Good afternoon, everybody.
I'd like to call the February 14 Curriculum Council meeting to order,
which and as we begin, I think we'll just start with Roll Call.
And what I'll do is I'll ask those members in the room
just around the state, your name and just remind us.
And then once we do that, we'll move to.
Our Zoom.
In. I'll start.
I'm Dr.
Shuman, assistant to the superintendent for curriculum Instruction and Assessment.
Kathy Secker, Board Member.
Donna Cronin Board Member.
Macy Landry,
Director of Professional Learning and Innovation.
Working Students and Great Teachers.
Stacy Winslow, Superintendent.
Reporting to the deadliest type of shooting.
Ever.
Okay, Now we'll move to our online participants.
And let's just I'm just going to call your name.
And if you're here, please just say hello and tell us what your role is.
So we'll start with Laura Alexander.
Hi, Laura Alexander, third grade teacher.
Lauren Doyle.
Mrs. Funk.
I am Jenna Funk.
I'm the elementary principal.
Chelsea Gavin.
Anna Goebel.
Hanna Goma.
Christine Hicks.
Hi. Christine Hicks.
Fifth grade teacher.
Jessica, injury. Or.
Just contrary health and fears out at the high.
School.
Mr. Greg knows.
Greg knows.
Spanish middle school.
Lindsey Cook.
Citizen Advisor.
Jerilyn Lerer.
Son Mullins.
I see her on the webinar.
Okay.
So she might have stepped away.
Thank you.
I'm muting right now.
Son, are you there?
Brings us to Mrs.
Stein.
Mrs. Stephen Miller.
Mrs. Taylor Stuckey.
Sherry Stuckey.
English Department Chair.
Mr. Eric Valentine.
Lisa Wang.
Lisa One student, Representative.
And Mr.
Yeagley.
Jordan Bagley.
Citizen Advisor and Friend Violence Type her and she's present in the chat.
Okay.
Thank you.
All right, so
now we'll move on to the next item on the agenda,
which is just a selection of school board
member chairs for
curriculum council.
Since we have a couple new board members on our committee and actually
a lot of our committees have restructured since the recent election.
We need to select committee chair for curriculum Council.
So at this point,
I'd just like to ask our board members if anyone would like to make a nomination
for committee chair for curriculum Council moving forward.
No, she's not.
She's not here.
I don't mind.
That's fine.
Are you sure?
Anything.
Finance. Oh, yeah.
You got something to do?
I'm fine with that.
I nominate Donna Cronan.
Any other nominations from the group
hearing? None.
I'd like to see.
Well, we already got a second.
So would someone like to make a motion for Donna to be
a curriculum council chair moving forward?
So moved
all in favor?
I, I, I
opposed.
Okay,
So then the next item on the agenda
is review of summary notes and the notes posted there from the last meeting.
We don't actually usually go through
and approve those minutes, so they're just posted for review
and then under informational.
We don't have anything this month and under items for discussion.
We don't currently have anything really.
The lone item on the agenda is presentation around
a math program for the middle school for our pre-algebra courses.
So Mr.
Dave Cavic, who is serving as our department chair,
is joining us today and he's going to join me in that presentation.
We're just going to go through
what the rationale and process has been to get us to this point
and then talk about where we're at and what it looks like
if we make a switch in terms of cost and who it's going to impact
and all of those elements.
So I'm going to move to the podium and Dave is going to join me and we're
just going to work through that and then we'll take questions.
Okay.
So we're going to start today
just by a little overview of what we're going to talk about on Dr.
Wenzel.
If you could move on to
our presentation today should be short, but
Dave and I are going to go through talking about what the rationale is
for making a change to our middle school pre-algebra classes and
and why we decided to go potentially with Carnegie learning.
We'll talk about that whole process and what was involved in us
getting to this point to bring it to curriculum council for consideration.
Dave is going to talk a little bit more specifically about how they this year
piloted one unit of Carnegie Learning and their software tool Mafia
as part of what the middle school teachers did.
We'll talk about the key components of the program, the instructional approach
and why we're suggesting that we look to that.
Then I will move into professional learning and support in terms of
if we make a decision to go with this program,
what it's going to look like for the teachers over the summer
and as we roll into next school year
and roll this out to a lot of our middle school students
and then the
timeline of the whole process and cost and length of the agreement
will be discussed.
So Hersey Middle School has utilized
college preparatory math since 1999.
I mean, for my entire 15 years at the middle school,
that's what we've been doing.
It has served us well.
And it's gone over, gone through several different
iterations and updates, you know, during that time.
But the latest update, however, core connections, which we've been using
since the last time we had a chance to review
our math resources
doesn't align well with standards.
So the teachers are constantly
having to supplement and add things in.
And when we when we customize support for kids and use technology resources,
it ends up being something like Khan Academy,
which the teachers fine tuned based on the data that they're seeing
and where the kids are at.
But it's not always a good match.
In other words, like what the kids are experiencing in in Khan as a support
or extra practice might be teaching them a concept in a different way
than it's presented in the book, which which can create a disconnect.
And I think they will talk a little bit more about that
when we get to that point. So
really, it was time to review our resources
because our agreement with CPM was up again
and for our pre-algebra classes or the core connection courses,
it was time to either sign on with them or look at other options.
And every time we get to this point where the contract comes up, we review
what's out there, and this time we think we found something that is better.
And actually Dave Yingst,
our former department chair and math coach, led this process for
the last year and a half, but has stepped away to
other opportunities at Milton Hershey School.
So I kind of stepped in and took his role in explaining this process to everybody.
So we began this process in the spring of 2019.
We had a subcommittee of math teachers who explored ten highly rated programs.
So what they did was they checked online for reviews
for pre-algebra programs at the middle school level,
and they picked the
top ten and went through a process of narrowing that down.
And the two that came out
really as the leader of the pack were the one
that we were using CPM and also Carnegie learning.
So the focus of that and looking at them, the teachers looked at usability
alignment to the standards and rigor
and in the 2122 school school year or this school year,
our teachers actually piloted one unit of Carnegie Learning.
Carnegie was able to allow us to pilot
one unit and utilize their software tool.
Matthew Which kind of
is customizable to where the kids are at and based on what we're seeing with
their performance on formative assessment, the teachers have a lot of flexibility
as to how they align that resource to be right where the kids are working at it,
sort of meet them where they're at, so to speak. So
in the fall of 2021,
our teachers
completed an extensive survey, the whole department on the pros and cons
and the elements of of the two programs that we were looking at.
And the department voted to go with Carnegie in November.
And then of course, they've moved into his new role.
And I stepped in then to work with the other day
having to to bring this information to you guys today. So
I think this is the part that
Dave is going to
step in and talk a little bit about what what
that pilot looked like and why the teachers decided to potentially.
Make the switch. Good afternoon.
And we back in the fall.
Each sees the sixth grade, seventh grade, eighth grade odd
picked a unit out of the textbook that we would be using.
And then we went through that whole unit,
saw how Carnegie Learning
structured their lessons, got to use the materials
went through with the students.
We had a good from the sixth and seventh and eighth grade.
We all felt it was a good experience for us and for our students.
The math portion is really
what's new and the students,
we get to set up these workspaces
and Matthew has them set up per unit.
And for us it's been a little bit more of a challenge because we're trying to do
a curriculum with math here.
So so we've had to sort of
mesh those as best we can.
But but once we get the Carnegie Learning, if we get to that point,
then that'll work much better for us.
But we find the Mafia to be really nice.
I'm sorry, what is the math here again? I'm sorry.
The math is a computer program. I'm sorry.
I should have explained it. That supports
the learning that's going on in the textbook for CPM.
No, this is for Carnegie.
Oh, Carnegie. Okay, Sorry. Gotcha.
So it supports it.
They have these workspaces.
Carnegie Learning has developed these workspaces.
I jump in, Mr.
Cavic, real quick to explain that piece.
So when we were looking for
knowing that math was one of the places that software in particular
with hybrid learning and the students with some of the inconsistencies,
we were really looking for supplemental programing
to help the teachers not have to reinvent the wheel.
And knowing that we were investigating Carnegie already,
we went with the Mafia program.
So we used some of our Esser Learning loss funds to purchase Mafia for this year.
So the teachers have had it for the whole entire year to work with.
It's not a perfect match to their current lessons just because it's
a different program, but they've been able to use math of the whole entire year.
So that's that's where that comes from.
You may have it may sound familiar because we brought it to you
in the spring to purchase through that, but that's, that's how we purchased that.
Sorry.
That's fine.
So Matthew provides individual practice
with the concepts depending upon a student's performance.
As students work through the workspaces,
their progress is monitored and the work is adjusted.
So if they're showing mastery, then it cuts.
Then Mafia will cut back on the problems.
If they're struggling, then Mafia will continue
to give them problems that to to increase their level of understanding.
The nice thing is for us as teachers, mafia has this component
called Live Lab where we can just watch what the students are doing.
And if the students are on track, if they're like in a green,
if they're struggling a little bit, it'll give us a message to say, You might
want to go look at this student, go help them out, or if they're off task.
It also tells us that so we can go over and tell the students that you got to get
back on Mafia and working.
Then another nice
thing is that the reports we do get these reports,
they can be about the whole group
or they can be about a student and we can see the progress of the student.
We can see how many hints that they used
because that is one way that mafia
determines the progress of a student, not only their right and wrong,
but also how many hints they used and how long they took in a workspace.
So an excellent.
Okay.
So the key components of the Carnegie Learning are the textbook
and the Mafia in the textbook.
I personally I know it looks really big
and it is going to be really big for the students.
They're going to need like a two inch binder or something like that to put that in.
But the
nice thing is everything is in there for them.
Like they do not have to have a notebook.
All the resource pages
they can take notes in there.
Everything that they need to go through a lesson is in that book.
So for the students, all they have to do is make sure they bring that textbook.
Hopefully that won't be a challenge, but if they do not
bring the textbook, we do have an e-book option online
where you didn't bring your textbook today, you can go to the e-books.
Now, another nice thing is that the units are designed
and they build upon each other as we've been going through this,
at least in our PRC, we're starting to notice, Oh, okay.
They did this in unit one.
Now they've brought that back into unit two.
So the spiraling is there that we're used to from the CPM,
and we think that the coverage for the concepts is well developed and thorough.
And again, that mafia piece comes in to help support the students.
And what mafia or what Carnegie Learning
suggests is a 6040.
So on a three day or excuse me, a five day week, three days of textbook
and two days of Matthew.
And as a department, we feel the Carnegie lesson design is solid.
The lessons present the material using a variety of learning styles,
but learning activities utilize a combination of hands on activities
as well as the more traditional visual learning.
We also, the students also have an opportunity
to work together through the concepts.
The concepts are developed with real world activities, which is nice
because as you go through, like every problem has something to do
with something outside of the school, which is nice.
And then the students,
if they are an interpersonal learner, they get to work with someone else.
If they are interpersonal learner,
there is reflection on visual learners, hands on learners.
A lot of different learning styles are covered
and what we really like is that
students are asked to write their thoughts
and also to share their thoughts, which is a big thing
for the National Council of Teacher Mathematics
to be able to share your thoughts, to be able to speak mathematically,
explain your process is a big push and they are asked to do that
on the essays and on the Keystone exams.
We often and we also feel
that again, the Mafia component is going to be huge
because that just gives them a second chance to look at the material
and hopefully to enhance their understanding.
Thank you.
Mr. Cavic
So one of the other
big influencers in us selecting this program is the support
that they provide for you to make the transition.
There are each teacher will get a teacher's
inflammation implementation guide so the kids get one giant book.
The teachers get two for each course that they teach.
Along with that,
there is online learning day or onsite learning days provided over the summer,
Carnegie's instructors and coaches will come here
and work with our entire middle school math department,
and I believe we're also looking to include our technology coach
because of the Mafia support piece and and also our math coaches.
Should we have one in place by that time?
So anyway, they'll work with those 11 people
for three days here in the summer, which our teachers kind of have
a little bit of a leg up on that process because they've already piloted
one chapter of the textbook and utilized the Mafia component for the whole year. So
the training should be we
should be pretty productive because a lot of the introductory pieces
we've already done, so we'll be able to go a little bit deeper.
Along with that.
They provide online job embedded coaching where they will send their
instructional coaches back out here
to work with our department three days during the year.
Well, they'll they'll come in,
they'll meet with teachers, they'll observe teachers,
they'll have a follow up conference with the teachers
about what they're seeing, how they're implementing the tools in the classroom.
And they'll do that three times throughout the year,
once in the fall, once in the winter, and once in the spring.
We also get access to my pal plus essential,
which is basically an online professional learning library
that Carnegie Learning supports and provides.
We will have
professional learning, virtual consulting and coaching meetings.
So online coaching meetings, I believe we get 12 of those to use.
However, we see fit throughout the year so that their say
our sixth grade math department has a specific question.
They can meet with a coach from from Carnegie about a topic of their choice
throughout the year as we move through the implementation process.
And then there's also a three day intensive training academy
that we can choose to send our department
chair or math coach to also prior to the start of the year. So
that's a big thing for me.
That's a lot.
But it is critically important when you're rolling out a new program
that you take the time to to actually do it right
rather than just take the program, throw it in there and hope for the best.
I think
this organization really supports you through that process,
and I think that's key. So
moving on, what the timeline would look like
if we we get approval from the group today,
the math program would go on to a second read a month from now.
And then after that, it would go to the board for full approval
and we'd be looking at probably purchasing it in April.
Materials would be received by the end of the school year,
which is nice because that gives our teachers time
to actually look through and work with all of this stuff before we do
the training sessions in the summer.
And then we would implement next year for the pre
algebra classes in the middle school. So
that would be
both of the sixth grade
courses which are currently CC one and 1.5,
but CC two and 2.5 at the seventh grade level
and then CC three classes in eighth grade
which the CC comes from core connections, which is part of the CPM program.
So we might be changing that, but those are the courses that this would
and the next one please.
So this agreement spans six years.
It includes a six year supply of the math book.
I believe it's 550 of them to be exact,
if my member memory serves me correctly,
a six year license for the math software for 550 students.
And that's consistent with what our numbers are in those courses.
Currently,
the initial onsite training, the teacher implementation implementation guide,
the job embedded coaching, the virtual consultation
and coaching and the essential learning network component
of the company. So
if we could go on one more.
That's not cooperating, maybe it throws.
Okay, So
all of this for a six year agreement is the quote that I receive,
which is good until the end of March is $150,553
and that equates to about 3486,
I think, per student per book.
And the actual quote is attached to the curriculum council
agenda.
Also, the textbook approval form is attached to the agenda as well
and the materials we'll have out here for review. So
at this point, I think we'll open it up to two questions.
And if you guys have questions, Dave and I will try to do our best to answer this.
The second is have a couple of questions.
What is the copyright date on these?
Like when one of the books published?
I don't know. I'll have to.
Because it has
if you're going to buy a six year supply if they've been they were written
six years ago, you're going to we're going to be 12 years out.
Which is I think it's important.
Copyright 2022.
Oh, that's awesome.
So Copyright 2022 and then you get a six year supply.
So I'm assuming it's the same book every year.
They don't give you an updated book every year.
At this point.
It would be the same book
unless they make adjustments to the program that we purchased.
They also have an e-book, which right now is nothing
more than a PDF version of the book that we currently have.
They're working on developing an interactive e-book,
which will have an option to get when that becomes available.
But the rep said that it's still in production
and he's not comfortable selling that to us at this point.
So we get what they have currently,
which is the electronic digital version of that and the actual print book.
And then my other question is,
since there are real world examples,
do you know if you took a look at the images or examples with the gender
and culture race like inclusivity and diversity lens,
do we know that it's inclusive of all people in the book or
and you may not have, but I'm just curious if that was a conversation at all.
I have not looked at it from that lens or from that perspective,
but it's something we can certainly explore.
Do you think we could pass a couple other books down now?
Sure.
Actually, there's three of this.
Thank you
for. The good exercise. Now.
So, Aaron, this is Donna Cronan.
So so this actually reminds me of the elementary books that were bigger,
but that the students fall in one, that they could do all their work right in it.
So that's the concept here.
Everything is done in this book.
Yeah, everything is done in the book, unless it's like practice in the work
through mafia that would be customized to to where they're at and that's one thing.
One of the things that I know in talking with Dave about
he feels like is a real benefit.
I don't want to speak for you, Dave, but I will a little bit
because for middle school
kids, having everything in one spot
is helpful because when we're talking about shoving things in and out of binders
or having to do some of it online and some of it on paper and knowing
which way you're supposed to do, what, it just further complicates everything.
So because we did have some consideration
or some discussions around, do we want to go with a print book
when we're doing so many other things electronically?
But the feeling was that this will make it like it will help the kids
focus and and keep everything organized.
It's all going to be in one place.
And then my
follow up is how many different versions are there?
Will it will it align with the previous CC one CC, 1.5?
Like, will there be two different courses
for sixth grade the based on their math placement?
That's a good question.
So we we've worked through that in the previous weeks with
the rep from Carnegie Math because that's
one of the things that's always been a challenge for us at Derry Township.
Our kids move through math
at a much accelerate rate compared to a lot of districts.
So what you find is this program is specifically built for kids
to take one year.
We'll basically go
through three years of pre-algebra and we have kids who go through one year
pre-algebra, two years of pre-algebra, three years of pre-algebra.
But they
there is a structure for how you can accomplish that
using a combination of the print book and the online access
to the digital textbooks so that those accelerated courses
the teachers can use elements from different programs,
which gives us the flexibility, flexibility that we need
to be able to do, like our 1.5 class
or 2.5 class because we can pull chapters
and use the electronic piece for those components.
So it does give us a lot of flexibility
because you're right, we couldn't if we had to buy two and three books
for kids to accelerate through, of course, like that's not feasible, right?
So of course, one would be for sixth graders
who may then take algebra and seventh grade
course, two would be for the seventh graders
who are still in that, who may take algebra in eighth grade.
And then, of course, three is for eighth graders
who will be taking algebra in ninth grade. Yeah.
So one book per great or per.
And you also have the course in seventh grade
for kids who are in their second year of pre-algebra
that will probably be on track to take algebra in ninth grade also.
So it allows us to cover all of those different.
Three courses instead of six or five.
Yeah. Okay, good.
And then the 150,000, is that per year or for the six year contract?
That's for the the six year contract.
I think it equates to about $50,000 in the first year
because of all of all of the sources, initial resources
and the training and getting things off the ground.
And then I think the cost is about $20,000 for the consumable book
for each additional year.
Okay. So each year we get the whole set of books.
Okay, good. Thank you.
I have
to say.
And I don't know if I mentioned that, but I should have we're hoping
to use our their funds to allow us to purchase
this during this year,
like I said, so that it won't have any impact on next year's budget
because the money will come out of those funds and we'll do that this year
and then it'll put it in the hands of the teachers,
even probably prior to the end of the school year.
And I just done a quote and again, I assume that I forget
what's in the elementary school,
but I assume the fifth or sixth grade bridge will be,
you know, a fine bridge between whatever they're using there and here.
Yeah, they're currently using everyday math.
Which. Okay.
Which is I mean, something that will be up for review too, in the coming years. So.
So but yeah, it should it will work just as good as what we're currently doing.
This is Stacy Winslow, the
as we looked at some of the restrictions around
how to use Esser funds in particular for learning loss
and knowing that there needed to be a mathematics focus for some of them.
And since math was already up for a materials review
anyhow, we're looking to take advantage of
of the grant and I wrote the grants
so that we would be able to purchase
programing for the middle school and then for the elementary next,
probably looking at piloting like working through the process
at the middle school just worked through that has started at the elementary.
So what the middle school started in 2019 before we knew there were going to be.
Esser Grants
now has begun at the elementary school with hopefully a recommendation
being able to come to you at this time next year for that elementary programing.
Excellent.
And then one final question.
So the each of the classrooms,
I assume they all did different chapters, so they got a good wide
vantage point or do they all do one chapter, the same chapter?
I think each grade level plus selected which chapter they all wanted to do.
How we did. Yes. See,
each grade
did one chapter out of every book or what? One.
One chapter out of their book. Perfect. Okay.
So we did transformations out of the eighth grade book.
Seventh grade did integer operations, and I'm
not exactly sure what sixth grade did, but what we all chose one unit.
Out of the box. Right.
Thank you.
Looks good.
I like it.
Any other questions?
I just did a quick look
for inclusivity and diversity, and I think it looks good.
There's no images of any there's no pictures, but there's just names.
And it seems like it's a pretty wide variety
of names and people and gender
and different like things that they do, like an athletic director.
Just curious because it's just what I do at my job too.
So I think it looks fine. Yeah. Yeah.
Thank you. Thank you for bringing it up.
It's not.
Only have I have one.
Six grade.
So I'm sorry too.
So this is a similar question just before.
So now, when kids are in sixth grade math, if they're in sixth grade math and not,
I guess they would all be in sixth grade math.
They're all going to be taking the same course one
and then the teacher won't comment
based on the needs of the class or will there be some classes that are.
Yeah, if you're in sixth grade math, you'll be taking course one
if you're in sixth grade affectionately, our accelerated class, the 1.5 course
that looks like most of the sixth grade textbook and a few chapters
swapped out with the seventh grade textbook
to kind of bridge that gap and bring them to the next level.
And it's the same
thing for the 2.5 class in seventh grade.
It's most of the seventh textbook mixed in with some units from the eighth grade
book in preparation to get the kids ready for algebra in eighth grade.
So in essence, there will be a group in sixth and seventh grade that will be
a 1.5 or 2.5 group that will be able to move faster. Yes.
Okay. Yeah.
And they'll just be using a blend of the of the two books,
some actually in the paper copy
and then some through the electronic
and the e-book, which we can either
we could reproduce the e-book or they could just use the online version.
Either way, we have the ability to do whatever the teachers think will work
best for the kids. Gotcha. Thank you.
So for this, we need to mention why I want to say thank you.
I think this looks really exciting.
Yeah, we're really excited about it too.
I think CPMs has been good for us, but there is a lot of the work,
a lot of work that the teachers have to do to kind of fill gaps
constantly and a lot of the resources that they find to do
that doesn't match perfectly with the way the program is designed.
So having the technology resource match with the actual textbook
will be good, I think, for our kids in terms of like
making the consistency will help as they move through the program.
And I appreciate the research done to get us to this point.
And for $150,000 for six years and I've seen other proposals
come through, it doesn't seem like a lot. So.
Mm hmm. And, you know, for for this type of a.
Yeah, because
we're we're talking about two thirds of our middle school kids, right?
Using this program for for most of their math and middle school.
Right.
I think the other piece that I really like about this is programing.
When we went to the current edition of CPM that we have,
it was aligned with Common Core standards.
And as we all know, Pennsylvania didn't adopt Common Core standards as is.
They made them Pennsylvania Common Core standards
because you had to keep it a little complex.
So while it's really good mathematics,
it's not a perfect match where Carnegie Learning
is a Pennsylvania program, it's coming out of Carnegie University.
And so it's far more aligned with what Pennsylvania is doing.
And I still maintains a lot of the great
concepts of collaboration and
expressing your thinking and
perseverance that we love in CPM, but it's far better aligned.
And the supplemental piece is right part of the program
instead of the teachers having to find their own.
Yeah, that's what I was going to ask you, if it was from Carnegie
Mellon in Pittsburgh, and I see the address is Pittsburgh.
Yeah, that's that's really awesome.
And I do love that they have it all.
Everything in one and a place to write and the online so it's
they still can do the pen and paper paid paper pencil
and paper work and have the complement for the blended learning.
But the online feature.
Yeah,
yeah.
I think that's part of the reason
the book is so big because they do build in like there's
a lot of space for kids to write, make notes, There's a lot of whitespace.
Yeah.
So if we don't have any further questions,
just real quickly, we do have a couple of new board members
on our committee.
The way this works is after
if we will ask for a motion to move this to this, the first read
step in the process, which means that that's initial approval, where it will be
basically it'll stay on the agenda for a month.
The materials will be posted out here publicly
for people to review if they'd like to come in and review them.
And then we'll revisit
the Carnegie Math program at our next month's meeting.
And should it get a second approval,
then it will move on to the full board recommendation to the full board
after that.
So the whole process takes probably about six weeks,
which we're just
initializing today, if we can get a motion.
So I'll ask the the group if we can get a motion to move.
Carnegie learning on to the first read step in the process.
So moved Cathy Shaker second, Donna Cronan.
All those in favor I
any opposed.
Okay, so Carnegie passes on
in the first step of the process and it will remain on our agenda.
It will be there under old business next time
and we'll pick it up for a second review.
Any further questions?
And if it if it passes at that point, we'll move on to the full board.
So that brings us to public comment.
Do we have anybody for public comment online?
Just at
37? Right.
Okay. So hearing none.
And that brings us to our next meeting in March.
It'll be
March 14th at 4 p.m..
And at this point we'll just ask for a motion to adjourn.
So moved Cathy Seger second.
Donna Cronan All right, meeting adjourned.
Thank you, everybody.
Have a great evening. Happy Valentine's Day.
Thank you. Thank you.