duties. There's a document in our agenda from last time. So, I'm going to go ahead and actually because I had that pulled up, I'm going to drop the link in the chat box so you have it easily accessible. Lauren, do you want to go through
those? Sure, happy to. So, let me preface it with I realized that when I was an ESC contact, apparently it was the dark ages before um Google Drive. So, I needed to find a flash drive that had all of my information on it. And I I
still have yet to find that. So, I I recreated my end, but I also worked with one of an ESC contact who just left a high school and got um her case load duties as well. So, I linked both there. So, I'm happy to kind of walk you through
each of them. Do you want me to share my screen or you want to share your screen? Sure. Gordon, you have your hand up. Yeah, I see that uh Karen McFarland also put in uh some information in that agenda as well for us to link to in Google Docs.
Um Karen, I think you might need to provide access, universal access to people with the link. Um I I clicked on it and it says that I needed to request access. Okay. I remember I struggled. Are you hearing me? I have to ask that question
based on last time. You hearing me? Yeah, I am. Okay. So I I had problems doing that. So I sent it to um Miss Ramos Cruz and she's the one who uploaded it. So I can send it to you independently. the link, but can you
change the rights on it? Because I'm able to view it, but nobody else is. So, the link is there if you can um go ahead and just change the permissions on it on the actual document. Okay. And Miss McFarland just going to share and then all the way down you'll have to share it
with anybody with the link because I have access to it too, which means anybody within the school district has access. I just think uh those who don't have a school district address right now need anybody with the link will need it. Okay.
Okay. Do you want me to go through this now? Okay. Sorry, my computer's a little slow right now. So, this was actually a document that I got from a um a contact who just left um a comprehensive high school. So, she um outlined she called
it a lead teacher instead of a case manager, but it was the same kind of roles and responsibilities. um as a case manager, she just kind of changed the verbiage. Um, do you want me to go through each one or just kind of summarize or
um Yeah, Lauren, maybe a little additional detail will just help uh I know Justin I think he was out sick when we had this previous meeting and so that'll probably give him a little better uh window on what the things are that we had had talked about and where some of that discussion had gone just as
quickly as you can. Okay. Sure. So I mean I from my perspective last time um we really kind of talked about how the role of a case manager is very dependent upon the campus right so typically the ESC contact at each campus kind of um or
if there's an administrator over over ESSE they they really design what this looks like on each campus um and depending on how that is designed and outlined and and if there is a system and a structure for that on a
campus it's really, you know, the roles and responsibilities of that position are very different, right? So, um, again, this this document that we're looking at right now is from an ESC contact who was, um, very, um, experienced on a particular
comprehensive high school campus. And she really, you know, used it as kind of the the point person for the child who, you know, the students who are on that case load. they're the point person for other teachers to come to to collect
data to ensure that um the compliance piece of the IEPs are done, right? So, goal reports are sent home, copies of accommodations, um consultation logs are completed um as outlined on the IEP. Um
uh this talks a lot about the communication, right? being that person that's kind of the the liaison between special educators, related service providers, and general education teachers. Um, since this is a high
school, um, there's a lot of emphasis around the transition assessments, path to future. Um, so that was a, you know, a piece that was on here as well. Um, and then really, you know, and I I really actually love the first one,
personally meet the students on your on your lead teacher case load because that's really important that they know who to go to and advocate. Say some of the students might need a schedule change or, you know, might have an issue or want to advocate for certain services or on their IEP, that would be they
would be the point person for that. Anything else? Do you want me to go to the next one? Is there any questions? Karen, I think that's the same thing that I sent. Uh because I think I know who you got this from. So it looks very familiar
and looks similar to the one that I sent. Um so um may want to double check both documents because it's it's the same thing. And what I did with Miss McFarland, what I did was I uh made a copy of your
document and then I just shared it out with a new link. So everybody should have have access to it now. Okay. Okay. Do you want me to switch to the other one that I linked in? Sure. Any other question? [Music]
me just zoom in a bit. Okay, so this one again was one that I had but I I started I recreated um based on what I could remember. Um but for for the the one that you're looking at right now, um I
really gave the teachers who were my ESC teachers on my team the autonomy to create their own case load. So that's kind of why the language is a little bit different. What we would do is we would meet as an ESSE team during preschool that preschool week and we would look at schedules and we would align we would
create our own case loads versus schedules. So, I think I shared last time um when I had took a position at a middle school, case management was a very stressful part of the teacher's position and day and um I spent some
time trying to kind of like digging into that and it was really just lack of a system and a structure for case management. So, the way that it was designed was, you know, we looked at schedules and we would have teachers select students for
their case load. that was someone that they were teaching core academic content to. Right? Now, with that said, and we would create it equally, right? I also had them really pay attention to when IEEPs and reeal reevaluations were due because
if not, some teachers could say have if they had 30 students on their case load, they may have 20 IEPs due in a month and that is very laborious task, right? But if it's spread out and there's say three IEPs, four or five IEPs do a month,
that's much more manageable. So that was something that you can see that I outlined that I felt was really important to make sure that there was a lot of intentionality around who the students were that were on the case load and that, you know, we paid attention to their IEP and reevaluation
dates. And then I think the rest is pretty self-explanatory. It's not as indepth as the other one. Um but again, this is more outlining the process of the teachers selecting the students that they were going to um be the case manager for.
Go ahead, Gordon. And this would fit, Lauren. This would fit that uh piece that we were talking about of uh having the teacher who is working with the student more directly involved on some of this but limiting then the total access to a degree that it becomes a
manageable load for the teacher to do the necessary paperwork while still meeting the students needs in class um given other constraints. Correct. Right. Yeah. Because if you're teaching the student that data collection piece is going to be handinand and present level. So if you don't know the student and
you're not part of that process, it's a lot more work to try to gather data, to send out observation forms, to collect all of that information for a student that you're unfamiliar with. So this was a way that we really were able to, you know, reduce the amount of extra right
work that um these individuals were asked to do. May I interject on this? Can you all hear me? Yes. Oh, so yeah, I um the only thing that I have a concern with um with the 25 to 30 students on a
case load is that I think I'm not sure how other high schools do it, but as far as um the um high school that the high school that I'm at, they are not working
handinhand with the master board because um a lot of times we have students that are not our students. And I think I think that that should be looked at early on in the year before the school year, actually during preschool, so that
um the case manager is not just handed randomly students that they're not familiar with. And I think it has something to do with the master board being completed. So I don't know if you know if this is the right conversation or the right time to have that conversation um about that but we get
students that are not our case loads and sometimes um you know some IND teachers have maybe 15 students where versus other teachers have 40 50 case loads. So, I'm just wondering if that has something to do
with the master board and if if it could be um implemented in the beginning of the the preschool year so that it does look something like um what you were just talking about, Lauren, as far as having students that are on that you're familiar with that you're pushing into
or you're you're working with directly. So, did that make sense? Did I just go all over the place with that? I'm just I'm just trying to I think the master board has a lot to do with how these kids are aligned with your case loads. Do we have any additional suggestions?
Because I know that I hear a lot um the information going back and forth in terms of what your case load consists of in terms of your role responsibilities, what those dudies look like and and what the structure of the day is. But when we're looking at all of this
information, um, where does that lead us? Where where do we stand in terms of moving forward with the information we have received and reviewed? We said the purpose of our joint study is to look at the assignment and the working conditions of these
employees that are performing um, student support duties as a case manager with a specific case load. um what do we see in terms of suggestions that can be made to change those working conditions? So, one of them is I heard somebody say
perhaps we're we need to look at the master schedule. Um, Lisa, I know I wasn't here last time, so I apologize. And I'm in my car, so my camera's not on. But I think it seems what we have to streamline, and correct
me if I'm wrong, is we have to have our case managers, whether you call them case load managers, um, whatever that title is. What we're hearing is that people are given students to support
that they don't provide a service to. So what it sounds like we need to do is say, "Hey schools, when you're divvying up your case loads, we need to make sure service providers are supporting the students to be able to write IEPs
effectively to be able to get data." Is that what I'm hearing kind of we need to streamline that process for schools? Is that accurate? I agree with you, Lisa. Sorry. I agree with you, Lisa. I think it um recommendations for a
structure and a system that kind of go hand inand with masterboard planning and and is really important and I I really think that that um you know can can alleviate a lot of pressure. I know that I just left a school where we were doing masterboard planning and case management
came up and the principal was sharing that um what she does is give a Friday one Friday a month for case management duties and a part of that day is built into the board and built into schedule so that they have time to right because that is a big issue is where do I find
the time to make sure I'm entering data I'm able to develop IEPs it's it's a layered kind of concern because it's not just who you get on your case. It's about then how do I collect the data? How do I develop the IEPs? And how do I
make sure everything is being met for that kid. Right. Right. So it's it is a systematic approach. Yeah. Exactly. And I think we can provide really concrete recommendations around a structure to where you know this can be something that is more feasible than than you know
a really task. I agree. I think it's just step one you do this. Step two, you do this. Step three, you do this. And it's like a guiding dock for the schools to follow to divvy up roles and
responsibilities of what those people are to make sure everybody has equal weight in the responsibilities. Sorry, I'll be quiet now. Don't apologize. This is an open forum. That's the purpose. Um Justin,
thank you. Yeah, I think um so so fundamentally if this is something that exists, which it does, there needs to be structure that's agreed upon contractually. Two, if this is an extra title that comes with extra work
requirements and obligations and time, um, the district needs to give considerations, whether that's financial considerations in the form of a stipen, whether that's time considerations in the form of guaranteed one day a month,
two days a month, things like that. Because at the heart of this and one of the reasons why we raised this issue is that there is no such thing as a case manager in our contract and as such fundamentally if grieved if an employee was given those extra duties and that
extra assignment the district has no contract language to stand on. It's basically a fabricated position with additional responsibilities very important responsibilities but in terms of the contract it doesn't exist. So if we're inclined to move forward with
structure for codifying an additional title that carries additional workload, there needs to be a cotification of consideration if not compensation as well because it just right now what would happen if somebody was told they were a case manager at a work site and
they said no, I refuse to do that. The district could not compel them. Um, so it this is a mutually beneficial impetus that I think we put forward and and we're happy to work with the district on that if this is a real thing and people can be forced to do it
then there has to be structure and compensation or consideration. That's kind of at least for me that was always my crux behind this. Um, the job has to get done. it just can't be done off the books, which seems to be how it's handled now because there is no formal
reference for people to make to go to see what should they do, what should they consider. Um, it just it has to be a formal thing, not an unofficial thing, which is how it's kind of ran right now. So, Justin, I and I know you and I come
from different lenses, so I do want to recognize that as I respond to your that statement. Did you have a chance to look at the first session and how we defined all of this? I have not yet. No. Okay. So, very quickly, um, as you know, ESSE
teachers are responsible for the students they serve. Um, there are many students who are on consults. So, they don't get direct services. part of the service they receive is monthly consultation between the ESE teacher and
the gened teacher. So there's no real direct service required. So that creates case load which creates sort of a case manager position because it these many of these kids who these teachers don't
know directly um is for reason because the IEP doesn't require that. So um so I wouldn't define this as additional duties. I would define this as their duty as an ESSE teacher. We talked about
a support facilitator not having um like u lesson plan responsibilities, grading responsibilities, that kind of thing where a teacher who has direct instruction and a self-contained class
has all of that. But those self-contained teachers from my understanding don't have the additional case load that the support facilitators have when they get defined as a case manager as a support facilitator and and
I could be wrong and this all varies from school to school as we've already established. So, I just wanted to give some of that context because this in many cases, if not is all that I'm aware of, this is part of their job duty as an
ESSE teacher. Um, and I just wanted to give that context. Understood. Sarah, um I just wanted to share as an ESC contact, I think, um one of the things that um a lot of campuses
probably benefit from is those extra duty days that we get at ESC contacts get at the beginning of the year. And that is when I spend the time to set up my case load for my teachers. But it does take a lot of time to get it set up because, you know, obviously, especially
at secondary, you have to like align where those teachers are supporting. But as Kevin said, teachers often get students that they don't know because either they don't get a direct service or in cases like us, um, we didn't have any like district SLPs for a while. We
just had contract SLPs and I had to like get them with those students with a person. But that does happen. But I think that ultimately it just does take like it takes time for especially like ESC contacts to set up those case loads very carefully and I I definitely think
we benefit from those extra duty days to get that set up. But I just thought I would share and I also wanted to add to that um what Kevin just said the support because the ESC teacher can play three different roles here. They can be the
ESC teacher giving providing direct instruction. They can be the support facilitator where they're supporting pushing into a classroom as well and pulling out. And they can also be the case manager. So that's actually three different um job descriptions that could
be. Now, if you're doing if you're doing consult for a kid, you're not necessarily um pushing in. You're just seeing that kid once a month or however the the IEP requires them to see the student. Um, but at the same time though, you're not just doing the
consult. You may be a support teacher, supporting classes, pushing into classrooms, and at the same time, you're doing you're you're you're the case manager for other kids as well as that kid. So, it's still a more than one job. Even though that's
a part of the, as you said, part of the job description or job duty, you're still responsible for doing two, sometimes all three of those tasks. Um, in some cases, some teachers are doing all three. Some cases, some teachers are
doing maybe two of those items, support and or uh support and um being the case manager. Um, never ever is there a time where you're only doing um case management. So, um, so to, you know,
just to take that into consideration, you're not, even though that's that's supposed to be our job to do that, we're still doing three different jobs. um as a as a ESSE teacher, which you know, I don't think I don't know how
that looks in other counties, but we're still responsible for taking care of three different tasks. Maybe at least two different tasks, maybe three. Um Lisa, you had your hand up. Yeah. I just wanted to share and express that I
do agree with Kevin. When we go to school to be special education in that role, we know our role is developing IEPs, right? That's where our expertise comes. I think that is part of our duties as assigned as being an ESE teacher, right? We go into there knowing
that we're going to be needing to collect data. We're going to need to develop IEPs. I think again what this goes back to is developing a system to make sure what we have to do as ESSE teachers is designated the right way
given the appropriate supports and knowing how to create a system because that that is our role as an ESSE teacher. We go in, we support, we work on goals, we collect data, we do what we need to. So there are different levels of course depending on what the kids needs. We
have to service based on what that child needs. So there's always going to be variance in what we do to support kids from campus to campus. It no campus is going to look the same. It's not going to be the same. It's unrealistic for us to think that every campus is going to
be the same because of what that campus holds on IND verse ASD verse EBD. Three different dynamics, all special education. So thank you, Lisa. That was all discussed in the last meeting, too. So, it's perfect to tie that back in.
Um, every school has different training diff different staff that has different training and experience and based on that experience and training and resources that are available. Um, that's in the last meeting how we discussed that it looks a
little different on every campus because the dynamics are different based on staffing and needs and programs that are available on each and every campus. Sorry, Denica. Go ahead. Unmute yourself. I apologize because I wasn't in the last
meeting, but yes, Kevin, I was actually going to reiterate based on those different campuses and those different programs that drives what these ESC teachers will need to how they service those students and what needs that they provide. But as Lisa stated, when you're
going into this role, you already know that there are certain things that are not necessarily codified in your job description, but that come with the role of being an ESC teacher as part of being an ESC case manager or lead teacher or
however you call that role. It is still a part of the position because it comes with a different level. It's just like when you think of a gened teacher, we know that they have the lesson plan. So do ESC teachers. There are certain things that are just not anomalies to
the position. It comes direct with that position. If you're a teacher, you're going to teach, you're going to plan, you're going to make sure that you're um providing instruction. That doesn't change as an ESD teacher, just the functions of how you provide those
services do depending on the level or the needs of the students that you may be um adjusting. A also as it was previously stated um a lot of this does stem um based on the the needs of the school because each school is different
each school has a different populace. So therefore that also drives how each school structures um not only their master board but also scheduling of those students. So when they're looking at those scheduling because I know as a
ESSE contact in middle school much like Lauren um Perigene I would also sit down during preschool with my ESC teachers and then we would present the rosters and then they would based on their
schedules then identify the students based on those those courses that they were already going into or teaching then address the students that they needed to put on their case load. so that they can have maximum time to provide those services with those
students. And it does become, you know, we do have those students where you're not necessarily seeing them. They may be on console, but you have to make it a purpose and be intentional about checking in with those students. Go ahead, Justin. So, I think
these are the types of examples that I think would need to be codified, which are the the identified best practices on campuses that are employing them. And I think that like if you're on a campus where ultimate consideration is given and ESSE teachers are consulted and the
master board is configured the assignments of the students based on the master board. That's that's the one of the fundamental aspects of what we're striving for. or I think we're in agreement is that campuses where they're having issues should look to those best practices and they might have to be
spelled out because there's there's got to be a reason. It might just be lack of awareness that some campuses have, you know, a perfectly humming machine and some other campuses might have a less than a humming machine. Um, so yeah, like these are are good examples of best
practices that might ought to be codified into processes that go along with assigning these cases to quote unquote case managers. So I do appreciate all that. Yeah, I I could say I like that even though I'm not in there anymore, but I
would that one of the things I struggle with is the lack of control. I did not have any control over what is assigned to me and um and then juggling for me it's sort of unique juggling three preps
um um no control losing lesson losing planning times especially like during the testing seasons and all of those stuff and for instance when a teacher leaves then they that teacher's um workload is dispersed amongst the rest
of us. So there are so many things that happen to make you um to the point where you see we struggle to keep teachers in ESC and I think the point of this is to try to figure out how we can fix and address certain issues so that we do not have so many people or so many teacher
leaving ESC because it is a struggle um even with the workload with the amount even at my campus when I was there uh there was rarely a support facilitator only. So everyone who did support
facilitation had some level of planning and teaching a class to do. So that was the campus I came from. So you don't have don't have someone who just do support support facilitation only. So there's always a struggle the lack of
time you don't know what to do when to do what to do. So if we can make it easier and I like the fact that um for these two ladies, these two coordinators, you involve the teacher in the planning and the distribution of the
case load. You know my previous school, you just get a case load and it could add and when sometimes when you think that you're finished with your case load, if a child comes into the school, then you're given a case load. So those are some of the things that we I think
we need to work on. so that the teachers are not really frustrated and and want to uh and want to leave. You know, I'm now in Janette. I am I loved ESC when I did it, but uh even though I have overund uh nearly 140 students, I would
prefer to have the 140 students because it's less pulling of air. I'm focused. I know what I'm going to do. With ESC, you're you're you're not focused. You're all over the place. So, we have another meeting scheduled for April 15th. Is there anything
specific that um we need to um bring back to the table um in order to come to some kind of of a solution? Any additional data feedback? Um maybe we can and look at other aspects of the
case manager role on the campus as it pertains to the ESSE um teachers. Lisa, well, kind of taking what we said, if we're saying that we need to provide some sort of guidelines, is that
something that the team would talk about here of what potential guidelines or do you take what we said and then come to an agreement on the back side? Do you know what I mean? Like what does it look like moving forward? Well, our goal right now because you know we're this is
just a really nice conver platform to have these open conversations. Um so we're looking at any kind of guidance documents then we would determine you know from the district side what kind of guidance document and maybe that's something that we can bring back to the table to CTA. CTA says, "Well, you know
what? Perhaps during the negotiation sessions, maybe this is something they want to bring it up. Um, you know, whether through a guidance document or something else, or perhaps they want to bring additional information for us to consider during our joint study. Um, and that's something that we can continue to
to elaborate on during either this session or the following session. But I want to make sure that if there's anything else that we need to capture just to kind of um come up with a resolution um within our joint study that we do that. So if if it's a joint
document or a guidance document perhaps that's one of the recommendations that we can bring forth and um you know if if we've come to to that decision from the district side. Okay. And and from the CTA side, obviously you'd have to come
up with with your um endgame here. As a teacher, I thought we should have um ESC teachers should have protected planning time. Um in the sense that I know at some schools you have six period planning. Uh if you only have one
planning, how do you do the other work that you need? So I think that they should have it would have been beneficial to have protected planning time so that they are not assigned um so many stuff to do and then you you
because you did not have the planning within the day to do your work then you have to resort to going u home and doing IEPs or in the or in the morning early morning late at evening during your lunchtime you have to do it you need a
time you need time. They need time to do that. And I just want to um mention some things that were said. You know, as an ESSE teacher, we all know that when we signed up to be ESSE teachers, we know that we signed up to
do the work. Um and as a general ed teacher, we know that we signed up to do the task. Um, but what what is missing here, I think, is that as an ESSE teacher, we're doing the work. Um, we're not, you know, we're
we're doing it to the best of our abilities with with the with all of the um responsibilities that we're given. But I just want to keep in mind that as a as an ESC teacher, that doesn't just that doesn't
um isolate you as to being just an ESC teacher. Somebody said that uh Denica and Karen, we also are general ed teachers as well. So yeah, we're ESC teachers, but we're also GenEd teachers that's doing IEPs, doing lesson
planning, um doing case management, and doing support. So that's not to me um that's not just isolating us as an ESC teacher. We're responsible for doing all of that. Um, so just when when we plan or whatever, just keep that in mind
because there are teachers that are doing direct instruction that's ESSE and they're also doing support and they're also doing case management. Um, so they're not isolated just as an ESSE teacher. So we're getting double a double hit here and that needs to be
taken into consideration and I think that we should if you know one of the solutions that I feel is that we in order to correct this is just to have just isolated where if you're ESC teacher you're doing ES only you're not
you're not I don't know how that could happen but we're not doing direct instruction where we're teaching a class maybe two or three classes and then the rest of the day we're supporting and then doing case management. That's not, you know, that's not what genet
teachers are having to do. So why why should the ESC ESC teacher have to do that as well? Even though we signed up for ESC, but we're still teaching a class. So I just wanted to just throw that out there because that's not, you know, it's it's a little it's extra work
for the teacher and it's it's more than what we bargain for as ESSE teachers. Just so just keep that in mind. Thank you, Hazel. Justin, is there anything you want us to consider from your end? No, I think that's
um whether it's from from the district side or from the CTA side, I think a collection of best practices that could be um you know, discussed in this forum and and derive some sort of consensus if possible on individual practices to say,
you know, yeah, this uniqueness of each school site aside, this is a practice that really would benefit every school site in terms of designing their case loads and and curating their case load. to employees or dedicating time whether it's one Friday a month like what was
mentioned or what was just discussed making sure that there's there's ESSE teachers depending on what they have in a given year that they wouldn't be assigned uh a regular rostered instructional class on top of what the majority of their time is which is
servicing ESC students. So I think the the more ideas that either side or or even better both sides think would be beneficial no matter what site um the better that could be used to to kind of sculpt or craft what's happening at
every site to be as accommodating as possible so that these these employees can get the job done and not feel overburdened to the point that it could reflect, you know, in their work that they they're stretched in or they feel that they're stressed out or they're not getting the support they because they
they're juggling two or three different hats at one time. So, I just think that the more ideas the better and then once they're kind of boiled down, if we walk away with a handful that are universally of benefit, that that is a great start to to kind of an an equitable solution
to some of the concerns revolving around case management. Is that something that um does the committee agree that we could gather that those suggestions kind of streamline those suggestions? I know Lisa, you threw some things out there that uh would be reasonable for our
April 15th day to come back with and that way by the end of that session, we walk away with with a better idea for um how to approach the case manager duties. I mean, I think Lauren, you shared like
what already drafted thing, right, of what was done previously. That's what you were sharing. I was driving when you were doing that. I apologize. Right. Yeah. Like those were when I was an ESC contact um what I used, you know,
to facilitate the process um at at my campus. Um and then another example from another high school. Um I definitely think, you know, I have some ideas. I'm happy to collaborate with
others. Practices. Yeah. So, I don't know if we could start like a collaborative document or something. I'd love to get feedback from as many do we solicit input from secondary ESC
contacts and give everybody input rather than, you know, Lauren, thank you for all you've done to be able to get something going, but we would want to make sure that those who want to be represented are in this discussion. and and you know, I'm sure Justin and Gordon would
agree with that. Just making sure that as many teachers and coordinators. So, I don't know if we want to do that with a shared dock. Um, and just get people going to provide input and suggestions. Um, I'm willing
to support that in any way anybody suggests or supports. What if we did a survey? That way we can have it on an Excel, right? we can just do an open-ended question and then we have their responses right there and we can put it out to all our regions and whoever responds responds for the
secondary contacts and then that we get more information that way. Well, I think we're going to just based on what I'm hearing from both McFarland's um we should get teacher input as well and not just the ESSC contact. That's what I'm saying. Like we can put it out to Yeah,
we can put it out to ours and then um CTA can put it out to the same group through their correspondence and we can make sure that everybody gets access. I agree, Lisa. Yeah, teacher input is very very much important. And one thing when um Hazel
and myself we were co-chairing the ESC committee I I the teachers I don't know how you're going to get by in but they somehow have a fear of putting their names to or not necessarily name but responding to anything because they get suspicious.
They don't want to get in trouble. [Applause] even though you tell them that. Even though you tell them that, you know, that was my thing. Um, you know, they won't. So, I'll think of a way um maybe another alternative if we don't get the
response or we just go with what we have. As you said, if people want change, they're going to provide feedback. If they're really feeling strongly about their position and they would like any improvement in any part of their their position, they're going to provide
the feedback. there's no other way for us to determine, you know, the best approach to the situation. There's so many things to consider. Um, so if you can get that started from the district side and then we'll share it with CTA. Um, and then CTA if you have any
feedback for that form, any additional changes and then we can get it out to our side and you get it out to your individual stakeholders and then we can review that data and see what what we can come back with.
We say that's a good approach. All right, we'll go ahead. We'll go ahead and share that out with uh with constituents. Okay. Perfect. So, Kevin, I can get that from your team.
We will work on it. Yes. And count me in. I know you're you're the guru. Um but I'm always happy to help. So, thank you. We appreciate that. And what we may need help with D is is when we get all the results back trying to pull it all together and make sense
of it and organize it to be able to bring back and we can open that up to everybody. But I think we're going to need support with kind of formatting it to make sure everybody's inputs considered. Count me in. Um I I'll I'll be happy to
help. All right. Well, with that, um, I will go ahead and let you all get back to the rest of your day. I know Gordon has some business with the taco place. So, I hope all my kitchen, huh? That's my kitchen. Nice. That's amazing.
Well, I hope all of you all have a very, very good rest of your day and week ahead. Have a good one. Thank you. Bye. Bye.