001webinar is live. I'm waiting for our YouTube connection. All right, our YouTube is live. Miss Rdnick, the meeting is yours. >> Awesome. Thank you, Mr. Gilmer. So, welcome to everyone to our uh first meeting, safe school committee meeting in for 2026. And in particular, welcome uh Mr. Ken Kaiser to our committee and with that it's it's Mr. Bell on >> I am here. >> Okay. And welcome Mr. Bell as well. Apologies Mr. Bell. I couldn't see you on the screen. So first we will start with our pledge of allegiance. Thank you. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Great. Thank you. And first of all, I recommend approval of the
002minutes of the November 24th, 2025 safe schools committee meeting. Can I get a motion? >> So moved. >> Second. >> Thank you. The minutes have been approved. Um, and then do I I can just hand over to Mr. Ran, right? >> We can do that. But before we do, Mrs. Rnik, I'm going to amend the agenda. Not officially, >> and I saw on social media yesterday that a Izzy RDN broke a school record in North Penn and winter track in the 200 meter. Is that true? This is indeed true. This is indeed true. She got her speed from me. >> Oh, okay. Okay. Well, I just I saw it last night. I was like, "Okay, Izzy, way to go." So, congratulations. >> Thank you very much. She's she's definitely thrilled and I am very very
003appreciative of her coaches that have been encouraging her from the get that she could do this. and um it much much kudos to them for the work they did to to help her get to this point. We really appreciate them. So, thank you, Dr. B. >> You're welcome. All right, Mr. Ran, take it away. >> All right. Every now and then that mute button gets me. Uh so, our firstformational item, uh Mr. Gilmer, if you can throw up our presentation, um and go to the next slide. We will talk uh again about act 44. So, uh, Mrs. Rubnik and and any community members, if you were paying attention to the safe school, I'm sorry, the policy meeting, we talked about this in policy. So, um, for those in the community who may not be aware,
004uh, school code in Pennsylvania legislation has enacted Act 44, which took effect January 6 of 2026, so just a few weeks ago. um that essentially states that school districts, uh non-public schools, private schools are required to report if there is a weapon on school property within 24 hours. Um I think it is no secret to our North Pin community that we have been doing this long before Act 44 was a thing. Um, so we've we communicated when uh weapons were uh on school property uh whether it involved an incident or just mere possession of a weapon. Um we we did communicate those things out. Uh so the law as you see here in uh point bullet number two uh where it talks about what is defined as a weapon that is defined by uh the
005Pennsylvania crimes code which is title 18 and section 912 as related to possession of weapons on school property. Uh the law also gives school districts uh to also uh define those weapons within their policy. Uh Mr. Gilmer, next slide, please. Uh so within 24 hours notification had to be made to parents at the building and on a shared campus. Uh so for our our example if we use the high school um we would there was a situation that we're familiar with unfortunately in the fall uh where a notification had to go out. I will note uh that um what is also spelled out in the legislation um is communication to those that may not be our normal uh attendance parents. Right? So for instance um if there is a program at the niatorum during an
006incident uh we would then notify those parents as well as the high school parents. Um and then there is also notification required that is made to the employees. So uh that is uh in effect today. Uh so again we've been doing this for uh as long as I've been at Northpin and as Dr. Bower uh so wonderfully talked discussed about in policy meeting has been doing uh in in his tenure here. And again the only thing that uh will be slightly different for us uh will be the addition in the law where uh those that are in our facility who are not our normal uh students or family members as the example that I that I shared earlier. So those notifications will be notification will be made to those uh individuals as well. Uh so
007that is uh the act 44 new legislation that took effect January 6. Um, and I'll pause there uh for any questions from board members, committee members, uh, in regards to the act 44 mandated notification requirement. >> I see a hand up from Mr. Kaiser. >> Yes. I I just had a quick question. Is there any requirement from on our side or from the municipalities that we have to notify the local municipality police departments? >> Yes. So, um there is uh there is a requirement by law that if there is a weapon on school property, we are we are required to report that to law enforcement. >> So, even if it's um against our school code, but it's not against the criminal code, that would be the same thing. >> So, there there are very few
008exceptions for weapons on school property. Um obviously, law enforcement would be one of them. Um but outside of that um for example uh an individual who has a uh valid permit to carry their permit to carry does not allow them to carry on school property. So therefore if they did carry it on school property that would be a violation of the crimes code section 912 of possession of weapons on school property. um even though they have a valid permit to carry, it does not allow them to carry on school property and therefore we would then notify law enforcement and to take the following steps there. So there are very few exceptions within that who is allowed to carry on who is allowed to possess a weapon on school property. And Mr. Ran, if I may,
009uh Mr. Kaiser, we do have a memorandum of understanding signed by the school district and all municipalities that serve us um and of which types of offenses we have to notify them and vice versa. Um so, Mr. Ran, it might be a good idea if we could share that with the new board directors just so they can see like an itemized list of what are the things we must call and then there there is some flexibility or autonomy on other infractions. Um, but there are certain things that absolutely we have to communicate. >> Yeah, good point. Dr. Bow and I will get those uh MLUS out. Mr. Bill, >> first, I love that this has already been our practice. I think it's so important to make sure that our families remain incredibly well informed and
010I've been grateful as a parent to uh be in the know as you all are navigating these moments. Um I see that the law is mandating a reporting within 24 hours as this slide is sharing out. Um do we have an internal sort of SLA of what kind of timeline we want to hold to? I I've never seen you guys come out that slow. It's actually much faster than that is typically your reporting for incidents of this type of nature which thankfully we've had very few. But is there a goal target or is it uh hit the 24 hours or better? Uh so our goal typically is as long as we have the facts and the accurate facts um we we get the the information out. Um so I I would say our our general
011um time of getting information out is typically within the hour of the incident. Um I I can't think of one or two times where it's been out of that. Again, it's it is typically as long as we get gather all the facts and we are we are sure that we have accurate facts, then we communicate. Uh and there have been times where we have communicated twice, right? Where it was like, hey, here's what we know now. Um and sent that out and then as things has changed and evolved, we've come back with, hey, here's an update. Here's what we know now. Um but it is it the timeline is is just that simple. What are the facts? Do we have them accurately? Let's communicate. I think the prioritization of accuracy first and making sure that
012you're communicating that out uh safely is incredibly thoughtful. So, thanks for making that a key priority. >> Yeah. Uh you know, our communications department um is does wonderful in uh in collaboration with all our cabinet and you know, our goal is to always be accurate and correct versus first. >> Uh any other questions? None for me. I would just like to uh state that for any community member that wants to get some more information about the policy that supports this uh law at at the district. We just had uh a thorough discussion on that at the last policy meeting uh within the last hour and I believe is policy number 218.1 I think. Yes 218.1. So um please feel free to uh take a look at that policy to expand your knowledge if you so
013wish. So we have two additional topics >> we do. If you don't mind, I will I will keep moving on to the next one. Uh Mr. Gilmer, next slide. Uh so um want to talk to the committee a little bit about um some mental health supports and within the district and I I think um I've made mention to this in other committee meetings where uh our need for mental health supports is is great, right? And and so it is across the county, across other districts, across the Commonwealth, and certainly across the country. Um and certainly we're we are in the position where where there is great need the the resources uh start to become um not easily available and not readily available. Uh and so one of the things that I uh I am looking
014to do and we have been working together uh as a cabinet team is how can we deploy internal mental health supports? Um recognizing that um our um county and and other um external resources are are certainly um busy and and supporting uh folks. Um and so we recognize that. And so um how can we lessen the burden on them and and try to [snorts] um bring some of these resources in house. So we are uh we have drafted a model um and going to looking to deploy um a demo a demo where we have folks internally um who have necessary and and qualify training to be able to support our students and crisis and also do some follow-up um for students who have experienced a crisis um and are and are coming and are returning
015to the normal everyday uh student life and so what we're looking to do is use some internal resources uh maybe repurpose some folks who have flexibility, right? So certainly not a teacher who has a full uh class load who u if we needed them in the event of a crisis, we would be pulling them away from their students and they we'd have to try to find coverage, right? Because all that would take time. So really looking at who are some people that have flexibility but also have the skill set to be able to support our students in need. And so we've we uh have made some recommendations. Um and so we're going to package that up and and really beta test uh this uh flexibility to be able to have internal resources to be able
016to support our students. The other piece to that is I also identifying there may be times where maybe we need to use uh a contract to for some additional supports. Uh and identifying who are uh some people or organizations that we can contract with uh with maybe using some uh grant dollars uh to be able to support our students uh around mental health. Again, being able to do touch points, follow-ups, or simply have somebody where there is a situation where it's not right, it's not really crystal clear uh around the decision and what we have where um I or the team could be able to phone a friend and say, "Hey, here is what we have. Um here's what I'm thinking. uh please provide me your expertise uh around mental health and directionally which way
017we should be going and how we should be supporting uh this student and what resources should we be putting in place to help support that student. Um, and so hopefully being able to uh beta test this and really see is this something that we can put together long term and add more resources and people uh to a team uh to be able to support our students uh immediately in their time of need. Um and so this is something that we've we've been talking about internally. Uh I will also pause here um and turn it over to our student rep, Grace. Uh Grace and I have had many conversations and Grace is doing some um some work uh on a student advocacy uh end to also try to help support and so Grace I'll turn it
018over you to talk about some of the work that you're doing. >> Yes, thank you Mr. Ron. Um, currently I'm a co-chair in the Montgomery County mental health committee and this has been like a student-led initiative across u Montgomery County where we've gathered few students from many different schools and try to come up with some things that we can help to combat mental health um issues and just generally support students. Um, and this is still mostly in the works, but so far we've come out with a few ideas that um are very feasible and the team kind of wants to start implementing if possible. Um, one of which was to get, you know, college psychology students or students in college looking to be therapists or need clinical hours to come and help mentor and counsel
019um, students in high school under the guidance of, you know, um, certified individuals. But it's a very good way for both students to get more connection and help and support from people more their own age because they are college students. and also at the same time help the college students get some clinical hours. Um and it's a mutual benefit on both sides. Um again the logistics haven't been worked out. This is just an idea thrown around. Another one was one of the um main problems that we kind of identified was you know the stress of high school kind of gets the students and you know parents don't always understand that. So maybe even just like a program for parents to understand um you know what goes on in daily high school students life. That was
020another idea thrown around. Um, again, no logistics have really been worked out yet. We have a meeting next week in I think February 2nd um to work these out specifically and after that they would like to, you know, gain some support around. Those are just a few ideas throw around. >> Thank you for that, Grace. Uh, so um I just want to throw a shout out to Grace. She has been um you know she's a she's a quiet little warrior. um she's been doing some some incredible work um gathering support, peer support and and really uh kind of taking a lead in and getting uh that message that she just delivered to to us here um as a committee um to to help support students from a mental health perspective. So, uh kudos to Grace
021uh for the work that she's doing in that space. So, I'll pause there uh and take any questions that we have uh around mental health support. Mrs. is running. >> Yeah, thank you. Um, thank you so much, Mr. Ran, and thank you, Grace, for doing such a good job. I I second uh the feedback and the kudos from Mr. Ran. And so, I have a couple of questions for Grace, then I have a couple of questions for uh Mr. Ran. So, Grace, you said you are the co-chair of the committee, the McGomery County Mental Health Committee. >> Yes. >> Again, excellent. Thank you so much for taking a a leadership position. Do you as a committee have like um somebody in the mental health business in mental health space is acting as your advisor. >>
022So our advisors right now we have support from the Johnson Center um in Lansdale and we also have a few other organizations backing us. the Chinese, the Gua Chinese School um is another one of our like um adult co-chairs I would say. Um we do have I totally forget I'm like blanking from her name right now. Um but she works with a program who specially trains adults in um a mental health crisis. I like again I'm totally blanking on her name right now. Um but we have a few backings. If you need any of the names feel free to email me. I will get those to you. >> Sure. the mental health first responder training. >> Yes. Yes, that. >> Okay. Okay. Excellent. Yeah. So, I I'm excited about the I'm both excited and if
023I be honest, a little nervous about both recommendations that you had >> the committee, but I am looking forward to seeing, you know, where um the team as a as a as a team of those truly impacted by the mental health crisis that we currently have in the in the country. I'm I'm excited to see where you can go with that. Um my my question for Mr. own. Um, we just had So, you had two thoughts that we're working through, right? You had the the psychiatrist um that we might be able to have on call and then you had the the thought around who do we have in the district already that we can pull on. uh is that both during for both during a crisis, correct? >> Uh yes. So it would be during
024crisis uh but also would be if we need to have uh follow-up um check-ins, right? So um as I mentioned, you know, student experienced a crisis, we work through the crisis, but we need to we want to make sure that we check in um so that we don't repeat the the situation that led us to crisis, right? So how can we keep that student out? Um so that that is the the thought process. Um and you know depending on what the crisis is and bandwidth and and um you know the the how how many of these we're dealing with at one time really will dictate the the capacity of one person or having to reach out to that >> okay >> additional contract. I got it. I got it. I think so. Um, and I
025I love the idea of being able to fund the external resource, which is much needed, potentially being able to fund that through a grant. I think that's also, especially as we are testing out the the model. I think that's a a great idea and I fully support um us looking to do that. And my last question specifically to the psychiatrist is would the thinking also be that they would be able to engage directly with the student? I know when you were talking you said, you know, somebody could call them and and sort of get guidance on how to approach the situation. Would there be some thought to perhaps being able to for that psychiatrist to directly engage the student if the student or parent agrees of course? >> Yeah. So I I think that there
026is there are possibilities um you know certainly an avenue that we we are looking to explore um and and I can um share some final details once we have that >> okay brilliant thank you thank you very much uh Mr. Bell, >> thank you very much. Um, at triple stamp, uh, my love of grace, your leadership in this space and, uh, being able to be a voice and part of this conversation. I think make ensuring that we have student voice in these discussions is so essential. Um, and Mr. Ran, thank you so much for elevating student mental health as part of what makes a safe school. This is really truly at the heart of how we have a great space for our kids to learn um every single day. So really grateful for it and
027I've seen firsthand the impacts that having uh strong resources either from a school psychologist, BCBAS, RBTs can have for kids navigating these um challenging moments coming out uh particularly out of COVID um and making sure that we're providing the right resources and supports. I had two questions. Uh, M. Rudik, you stole two of my really good questions, so thank you. Um, but uh, I had two other follow-up questions just on a sort of technical basis as we think about um, potentially engaging an external partner to support in this work. Um, and I'll sort of give them both to you and let you respond. uh first would be what would be the process to go out and identify who the right partner is for a thirdparty provider to make sure that we're doing that in a
028open and transparent process and making sure that you've got the right resources that uh you and the district leadership needs. Um and then secondly, uh while I triple stamp as well the idea of going out and getting grants to make this viable um as we're testing it out, there aren't many of them right now. Um, and it's uh there's certainly long processes to get that and it sounds like there's an opportunity and a need to test out and really learn from this now. Um, are there spaces where we have financial flexibility now? Maybe this is a question for Miss Hower, but are there spaces where we have financial flexibility currently to be able to test this out uh as we navigate the second half of this year? Yeah. So, the good news is there is
029a grant specifically out right now uh which is uh available to us around school safety and mental health. Um and this certainly meets uh the criteria um to to use the PCC um school safety and mental health grant monies. That's that's actually what the grant is called. Um so, uh I'll answer your question in reverse order. um is uh we we do have the ability to to go after that um right now um and and kind of get this model up and running. Um, in regards to process question, uh, certainly we're you're looking to have folks with the right qualifications, um, right to to be able to work with kids and understand, um, and have all the the certifications and experience, not, you know, just having certifications, but certainly having, uh, the experience, uh, to
030be able to do this type of work. Um, and uh, we say this a lot, uh, and I will continue to say this. Um, we have a very very collaborative team, and I don't I don't have to make those decisions on my own. Uh, and so I've been having those conversations with my colleagues in the student services side, Dr. Kler and Dr. Balden. U, we we had a a meeting about it just yesterday. We had meetings about it previously. Um, so, uh, I'm really leaning on them for the right person, right? The like what are what are the things that that are musthaves, right? And, um, while I I do know a lot about public safety, uh, I am not certainly as in-depth and knowledgeable on the mental health side as they are. Um, but
031collectively and in having these conversations, uh, we certainly will, uh, identify the right partner to to engage in this work with us. All right. Any other questions? >> Yes, Mr. Kaiser. >> You're on mute. >> You're muted. >> Sorry, >> I thought I didn't. Uh, thank you, Grace. That was a excellent summary of what's possible and I'm looking forward to seeing all the logistics as it pans out and I really don't have any questions but I'm I'm looking forward to uh seeing more logistic details like compensation for existing resources things like that but yeah it sounds like an excellent plan and I'm I'm looking forward to seeing more details. Thanks. >> Great. Thank you. I think we can move on to the third topic then. >> Sure. Uh and finally, um there's been some questions
032about kind of like um what has happened since the tableing of the school police officer conversation and um you know, some people are confused about what table means. Is it like done? Is it what what is? So, just thought we we'll share uh some information since the tableabling. Uh and so since that uh the board meeting where the school police officer uh motion was tabled, we've engaged in some student meetings um both with a group of students who um discussed um their uh feedback around the school police officer conversation and also um in discussion with uh some focus groups, superintendent collab group um which uh takes place at every level and all the buildings across the districts of anywhere from 10 to 15 to 20 students um and meet and discuss all kinds of things
033around school, right? Education, uh sense of belonging, what is your experience? Um and the conversation around school police officers and thoughts and feedbacks and and um how you know do you feel safe at school and those things. So, uh conversation with with students uh h has been continuing to happen. It was happening prior to uh and it certainly has been happening since then. And so we will continue to have conversations um and and get student feedback. Um out of that we have also um scheduling a informational session with uh students at the high school and then that will be followed by three different Q&A sessions um that um I will be uh available for and attending uh and I'm sorry that's not three sessions it's three days of sessions um with sessions happening um at
034each one of those lunch periods. So, uh, a number of opportunities and so theformational session will be, um, a a video with Dr. Ber and I really giving the specific details around what was presented to the school board, what is on what was on the table to be voted on. Um, and then the three sessions, uh, the three days of sessions will happen immediately with the first one happening the same day as the video. Uh and the reason why we do that is uh the example I or the illustration I like to use is I'm the type of person when I get information I kind of package all it together and then I need to give my thoughts right then and there. Uh there are other people who they need to sit on it for
035a day or two and so I think by having the three days of sessions we are going to able to uh collectively get uh get all of those the thinkers who think in different ways and need time to process or really need to talk about it right then and there while it's fresh. So, um, having those three days worth of Q&A, um, will be really good. And then finally, we'll we'll come back, um, and and talk to the board about what what was the feedback that we heard and we received. Um, and then the the path from there will will be determined, um, what happens next. Um, so just wanted to share with the community um, kind of where we are. Uh, I know that some folks have said kind of where are things, we've
036heard nothing. It's mum's been the word. Um, so I just kind of wanted to let people know this is where we are um in that sense of that uh board meeting. So uh again we'll we'll pause there and take any questions. Mr. Geyser. >> Yeah. Um I wanted to know if I saw that was uh good about the student uh Q&A and um but is there any staff input or teaching input educator input? >> Yeah. So um we we are working um on a mechanism to kind of officially gather that input. Certainly that staff members have come and spoke to me. I know staff members have spoke to Dr. Bower um you know individually. Um so we we are talking and thinking about how can we um on a larger scale um receive that input
037but uh certainly that is on the table sir. >> All right great thanks >> uh Mrs. Rubnik and then Mr. Bell. >> Um so for the I think my first question was related to what Mr. Kaiser just said so we'll we'll maybe I'll table that on. Um I just wanted to ensure that we would be doing some adequate promotion of these sessions to ensure that you know students from a variety of different spaces. I mean I think it would be great to promote to the cabinet the leaders of the school right the cabinet members for each year um etc. and make sure that we get good representation. Um, of course the idea would have been they would have listened to the video already and they can come with their their questions so that we get
038a true sense that those that feel really engaged in this topic and those that feel um any concern about the topic are able to have the one know we've reached them and then two the opportunity and I love the design the opportunity to engage. So um are we going to be able to do that um share out to the leaders of the school and probably and club club leaders as well? >> Yes. Uh so we will um and then there will be uh advertisements on the morning show uh and there will also be advertisements through the daily announcements. Um so u certainly we will make sure that everybody has um ample enough time. uh you know we don't want to get out too many weeks ahead right because then people forget about it um and
039then they tune the announcement out right because they've heard it for two weeks straight every day um but we will certainly make sure that um the promotional opport orformational opportunities that people are aware uh we are also I did not I failed to mention this um we're also changing the schedule on on that day to make sure that the uh late arrival students are are also a part of theformational video um so that they're not gone, they're not uh you know they don't miss out on that opportunity. So the day of the video we will have a special schedule where the entire student body will be in school and so it will be different from our night zone schedule where there's some flexibility um when people are coming and going. So um that that also
040will happen um as a part of the theformational process. So absolutely we will everybody will have an opportunity um to receive the information and then provide their feedback. >> Okay, brilliant. Thank you. >> Yep. Mr. Bell, >> love the intentionality of getting student input in this manner. Um love that you've already started getting student input and that you're going to really broaden it out uh to make sure that every voice can be heard that way. Um, also, uh, I'm eager to hear the results as you get more information from, uh, staff members, uh, and get that additional feedback. I know you've been doing it, uh, intermittently, and so to be able to sort of formalize that sounds awesome. Um, with these products, theformational video, other key things like that, uh, being produced, are is there
041going to be any avenue where some of that information will also be shared with, uh, parents and guardians, uh, to elicit feedback? um or is this purely only designed for kids and will there be any other avenues to uh elicit family feedback? >> Yeah, so um you know I I think we can certainly make opportunities available um and maybe it's a maybe it's a different format or a different um uh delivery model um for for staff and students. I think um you know maybe some of the thoughts or questions may be that the same between parents and and students or or maybe it's different. Um so you know I certainly think that uh you know we have the ability to to really do kind of whatever we want to do right and make sure that
042those that want to know receive the information and feel like they know um and and make that available. So that is certainly something that uh that is can be made available. Dr. Bower. >> Yes, thank you. Um, just wanted to comment that [clears throat] I appreciate all the questions, everything I've heard. Um, when we did the presentation, we did a presentation at the safe schools committee meeting initially and then um, we did it to for the full board and then after the day after that presentation, we did send an outline and the actual video of the presentation to all of our families. Um, and so one of the things that in the group of kids that we've been engaging and kind of designing this with, they said like, great, our parents got to hear about
043it and see it, but we didn't. Um, fair fair point. Uh, so we've been working with those students as a small group and like Mr. Ran said in our superintendent collaborative where Mr. Ran, Dr. Waters, Dr. Balden and I, we go and we meet with the kids in each of the secondary schools. We've been discussing this with them, but this is going to be uh students help to design the the template here and this is going to be exclusive to the high school for now. Um kind of get that feedback, see what that process is, that engagement. Um we've also had conversations with the leadership of both of our large employee unions um about this and um answered their questions and I feel like that conversation has been super positive. Um and I do think
044they would agree with that. Um, so we will report back certainly no further steps until we just have the opportunity to get all that feedback from the kids. But we also, Mr. Hassler mentioned the other day when he and I were meeting with one student leader in that group um brought up like what about kids who don't have lunches? Some students choose not to take lunch so they can take more classes. So he's going to send an individual email to each of those. It's not a lot of kids who have no lunch. Um, but he's going to reach out to those kids individually, offer opportunities before school, after school, uh, night zone. So, we're going to try to triangulate night zone, uh, before school, after school, lunches to give all kids the opportunity to provide
045some feedback and just ask questions. I think kids just want to understand. So, >> thank you, Mr. >> Thank you. Any other questions? All right, seeing none, Mrs. Rnik. Yeah, you >> I am seeing none. Thank you very much, Mr. Rome. Mr. Gilmore, do we have anyone in the community for u public comments? >> We do have one person in the audience. I'm looking for the hand to raise. So, if you'd like to make public comment, go ahead and raise your hand. I do not see a hand being raised. So, we do have one member in the audience, but no hand raised. >> Okay. So, I do not have to read the lengthy public comment statement. >> I'm going to count it down. Here we go. Five, four, three, two, one. I see no hands
046raised. >> Okay. >> Excellent. Thank you. It's the first time for everything. Um, so we have no actions being moved to work session. Um, and the next day school meeting will be on February 24th at the same time in a virtual format. If we have nothing else, I will be looking for the meeting to be adjourned. Do I have a motion? >> Just real quick, do we have a student report, Grace? >> Oh, I'm so sorry, Grace. So, Grace did report already, but if she has other information. >> No, not as of now. >> Great. Sorry about that, Grace. Thank you, Dr. Baile, for catching that. Um, can I move to adjoin the me meeting? >> So moved. >> Great. Thank you very much. Thank you everybody. Have a good night. >> Thanks everyone. >>
047So much. Thank you.