she who she knows is very proficient in math to maybe come out and just kind of like stand around, see if anyone needs help and if like we actually know the concept to actually get them the help they need. Um, but she is planning on asking seniors and the National Honor Society members if they would like to come in and just help out with the studying, especially if they're proficient in math. >> Great. They did some tutoring honor society did during
046co I know uh Joe I think has his finger on the button. >> Just quickly to do it to address Charlie's concern just and first off thank you guys for the context. It's great for us to see behind the curtain and and see all the good things that are happening to you because see the neighbors is a ugly place as you know. Um, right. But to address Charlie's concern specifically, is the early morning testing a state requirement or is that something that we could potentially address within our school and see if that makes a difference? There is no requirement for time of day. There's requirements with regards to meeting the testing window and they set some windows for you depending on what the con what content they're testing. You have a window of time to
047complete those. uh you have the ability to to have within that window students make up tests that they missed which is a whole another logistical challenge of having uh another testing session for those that have missed and getting the kids there. But no, you don't have to. It's not a requirement to test at a certain time. Okay, we are very close to the uh to the time limit here. Um, I'll ask Derek if he can uh hold on to the motions until our business meeting and maybe uh provide the motions to Jennifer prior to it so we can get on the agenda and make sure that we cover those issues because I think it'd be good for us to have a conversation about that. Uh, I heard the word peak behind the curtain and I
048think one of the keys is getting this out in front of the curtain. Uh, and I I really appreciate uh the effort Colton uh and Hunter that you put into this presentation for us to uh pull that curtain back a little bit. Uh, and um, you know, it's it's always a challenge to get good news out. Uh but that that's something I think that in addition to all the work that we're doing um uh that getting this in the newspaper, getting it on the local news, uh any ways we can to kind of highlight some of this this good news that we have uh would would be uh would be time well spent, I think. All right. Uh I I think that's it. We're right at 8:31, actually. So we're a bit over. Um uh
049let's adjourn the meeting, right? Thank you very much.