Sure. The yeah so when Google Classroom came into this district it was a consequence of COVID-19 and a need for teachers to be able to deploy information to students and students to be able to hand in things to teachers and that was really as far as we were trying to go at that point and actually at that point I was the one who was entering all the students into the Google Classroom so I have no interest in doing that anymore. We actually have a much more better way of doing that and everything but it's so when we think about some of these other tools I think they allow us a different kind of flexibility and I think honestly we're really thinking secondary when we're talking about an LMS. It's like the need for something more robust I don't think is a need at the elementary but I do think it is a need at the secondary and my own children I have watched them use an LMS to not only use it as a way of moving sort of digital paper back and forth but also as a way of interacting with the content of their class in a very different way and those are the things that I think we want to explore.

We actually have a much more better way of doing that and everything but it's so when we think about some of these other tools I think they allow us a different kind of flexibility and I think honestly we're really thinking secondary when we're talking about an LMS. It's like the need for something more robust I don't think is a need at the elementary but I do think it is a need at the secondary and my own children I have watched them use an LMS to not only use it as a way of moving sort of digital paper back and forth but also as a way of interacting with the content of their class in a very different way and those are the things that I think we want to explore. We have a lot of teachers when they come from other districts they're surprised by the fact that we don't have a more robust learning management system and they are often pushing us generally in one direction but I think we want to address this the same way we addressed the device piece which is the LMS one. We want to make sure it meets the needs of what the teachers feel like they need and that requires us having those conversations with the teachers to really understand those needs and we haven't had time to do that and I don't foresee that happening before the fall. I think that's a year two piece.

We want to make sure it meets the needs of what the teachers feel like they need and that requires us having those conversations with the teachers to really understand those needs and we haven't had time to do that and I don't foresee that happening before the fall. I think that's a year two piece. Can you go, well maybe you don't need to pull up the slide. On the inputs, you know, there's a piece here, there's parts of this system that interface with the home. We've talked about that and I wonder whether your inputs are capturing that perspective fully. You know, where is the home parent perspective in this coming in? I mean to what extent and what point in this is it coming in? Do you want me to do anything? Yeah, go ahead. So the Teaching and Learning Advisory Council is really the vast majority are all parents. Thank you. When we met with them, exactly what you were describing was exactly what we were talking about. A lot of really good conversation when we were talking about when we met with them on what parents are, what their viewpoints are on devices and how they're used and how they're being used at home and that and so we spent and got a lot of just I think really solid feedback for guidance in this whole process through that. I don't know how many? I mean the actual committee is pretty large.

I don't know how many? I mean the actual committee is pretty large. Who shows up is about 10 to 20 at any given time and they represent parents pre through 12 and then there's two administrators on the group. The one thing that the way I describe the group and I describe the group to the group this way because when the coordinators come to present to them I say they're a very kind group but they're going to push us and push us hard and they do ask us really difficult questions. They tell us stories so the stories that we heard as a consequence of devices they also are really good at when we are not clear with what we're saying pushing us to articulate that better so we in the technology piece an example of this is we kept talking about management of devices and we kept talking about a teacher being able to deploy something and everybody being in the all the children being in the same space. That did not mean anything to them and it actually for whatever reason scared them in a different way that I was like no, no, no this is actually a good thing but they're willing to say that to us. We don't know what you're be able to talk like educators and talk like parents and so I actually really value that group and the way that they push us but it is a hard group.

That did not mean anything to them and it actually for whatever reason scared them in a different way that I was like no, no, no this is actually a good thing but they're willing to say that to us. We don't know what you're be able to talk like educators and talk like parents and so I actually really value that group and the way that they push us but it is a hard group. There's like I don't think we've ever come out of a meeting and been like your head hurts because they're pushing you to think and that's actually the sign of a good committee. And then one more. I think when I read other districts that your comparative work is primarily with other public school districts. Not entirely. There were some considerations given that we have some schools around us even in private schools that it would be fitting a lot of some of ours. It's not that I think they're necessarily doing anything better. I just think broadening our perspective is good and we do get compared with all kinds of schools in the area. So keeping that broad perspective in mind is good. That's what I've got. Thank you. Thank you. Thanks, Leah. Pam, you want to go? Thank you. I trust the two of you. I respect the two of you and I'm guessing by extension your teams as well. So I just want to start by saying thank you.