Um, we also found it to be pretty correlative - the yes, and we always look at the yes measures. Um, the mostly is no to me. So, to me it's like, yes, those are the folks, we saw a strong correlation between those who said yes and those who retain um year over year. And so I think um generally the nos are pretty clear on why they're no, mostly is like something's going on, and so it gave you a place to dig in. But I also, when we started thinking about intent to return and other periods like that, it was just a good place to really dig in. And even if there were low respondents, even that was a flag to me, it's like why don't people feel comfortable responding? It's like uh and so I think it just gave us a lot of more qualitative data and quantitative in the percentages, but more qualitative data on our students experiences. Yeah, you touched on so many things there. So I really appreciate that. I mean one of the questions I was gonna ask you a little bit later and maybe I'll just lean into right now is you'd mentioned yes, the mostly in the know and so for folks that might not be familiar with that every time a Pulse Check is sent out to to Tiffany's staff, I asked the question, are you happy in your work this week. Um And so folks are answering yes, mostly or no. So Tiffany, I'd love to just dig in a little further to that, why the happiness rating is particularly important or a rating that you really pay attention to in this data? Well, I mean, I think excuse me, as we all are painfully aware of, I mean this is not, this is not a an educator's market and so to me, you know, it is, no, I take that back, it is their market, you know, to places they can find a job tomorrow, they don't like it here, they can go somewhere else. Um and so for me, this whole happiness measure was like, we need to keep teachers like we need them, we want them to feel happy in the work, we want to retain them and so if I'm not happy and there are a million different jobs open then maybe pay the same thing or maybe even require a little bit less. I'm gonna go and do that instead of doing this. So for me, you know, I think it gave principals and leaders a chance to get out of the like what, not just what are they producing or what are their outcomes, but what do they actually feel? Because I think a few principles have been blindsided by some really awesome teachers just being like, I can't do this anymore actually and it comes down to sustainability or some of these other things that were really greater than them and had we known in like the regional dashboard, like the one that I look at, you, you're able to kind of trend and thinking, think about like, alright, what's, what's popping up here? What are we doing and what can we do regionally to respond to this as well And, and prepare and allow principals some just like almost like some resources to get at.