Sure. So the last threat right now is that for next fiscal year, that federal funding would be tied to certain initiatives that President Trump campaigned on and says is a mandate of his voters. So those mandates would be linked to, for example, dismantling and not implementing any Diversity Equity or inclusion policy strategies throughout the school district. Another may be not implementing critical race theory, and another would be linked to gender education, linked to possibly transgender students or LGBT etc. So that has not been declared, but it's understood through some of his messages through the press, that going into next year, in order to receive funding, you would have to commit to possibly those three criteria, and then the last threat would be an acceleration of choice, so more choice to families, possibly continuing to challenge things that have already been ruled in court around caring. So. State or federal funding with students to private schools or other school districts. Now, as you all know, Michigan is a is a very aggressive choice district already, but actual taking federal funds and tying it to a student and allowing that student to translate that into some kind of voucher system is probably the direction that President Trump would want to move to. The courts have already struck that down a number of times, but we're possibly looking at another situation where that's tempted through executive order at a high level. Those are the more immediate threats that we're facing as a district right now. There's not much we can do until the these executive orders run through courts and the administration in the different offices at the federal level start to implement and provide guidelines and administrative guidelines on how to implement any of these executive orders. And so what we'll do as a district is continue to give updates. We've talked about maybe engagement sessions. I can dedicate part of my presentation on where we are on some of these things monthly, and I'll wait any direction the board has on that strategy, as well. As a reminder, the virtual school has always been open to all students, with the exception of some special needs students, simply because you can't implement the requirements of their IEP through a virtual setting, mainly because of their physical disability and possibly their learning needs cannot be met in virtual school. The beginning of the year, any student can apply to the virtual school, and then we do that at the second semester, and we've opened up the window, obviously, to allow any families that feel unsafe regarding the push of ice to consider the virtual school, certainly willing to add any ASD partners to our schools. You can email me directly about ideas that you have in that regard, we are always comparing ourselves to the state average, to other districts. Every year after state data is released, I provide a ranking of where we were when we started on this reform, where we are now. Every accountability areas we moved up the ranking. I just want to continue to remind everyone that Nate proficiency, or even M step proficiency, or even i Ready proficiency is not equivalent to being able to read. A proficiency rate is your ability to answer a certain number of questions based on a passage or information you know about literacy or literature, I should say a literacy test is a basic literacy test of can you read the content at that grade level? That's not what children are being asked to do in 2025 they are given a set of passages that is based on a national standard of proficiency and cut scores and a number of questions that you answer correctly, that's not to minimize scores one way or the other, but as a city, we have to stop talking about children being illiterate because they're not getting a certain score on a state assessment. In Birmingham, if you go to a board meeting, we're not talking about illiterate children in Birmingham. We're just talking about children that are not passing a test at a certain number. But that's not literacy states, decades ago, moved away from literacy tests. Now it's the ability to apply what you read, interpret what you read, which is a higher level thinking skill and analytical skill, which is much harder than when I went to school, or most of you in this audience went to school, that was a literacy test. Now, children are applying what they learn and what they read, which is much harder, and what is defined as proficiency is much higher. So that's not to dilute excuse to dismiss any critique about us needing to do better, but I would just hope as a community, we stop calling children illiterate, and we stop saying that they can't read. Because if you give a child a passage, even when they don't answer the question, right, it doesn't mean they can't read the passage. It means that when they read the passage, and if they answer the question, they may be struggling on how to interpret the passage or to find the right multiple choice question, but they can read the passage that's not illiterate. Lastly, there has been a lot of talk about vans being sent to individual schools, especially in southwest Detroit. We're continuing to explore this. One challenge is not necessarily having access to immediate bands, there's been conversation about maybe partnering, partnering with community based organizations that may have access to vans, or even churches that may have vans completely open and willing to do that, trying to wait for a little bit more information from our principals, especially with high concentration of immigrant students. Issues to see where we would pick them up. Can we get outside partners to do this with us? I'd also say that the threat in doing this is we're clearly defining who may be undocumented based on who's getting in that ban every morning or going home, and that might be the proper target that immigration officials may want but very open to it. Just need to continue to receive information from principals about what students, what families, what neighborhoods and what partners we can bring along in that process. I have to look into the specific concern about the kindergarten student at Flix my assumption would be possibly undiagnosed learning needs that cannot be met at Flix. But I'll look in that and I'll provide an update to the board the last point, a lot of conversation tonight, properly slow about chronic absenteeism, and we definitely will, throughout the year, at the end of the year, continue to analyze and hear directly from students why they're chronically absent, why they're missing school. I don't think a study or surveys of interviews will really tell us much more than we already know students are chronically absent and miss school because of transportation issues. What does that mean at the high school level, we rely primarily on city busses. Sometimes they're on a reliable they're late, they're too far away from where the child lives. We are not funded, at least now to provide bus services, as we did years ago through yellow busses for high school students. We're talking about 5060, maybe $100 million to bring back that level of busses and hire people to do that. Unfortunately, under emergency management, that was all decimated, and the cost is enormous to bring that level of transportation back. The other issue on transportation is 50% of our children don't attend their neighborhood, k8 or k5 school. That's because of under choice, choice without guard rails, choice without accountability. Families went to where they thought they would be best educated their children, but that creates a huge burden on the transportation system and on families. Lots of families struggle. They have access to a reliable car. They're relying on mass transportation, so when they don't send their child their neighborhood school where they can be provided transportation and put their heavy burden on the district and the family to get to school every day. So in other words, lots of our families are struggling to get to school every day, and right now, we're not equipped to provide the corner to corner, curb to curb, house kind of service from one neighborhood to the other, relevancy, especially middle school and high school, students struggle to understand, why am I going to school every day? How is this connected to what I'm going to I need to know for life after this experience, mental health. Children cite mental health issues and the need for more support. Students cite, I don't feel love challenged or prepared when I go to school. They're not connected to certain adults or the learning community. And then lastly, just family support. A lot of families are not in a situation to always provide the kind of love support for their child. And then that child is not pushed, held accountable, to attend school every day. I think we know these things, the challenges continue to work at scale and with individual children at schools and families to overcome these challenges. So again, we'll provide another report, another update, but largely speaking, these are the five to seven things that we're definitely going to hear from children.