WEBVTT 1 00:08:10.600 --> 00:08:11.470 Like what 2 00:08:17.500 --> 00:08:28.469 Fotric-Thermal: schedule example that I've got was the one that was passed around um, and 3 00:08:28.750 --> 00:08:34.340 Fotric-Thermal: i'm pretty sure that we're safe 4 00:08:34.480 --> 00:08:40.080 Fotric-Thermal: If there's anything you want to talk about further, but I think in terms of compliance. Okay, 5 00:08:40.090 --> 00:08:59.899 Fotric-Thermal: this is like a Hey, Serie, remind me in a year to review this. Can you put on the agenda like next year in the summer, or something so like? Go back and let's Let's take a quick revisit, and maybe it doesn't have to be long at all. But it would be good to see after. So the dust to settle, to see what other schools are, or what language of the schools are using for their 6 00:08:59.910 --> 00:09:00.760 um. 7 00:09:06.930 --> 00:09:10.049 Fotric-Thermal: We may need to touch that or something. 8 00:09:24.500 --> 00:09:34.430 Fotric-Thermal: It wasn't. We met with the auditors. Um! Everything with the audit was in line. There were no issues that were product. Um, 9 00:09:37.790 --> 00:09:43.060 Fotric-Thermal: it was um the transfer. So 10 00:09:43.290 --> 00:09:51.330 Fotric-Thermal: um for things telling us that. Um, it sounds like the schools um main bank account that's being used is 11 00:09:51.600 --> 00:10:06.249 Fotric-Thermal: uh It's been tight for a little while now. So um! We approved the transfer of uh five hundred thousand dollars from the to the main bank account, and we also um 12 00:10:07.100 --> 00:10:08.630 Fotric-Thermal: that it was probably 13 00:10:09.100 --> 00:10:12.970 Fotric-Thermal: good practice for us to have a 14 00:10:13.780 --> 00:10:14.869 Fotric-Thermal: um 15 00:10:14.900 --> 00:10:19.669 Fotric-Thermal: just in case there is an issue with what um, 16 00:10:20.030 --> 00:10:23.290 Fotric-Thermal: you know, they'll be scared of me. 17 00:10:28.670 --> 00:10:36.900 Fotric-Thermal: Was there any penalty for transferring that money from the investment? 18 00:10:36.910 --> 00:10:50.889 Fotric-Thermal: Okay, we have a lot of cash on our our balance sheet, right? Does that exist at in the account that you're talking about the investment account, or what does that exist? Yeah, most of it's in the investment account. It's not in the the main account, like the typing or whatever. So 19 00:10:57.020 --> 00:11:06.730 Fotric-Thermal: So yeah, there's you know. Obviously there's 20 00:11:06.770 --> 00:11:10.779 Fotric-Thermal: in another account. 21 00:11:27.630 --> 00:11:36.509 Fotric-Thermal: There are some other confidence that we're probably like something like that to actually show, or something in that account. 22 00:11:47.920 --> 00:11:57.109 Fotric-Thermal: It would. It would be something that would come up in an audit. I mean they were there When we talk about the transfer. 23 00:12:02.120 --> 00:12:10.449 Fotric-Thermal: I think the two five is still plenty uh yeah. So I don't think it's. You know we're going to be in violation of that. But what that threshold is. 24 00:12:12.180 --> 00:12:14.609 Fotric-Thermal: Um, anyone have any questions. 25 00:12:21.120 --> 00:12:25.789 Fotric-Thermal: It's with that I will definitely approve the financial. For uh, 26 00:12:28.830 --> 00:12:29.870 Fotric-Thermal: okay, 27 00:12:30.110 --> 00:12:31.150 Fotric-Thermal: I 28 00:12:32.300 --> 00:12:44.979 Fotric-Thermal: We need to talk about any other results. Um, The auditors were on, you know clean, clean opinion on all of our audits, including the um single audit. 29 00:12:47.850 --> 00:12:49.840 Fotric-Thermal: But um! 30 00:12:51.480 --> 00:12:58.570 Fotric-Thermal: It's like an additional set of auto procedures that they have to do once you get above seven hundred and fifty thousand up. 31 00:12:58.730 --> 00:13:00.850 Fotric-Thermal: Um. 32 00:13:00.910 --> 00:13:09.089 Fotric-Thermal: So because of that, you're required to uh do something a lot, it and then that's in addition to the normal like 33 00:13:09.500 --> 00:13:10.380 Fotric-Thermal: um, 34 00:13:10.530 --> 00:13:14.320 Fotric-Thermal: and that this has no issues on all of their audits. Um, 35 00:13:14.340 --> 00:13:17.900 Fotric-Thermal: just there in the final stage, and then it should be 36 00:13:17.970 --> 00:13:21.729 Fotric-Thermal: uh should be done shortly. I can step you on the 37 00:13:28.170 --> 00:13:29.120 Fotric-Thermal: um. 38 00:13:42.120 --> 00:13:43.229 Fotric-Thermal: I don't know 39 00:13:54.190 --> 00:13:57.180 It's pretty quiet, 40 00:13:57.270 --> 00:13:58.390 Fotric-Thermal: I think you just, 41 00:13:58.420 --> 00:14:07.340 Fotric-Thermal: and in cases as they come in typically, and we just are just supporting it. 42 00:14:07.740 --> 00:14:09.159 Fotric-Thermal: But it's been pretty. 43 00:14:09.430 --> 00:14:11.249 Fotric-Thermal: It's pretty mile safety 44 00:14:16.640 --> 00:14:36.499 Fotric-Thermal: all the like kind of surplus uh test that we had. Did we end up giving those out, or are they? We still just have that surplus? Next to we're getting about, and we're also giving them to the community as well 45 00:14:47.360 --> 00:14:49.060 Fotric-Thermal: on the agenda. 46 00:14:51.240 --> 00:14:52.469 Fotric-Thermal: It's for you, 47 00:14:53.420 --> 00:14:55.069 Fotric-Thermal: Department of Health for us, 48 00:14:56.050 --> 00:15:04.890 Fotric-Thermal: you that's me to percent on the agenda. You said you once have a bit of a chat about this just this month, so there it is, 49 00:15:12.010 --> 00:15:14.799 Fotric-Thermal: continuing the conversation. But I don't know that we have 50 00:15:15.490 --> 00:15:20.430 Fotric-Thermal: any other actions to like. What is it a requirement to have a Department of Health 51 00:15:25.820 --> 00:15:28.719 Fotric-Thermal: General? By and large they have their hands tied with our. 52 00:15:28.890 --> 00:15:37.820 Fotric-Thermal: I think the general opinion is more uh motivated by litigious things than by uh the health of our sellers. 53 00:15:38.580 --> 00:15:49.240 Fotric-Thermal: Do they have a job, prescription or something? They must. Maybe we could get hold of that, because I've seen, you know. I suppose nurses are much more, 54 00:15:49.480 --> 00:15:55.329 Fotric-Thermal: and I've worked in school based Health Center, where they also have a Department of Health, and then this is very helpful. 55 00:15:55.530 --> 00:16:00.099 Fotric-Thermal: So I I was really surprised when you said that 56 00:16:00.710 --> 00:16:08.210 Fotric-Thermal: that's correct, 57 00:16:09.000 --> 00:16:14.670 Fotric-Thermal: but it, you know any medical professional. There was an emergency that would run to the first. 58 00:16:14.990 --> 00:16:21.199 Fotric-Thermal: It it's just you know It's a terrible job. No, no, I mean I don't 59 00:16:21.620 --> 00:16:28.699 Fotric-Thermal: the building. I used to work in the school behind the 60 00:16:29.240 --> 00:16:36.789 Fotric-Thermal: also been in situations that they're just like I'm going to be all I noticed for my experience, and they said both, please, I mean for that. 61 00:16:37.790 --> 00:16:49.400 Fotric-Thermal: So I mean, there's a lot of factors like with the Department of 62 00:16:49.630 --> 00:16:57.499 Fotric-Thermal: I don't know, like the background. So they sometimes come with from the baggage. 63 00:16:58.660 --> 00:17:02.970 Fotric-Thermal: What happened? I'm sorry. 64 00:17:03.870 --> 00:17:20.950 Fotric-Thermal: I think it was around Covid right? And if someone asked like how it's the nurse and Mommy Covid: Yeah, that's how we got there. Yeah, it wasn't that anything happened in particular. It was just as we sort of started talking about it. We were discussing patient, but ours have some role in 65 00:17:21.530 --> 00:17:28.060 Fotric-Thermal: what we do about clipping, and then we start to doubt this traffic, all of them. Well, no, actually the there's a 66 00:17:30.250 --> 00:17:34.829 Fotric-Thermal: but I' to emergency in schools, and it's a permanent house here. 67 00:17:37.260 --> 00:17:38.949 Fotric-Thermal: So you know, there's no 68 00:17:39.330 --> 00:17:41.450 Fotric-Thermal: I didn't know that that was a question. 69 00:17:41.610 --> 00:17:42.860 Fotric-Thermal: So 70 00:17:47.950 --> 00:17:52.789 Fotric-Thermal: there we see that, like. Where is this? Like the city wide like? 71 00:17:53.340 --> 00:17:55.280 Fotric-Thermal: I don't understand it as 72 00:17:55.730 --> 00:17:57.509 that's their speech. 73 00:17:57.720 --> 00:18:02.309 Fotric-Thermal: You have to be there for them to be able to provide. So this one's your outside 74 00:18:02.620 --> 00:18:03.830 Fotric-Thermal: office. 75 00:18:04.480 --> 00:18:20.439 Fotric-Thermal: This is not my school nurse. It's like 76 00:18:20.490 --> 00:18:22.799 Fotric-Thermal: apparently outside of that, 77 00:18:48.810 --> 00:18:51.309 Fotric-Thermal: but it is, I think 78 00:18:56.520 --> 00:19:00.260 Fotric-Thermal: that would be opening account of marks to say like, Oh, well, should we bring that 79 00:19:00.400 --> 00:19:01.749 Fotric-Thermal: an external? 80 00:19:03.560 --> 00:19:11.900 Fotric-Thermal: It's really bad. I can contact the supervisor, 81 00:19:12.350 --> 00:19:14.700 Fotric-Thermal: but of the time they may. I have someone. 82 00:19:20.890 --> 00:19:32.850 Fotric-Thermal: Let me just take you back. So it's It's at least the same person I've been like. How often it's you to move a person out. They have a new person every day. Right? 83 00:19:32.870 --> 00:19:34.140 Fotric-Thermal: So 84 00:19:44.400 --> 00:19:45.250 okay, 85 00:19:45.890 --> 00:19:55.540 Fotric-Thermal: it's really It's really not as bad as it does. It seems most days. It's a like a little bump, a headache, 86 00:19:56.650 --> 00:20:14.499 Fotric-Thermal: and most of the time most of the time children try to abuse it just to get out of class so you kind of limit like they'll try to come and say I need a band aid to go down to the room so we have people with Band-aid, you know it's a so most of the time, is not It's not as bad as the same it's, like, 87 00:20:14.510 --> 00:20:21.269 Fotric-Thermal: so they so they're very technical and very, 88 00:20:21.970 --> 00:20:24.360 Fotric-Thermal: very careful with those cases. 89 00:20:24.910 --> 00:20:42.010 Fotric-Thermal: Yeah, Because so they they will work with those cases. So students would say medicine at diabetes. Um. Things like that they're very technical. When it comes to those things they do their job when it comes to those those so right like so cases like that when 90 00:20:42.020 --> 00:20:48.539 Fotric-Thermal: they they do their jobs. They're very, They're very. They go about this this start professionally when it comes to those types of cases. 91 00:20:48.580 --> 00:21:01.300 Fotric-Thermal: So so we don't have the issue with that. It's in the right. Yeah. So we have to bring those students down, and they they They administer medicine there, and you know they go through the protocol. So it's 92 00:21:01.320 --> 00:21:08.459 Fotric-Thermal: It's fine, Honestly, I I think we could 93 00:21:09.690 --> 00:21:13.330 Fotric-Thermal: uh next item on the 94 00:21:13.800 --> 00:21:28.749 Fotric-Thermal: I just wanted to update you um several months ago we shared with you back from a financial perspective which is our benefits provider, 95 00:21:28.760 --> 00:21:46.940 Fotric-Thermal: and everything has been up to a great start. So Staff seem to be happy with benefits. I have not gotten any, you know, reports of concerns or problems with the transition as a ten, one Um. Maria's got our first payroll through yesterday. So everything was successful there. So we are in a good shape and 96 00:21:56.500 --> 00:21:59.249 Fotric-Thermal: kind of shop around every year, or 97 00:21:59.460 --> 00:22:16.290 Fotric-Thermal: like half. What is the renewable process. So they'll come to us in the summer time and kind of present where things are. Um, I think an increased is normal and to be expected. So next year we see five percent or six percent of things kind of 98 00:22:16.300 --> 00:22:36.130 Fotric-Thermal: shake out um, but thirty-nine percent certainly um out there So we'll continue on an annual basis to review this, and if there's anything you know concerning, or that you know it's cause it's actually rather not, because you know, once you get your provider, everyone has your insurance cards. People have their doctors, so it's really not ideal to go through the change, but we didn't have much of the choice. So, 99 00:22:36.140 --> 00:22:59.039 Fotric-Thermal: hopefully, we can stay with this group. But are they pretty good about open enrollment and things like that? Yeah, they've been great. Um. The only small downside is they didn't have some of the things that China had internally. So as an example, it's not a huge example. But um. We have supplemental insurance. So things like hospital identity, legal coverage, things like that. So we had to go to an outside carrier. 100 00:22:59.050 --> 00:23:09.380 Fotric-Thermal: That was a bit tricky. We have a outside for a Okay. So there's some integration pieces. Um, but other, you know. And Maria's been right about keeping that all together. So it's not really. 101 00:23:12.730 --> 00:23:15.470 Fotric-Thermal: And Rob is here by the way. 102 00:23:15.960 --> 00:23:16.840 Fotric-Thermal: Oh, 103 00:23:17.440 --> 00:23:18.720 Fotric-Thermal: Oh, there's Rock. 104 00:23:24.100 --> 00:23:28.529 Fotric-Thermal: Alright, So the next item on the agenda is the Culture Committee report. 105 00:23:30.440 --> 00:23:41.400 Fotric-Thermal: We did not meet um, but um! I feel there in the academic uh meeting. We spoke about 106 00:23:42.590 --> 00:23:47.150 Fotric-Thermal: sharing an events calendar, so to 107 00:23:47.510 --> 00:23:51.400 Fotric-Thermal: what we've been speaking about in the 108 00:23:55.710 --> 00:24:06.190 Fotric-Thermal: so. 109 00:24:06.560 --> 00:24:23.019 Fotric-Thermal: And that is nice young lady that just uh she's doing absolutely because we've spoken about um just having that space to here to to. 110 00:24:24.180 --> 00:24:33.010 Fotric-Thermal: So 111 00:24:44.500 --> 00:24:48.700 Fotric-Thermal: Alright, The next item on the agenda is the executive Director's report. 112 00:24:49.180 --> 00:24:50.870 Fotric-Thermal: Right? I'm ready. 113 00:24:51.330 --> 00:25:05.979 Fotric-Thermal: So the last month I asked if I can actually be explaining, so that we speak a lot about 114 00:25:06.260 --> 00:25:08.779 Fotric-Thermal: what all the keys is not elements of the scope. 115 00:25:09.090 --> 00:25:14.500 Fotric-Thermal: So what I would like to do I wanted I would like to do a three part series, because it's a lot, and I don't want to keep 116 00:25:14.630 --> 00:25:16.040 Fotric-Thermal: you here all night. 117 00:25:16.080 --> 00:25:20.480 Fotric-Thermal: But I want to. We want to actually go to class for a second. 118 00:25:20.570 --> 00:25:38.580 Fotric-Thermal: Teach some of the things that we do. So you understand what our key design elements are. If you have questions about those things. So numbers are by product of the things that we do pretty much every it's pretty much every day. So one of the strategies, what are the things what our update rocks that we do around, how we push instruction, how we culture. 119 00:25:38.590 --> 00:25:50.360 Fotric-Thermal: So i'll be sharing that with you tonight. We're gonna make it a little interactive, so that you can really understand what our teachers Um, what our teachers are accountable for, what we go through in our class. Everybody's Okay, with that, 120 00:25:51.010 --> 00:26:04.170 Fotric-Thermal: Sure? Okay, there is a quiz at the end. So we have to say good notes. Okay, yes, yeah. 121 00:26:04.380 --> 00:26:18.989 Fotric-Thermal: And you also can help each other. So so i'm gonna share my screen. I'm gonna try to um support you. Rob, is our remote student rob this behaving. So we get it. We remote in that. All right. 122 00:26:23.610 --> 00:26:25.270 Fotric-Thermal: Can everyone see it? Okay. 123 00:26:25.520 --> 00:26:28.840 Fotric-Thermal: And if you're a log, then you should be able to see the 124 00:26:29.700 --> 00:26:38.520 Fotric-Thermal: as we know, we're Ferris Academy. And this is really so that we're all on the same page about some of the Culture and academic. 125 00:26:39.490 --> 00:26:40.580 Fotric-Thermal: So they 126 00:26:41.180 --> 00:26:44.770 Fotric-Thermal: So first thing is what, as far as i'm gonna get up in a in a second. 127 00:26:44.840 --> 00:26:45.860 Fotric-Thermal: So 128 00:26:46.170 --> 00:26:49.309 Fotric-Thermal: And this is also things that we could show the new board members. 129 00:26:49.370 --> 00:26:53.979 Fotric-Thermal: Hello, new Board members as well. I don't know the writing, 130 00:26:57.220 --> 00:27:02.540 Fotric-Thermal: so there's there's a couple of things in terms of 131 00:27:02.710 --> 00:27:18.820 Fotric-Thermal: Pharaoh's comes from the lighthouse about. So we're declaring ourselves the biggest B. This lighthouse. So that's where the name from it. Was it built on all in the far. So when we talk about white houses in our community. 132 00:27:18.830 --> 00:27:36.569 Fotric-Thermal: What are we referring to? We're referring to three things? Really, we're referring to our buildings because we really believe that these two building as a lighthouse or beacon in the community. And that's why our students and families choose us. Because, again, we're sitting in a harder district twelve and historically these have been 133 00:27:36.580 --> 00:27:40.640 Fotric-Thermal: a Really, it's been a really tough goal in terms of education needs to be. 134 00:27:40.680 --> 00:27:59.419 Fotric-Thermal: Then we're talking about the teachers that educate our students. So one thing that we say to our teachers is that you all light out so lighthouses. Their purpose is to shine to navigate boats and ships and things like this. So they are White House themselves, and they emit light and kind of get the analogy, 135 00:27:59.430 --> 00:28:07.500 Fotric-Thermal: and the last is the students themselves. So we believe that every student is a white house, and that they have the ability to shop. 136 00:28:07.950 --> 00:28:26.589 Fotric-Thermal: And that's that's kind of what we communicate to them. So then, when we talk about the Pharaoh's brand accent. It's the goal growing and the desk. Everybody got that to go. We're only you, hey? We talk about that a lot. So, Gully, you're gonna meet him one day. He's a school mascot right? Get it! Golly! Go 137 00:28:26.730 --> 00:28:32.019 Fotric-Thermal: got it. He has a whole story as a book coming out 138 00:28:32.900 --> 00:28:45.699 Fotric-Thermal: very you! You'll love it. It's a book coming out, but the the goal is the mascot of the school, because, as you see with lighthouses go seagulls fly around a white house, so the goal is actually to protect the the lighthouse. 139 00:28:45.850 --> 00:28:49.710 Fotric-Thermal: So our kindergarten students, when they come in, they actually get a go, 140 00:28:50.140 --> 00:29:00.229 Fotric-Thermal: and they have a goal ceremony, because we tell them that that goal is going to protect them as to be the lighthouse is gonna protect them over their time at the school. That's important for us. 141 00:29:00.290 --> 00:29:05.449 Fotric-Thermal: Then, as all birds do, not all but some most folks have. Next 142 00:29:05.540 --> 00:29:09.100 Fotric-Thermal: we call this the nest, and we call it the nest for res your Ak, 143 00:29:09.230 --> 00:29:26.080 Fotric-Thermal: or refer to it that way. And the reason being is because we want to remind the adults in the building that they have to know J. With children, especially at the high school, because sometime we think high school kids are thirty-five, forty, So we reminded. This is the next, because it's around nurture, and 144 00:29:26.860 --> 00:29:37.460 Fotric-Thermal: I know we uh one of our students got um really injured in a community against next um slides by by someone in the community. He was a couple of blocks away, 145 00:29:37.610 --> 00:29:44.849 Fotric-Thermal: and his, he said: When I spoke to him he said all I knew I had to do and be safe was get back to the next, 146 00:29:45.080 --> 00:30:00.719 Fotric-Thermal: and that was his, and actually told everybody. He said, I can run home, or I can go to the next. And he said, I decide because all I had to do is get there, and I knew I would be safe. So you're here when you come in your hair. Kids talking about the nest. Even our sports teams on the floor protect the next. 147 00:30:00.730 --> 00:30:05.180 Fotric-Thermal: So we're all about to this because it's all about inclusive and nurturing young kids. 148 00:30:05.200 --> 00:30:17.059 Fotric-Thermal: And then we believe we're rollers, even though I can't swim, and the whole piece about rowing. And So what people think When we say crew we mean like a Bronx go right through. We actually mean It's for the road. 149 00:30:17.070 --> 00:30:32.859 Fotric-Thermal: But you'll start to see that a lot of our principles, and what we talk about is coming from the sport comes from the sport of rolling, and it's whole idea of being together. We have a role in the building, so part of me, if I correct me. But it's really around teamwork. 150 00:30:33.130 --> 00:30:48.560 Fotric-Thermal: So these are, and we want to show you a slide that with you around these things All right. So again it's going to be a three part series, because there's a lot that we do we train our teachers on, And so we want to show we're going to go through some of that. Any questions before I go to the next slide. 151 00:30:55.410 --> 00:30:57.230 Fotric-Thermal: Now we're going to talk about. 152 00:30:58.010 --> 00:31:00.989 Fotric-Thermal: What are the key components of a 153 00:31:05.880 --> 00:31:07.059 Fotric-Thermal: Here they are. 154 00:31:07.720 --> 00:31:09.470 These are the key components. 155 00:31:09.560 --> 00:31:12.430 Fotric-Thermal: So we have crew, culture, discourse, 156 00:31:12.780 --> 00:31:15.549 Fotric-Thermal: a deliberately developmental organization. 157 00:31:15.810 --> 00:31:19.669 Fotric-Thermal: K: Twelve instruction, alignment, increasing curiosity 158 00:31:19.780 --> 00:31:21.790 Fotric-Thermal: and future of work. 159 00:31:21.920 --> 00:31:24.260 Fotric-Thermal: These are our big rocks, 160 00:31:24.540 --> 00:31:27.400 Fotric-Thermal: and again i'll give you a chance 161 00:31:28.250 --> 00:31:29.350 Fotric-Thermal: tonight. 162 00:31:29.880 --> 00:31:31.780 Fotric-Thermal: We wanted to talk about the first two. 163 00:31:34.070 --> 00:31:37.969 Fotric-Thermal: So tonight we're just gonna to cover from culture and discourse, 164 00:31:38.460 --> 00:31:39.320 Fotric-Thermal: hey? 165 00:31:39.350 --> 00:31:45.619 Fotric-Thermal: So the test is only going to be on these two. All right. You're not responsible for the other two, you 166 00:31:46.070 --> 00:31:47.200 Fotric-Thermal: the all right. 167 00:31:47.730 --> 00:31:49.570 Fotric-Thermal: So cool crew culture 168 00:31:49.870 --> 00:31:53.169 Fotric-Thermal: in a nutshell, we just believe together is better. 169 00:31:53.650 --> 00:32:05.639 Fotric-Thermal: That learning is a social endeavor, working as a social endeavor, and that we go further together, and that's kind of the underpinning of true cultures. And we're going to show you. I want to show you what that means. 170 00:32:05.910 --> 00:32:06.900 Fotric-Thermal: So 171 00:32:07.240 --> 00:32:12.190 Fotric-Thermal: the first thing you got to know is that if you look at the classroom, This is the classroom here, 172 00:32:17.920 --> 00:32:19.560 Fotric-Thermal: all right, So 173 00:32:19.600 --> 00:32:22.410 I want to get out and rob you. You want to be able to play from home. 174 00:32:22.600 --> 00:32:24.039 Fotric-Thermal: I'm still gonna give out 175 00:32:45.190 --> 00:32:50.189 Fotric-Thermal: what you're looking at. 176 00:32:50.530 --> 00:32:55.729 Fotric-Thermal: It's kind of a 177 00:32:57.830 --> 00:33:02.310 Fotric-Thermal: you're kind of getting a if you just build, if you just build like, 178 00:33:02.470 --> 00:33:03.769 Fotric-Thermal: can you see you, Rob. 179 00:33:04.050 --> 00:33:10.909 Robb Granado: I a little bit closer to the camera. Yeah, Okay, like that, two by two. I'm: with you. 180 00:33:10.930 --> 00:33:13.890 This is 181 00:33:15.840 --> 00:33:17.380 yes. 182 00:33:25.020 --> 00:33:34.729 Fotric-Thermal: So our students sit in quads what we call quads, but these are crews. That's how we identify. But students don't just sit in. 183 00:33:35.280 --> 00:33:44.209 Fotric-Thermal: We strategically group our students for reason. So we group our students in four four different categories. So let's write this down and ready. 184 00:33:44.480 --> 00:33:45.910 Fotric-Thermal: Hh: 185 00:33:47.750 --> 00:33:50.000 Fotric-Thermal: That stands for high high. 186 00:33:52.460 --> 00:33:53.780 Fotric-Thermal: M. H. 187 00:34:00.440 --> 00:34:04.890 Fotric-Thermal: So Mh. Stands for medium high 188 00:34:05.670 --> 00:34:09.219 Fotric-Thermal: and L. Stands for medium alone, 189 00:34:09.949 --> 00:34:12.520 Fotric-Thermal: and then Ll. Stands below low. 190 00:34:14.429 --> 00:34:17.480 Fotric-Thermal: So we just know with any group of people 191 00:34:17.800 --> 00:34:24.419 Fotric-Thermal: you're always gonna have the high, high, the medium eyes, the medium loads, And a low of this happens even at Harvard. 192 00:34:25.900 --> 00:34:40.280 Fotric-Thermal: What we do is, tell our teachers to identify those room step way, and there's a reason why they have to sit in certain places, you know. So it's a So when you come in our classroom to this is not sitting anywhere. They're grouped in a special way, 193 00:34:40.330 --> 00:34:43.190 Fotric-Thermal: and then they they sit in a certain order. 194 00:34:44.040 --> 00:34:46.939 Fotric-Thermal: Anybody want to guess how they see that 195 00:34:48.960 --> 00:34:51.899 Fotric-Thermal: I want to fire room. Come on, 196 00:34:55.840 --> 00:34:59.599 Fotric-Thermal: i'm comfortable with silence. 197 00:35:00.390 --> 00:35:02.919 Fotric-Thermal: You a group, the high, I next to the Lolo. 198 00:35:03.890 --> 00:35:06.520 I will group the high highs together. 199 00:35:14.080 --> 00:35:29.790 Fotric-Thermal: How exactly do you. How do you? How exactly do you like like the high High versus pretty much. It's full. It's historical data. So where's the math class? 200 00:35:29.800 --> 00:35:41.159 Fotric-Thermal: The ninety the students that they have the nineties their high highs, you know low levels of the more struggling students, and kind of give rustic, rough estimates of meeting high and medium low. 201 00:35:41.550 --> 00:35:44.019 Fotric-Thermal: Do you have the 202 00:35:49.900 --> 00:35:52.490 Fotric-Thermal: and then apply to the space? The 203 00:35:52.610 --> 00:35:54.509 Fotric-Thermal: uh? 204 00:35:57.160 --> 00:35:58.290 Fotric-Thermal: Maybe 205 00:35:59.160 --> 00:36:04.940 Fotric-Thermal: not quite that big yet. So it's based on um 206 00:36:05.540 --> 00:36:06.999 Fotric-Thermal: you're at to give me. 207 00:36:07.370 --> 00:36:08.519 Fotric-Thermal: Oh, 208 00:36:09.620 --> 00:36:12.260 Fotric-Thermal: so on the scores. 209 00:36:13.360 --> 00:36:16.440 Fotric-Thermal: So here's the trick. You're right very easy trick. 210 00:36:17.130 --> 00:36:20.620 Fotric-Thermal: The only two you have to worry about in a low lows and I, 211 00:36:21.360 --> 00:36:22.930 Fotric-Thermal: They can't work together. 212 00:36:24.450 --> 00:36:26.169 Fotric-Thermal: They frustrate each other, 213 00:36:26.810 --> 00:36:29.620 Fotric-Thermal: so we make sure that they never work together 214 00:36:30.050 --> 00:36:36.749 Fotric-Thermal: directly. So we just so we just start. Let's say we start with high high, so fill out eight h in one of the boxes. 215 00:36:41.450 --> 00:36:47.890 Fotric-Thermal: That's why I got that all it. Then you just put the low low with diagonal from 216 00:36:49.120 --> 00:36:50.379 Fotric-Thermal: how about? 217 00:36:51.670 --> 00:36:54.560 Fotric-Thermal: So? It's a case like this, but 218 00:36:55.320 --> 00:37:02.110 Fotric-Thermal: we know how he is. I have right I mean all those I would say, 219 00:37:06.020 --> 00:37:07.459 Fotric-Thermal: got it, 220 00:37:07.980 --> 00:37:12.459 Fotric-Thermal: and then the other two books It doesn't matter. So you just fell in it doesn't matter what you see 221 00:37:14.640 --> 00:37:20.410 Fotric-Thermal: and what's created in our classrooms. When we do that is something called face partners, and show departments 222 00:37:20.710 --> 00:37:23.730 Fotric-Thermal: that can actually work and help with the to help each other. 223 00:37:25.330 --> 00:37:28.949 Fotric-Thermal: Dialogue and classrooms don't go. They don't cut across that. 224 00:37:31.240 --> 00:37:43.149 Fotric-Thermal: They either go to show the partners don't the kids that it shows together or face part in the students that can let them look directly in front of each other without any. So these desk and kind of where it's like most of our best. 225 00:37:43.470 --> 00:37:48.319 Fotric-Thermal: So That's how we group students in the class. That's how we build our act in the course 226 00:37:48.840 --> 00:37:50.170 Fotric-Thermal: questions. 227 00:37:50.730 --> 00:37:53.139 So the high ting with logo or 228 00:37:53.250 --> 00:37:59.100 Fotric-Thermal: no, you would be so in the standard classroom. 229 00:38:15.070 --> 00:38:30.410 Fotric-Thermal: Yeah, Because I've I've guessed It's a squared and not like this. So if you're looking like this, um, we'd have somebody. 230 00:38:30.990 --> 00:38:32.529 Okay, 231 00:38:38.650 --> 00:38:50.340 Fotric-Thermal: they they typically don't unless we change them. One students academically. If you have to change, you'll change the 232 00:38:51.020 --> 00:38:55.159 Fotric-Thermal: Yeah, depending on. 233 00:38:56.120 --> 00:39:06.930 Fotric-Thermal: So you could technically be high high in one classroom and a medium hire a media low in another classroom. But this is the way that we control. Who's talking to, and who's helping. 234 00:39:08.040 --> 00:39:10.250 Fotric-Thermal: No, 235 00:39:11.110 --> 00:39:12.460 this is all 236 00:39:13.050 --> 00:39:14.469 Fotric-Thermal: behind the things. 237 00:39:15.530 --> 00:39:21.320 Fotric-Thermal: All the students know that they're they're told what they need to sit and what you're trying to do is control, 238 00:39:28.720 --> 00:39:43.269 Fotric-Thermal: because high highs and meeting eyes, they work once again. How high it can also work with medium low, but only two students that can a low, low and a high high frustrate each other slow-ows copy of a high-s or high high zoom, or below below. 239 00:39:45.630 --> 00:39:54.529 Fotric-Thermal: It just happens that way. So that's the first piece of 240 00:39:55.170 --> 00:39:58.899 Fotric-Thermal: the two mediums. They technically also never 241 00:39:59.010 --> 00:40:02.069 Fotric-Thermal: together the medium right? Because they would. 242 00:40:09.970 --> 00:40:10.930 Yeah, 243 00:40:11.380 --> 00:40:13.540 Fotric-Thermal: thereby they're also 244 00:40:19.740 --> 00:40:21.080 Fotric-Thermal: this meeting. 245 00:40:22.430 --> 00:40:23.339 Yeah, 246 00:40:26.130 --> 00:40:37.959 Fotric-Thermal: some classrooms. The configurations are. We're kind of kids, the group in clusters, and that's if the groups are more homogeneous because of the classroom, it's actually, 247 00:40:38.630 --> 00:40:55.980 Fotric-Thermal: because then then you can have the homogeneous group. But typically in classrooms kids fall into four categories. And what we're trying to do is just prevent. We're really controlling. Who speaks to over this is not. We can go in a classroom. This is what's happening behind it. 248 00:40:57.680 --> 00:40:58.939 Fotric-Thermal: Yeah. 249 00:40:59.070 --> 00:41:16.559 Fotric-Thermal: Second thing is, we're being on co-operative learning structures. So now that we have the classroom set up in the way you want. We deliberate about some structures that we help young people to learn together, and i'm going to show you what you ready. So I have an easy task. 250 00:41:22.290 --> 00:41:23.180 Okay, 251 00:41:23.360 --> 00:41:26.399 Fotric-Thermal: Got it? No, It' be good. 252 00:41:28.010 --> 00:41:39.250 Fotric-Thermal: I want to put sixty seconds on the cloud. You can't share your answers, all right. So you just go to J. Down chat down in sixty seconds, 253 00:41:39.480 --> 00:41:42.210 Fotric-Thermal: and you're going to name body parts 254 00:41:42.490 --> 00:41:47.730 Fotric-Thermal: and only a spell with three letters. Don't stop there. 255 00:41:48.130 --> 00:41:50.030 Fotric-Thermal: You can't cheat. 256 00:41:51.000 --> 00:41:57.789 Fotric-Thermal: No, you can't. So cover your paper. 257 00:41:57.920 --> 00:41:59.229 Fotric-Thermal: No cheating. 258 00:41:59.890 --> 00:42:00.859 Fotric-Thermal: All right. 259 00:42:01.580 --> 00:42:04.789 Fotric-Thermal: You can't look it up on the Internet. You 260 00:42:05.590 --> 00:42:08.280 Fotric-Thermal: we good sixty seconds. 261 00:42:09.670 --> 00:42:12.879 Fotric-Thermal: That's no no. 262 00:42:35.500 --> 00:42:37.670 Fotric-Thermal: Three. 263 00:42:46.620 --> 00:42:48.259 Fotric-Thermal: Thirty seconds left 264 00:42:56.210 --> 00:42:58.929 Robb Granado: has to be an English Travis. 265 00:43:16.330 --> 00:43:17.850 Fotric-Thermal: Okay. Next time 266 00:43:18.700 --> 00:43:21.750 Fotric-Thermal: I want you to tally up. How many you got correct, 267 00:43:22.200 --> 00:43:29.030 Fotric-Thermal: I mean, how many you have. I'm sorry it may not be correct. I don't know if they correct it. I mean you had right that number then? Certainly. 268 00:43:34.070 --> 00:43:37.989 Fotric-Thermal: So to me, How many did you get? Seven? Seventy, three, 269 00:43:38.090 --> 00:43:39.330 Fotric-Thermal: four, four. 270 00:43:51.250 --> 00:43:57.759 Fotric-Thermal: How about you? Six? Okay. So you have kind of sitting in pairs right at the 271 00:43:58.030 --> 00:44:08.580 Fotric-Thermal: you have to work for, Rob. I can. You have sixty seconds now to do something We never tell kids they can do in school. You have sixty seconds to cheap. 272 00:44:08.600 --> 00:44:17.669 Fotric-Thermal: You can talk to your apartment right 273 00:44:26.870 --> 00:44:35.890 Fotric-Thermal: thirty seconds. 274 00:44:49.090 --> 00:44:50.870 Fotric-Thermal: I do. 275 00:45:11.680 --> 00:45:13.400 Fotric-Thermal: How many do you have that 276 00:45:30.990 --> 00:45:35.619 Fotric-Thermal: you started with, and you had what? 277 00:45:42.540 --> 00:45:43.399 Okay, 278 00:45:43.570 --> 00:45:48.060 Fotric-Thermal: you. I had eight. 279 00:45:48.580 --> 00:45:49.620 Fotric-Thermal: Okay. 280 00:46:18.120 --> 00:46:20.619 Fotric-Thermal: So, as you see, in most cases, 281 00:46:21.810 --> 00:46:23.160 Fotric-Thermal: you that small 282 00:46:23.530 --> 00:46:27.389 Fotric-Thermal: about something you acquired one knowledge, and even 283 00:46:27.430 --> 00:46:35.750 Fotric-Thermal: a stupid that started out with seven right who had the highest in the class. It's hard to move up, but even collaborated, 284 00:46:37.050 --> 00:46:38.240 Fotric-Thermal: they moved up. 285 00:46:39.280 --> 00:46:51.169 Fotric-Thermal: So this is what we try to do in our classroom. So we build what we call cooperative learning structures where students deliberately work together to share information because we know that that's the way it works. 286 00:46:51.190 --> 00:46:57.789 Fotric-Thermal: Students get smarter. So we actually most of the most schools we train kids to not cheat, 287 00:46:58.140 --> 00:47:01.580 Fotric-Thermal: but we know in a workplace. Cheating is acceptable right 288 00:47:01.870 --> 00:47:11.819 Fotric-Thermal: when you don't know something. You go down the hall, you say, Hey, Joe, what you got on that? And we and classroom across America. We don't, 289 00:47:12.710 --> 00:47:14.809 Fotric-Thermal: we, we don't, we say, that's that. 290 00:47:15.220 --> 00:47:20.779 Fotric-Thermal: So. One thing that we do is we build these structures in our classroom where kids collaborate all the time. 291 00:47:21.500 --> 00:47:28.639 Fotric-Thermal: So the seating matters. And then the next piece is the structures that allow kids to get smarter together. 292 00:47:29.350 --> 00:47:35.360 Fotric-Thermal: So all right. All right. Let go. Let's go. What we got. 293 00:47:36.240 --> 00:47:45.529 Fotric-Thermal: Who had not somebody at nine. Oh, what you got 294 00:47:45.820 --> 00:47:46.879 so 295 00:47:47.060 --> 00:47:48.040 here, 296 00:47:48.390 --> 00:47:49.279 Yeah, 297 00:48:19.680 --> 00:48:23.549 Fotric-Thermal: you know. But there's something that anybody do, Joel. 298 00:48:23.650 --> 00:48:27.219 Fotric-Thermal: Yes, we do one. 299 00:48:36.050 --> 00:48:42.450 Fotric-Thermal: But this is an example just to show adult sometimes that 300 00:48:42.710 --> 00:48:49.660 Fotric-Thermal: what we do in the workplace and collaborate, we actually Don't do in schools. So when you come into our classroom 301 00:48:49.720 --> 00:48:52.439 Fotric-Thermal: understanding strategically seated, 302 00:48:52.670 --> 00:49:02.240 Fotric-Thermal: and our classrooms are noisier than typical classroom, because we're not telling students to shut up and work with telling students to actually 303 00:49:02.430 --> 00:49:10.050 Fotric-Thermal: talk to each other and collaborate with each other. And that's why they sit together, and that's why they sit together strategically, so they can learn from each other 304 00:49:10.930 --> 00:49:12.810 Fotric-Thermal: question before I move on. 305 00:49:13.850 --> 00:49:17.290 Fotric-Thermal: So this is that's crew culture. So everything is about the cool. 306 00:49:18.510 --> 00:49:20.119 Fotric-Thermal: We're good at home. 307 00:49:22.080 --> 00:49:24.899 Robb Granado: Yeah, love it. 308 00:49:26.700 --> 00:49:29.549 Fotric-Thermal: Next thing is academic rooms, 309 00:49:29.740 --> 00:49:31.420 Fotric-Thermal: academic rooms 310 00:49:31.970 --> 00:49:33.850 Fotric-Thermal: in eleventh grade. 311 00:49:34.550 --> 00:49:36.839 Fotric-Thermal: We kind of know students destiny 312 00:49:37.420 --> 00:49:41.599 Fotric-Thermal: in terms of college access. We group them again. 313 00:49:41.940 --> 00:49:44.940 Fotric-Thermal: So when they get to ninth grade they have a clean slate. 314 00:49:45.840 --> 00:49:51.200 Fotric-Thermal: But ninth grade Gpa. We know from studies usually equals eleventh grade, Gpa. 315 00:49:51.930 --> 00:50:01.220 Fotric-Thermal: So we know that ninth grade academic identity is who they become. That's what we do, all person in ninth grade. But in the eleventh way we put kick into academic groups. 316 00:50:01.530 --> 00:50:08.930 Fotric-Thermal: What reason why we do? That is because we don't just take large groups of kids to college strips. That's not small. We think 317 00:50:09.140 --> 00:50:16.879 Fotric-Thermal: if a student has the two point seven Gpa. That's who that student is. But there's no reason why that students should go to August, a trip to Harvard 318 00:50:17.260 --> 00:50:21.929 Fotric-Thermal: that doesn't make sense to us. So that's why, when we ask the Board for 319 00:50:22.140 --> 00:50:33.190 Fotric-Thermal: the bands and things like that, what we were doing was setting up so we can have our academic crews go on certain tricks. So when you think about cruises in the classroom, but also in eleventh grade, kids 320 00:50:33.240 --> 00:50:37.639 Fotric-Thermal: and kids do know, You may ask. The kids know their academic rules. They do, 321 00:50:37.940 --> 00:50:46.300 Fotric-Thermal: because we tell our experiences, information, and resources to those rooms. So your academic crew is a two-year college. 322 00:50:47.120 --> 00:51:03.810 Fotric-Thermal: You're going. You're getting pushed those things. If you could. Go to Mit or Harvard, you're getting push those day if you're a for you, assuming you're going to push those things So cruise also may academically guess how much 323 00:51:05.780 --> 00:51:09.229 we don't want to go the hardware now, 324 00:51:11.410 --> 00:51:14.330 Fotric-Thermal: and that's fine 325 00:51:15.950 --> 00:51:25.880 Fotric-Thermal: they have. So they don't. They don't have input, in terms of their academic standing, but they have input on the school they want to go to. So if you, if you're a four student, 326 00:51:38.670 --> 00:51:46.329 Fotric-Thermal: you pay right. But then we also ask the surrounding schools that are not as competitive as you can like Temple. 327 00:51:47.030 --> 00:51:49.669 Fotric-Thermal: You might be a presidential scholar at 328 00:51:50.750 --> 00:52:08.769 Fotric-Thermal: a less competitive school. So they go to those programs So that's what we do, because if they really but it's all about tailoring experience. So we don't say you can't go in any colleges. We say, you're really you have a highly selective. So this is what it looks like across college dispute, but they ultimately make a decision. 329 00:52:09.340 --> 00:52:17.389 Fotric-Thermal: And then one thing we do also around the college. When we talk about the crews we try to send kids to colleges and crew also, 330 00:52:17.850 --> 00:52:20.170 Fotric-Thermal: So we try to send them in groups, 331 00:52:20.740 --> 00:52:25.190 Fotric-Thermal: because we know when it going gets tough they have each other. 332 00:52:25.620 --> 00:52:27.560 Fotric-Thermal: So we say you can go anywhere, 333 00:52:28.730 --> 00:52:38.100 Fotric-Thermal: but we also make strong records, and they system them in their families based on for their profile what they want, and we also tell them where they other classmates are going, really, 334 00:52:38.160 --> 00:52:41.399 Fotric-Thermal: because we know that that that's going to help them persist, 335 00:52:41.730 --> 00:52:46.320 Fotric-Thermal: and we don't try. We try not to send in the colleges that Don't graduate black and brown kids. 336 00:52:46.760 --> 00:52:50.819 Fotric-Thermal: So that's the crew. The crew model also extends to college, 337 00:52:50.990 --> 00:52:58.709 Fotric-Thermal: So That's where the crew starts in the classroom with how we do it. But it also goes outside of the classroom into college visits things like that. 338 00:52:59.650 --> 00:53:19.339 Fotric-Thermal: But we have students in. So we have a number of students that you opening. We have students at being. We have students all all over the place, but we, we, We try to bring them in crews, and then we can also it easy as the easy. It makes it easy for us to touch them when they they leave us as well, because they're improved at these different schools, 339 00:53:19.360 --> 00:53:26.050 Fotric-Thermal: and we can push on at the You know the Mission Council Financial Aid people because we have a group of them. Really, 340 00:53:33.500 --> 00:53:35.799 Fotric-Thermal: do you have? An 341 00:53:36.910 --> 00:53:38.010 Fotric-Thermal: we don't. 342 00:53:44.580 --> 00:53:47.659 Fotric-Thermal: I think that's cool. 343 00:53:50.990 --> 00:53:59.170 Who is that? You know who was here last year, they say, Hey, here's my my first year, just something like maybe like an alumni panel. 344 00:54:05.040 --> 00:54:19.879 Fotric-Thermal: I think those are both great ideas, because we have those groups of people that because when we go to the school we actually do call on them, and they show us around it and do those things, and some have come back and spoken. So I think we just need to formalize it with an alumni association, 345 00:54:20.700 --> 00:54:33.850 Fotric-Thermal: because that's something. Maybe it's 346 00:54:45.320 --> 00:54:52.990 Fotric-Thermal: here. The people talk. People who look like you talk about their experiences, how you guys are trying to help a lot of people 347 00:54:53.230 --> 00:54:58.619 Fotric-Thermal: trying to say. Oh, I I could do this, or I thought, I want to do this. Not maybe I want to do this. 348 00:55:07.470 --> 00:55:08.599 Fotric-Thermal: I sleep on that 349 00:55:19.470 --> 00:55:27.360 Fotric-Thermal: academics. It's that great. It's not through eleven. They actually broke it up into advisory. 350 00:55:27.690 --> 00:55:38.490 Fotric-Thermal: So from nine to grades, nine through eleven kids have small advisors, and that's because high school students get lost along the way, because they have a lot of teachers, 351 00:55:38.720 --> 00:55:52.980 Fotric-Thermal: and having kinda get hands off. So every student is like a point person model where every student in the school has a champion, so that the parents don't have to call five different teachers. They call 352 00:55:53.100 --> 00:56:00.549 Fotric-Thermal: one teacher that can check up on a That's the advisory that we have as well, and that's an advisory group. 353 00:56:01.060 --> 00:56:04.610 Fotric-Thermal: So all that makes up who culture academics. 354 00:56:04.630 --> 00:56:06.099 Fotric-Thermal: So I' it's a lot 355 00:56:07.910 --> 00:56:09.260 Fotric-Thermal: any questions. 356 00:56:11.340 --> 00:56:14.870 Fotric-Thermal: They're already doing another fun activity 357 00:56:15.100 --> 00:56:21.189 Fotric-Thermal: even in the twelfth graders You, if they don't have small, 358 00:56:22.690 --> 00:56:36.170 Fotric-Thermal: they they actually used it. But where the advisory time to for it to do something different. They do a lot of college stuff now, so they in like the college process, writing essay, sort of things out, but then they also 359 00:56:36.660 --> 00:56:41.999 Fotric-Thermal: they get. They get a leadership credit they have. They actually have to teach the advisors. 360 00:56:42.450 --> 00:56:56.840 Fotric-Thermal: So they actually teach. One day a week. They teach the advisory classes. So they're break it. They're broken up in two, and you go again. Crews like three students, and they go on the advisory and actually teach part of the abide and cricket, 361 00:56:57.060 --> 00:56:59.520 Fotric-Thermal: so they become a toll free. You become 362 00:56:59.640 --> 00:57:09.069 Fotric-Thermal: an advisory teacher with the help of other teachers. But you're in a a crew of three to go teach a freshman class or a temporary class, and that's how they get their leadership credit. 363 00:57:09.720 --> 00:57:10.819 Fotric-Thermal: A great question. 364 00:57:12.260 --> 00:57:26.009 Fotric-Thermal: But everybody's getting this crew culture piece. That's our first, and that's our biggest. That's our that's what you'll see when you come into school. But I just want to get you onto the hood. See what's happening. So when you say, what do we do here? It's about a crew. It's about the group, 365 00:57:26.230 --> 00:57:28.409 Fotric-Thermal: and how groups interact with each other. 366 00:57:28.480 --> 00:57:38.359 Fotric-Thermal: So now the school culture piece that I go means quickly. This is what a lot of people love the fun stuff, really. But we have four crews in the school that all cage and adults are broken into. 367 00:57:39.070 --> 00:57:46.090 Fotric-Thermal: It creates a big brother, big system model. They compete for points and trips and things like that. It's kind of the fun stuff, 368 00:57:46.100 --> 00:58:03.799 Fotric-Thermal: and they learn secret handshakes and cool things like that. It's kind of the Harry Potter model. We use it to really drive school culture. So after the first semester these things will come into play. But kids love it. Adults love it. That's the fun part of the school. But 369 00:58:06.420 --> 00:58:13.769 Fotric-Thermal: now i'll just get into crew culture for extracurricular activities. We also one of the things that we do. 370 00:58:13.810 --> 00:58:21.289 Fotric-Thermal: We create at the school crews like we have after school program, and I would say yes to No, 371 00:58:21.840 --> 00:58:37.970 Fotric-Thermal: because we don't, and it's what we were talking about a little bit. Also, we just don't have students after school to just play and run around, and things like that. We think there's an opportunity for kids to specialize in either sports or career career expose your career readiness activities. 372 00:58:37.980 --> 00:58:42.830 Fotric-Thermal: So we even after school, we So we look at a basketball team as a crew, 373 00:58:43.080 --> 00:58:58.700 Fotric-Thermal: a dance team as a crew, but aviation will better approve. So we look at them as crew, and what we're trying to do, especially in the high school. And now the Middle school is, make sure all students are connected with some sort of extra curricul act. Um uh extra curricula at the school group, 374 00:58:59.090 --> 00:59:02.469 Fotric-Thermal: because we know that helps them persist through 375 00:59:02.640 --> 00:59:14.399 Fotric-Thermal: high school, but it also makes them really interesting for college application, because one of the things that we are trying to avoid is students writing misery, application 376 00:59:15.120 --> 00:59:18.190 Fotric-Thermal: for college like I live in the Bronx. 377 00:59:19.030 --> 00:59:22.060 Fotric-Thermal: I have a single mother. 378 00:59:22.490 --> 00:59:23.910 Fotric-Thermal: That's what I wrote. 379 00:59:24.560 --> 00:59:40.750 Fotric-Thermal: Our children have to become really interested in people. That's what college that's what employees look for. So part of that is attaching them to something that they're really interested in, where there's a sport, whether it's a a job or things like that. And that's what we. But we prove them in that way 380 00:59:41.250 --> 00:59:55.340 Fotric-Thermal: and that's what that's what that's what we do. And then we also have Uh, we also have lunch, a lunch, and these are social action and our service groups. So during lunchtime students crew up to call the crewing up 381 00:59:55.350 --> 01:00:13.810 Fotric-Thermal: um. Students grew up, and they run their organization. So whether it's brother and systems of Africa, if it's the Latinx crew when they they have a faculty advisor. And what they do is this: how they bring programs to the school. So they come together. So we're just. Our 382 01:00:13.940 --> 01:00:24.319 Fotric-Thermal: the goal is just have crews within crews and things like that, but it's really around attaching almost one hundred of our kids to something bigger than them for something or purpose, 383 01:00:26.870 --> 01:00:31.279 Fotric-Thermal: and that's how we do actually correct it. That's a mouthful question. 384 01:00:46.100 --> 01:00:59.819 Fotric-Thermal: So I don't so what we try, not what I try not to do is sell them what community service they want to do, because I don't know we that try not to. They know, especially any small little groups on these smaller groups that you know they're 385 01:01:00.260 --> 01:01:07.670 Fotric-Thermal: They're more sensitive and more aware of some of the issues or challenges that I than I know. So I try to get that to grow organically, 386 01:01:08.160 --> 01:01:10.230 Fotric-Thermal: and they're super excited about that. 387 01:01:12.360 --> 01:01:18.130 Fotric-Thermal: And then the last piece of crew coach is the staff. So staff, members and crews also, 388 01:01:18.310 --> 01:01:29.320 Fotric-Thermal: so they compete against each other as well. And that's the add just to you know, and they represent their proofs really hard that they know the handshakes and things like that. 389 01:01:29.330 --> 01:01:40.450 Fotric-Thermal: So crew like what we call it. It goes. It's in the classroom, as you see with the steating and a group. It. It's in our college. It's an extra curriculum, and it's in the staff, and that's how we in Congress. 390 01:01:40.540 --> 01:01:47.139 Fotric-Thermal: So sometimes people coming like when we have business here. They want to spin the whale, and they want to get an approval. 391 01:01:47.220 --> 01:01:49.870 Fotric-Thermal: But it means more to us than 392 01:01:50.240 --> 01:01:53.030 Fotric-Thermal: kind of a topical fun stuff, but 393 01:01:53.780 --> 01:01:55.310 Fotric-Thermal: that's cool culture 394 01:01:55.410 --> 01:01:56.869 Fotric-Thermal: are ready for your exam. 395 01:02:06.090 --> 01:02:15.780 Fotric-Thermal: So when we talk about it, I know that conversation conversation was, if we want to replicate a fara school. Part of the big part of the far right school is 396 01:02:15.960 --> 01:02:23.479 Fotric-Thermal: this whole idea of cool culture creating crews for students, and these very intentional and dynamic ways that that happen, 397 01:02:24.760 --> 01:02:25.689 Fotric-Thermal: hey? 398 01:02:27.000 --> 01:02:28.420 Fotric-Thermal: So that all right. 399 01:02:28.980 --> 01:02:30.990 Fotric-Thermal: Second, one is discourse. 400 01:02:32.030 --> 01:02:39.160 Fotric-Thermal: And what this means. This is A. This is a key design element that's specifically about what happens in the classroom. 401 01:02:40.190 --> 01:02:43.580 Fotric-Thermal: It's really about what happens in a classroom and it 402 01:02:43.680 --> 01:02:47.280 Fotric-Thermal: and what you'll see over time is that our 403 01:02:47.430 --> 01:02:49.890 Fotric-Thermal: he design elements bleed into each other. 404 01:02:49.950 --> 01:02:54.480 Fotric-Thermal: We're able to have high level of discourse, because the way our classrooms are set up. 405 01:02:55.440 --> 01:03:05.489 Fotric-Thermal: So if you think about a classroom, that and what traditional arose. It's hard to get genuine discourse in those classroom, because students are not looking at each other and not facing each other. 406 01:03:05.540 --> 01:03:08.939 Fotric-Thermal: So it's gonna take you to a discourse. One really quickly. 407 01:03:09.980 --> 01:03:13.109 Fotric-Thermal: So it's it's fairly. 408 01:03:13.150 --> 01:03:16.689 Fotric-Thermal: Is that what we believe is that there are many right answers. 409 01:03:16.720 --> 01:03:21.729 Fotric-Thermal: So the first thing you'll see in our classroom is what we call production over consumption. 410 01:03:22.310 --> 01:03:26.840 Fotric-Thermal: Everybody's been in the class where you've got in twenty problems to do correct, 411 01:03:27.670 --> 01:03:29.620 Fotric-Thermal: and they kind of all the same. 412 01:03:34.550 --> 01:03:37.609 Fotric-Thermal: So we train our teachers to do a production model. 413 01:03:37.650 --> 01:03:51.409 Fotric-Thermal: Take one problem with two or three problems, and have a multi-layer approach, or a T approach that has to this make connection between those problems and figure things out in a real world. So that's what happened to our classroom. 414 01:03:51.430 --> 01:03:54.980 Fotric-Thermal: So students don't get drills with a lot of problems over and over again, 415 01:04:00.620 --> 01:04:02.580 Fotric-Thermal: where our kids 416 01:04:02.770 --> 01:04:04.100 Fotric-Thermal: or train 417 01:04:04.180 --> 01:04:06.589 Fotric-Thermal: not to be in competition with each other. 418 01:04:08.500 --> 01:04:14.880 Fotric-Thermal: They know that they can work together to solve these more thorny media problems. 419 01:04:16.030 --> 01:04:35.510 Fotric-Thermal: Then students have accountable talks there. We deliberately teach students how to talk to each other, and how to how to discourse, how to say they agree. Say they disagree to add on to your hair. Students with very um with with very particular, a specific vocabulary. When they talk to each other, 420 01:04:35.600 --> 01:04:40.620 Fotric-Thermal: what we train to do. So if they disagree, they'll say something like, 421 01:04:40.780 --> 01:04:44.040 Fotric-Thermal: I understand your point, or that was a good point. 422 01:04:44.430 --> 01:04:47.840 Fotric-Thermal: However, I disagree with that statement is what I think. 423 01:04:48.870 --> 01:04:58.780 Fotric-Thermal: Also you'll hear as students as soon they don't understand what they say like, or have have a different answer, They'll say, what makes you say that? 424 01:04:59.300 --> 01:05:11.119 Fotric-Thermal: So when the student is listening to another student, and they'll understand their reasoning, or once they push deeper Pro. And this happens all the way into really down the kindergarten and the class lasts another student. 425 01:05:11.410 --> 01:05:23.390 Fotric-Thermal: What makes you say that. So we deliberately train students how to talk to each other and engage in discourse, and that carries all the way up uh from really starts in kindergarten, and goes all over the twelve room. 426 01:05:24.140 --> 01:05:30.309 Fotric-Thermal: That's accountable Talks, then then discour doesn't only happen in speech, also happens in writing. 427 01:05:30.570 --> 01:05:35.959 Fotric-Thermal: So one thing we do in our stem subjects. Students have to adjourn 428 01:05:36.160 --> 01:05:53.490 Fotric-Thermal: It's important that they write about math. They write about science, So that's really important in our school community, and then we also use technology to so, especially in a high school. And now push it down In the middle School students are required to post things and give each other feedback in a digital setting as well. 429 01:05:53.560 --> 01:05:56.830 Fotric-Thermal: And that's how we that we push this course in our classroom, 430 01:05:57.040 --> 01:06:00.979 Fotric-Thermal: and then the last piece is around our teacher Tactic 431 01:06:01.210 --> 01:06:18.489 Fotric-Thermal: teach. This course teaches a training, effective questioning technique. So all teachers have what we call back pocket questions that really push this course. Students. So, for example, Um, there's a bunch of them. So questions like unlocking confusion. When a student says I don't know 432 01:06:19.150 --> 01:06:21.009 Fotric-Thermal: teachers are on with 433 01:06:21.060 --> 01:06:22.520 Fotric-Thermal: questions 434 01:06:22.840 --> 01:06:25.350 Fotric-Thermal: to help students a lot discourse 435 01:06:25.770 --> 01:06:31.600 Fotric-Thermal: or prompts that they do so. If you say I don't know a teacher will say, What can you tell me? What do you know, 436 01:06:32.080 --> 01:06:35.599 Fotric-Thermal: if you were to solve it, what would your first step be? 437 01:06:35.770 --> 01:06:40.849 Fotric-Thermal: So? They it allows teachers to stretch instruction and keep this course going. 438 01:06:41.020 --> 01:06:44.100 Fotric-Thermal: So these are discourse techniques that we use 439 01:06:45.120 --> 01:06:46.880 Fotric-Thermal: any questions or 440 01:06:49.680 --> 01:06:54.320 so. I remember we had some teacher 441 01:06:59.110 --> 01:07:00.149 that they could. 442 01:07:00.710 --> 01:07:02.049 Yeah, 443 01:07:05.810 --> 01:07:09.500 Fotric-Thermal: the adjustment to this model. 444 01:07:13.290 --> 01:07:14.430 Fotric-Thermal: I'm not sure about that. 445 01:07:21.570 --> 01:07:22.540 Fotric-Thermal: Is that 446 01:07:30.340 --> 01:07:33.569 Fotric-Thermal: Thank you. 447 01:07:36.740 --> 01:07:39.190 Fotric-Thermal: So it is three weeks training upfront, 448 01:07:39.330 --> 01:07:40.590 Fotric-Thermal: and then 449 01:07:41.520 --> 01:07:50.590 Fotric-Thermal: there is certain benchmarks they have to meet at the year goes on. So there's certain things they can train on as they reach proficiency. So it's all not good at once. 450 01:07:56.170 --> 01:07:57.180 Fotric-Thermal: So 451 01:07:57.910 --> 01:08:02.620 Fotric-Thermal: you just learned about cool culture and discourse, but these are first 452 01:08:02.830 --> 01:08:05.689 Fotric-Thermal: to keep design elements of the school. 453 01:08:07.700 --> 01:08:09.169 Fotric-Thermal: Any question, 454 01:08:10.960 --> 01:08:12.470 so we have any, 455 01:08:12.490 --> 01:08:17.299 I guess. 456 01:08:25.200 --> 01:08:27.180 Fotric-Thermal: No, we don't. We don't have to. 457 01:08:29.560 --> 01:08:42.570 Fotric-Thermal: Um. I think I can test a little bit to that um mine. Both of my kids go here, and when they're outside people say they talk really well for the 458 01:08:42.880 --> 01:08:56.210 Fotric-Thermal: it's fun things. Um! They were like other after school activities and stuff like that. People kind of. They really know how to have my conversation. So now that I see this that could be helping, 459 01:08:56.359 --> 01:09:05.289 Fotric-Thermal: I think it's all you. 460 01:09:06.250 --> 01:09:10.219 Fotric-Thermal: But it is. It is a a list, for I knew a teacher, 461 01:09:14.700 --> 01:09:17.240 Fotric-Thermal: a lot of training and development. 462 01:09:17.680 --> 01:09:19.990 Do we have folks? 463 01:09:24.050 --> 01:09:30.470 Fotric-Thermal: How old are you? 464 01:09:30.500 --> 01:09:33.590 Here's my 465 01:09:35.710 --> 01:09:39.000 Fotric-Thermal: I just wonder about this kind of model 466 01:09:39.220 --> 01:09:40.759 of your teachers. 467 01:09:46.170 --> 01:09:53.380 Fotric-Thermal: So we give them cheat sheets, all these things that it is really No, they don't There's no really guesswork, really 468 01:09:54.390 --> 01:10:01.570 Fotric-Thermal: exactly. That's why we call them back pocket questions so that you can you go to So 469 01:10:02.310 --> 01:10:08.139 Fotric-Thermal: So teachers are training at like as students like. What What makes you say That is a really important, 470 01:10:08.700 --> 01:10:20.299 Fotric-Thermal: that we do enough, but a classroom to get students to elaborate on there, you know, or another move. We have moved like where, when teachers is something called my favorite note, 471 01:10:20.330 --> 01:10:36.159 Fotric-Thermal: where we pull up a wrong answer to start this course, so not always looking for right answer. But you find you guard in the room with, Find your favorite, though put it up on the screen, and then you create this course by analyzing. 472 01:10:36.190 --> 01:10:44.949 Fotric-Thermal: But you also culturally what you're saying in the classroom is that though you is good because you're calling it my favorite now, it's not the right answer. But 473 01:10:45.400 --> 01:11:04.289 Fotric-Thermal: you did something really great that we need to talk about it. So everything is around pushing the discourse. But to your question we simplify it so people can just apply it. So we make sure that they're right there tools that people can just apply really. And then over time we help them understand why these moves are effective. 474 01:11:04.300 --> 01:11:15.590 Fotric-Thermal: So we just tell them to do it at first and tell them where to do it and practice it. And then over time. Once they start seeing student responses and things like that. We try to get matter with them and say, Why is this? 475 01:11:15.650 --> 01:11:18.939 Fotric-Thermal: Why is that a good move? What's happening in your classroom? Because 476 01:11:20.380 --> 01:11:23.729 Fotric-Thermal: because they do come in Sometimes they don't understand all the 477 01:11:27.760 --> 01:11:35.250 Fotric-Thermal: um. Do you have any, I guess, Like teacher mentors they kind of. 478 01:11:35.320 --> 01:11:42.090 Fotric-Thermal: I think we had a discussion so that they can kind of get a feel. 479 01:11:42.100 --> 01:11:55.629 Fotric-Thermal: Yes, so we have great team leads, and that's and that's what they job is. It's a they help them with lessons looking at lessons and applying some of these things and looking at videos things. Yeah, 480 01:11:56.680 --> 01:12:00.609 Fotric-Thermal: just out of curiosity. How do students that come into this school, 481 01:12:00.690 --> 01:12:06.809 Fotric-Thermal: you know. Not that we're not here since kindergarten, right? So that maybe came in 482 01:12:07.480 --> 01:12:11.890 Fotric-Thermal: as a little older student. How do they sort of respond to 483 01:12:12.240 --> 01:12:21.600 Fotric-Thermal: It's really a big adjustment for them, because it depends on who they come from. But if they come from like we, we've got something from 484 01:12:21.700 --> 01:12:30.200 Fotric-Thermal: certain schools where the kids Um, we have a a an eleven afraid is specifically to share that that came in, and he said, 485 01:12:30.330 --> 01:12:34.010 Fotric-Thermal: I used to show up, but I could just smile and be nice, and I can pass, 486 01:12:43.970 --> 01:12:50.350 Fotric-Thermal: and they just write it in a copy so it's It is an adjustment for some of the students when they ask, they like, explain your thing, 487 01:12:50.380 --> 01:13:02.540 Fotric-Thermal: and when it is, and they'll say, like students, will ask, is the answer right? And when the teacher says we train teachers to withhold telling the dances right, tell him I don't know how you know. If the answer is right or wrong, 488 01:13:02.590 --> 01:13:08.249 Fotric-Thermal: and that comes in with precision accuracy, because we see students are right. Answer: Go, Is this right? 489 01:13:08.350 --> 01:13:11.299 Fotric-Thermal: And if the teachers, I don't know you did the work. 490 01:13:11.610 --> 01:13:18.469 Fotric-Thermal: Tell me why you think it's right. It's an adjustment to some kids, So it's It's a it's definitely a 491 01:13:18.870 --> 01:13:21.650 Fotric-Thermal: a change for a lot of students that come in. 492 01:13:27.830 --> 01:13:31.889 Fotric-Thermal: So that's crew, culture and discourse. Those are the first two. 493 01:13:32.110 --> 01:13:33.389 Fotric-Thermal: Next month 494 01:13:33.440 --> 01:13:35.260 Fotric-Thermal: you'll get them next to all right. 495 01:13:35.290 --> 01:13:38.820 Fotric-Thermal: So much of the team design happens 496 01:13:39.440 --> 01:13:41.809 Fotric-Thermal: here in the interview process. 497 01:13:48.860 --> 01:13:55.650 Fotric-Thermal: They do because we ask them to submit lesson plans, and then we get them feedback on their lesson plans 498 01:13:55.820 --> 01:13:59.030 Fotric-Thermal: and tell them they show them how we left the plan. 499 01:13:59.650 --> 01:14:03.240 Fotric-Thermal: They never believe us, though, like 500 01:14:03.400 --> 01:14:07.309 Fotric-Thermal: we really care about planning That's why a lot of 501 01:14:07.450 --> 01:14:21.079 Fotric-Thermal: if you're not, and that's what we call. If you're not willing to do the nerd work it's kind of hard to stay here. That's why people opt out, because teaching honestly is kind of like two jobs. It's like the planning. 502 01:14:21.210 --> 01:14:25.950 Fotric-Thermal: It's like You're planning a party and then throwing a party and people like that, throwing the party on. 503 01:14:26.050 --> 01:14:28.750 Fotric-Thermal: They like to be with the students and things like that. 504 01:14:28.830 --> 01:14:32.000 Fotric-Thermal: We think that is important, but it's more important to 505 01:14:32.790 --> 01:14:35.230 Fotric-Thermal: playing a party, and 506 01:14:35.340 --> 01:14:39.590 Fotric-Thermal: I think that's where the struggle comes with the with a lot of teachers. They don't want to. Do 507 01:14:40.090 --> 01:14:41.059 Fotric-Thermal: you know 508 01:14:41.320 --> 01:14:43.510 Fotric-Thermal: they they care more about 509 01:14:43.720 --> 01:14:47.159 Fotric-Thermal: being with students. You him say that, and 510 01:14:47.420 --> 01:14:50.020 Fotric-Thermal: that's actually not how students get smaller. 511 01:14:50.440 --> 01:14:55.699 Fotric-Thermal: It's about the planning and deliberate questioning and things like that. But it's hard to, 512 01:14:56.090 --> 01:15:06.009 Fotric-Thermal: because teacher culture is typically around. I'm with students. That's where That's where my bread is, but That's why it's fine. But it's found. How did you plan 513 01:15:23.630 --> 01:15:24.490 Fotric-Thermal: like, 514 01:15:24.510 --> 01:15:28.949 Robb Granado: Hey, Charles? I have a quick question here. Um! Sorry to jump in late. 515 01:15:29.120 --> 01:15:40.639 Robb Granado: Um! How How do you think the Board can connect into these design elements fast. Are there? Are there things we should organize around as a board, or 516 01:15:40.720 --> 01:15:44.859 Robb Granado: aspects that you look for, for guidance or governance around these things? 517 01:15:49.440 --> 01:15:52.870 Robb Granado: Can I think about that? One? Yeah, Absolutely. 518 01:15:53.160 --> 01:15:56.919 Fotric-Thermal: What makes you say that? 519 01:15:58.230 --> 01:15:59.729 Fotric-Thermal: Let me think about that? 520 01:16:03.730 --> 01:16:04.760 Thank you. 521 01:16:06.690 --> 01:16:08.559 Thank you. 522 01:16:10.540 --> 01:16:12.260 Fotric-Thermal: I was ready for request. So 523 01:16:31.880 --> 01:16:44.319 Fotric-Thermal: that's a great, It's a great party day. 524 01:16:49.490 --> 01:16:50.459 Um. 525 01:17:36.380 --> 01:17:38.189 Fotric-Thermal: Oh, that let's see. 526 01:18:16.040 --> 01:18:16.980 Fotric-Thermal: Alright. 527 01:18:26.880 --> 01:18:30.479 Fotric-Thermal: The next item on the agenda is executive session. 528 01:18:31.310 --> 01:18:33.990 Fotric-Thermal: That's yeah, 529 01:18:34.360 --> 01:18:35.500 Fotric-Thermal: no, right? 530 01:18:35.880 --> 01:18:40.710 Fotric-Thermal: Oh, Okay, 531 01:18:42.820 --> 01:18:44.580 Fotric-Thermal: so I don't know um, 532 01:18:45.270 --> 01:18:46.219 Fotric-Thermal: is it? 533 01:18:46.610 --> 01:18:50.600 Fotric-Thermal: I think it's It's still better. And then um 534 01:18:51.080 --> 01:18:53.870 Fotric-Thermal: it's been one of my 535 01:18:54.160 --> 01:18:57.780 Fotric-Thermal: For part, I just received that from Sorry 536 01:18:58.000 --> 01:19:00.689 Fotric-Thermal: the um 537 01:19:01.190 --> 01:19:02.620 Fotric-Thermal: Oh, 538 01:19:02.830 --> 01:19:06.560 Fotric-Thermal: And then I just got 539 01:19:06.670 --> 01:19:12.230 Fotric-Thermal: yesterday from the last part, so I didn't. 540 01:19:12.770 --> 01:19:18.060 Fotric-Thermal: So I don't get it It's okay with zoom phone 541 01:19:18.760 --> 01:19:20.589 Fotric-Thermal: Um, and then this is all like 542 01:19:27.940 --> 01:19:30.309 Fotric-Thermal: a bunch of stuff. 543 01:19:33.000 --> 01:19:35.289 Fotric-Thermal: So in that case, 544 01:19:36.340 --> 01:19:37.249 Fotric-Thermal: if you're done 545 01:19:38.030 --> 01:19:38.920 Fotric-Thermal: yeah, 546 01:19:39.960 --> 01:19:50.280 Fotric-Thermal: remarkable. I call this meeting to to completion at seven fifty-three. There was no executive session, and no need for executives. 547 01:19:50.330 --> 01:19:53.009 Fotric-Thermal: Let's say two minutes before we go 548 01:20:03.520 --> 01:20:04.550 and it. 549 01:20:05.060 --> 01:20:10.109 Fotric-Thermal: I've met all right. Carrie Leaks right. 550 01:20:10.130 --> 01:20:12.320 Fotric-Thermal: I don't know if they 551 01:20:12.360 --> 01:20:25.070 Fotric-Thermal: an amazing facility at like twenty-four. So we get like it's it's saying, 552 01:20:25.550 --> 01:20:44.649 Fotric-Thermal: so we're gonna definitely partner, and create a tennis group like, is it? But if you like, it's an impressive like the most amazing thing. It's like right hand abroad. 553 01:20:46.360 --> 01:20:55.850 Fotric-Thermal: It's really great sorry, and then 554 01:20:55.950 --> 01:20:57.440 Fotric-Thermal: thank you. 555 01:20:58.580 --> 01:21:08.990 Fotric-Thermal: And it was the first class of the season. It was amazing. It was a basic. We were both like 556 01:21:09.240 --> 01:21:23.820 Fotric-Thermal: um, and you know, for everything we've taught them. Um, and it's it's for military time, and it's all the parts of the plane what they're called, and what they do, 557 01:21:23.830 --> 01:21:41.919 Fotric-Thermal: and he was putting in light skills. You know, he was saying, what happens if there's turbulence, you know, like he and he says, there's turbulence. Then you have to go through the book with the phone. You have to, just, you know. Go on the on the way you So the turbulence and stuff like that, 558 01:21:41.930 --> 01:21:59.210 Fotric-Thermal: and you can see the whole breathing. There was five girls and three points. Um! And it was amazing. I worked more about like, you know, you know, flying. And he kept saying, You know how to do this, you know, and and um 559 01:21:59.220 --> 01:22:02.520 Fotric-Thermal: I he was. He was twenty, and he was. 560 01:22:02.640 --> 01:22:06.189 Fotric-Thermal: It was. It was amazing. And he went over real, 561 01:22:06.210 --> 01:22:25.759 Fotric-Thermal: difficult, technical, you know words and concepts and stuff like that, and he showed out the different parts of the thing. And if you did this. You know any of the he was teaching them like you know how to spread their wings and fly. 562 01:22:25.770 --> 01:22:27.869 Fotric-Thermal: It was. It was amazing, 563 01:22:28.730 --> 01:22:29.719 amazing. 564 01:22:36.050 --> 01:22:37.279 Fotric-Thermal: Thank you all. 565 01:22:37.330 --> 01:22:41.269 Fotric-Thermal: I'm in the process of recruiting you a science teacher. 566 01:22:45.960 --> 01:22:50.749 Fotric-Thermal: Recently it's just been teaching four years at a school of column, 567 01:22:51.170 --> 01:22:53.179 Fotric-Thermal: but this is on her subway line, 568 01:22:53.510 --> 01:23:09.950 Fotric-Thermal: which I was like to support it for attention, and she teaches science, and it mostly biology, and she's studying part time to get her master so she could be a principal. One day I was like we should talk, and so I didn't have the link to the website, and she was like, 569 01:23:09.960 --> 01:23:14.250 Fotric-Thermal: I think in a year and a half this would be a good idea. 570 01:23:15.590 --> 01:23:18.590 Fotric-Thermal: They have like pipeline talent. 571 01:23:19.180 --> 01:23:24.689 Fotric-Thermal: Yeah, it's like It's fine that you're not ready to do it. 572 01:23:45.690 --> 01:23:48.120 Fotric-Thermal: I'm. Good. How are you? 573 01:23:48.210 --> 01:23:49.080 Absolutely.