Latest / The Nick & Nick Podcast / Christin Ones w/ Envision Academy
Transcript
- Nick Prososki: Hey, welcome to another of the Nick and Nick podcast. This podcast is sponsored by Royalty Roofing and Siding, crown your home your commercial property, and then wrap it with royalty. Today we have Kristen Onus, ⁓ like bonus, ⁓ executive director of Envision Academy here in Omaha. Yes. So first of all, thank you for joining us on the podcast. Well, thank you for having me. I appreciate it. Yeah. And we've got to give a shout out to Jessica who connected us. Yes. We haven't officially met before the podcast. We traded emails a little bit, but today we have the opportunity to talk about Envision Academy. So again, thanks for being here. And yeah, why don't you give our audience a little bit of update in terms of it sounds like you started the Academy in 2020. Now we're at what? 2026. Can you just give us an update what it is, how it functions, where it's at in the process? Has it launched? where we're at. Just bring us up to speed if you don't mind. Envision Academy is our nonprofit that I started. ⁓ I got the idea for it in 2011 when I was a teacher. ⁓ OPS or? Yep, I was in OPS. What grade, what level? I taught first grade. What school? At Saratoga Elementary. So it's like 24th and Ames for people who don't know. Are you from North Omaha then? Because I know the Envision Academy is rooted, or looks like its intent is to... I grew up like 90th in Maple area, so not North Omaha, but my whole career has been in North Omaha. And so how that dream kind of came around was I had a student in my class whose mother was killed and he found her and I felt like I couldn't help him as much as I wanted to. Traumatic incident. Yes. And so one of my friends was like, maybe you should start a school. And it was like, yeah, that's what I need to do with my life. In 2020, we got incorporated. OK, so from 2011, what transpired? Because basically, you're starting a business when you're starting a nonprofit. Yes. It's just a business that's not for profit. Yes. So what transpired between 2011 and 2020 in terms of the original idea to the 2020 launch? So what I did is I interviewed a bunch of people, asked them, what would you like to have in a school if you could have anything? So these are students? Parents, teachers, students. I visited a bunch of schools in various places. ⁓ Mostly in Omaha? No, like I went to New York and visited a bunch of schools there. Because they have a lot of different models of types of schools. So in one week, I think we visited like seven schools and they were very different. Like there was a very big spectrum of schools that we visited. So those were public schools, they were private schools, they were elementary schools, they were high schools, they were... Everything? They were all elementary schools. Okay. Or some were like elementary through high school. Okay. But ⁓ they were, it was the gamut. Like we went to a charter school, we went to a Montessori school, we went to ⁓ a free school, we went to... What does free mean? ⁓ So basically they, ⁓ the children kind of guide their own learning. Okay. Even more so than a Montessori school. Where was that at? in New York City. ⁓ It was cool to see all those different models and it helped me solidify what I wanted to do. I was like, can do this, I know what it takes to run a school, whatever. That's like starting a business, never having started a business before. Yes. The school part, I've had training in that because of my education and being a teacher. Like that part's the easy part, then the nonprofit and the business side. Like when we started in 2020 kind of getting things really together, I was like, what am I doing? And so we got incorporated February 2020 right before the pandemic hit. that good or bad timing? We had our, well, I don't know. It's just the right time. Just the time that it was, you know, it was really exciting to kind of be taking some big steps toward that. backtrack a little in 2018, I resigned from OPS so that I could have time to work more on Envision like a real job. So I got a job at a Montessori school actually, and then I was able to work Envision like it was a job, though it wasn't getting paid or anything. So 2020, we got our incorporation and then the pandemic hit, we kept having... board meetings over Zoom and trying to figure out what to do with everything. I was like, in 2021, I was like, we're gonna start. I didn't know what I was, I didn't understand everything that it would take to start. And so then we didn't start. And the next year I was like, we're committed to starting. And funding wasn't there. being in North Omaha, we're very committed to helping. to having scholarships for families. And so we have to have a lot of sustainable funding in place in order to launch the actual school. So then we dialed back a little bit and I was like, what can we do to help the community now? We're already nonprofit. We got our nonprofit status approved in 2021. What can we do? We had some donors who were giving, you know. And so we started partnering with other organizations to help them to develop more holistic learning environments. you give me an example of those other organizations that you partnered with? One of our biggest partners is the North Omaha Good News Bears. We're still partnering with them. They were our first partner and we're still ⁓ partnering with them. What is their mission? ⁓ They have a Saturday program for kids four through 18. And then they also do tutoring ⁓ and they have big dreams for us. for a community center, all kinds of things. They have a lot of big dreams, check them out. I work with them on Saturdays and help write curriculum. help ⁓ with ⁓ just, like if there's an issue with transitions or kids are acting up or something, then I give them my two cents and just try and help wherever I can there. And then I teach one of the classes on Saturday. ⁓ So I have the children who are six and seven years old, we don't, all the other classes are called like the four and five year old class, the eight nine class, but you can understand why we don't have the six and seven year old class because of the, so we're the grizzly bears. Hello grizzly bears. But it's a lot of fun. do, ⁓ this year our, ⁓ kind of theme is vision and helping kids. see what they want in the future and work, what do you need to do to achieve that vision? Yeah, once you see it in your mind's eye, what you did for the academy, how do get from where you are practically to what you've seen in your mind's eye? So that's one of our big partners. Another, we partner with a lot of churches and do ⁓ training for their Sunday school leaders, Sunday school teachers, like on classroom management and stuff. We've partnered with Assure Women's Center and done some parent classes there. ⁓ And then we, ⁓ I mean, there's a lot of different places. Right, when you say we, who's we? ⁓ Mostly it's myself, but then we also have a board. ⁓ you know, it's not just my, Envision is not just me. It's ⁓ all our donors who ⁓ are making it possible for me to do these things. It's the places that we partner with because They are helping us to achieve our mission through them right now. Is that what you originally seen when you had the original dream back in 2011? No. Or is that what it's evolved into? Yes, it's evolved. we are committed to opening a school still. But now I understand better kind of the scope of what is needed to start a school, the funding, the building, all the different things that we need. ⁓ And so. that will happen. We've now created a strategic plan. A four-phase plan, is that what you're talking about? Yep, so it's like a, yes, kind of four phases. So we're in phase one and we're working to get me up to full time. Phase two is when we'll start ⁓ growing our funding more and ⁓ looking around for a building, start purchasing things for the school. Is that a prerequisite? Is that the main objective? Space? Space and funding. Yes. Funding is the most important. And then phase three is when we'll open the school. And we don't have years on that because we're a non-profit and you know the economy is a little crazy right now. I don't know when all the funding will come in. And it has to be sustainable because you wouldn't send your child to a school that's like ⁓ we have enough money for this year, you know. ⁓ Maybe we'll be open next year, we're not sure. So we're very committed to having ⁓ sustainable funding so we can commit to parents, yes, we're gonna be here the entirety of your child's elementary experience. ⁓ In the future, we may expand into middle school and high school. incorporation ⁓ is K through 12, but you can't. It's too much. You can't start a K-12 school just because of the different requirements that are needed for schools. you know, we're very excited with where we are because even though we're not open, we're still impacting kids. The past two years we've impacted over 500 kids. I think last year we were over 700 actually. And done training for over 100 adults in each. year. with the churches and yep. So so the vision for the school in terms of how it operates and functions, how is it uniquely different than what you came from OPS or a private school? What's unique about the Envision Academy? Yeah, so ⁓ I actually was homeschooled growing up. OK, and then I was a public school teacher and then I worked at a monastery for a little bit. So my view of education is fairly unique. ⁓ We ⁓ What is unique about Envision is that we will have, ⁓ one of our unique things is that we'll have multi-aged classrooms. So we'll have- Multi-aged classrooms, help me understand that. So that's, we'll have kindergarten and first grade together, and third grade together, fourth and fifth grade together. ⁓ It could even be like kindergarten and first, second together, three in one, and then four, five, six, or three, four, five together. ⁓ But that's so that, ⁓ and we're really gonna be watching kids and assessing them throughout their time with us, it's gonna be very individualized. you know, a lot of times in the model of school that we have in the United States, it's very one size fits all. And we expect every first grader to be ⁓ here in math, reading, writing. science, social studies, ⁓ emotionally, physically, socially, we expect them all to be the same. But it's not realistic. know, when you have a baby, you're saying, ⁓ we can walk, ⁓ they'll walk between this and this. They'll start walking, probably. ⁓ But then when we hit school, then that kind of goes out the window. So we want to be very ⁓ intentional. So if a child is excelling in math, they can move up to, you know, all the math at the same time. And if they're excelling, they can move up a grade level. if they need more help in reading, they can move down a grade level. we'll talk a lot with the kids about how people have different strengths, how they have different things that come naturally to them, and ⁓ that that's okay. How do you help the children discover that their strength based ⁓ curriculum? Yeah. do they find their strength? So, Takes me to the Gallup coach? Yes. Okay. I am also a certified Gallup coach. Okay. That we did that last year. ⁓ the plan for the school with Gallup coaching is that ⁓ all of our staff members will be trained, ⁓ not certified Gallup coaches, but trained in how to recognize... some talents. So Gallup has this really cool thing where, I mean many people are familiar with the Clifton Strengths. It's the 34 Strengths adults can take. But you can't take that until you're 15 because of vocabulary, because of the way the assessment is set up. It's not realistic for a younger child to take it. So they have something called Strengths Explorer. And that's for 10 to 14 year olds. And it is based on 10 talents that lead into the 34 strengths. So it's an assessment they can take. While most of elementary school is younger than 10. So then Gallup has, this is from a book called Strengths Based Parenting. They have strengths spotting. So all of our staff members will be trained in strength spotting. and will train parents also in strength Can you give our audience an example of a strength spotting? What is a strength that you would spot in somebody younger than 10 years old? Yes. So for example, one of the talents, one of the 10 talents in that assessment is caring. OK. OK. so compassion. And so what you would do when you see a child, like say they were playing at a park with friends and one of them fell. and skinned their knee. And then the other one came and helped them. While everybody else just kept playing. Everybody just kept playing, or they didn't even notice. Because some of us are very relationship smart, and some are not, and that's okay. And so if you saw a child do that, you just call it out on them. say, oh man, I saw you when you were at the park today. You helped your friend. When they fell down, you came and got me and got and you stayed with them until they were ready to play again. That was caring. Another example would be with organization. So organization is another talent that kids have. We've all seen kids now. Not mine. Mine never Well, then they don't have that. They don't have that strength. But I'm sure you've seen kids who line up their toys like size or whatever, or they line them up according to color. that goes with organization. And so you say, ⁓ man, look at how you lined up your cars here. They're in order from smallest to biggest. That's an organization skill. You're really good at that. And so you're just calling it out in them. And that starts giving them the language of strengths. ⁓ I'm good at that. Rather than looking at somebody else, often we all do this. we look at somebody else, I wish I could be like them. So is it more for the student to get the understanding of their strength or their talent or the teacher or both? Both. So when you have an understanding of that as a teacher, then how do you structure their curriculum to point towards that, grow it, develop it, scale it? Yeah. So what we will do is ⁓ parents and staff will be trained in this. OK. And then we'll have a meeting together. We'll observe the child for two or three months. We'll have a meeting together. So this is when a child first enters our school. And we'll say, what did you see at home? What did we see at school? ⁓ We think that these are their top three talents. And then we'll keep every parent-teacher conference. We'll go over those again. What have you seen? We'll talk about it to see if different ones are developing or different ones are shining more at different times. mature and age and through seasons of their young childhood. Yep, so then, and then we'll call the child in and we'll tell them. If they're an older child, we'll have them involved in the whole process. If they're a younger child, they don't wanna sit through that meeting. So we'll call them in at the end and say, do you think we see these? Do you think you see that? know? Right, and affirm that. Yep, and affirm it. And so then we'll just be continually affirming their talents throughout their school day. We'll make sure that they know what theirs are and that they know what other kids are so that they can ⁓ learn how to collaborate better. Like, ⁓ you have organization and I have caring. What could we do together to get this project done? Or you have organization and I have, ⁓ I can't remember the word for it right, ⁓ presence. ⁓ So presence is a talent that's like, it's the person who, people just are drawn to them and they often are maybe called the class clown. This is actually a talent that people, that we need to call out. Okay, so if you have organization and I have presence, then we can work together on this project. You can help me organize things and I can help you with the presentation to the class. So it's teaching them how to collaborate better, to be able to tell people what they have to offer and also, to be able to advocate for themselves. know, like, ⁓ I'm not so, I'm not as great at organization. I'm gonna need some help with that and be able to verbalize that to the teacher or to a classmate or to their parents, you know? Right. In order to execute this at such an intimate level with every student, what's the classroom size gonna be limited to and the class to teacher ratio in order to be able to do this at a high level in terms of relate to your students? So we'll have about 20 kids per class, but we'll have two certified teachers per Okay, so 10 per? Yes. We could go up to 25, but right now our numbers are 20. And that's so that, you know, having two certified teachers in a classroom will really help them to be able to focus on those strengths, to focus on how kids are smart, to focus on the different levels. of reading all the different things, but then it also allows teachers to, there's gonna be disagreements or arguments or whatever between kids, always. Kids are kids. We all have big emotions. So then if something like that happens, one teacher can take care of that situation while the other continues on teaching ⁓ so that the other kids aren't as impacted by. ⁓ like big events that happen like that. And so that's another bonus of having the two teachers in classroom. Absolutely. So along those lines, ⁓ as it relates to those kids, I forgot what I was going to say, but as it relates to them, so you have two teachers up to 25 kids. You talked about ⁓ identifying the student's strength, affirming it. What's your philosophy on the other side of the coin when you identify their weaknesses and things they're deficient at? How do you develop, address, shine the light on that so that, you know what saying? Yeah. So our philosophy is that we don't focus on the weakness. Right. You don't ignore them though too, right? We acknowledge that they're there. Yes. ⁓ So like, do you have an example of a weakness you're thinking of? ⁓ administration or organization let's just say that. Or let's say socially whatever I don't know the correct terminology but let's say social. Maybe they need more social skills. ⁓ So for organization for example we would teach that child that you know that's not my strength. Right. So I'm going to find somebody to help me with that. So you're going to go back to your collaboration piece where whether it's another student or an adult. I'm going to find somebody we're going to help them. to advocate for themselves. So that's one way. If it's a social skill, we're gonna have a lot of social skills lessons because that is so needed, especially with our world that's so focused on screens and things. A lot of kids need more social skills than they have in the past. And so we'll have a lot of social skills taught throughout the... school day and throughout the year and ways to practice. ⁓ what we do for that is there's a, I don't know, it's not really a curriculum. a, ⁓ I don't know, it's called conscious discipline. ⁓ So conscious discipline focuses on helping kids understand what's happening in their brain when they're experiencing big emotions. It helps them figure out how to process it in a healthy way. ⁓ And the cool part is it focuses on the teacher first. Because often, as an adult, if a child is throwing a fit, sometimes your blood pressure rises. You're starting to feeling angry. As does every other student in the class. Yep. Whether it's at home or at school, it doesn't matter. And so it focuses on the adult first. And then you teach kids how to communicate with each other, teach kids how to solve problems with each other, teach kids how to, you know. are you in a healthy way? Because there's a way to disagree in a healthy way. And not everyone's gonna just be best friends all the time. So we need to teach kids how to do those things in a healthy way. So the underlying foundation of the Academy is that it's Christ-centered, faith-based. Talk to our audience a little bit about your faith. How has it helped you in this process of launching. So, ⁓ the dream for the school, it came from God. There is no other explanation for I you mentioned Ephesians 3.20. Yes. So, Ephesians 3.20 is the verse that says that we can do infinitely more than we could ever ask or imagine through the Holy Spirit. And so, that's where the name Envision Academy came from. What does Envision mean? I know what vision means, but what does envy Envision is like seeing, it's very similar to it. So when I'm envisioning something, then I can see it like in my mind's Yeah, when you close your eyes, your mind's eye. I'm imagining it, I'm dreaming about it, I have plans for it. And so ⁓ we want kids to see that with God, they can do anything. Anything they set their mind to. with God and with whomever God puts in their path, like you guys, to help them get from where they are to where God wants them to be. Yep. And ⁓ that's part of the holistic, our holistic model. Yeah. I'm a retired chiropractor, so I understand holistic. I understand the whole process, addressing the whole versus vitalistic versus mechanistic and then holistic as well. You have to... Think about the whole child. We can't just be concerned about test scores. We can't just be concerned about grades because kids' intellectual abilities are tied in to what they can do physically. Or, you know, my physical body is healthy, then I'm able to learn. My mental health is good to go, I can learn. and my social skills are where they need to be, I can learn. But if any of those are off, it's harder to learn. And it's harder to just be able to thrive throughout life. So we need to grow all of those things in our kids. And they're so intertwined that when we try and separate them out, it ... something falls apart. That's the exact definition between vitalistic versus mechanistic, that the whole is more than the sum of its parts. Yeah. And so we're more than our academic success. Correct. We're more than our ability to solve a math problem. We're whole beings. We have many facets. And so we need to work together. We need all those facets to work together. so that we can be successful and thrive throughout life. Exactly. Currently, you said you're in phase one of a three or four phase. Where are we at in terms of phase four or when does the process or when does the academy start? Phase two, phase three, phase four? Phase three is when we'll start. Okay. then how far are we from that? What does that depend upon? excited about the product. Yeah. I'm sure you are. You've been working on it. am very excited. Where we looking at? How are we looking at? When are we looking at? In an ideal situation. based on where we're at right now? I would say, it's very dependent on funding. We need to grow our funding and get that to a point where we can, so basically we need about $500,000 per year. Per year to operate? To operate. That would be how many classrooms of 20 to 25 kids? That's three classrooms. Three classrooms, so about 75 kids total. Yep. And as, so the thing with a school, as you add classrooms, the cost per student goes down. Yes, because there's more. Because you don't have to have, like, you don't have to have a director for a new classroom. Right. So, you know, I can be over six classrooms. Right. You do have to hire teachers. So staff is the most expensive part of the school. But if you start in a building that has space to grow, you don't have to pay more for the space, you know? And once you have things kind of down, the cost goes down the more classrooms you add. And people don't understand how much it is to educate a child. Dollar-wise, cost-wise. Dollar-wise per year. ⁓ I believe in the Omaha area that it's about $17,000 per child per year. That's for public schools. How about private? ⁓ So that's kind of the average. Some schools are more. And if you look at the cost per student like over and throughout the United States, we're pretty cheap. ⁓ There are, you know, it's a lot of money. ⁓ There are schools that try to do it ⁓ with like 8,000 per student. And they do it and they're good schools, but it's hard. And the teachers aren't being paid a good rate. Competitive, thank you. A competitive rate. We may not be able to pay competitive right away, but we are very committed to paying a livable wage. ⁓ And we want to work toward a competitive wage for our teachers. ⁓ A lot of times nonprofits are like a struggle because sometimes people will say, ⁓ you're doing like ministry. So it's not about the money. No, it's not about the money. But also we want our employees not to have to worry about that part of their life. They're already gonna, teachers give so much and we think about the kids that we work with all the time. And so if you're thinking about the kids you're working with all the time, how to help this child grow in their reading, how to help this child get their social skills under control, how to help this child, and then you have a family on top of that and you have your own bills, we don't want the money to be an issue. And so we're very committed to being able to offer our employees a livable wage ⁓ and growing into a competitive wage. To me, a natural direction or transition or interface could be where ⁓ a church and the academy integrate in some way, or form. Is that on the horizon where there's a church organizations over here that has a desire and has a mission to educate elementary students, just like what your mission is. Is there a way to incorporate, let's say, Christ Community Church into this, you're, you know what I'm saying? You're like a sub. So, we can partner. We could partner with the church. One thing is that we will always be our own entity, because then if... We as a school, I don't think this is gonna happen, but if we as a school fail, we won't bring the church down with us. we're our own, we'll always be our own Sharing space and sharing overhead. This is something that we've thought about. So when I'm talking about buildings, we've thought about there's three or four different options. We could ⁓ purchase a house or two across from a park. operate out of the houses. We could work with a church. There's a lot of churches that are empty during the week. and have a desire to impact that demographic. so we could rent space with them or have some sort of mutually beneficial relationship with them. win-win. You know, they have to pay their utilities through the week. So you're self-reasing. Nobody's there. If we start being there during the week, we're going to raise their utilities. What if we just came in? and paid all the utilities. they didn't have to anymore. in their kids program that maybe 20 of them could find this attractive. Yeah. So ⁓ we are a school like you don't have to go to church to come to our school. ⁓ So we accept anyone who wants to come to our school and experience our style of education where unashamedly, we follow Jesus unashamedly, but anyone is welcome to come to our school. So that's in Christian school terms, that's called an evangelistic, evangelistic school. there's- Evangelical? No, evangelistic. So there's a, oh my goodness, it just went out of my brain. Covenant, so there's in Christian school language, there's covenant schools and those are families who follow Jesus and they want their children to have a Christ-centered education. And so- they have to sign something, yes, we follow Jesus, we go to this church, all this stuff. ⁓ In our school, we won't have that. So anyone is able to join our school who would like to, they will understand, like we will teach the Bible. It's not a bait and switch, this is who we are, you're welcome to be a part of it. That's right. Anyone is welcome to come to our school. And so that's just a, different schools have different missions. And so that's how, what that is. So yeah, we could be in a church and use their space. We could also build. ⁓ That's a big, that probably won't be for a while. Bless your heart on that one. Or we could partner with another nonprofit to ⁓ use space with them. ⁓ Or a couple different nonprofits, you know? So there's a couple different options. We won't, well, I shouldn't say we won't, because God can do anything, but. ⁓ most likely won't get like a commercial space and turn it into a school just because of ⁓ zoning laws and things. It's harder to change zoning from business to school than it is like from residential to school. when I talked to the city planner, that's what he told me. So, know, there's all those different options where, you know, we have board members who'd like send me. Look at this house that's for sale. We're not in a position to buy it yet, but to dream and think about what could be, it's really fun. That's awesome. On the fundraising side of it, what are some of the more effective strategies or maybe approach that you've used in terms of raising funds? There's no grants involved, or is there? We have applied for some grants. We haven't received any yet, but we're also a young organization. Six years, still young. because of the pandemic. reason why I'm asking is because we have a nonprofit as well too. And I thought you saying six years is still considered young. So three years is you are not considered at all during the first three years. Oh, for a grant. Because you don't have sustainability. You haven't shown that you're in it for the long run. OK. But then remember that the pandemic was during our first years. So it was kind of like we we weren't really an organization yet. We did receive that. So we can apply for grants and we're hopeful for some of that funding to come through. We've started applying for grants and stuff and we also have some very faithful donors who give monthly. So for us, the real bread and butter is from those monthly donors because... sending $25 a month, month after month after month, we can count on that. $50 a month, month after month after month, or $100 a month. That is what makes the big difference. So it's not like you have fundraising events three times a year? We do have a fundraising event. Tell us about that. So it's in November. And the past two years we've done bowling events. ⁓ So we've been at Maplewood Lanes, and they're wonderful to work with. What is it, like a tournament? No, just like a family event and people come and we have sponsors for lanes and all kinds of, we have raffle baskets and, ⁓ or yeah, raffle baskets. So it's a lot of fun. So ⁓ we don't have a date for that yet. We have a board meeting this week. So we're going to discuss that and like, do we want to do that one again? Or, you know, we're discussing that. you tell a little bit about who's on your board? What people are on board? We are, we're a very small board right now. We have three people. ⁓ And so we're working toward growing that. But it's, people who are very ⁓ committed to our mission. ⁓ It's not anyone like famous or like well, really well known in Omaha, but it's people who have a heart for kids and who want to. see a difference, want to see us make a difference. ⁓ We are looking for other board members to join us, especially we need one that is more financially minded, maybe an accountant or something. ⁓ I'm very blessed. I ⁓ was raised with parents who are very frugal, and so we're in a pretty good state financially. ⁓ for where we are as a smaller nonprofit, smaller, younger nonprofit. ⁓ But we also, you know, I ask a lot of questions to people who are smarter than me in that area. So, ⁓ yeah, so we're looking to expand our board. We're not going to expand fast, but like kind of slow, steady growth, just like our slow, steady growth with our funding. Looking forward to where this thing ends up landing and it sounds like we're not exactly sure when we're going to get there. There's not a, we don't have a date set. It's just, we, I can't make somebody give to us. Right. know, I can, I can ask people over and over and over. to help raise funds? I know you're in different groups, you're all out in the community. Yep. I do a lot of networking. What's the most effective means to raise some funding? Probably just the... ask, like, do want to join our team and become a monthly donor? That's been the most effective so far. Right. So if you're interested in this, Envision Academy, reach out. How do they find you? We're on Facebook, Instagram, Envision Academy Omaha. ⁓ Our website is EnvisionAcademyOmaha.org. ⁓ If you want to email me, you can email me at Kristen. It's C-H-R-I-S-T-I-N at EnvisionAcademyOmaha.org. That's awesome. yeah, we'd love to connect. Thank you so much. I appreciate you being here. Thank you so much. And thanks again, Royalty Roofing and Siding, having us. Yes, thank you.