Note: This transcript is automatically generated and has been reviewed, but it may contain errors.
Grant Dyer (0:05): Hi, everyone. Welcome. I'm Grant Dyer. I head up customer success here at Orah. Quick note — today we're talking with two people who manage running safety and attendance at boarding schools. Running safety and attendance at a boarding school is a lot different a challenge than a day school.
Grant Dyer (0:24): Students are moving between classes, residences, activities, off-campus locations all day and night. Knowing where everyone is isn't just operational, it's duty of care. Today this isn't a polished case study or a demo. I just wanna have a really honest conversation with the people actually doing the work every day.
Grant (0:43): So with us today we have Jessica Lu from The Ross School and Jim Barbarich from Andrews Osborne Academy. Thank you both for making the time for this. I know pulling an hour out of a boarding school schedule isn't nothing, so I appreciate it. Quick housekeeping before I pass this over to Alexis from our customer success team.
Grant (1:04): This runs about 40 minutes, so we'll have 30 minutes of conversation, and then we'll have time at the end for 10 minutes of live Q&A. So throughout this webinar, feel free to drop your questions in the Q&A box as you go.
Grant (1:20): So let's just get right into it. Let's start with Jessica. Can you just tell everyone your name, your role, a bit about Ross School and how long you've been with Orah?
Jessica: Hello. My name is Jessica. I'm from Ross School, which is a day and boarding school over in the Hamptons. We've been using Orah for about three years, with me managing it for about the past two.
Grant Dyer (1:48): Thank you, Jessica. And Jim, I know you've been with Orah a long time, so I'll let you talk about that experience really quick.
Jim: Sure. Yeah. My name is Jim Barbarich. I work at Andrews Osborne Academy just outside of Cleveland, Ohio. We are a preschool through post-grad day and boarding school with a lot of international students.
Jim (2:07): We started using Orah actually when it was Boardingware over nine years ago, and based on different changes in leadership, we've used it more or less frequently. But the last four years we've been using it for almost all aspects of our boarding life and our day students as well.
Grant Dyer (2:24): Thanks, Jim. I'll hand things over to Alexis, who's gonna walk us through this with Jessica and Jim for the next little while. So over to you, Alexis.
Alexis: Thanks, Grant. Hi, everyone. I'm so excited and happy to see some familiar names in the chat. Jessica and Jim, I'm curious if you can talk to everyone about what Orah looked like — sorry, before Orah, what your typical day-to-day looked like with managing student safety and locations. What was the process? How did it feel internally? Jessica, do you wanna go first?
Jessica: Sure. For this question, it's very important to understand that Ross is not necessarily your traditional campus. We have our main campus in East Hampton, and our boarding houses are approximately a 15-minute drive away instead of being on the campus itself. So prior to Orah, boarding houses were mostly run by houseparents and managed in person.
Jessica (3:35): Pen and paper sign-out sheets, like a family home or a home stay model, with the res life support team to oversee off operations.
Jim: Yeah. For us, I've been at Andrews Osborne now for 20 years, and up until 2017, it was, like Jessica said, it was all paper, pencil. Houseparents were in charge of making sure where students were.
Jim (4:00): All emergency drills and everything were done with paper and pencil and just jotting names down. In 2018, we went into starting to use BoardingWare and the precursor to Orah. And then we used that similar to how we do it now, and then we had another leadership change and went back to instead of paper and pencil, we went to Google Sheets.
Jim (4:17): So there was a little bit more live interactivity between it, but again, that was not... It was scary. It was honestly scary. And the feeling since I've been here, before we used BoardingWare and now Orah, was that we're just guessing. There's no certainty, especially for any sort of administrator, that at any given point in time they can't look to see where everyone is.
Jim (4:40): It's hoping that things don't go wrong and just wishing that everyone is where they're supposed to be, and that houseparents are being accountable for all the students.
Alexis: Thank you, Jim. I think you answered my next question, but I was wondering if there's a specific moment that made it really clear that the old process wasn't cutting it.
Jim (4:59): Yeah, I can speak to that too. It was actually our newest head of school. This is his fourth year here now. And during his first week or so, he had used Orah at his previous school in Connecticut. And he came here during the first week and when one of our leadership meetings said, "All right. Tell me where everyone is." And you just saw people looking around the room. Our res life director was just looking down at his notebook, and we couldn't give him an answer. And he was like — that's unacceptable. We need to know where our students are at any time, not just for our accountability issues with what we need to report to the state, but it's a safety issue.
Jim (5:39): And actually, two weeks after that, we had a tornado that hit very close to here. So a real-life emergency can happen, and if we can't account for all of the students, we're not doing our duty of care.
Alexis: Jessica, is there a specific moment that really made you also realize that your old process wasn't cutting it?
Jessica (5:59): Not necessarily a specific moment, but our current residential life director, Jeff Dionne, had experience with apps such as Orah at other boarding schools, and he came to Ross and immediately wanted to start implementing some sort of structure. For me, even though we were already using Orah by the time I was hired, there were aspects such as long break plans, which were still being done in Google Sheets, and I would look at that sheet template, and parts of it would be incomplete because students didn't have flight tickets or they didn't know where they were going until very last minute.
Jessica (6:34): And using Orah's events feature, we were able to streamline that much more in advance, have them upload tickets, be able to communicate with families if there were any bottlenecks, and it's been really helpful.
Alexis: That's so great to hear. I think both of you really touched on the fact that prior to Orah, there were multiple systems.
Alexis (7:01): So when you first brought on Orah, there's obviously going to be some onboarding and rollout. I'm curious if you could walk us through the first few weeks and what surprised you with rolling it out.
Jim: Yeah, the biggest surprise for me was actually some of the hesitancy of people that had been here, especially houseparents, of "this system works, we've been doing this, there's never been a problem." And they had to learn a new tool. But our rollout, we did a soft open in the spring before we really rolled it out full-time, and started introducing piece by piece to our houseparents, to teachers, because we also use Orah now for all of our day student attendance and field trips.
Jim (7:53): And then slowly built a handbook for our school that worked really well for our specific unique situation, and then fall came and then we did more PD through that. But it was really — I was surprised by the hesitancy of some people wanting to move to current technology.
Alexis: What was the hesitancy around, do you think?
Jim (8:15): I think part of it is we have multiple platforms that we use for different things. We're a Blackbaud school for our school information system and grading. We have Magnus for our health forms. We've got PowerSchool for curriculum, and I think part of it was adding a new system, and people were just kind of technology overwhelmed at the time.
Jim (8:39): The other thing I think people didn't really realize — the liability or the concern of "if it's working, don't fix it" type of thing. "We didn't have a problem before, why do we need to do something new?" And when we explained that the original way really wasn't a secure way to do it, there was a little bit more buy-in, but I think the fatigue was too much technology to start.
Alexis: Gotcha. Do you have any advice for schools where they might have some tech-adverse folks on the team?
Jim (9:01): Yeah, I would say as much as — when you start doing training for your faculty and staff, if you can set aside time for really small groups. That was, I would say, one of the things that did not work well for us. We did it at our opening meetings, and we had 50, 60 people in the room and started walking through all the different pieces, and you had half of them just tuning out, and then you had another group who may not be the strongest tech-savvy group of people that were overwhelmed, and then another section was perfectly fine.
Jim (9:45): So I would say in rolling out this as a new program, try to go with really small groups as much as you can that have very specific similarities — house parents, security, coaches as another group. But if you can keep it to small groups and answer individual questions and make it kind of this partnership in adopting it, then I think that would have gone better for us.
Alexis: Jessica, do you have any tips for rolling out to new faculty every year?
Jessica (10:14): So it's a similar thing. There's always a bit of a learning curve, but I found that there's generally a positive reception because when you're explaining that you're trying to help streamline a process and make things easier for the team, most of residential life usually ends up being thankful for having these tools. I would say for training, just be patient. Be prepared to teach certain features more than once as your staff gets comfortable with it, and it also helps to have internal discussions when you're about to change past settings, being open to feedback and thoughts.
Alexis: That's great advice. Now that it's fully rolled out with all your staff, what does your day-to-day look like? How are you using Orah every day?
Jim (11:09): So pretty much we use it from students waking up till they go to bed. The first thing that we do every morning is a morning wake for our boarding students. Houseparents go through, wake each student up, get eyes on them to make sure that they're awake. Doesn't mean that they're not gonna fall back asleep, but at least we have one set of eyes on them, and we do a roll with that.
Jim (11:50): Students then go from our residential houses, walk across a grass area, and then they'll tap in using the NFCs to the dining hall. And then we use it throughout the day with our class attendance as well — for our younger students, teachers do all the attendance; middle school, we're transitioning; and upper school, they actually tap in to all of their classes.
Jim (12:11): And then once the school day ends, this is where it really becomes the most important for us — wherever students are, we have them using passes unless they're where they're supposed to be, like in their houses or getting tutoring in the academic buildings.
Jim (12:25): But if they're at an athletic event, we take advantage of using passes. If they're going out to see a friend, we make sure that parents approve that if they're leaving campus, and then they can tap out for that. Any time that they're leaving campus or somewhere that's not their traditional schedule, we take advantage of the passes.
Jim (12:46): And then at night we have a study hall where they also get a roll check, curfew for a roll check. Some other places where we use this — our health center. We're using this for students to check into the health center, and that helps make sure that they're not marked absent for classes.
Jim (13:06): Especially our boarding students — we don't allow them to stay in the dorms if they're sick throughout the day. They have to stay in our health center so they're not getting marked absent or tardy. We use pastorals for any sort of behavioral issue, significant medical concern, or attendance concern.
Jim (13:27): And we use events for the weekend activities. And the last thing that we're getting ready to incorporate, which we have not done for our boarding students, is the medication logs. Those still are paper and pencil right now, and we're in the process of transitioning that into Orah.
Alexis: Jessica, how about you? What does your day-to-day look like?
Jessica (13:48): So about our day-to-day, Orah is integrated into all of boarding life. From when students wake up — we don't wake our students, but they are expected to catch a bus at 6:50 AM. Some of them will accidentally sleep in, but they are expected to catch the bus.
Jessica (14:08): And they get on the bus, come to campus, and every building on campus has an NFC tile. We run an automated roll for the morning where students are expected to tap in with their phone on the NFC tile and then hand their phone in. From there, at about 8:30 AM, I get the results of the roll.
Jessica (14:33): Any student who is not accounted for or absent, I will send an email out to faculty, who will then send that student to the main office to our iPad kiosk to tap in manually. We use it for pastorals similarly — we'll document anything that happens, from major incidents to a student doing a great job with chores, and that gives administration easy access to whatever happens in boarding and allows them to follow up.
Jessica (15:04): Throughout the school day we still use Blackbaud for class attendance, but once 3:00 PM hits and students get their phones back, they'll want to start going to town or other places, might have a sports practice, and anything that's not in class is a pass essentially.
Jessica (15:27): So they'll make a sports pass for a game, all sorts of different passes. Some require parent approvals, some require an extra host endorsement. Most have to be approved by their houseparents first, and we monitor those pass requests and make sure we know where everyone is going until about 4:45 PM, where we have a face-to-face dinner check-in, which is a staff-initiated roll.
Jessica (15:55): So a student will come to dinner, say hi, and then we mark them present. Sometimes students will have a sports practice and forget to make a pass, and we're able to see and follow up on that. But in general, they're pretty good about making their passes and tapping in so we know where they are.
Jessica (16:15): We also use all of this data. The nice thing about Orah is that all of this feeds into a history log, and that data feeds into what we call house reports, which is essentially a boarding report card — a snapshot of what a student is like outside of classes, how they're doing socially.
Jessica (16:38): And it gives parents a much needed update — insight that their child is cared for, that we know what their child is doing, and gives them insight into what their child is like at school while they're away, possibly in a different country overseas.
Alexis: That's amazing. So one thing about Orah is that it's so customizable. I'm curious — what are some of the passes that you've created? What are some of the pastorals? How do you use pastorals specifically? Any advice for other boarding schools?
Jim (17:19): Yeah, one of the big things we've used with the customization is workflows and reports, where we do our duty logs through that every evening. Each houseparent has to fill out a series of things — if anything major happened or just "all's good tonight" type of thing.
Jim (17:42): And we've customized a workflow and a report that automatically gets sent out to our residential life director, who gets a summary of everything. That piece all put together, and the email summary, is great.
Jim (18:20): In terms of passes, we try to keep it as few as possible. We really only have one pass for our day students — basically, "not gonna be here today for whatever reason." But for boarding students, most passes deal with any sort of activity on the weekend, which we use events for.
Jim (18:59): We use passes for travel to campus at the beginning of the year or during breaks. And we've kept it pretty general with regards to anything in our small downtown area — an off-campus pass, and then any sort of athletic pass.
Alexis: Jessica, do you have any customizations?
Jessica (18:44): Plenty. Because our boarding houses are so far away from the main campus, I am quite specific with our pass setup. So we have a variety of passes. Just this past year our students have made 1,593 requests, including event passes.
Jessica (19:11): A few different types — we have different passes for weekend trips, sports after school on Friday and weekend events. We have about 15 just student-submitted passes, and the rest are handled through events. They're specific because with housing off-campus, we need to know different specific scenarios for late night pick-ups and school events.
Jessica (19:40): So for example, a spring musical would be a pass for performers, but if there are students wanting to watch the spring musical, they'd sign up on an event. So we'd have two different numbers — maybe musical performers need to get to campus earlier for a final dress rehearsal, so we'll have the numbers for that and separate shuttle numbers.
Jessica (20:06): Events are largely used for our fun weekend activities, outside campus, weekend shuttles, city trips, or the American Dream Mall trip — very popular with our students.
Jessica (20:30): We also use events for long break passes — student-informed events — and we use them for our airport shuttle sign-ups as well.
Jessica (20:44): It's also very helpful to have dashboard and reports for it. I have this set up like a KPI so I can see month to month, year to year how many events students are signing up for, whether there was a particular successful month, what events we ran. It's always good feedback to have.
Alexis: That's so amazing. Jessica, I love this report. How difficult was this for you to make?
Jessica: Took about 10 minutes this morning.
Alexis: Okay. Yeah, it's a very detailed report. Dinner check-in times tab — this is great.
Jessica (21:29): Yeah, so these are what I was talking about with our automated rolls. How many rolls in total have run over the past school year, how many times a student has successfully checked in, what our percentages are like. And it's a lot of fun with both students and staff to turn this into a competition, where you go into your tags or filters and say "look at this house — this is the percentage for this house, how does that compare to your house? Who's winning?"
Alexis: Yeah, you kinda shared that with me when I visited your campus. Can you talk a little bit about how you run that competition?
Jessica (22:14): Yeah, usually towards the end of the year, it started as something we wanted to do for our seniors — an overview, "look at all these places you've gone, all these events you've participated in, look at everything you've done at this school." It was a nice little handout and graphic for our seniors.
Jessica (22:46): And we did something similar with the houseparents. And of course, when you give someone their own stats, they want to see how others are doing in comparison. So it just started spiraling into a competition. What I like to do, especially with my students, is at our very last weekly house meeting, I like to project this screen onto a TV.
Jessica (23:15): And show my students our tapping-in rate and our dinner roll rates, and also show them that we're tracking this and have all the numbers for everything they've done throughout the school year, and they really get a kick out of it.
Jessica (23:31): I even have tags for girl houses versus boy houses, and they really like to see that too — "are we doing better than the boys?" And it gives them more incentive to follow the rules in subsequent years.
Alexis: It's brilliant. I love that, a good friendly competition.
Alexis (23:51): We have a question here that I think would be useful to explain now: can you explain what pastoral really means, and in terms of duty of care, what that means at Orah?
Jessica (24:00): So pastorals are a way to track any note regarding a student. It can range in any category — around behavior, academics, or medical information. You have the ability to customize the different categories. I always recommend for a boarding school, with pastorals, you have your behavioral infractions, but also your medical piece — you can log when a student has a concussion and put them on a watch list.
Jessica (24:32): So a watch list feature adds a little icon to the bottom of the student's tile, letting everyone know the student's now on concussion watch — bring them meals, limit screen time, check in on them more. Or you can also change the different category type.
Jessica (24:52): There's a school down in Texas that created a pastoral category for the student's health insurance card. They logged it as a pastoral note, attached it as a file with the student's ID number, and kept it as a watch list. So if you're in a rush, you can quickly pull it up right then and there, and at the hospital take a screenshot and send it. The great thing about those is you can make them sensitive too.
Jessica (25:08): So there's certain things we only share with maybe our health team and not anyone else, just to keep that documentation going, or all staff can see it. You can also filter if that pastoral gets sent to families and students, or if it's just a private note.
Jim (25:23): Yeah. We use pastorals very heavily at Ross — you can see here it's 1,080 in the past school year. We have just a couple categories. Any infractions are a pastoral, an academic concern might be a pastoral, we have general notes which can range from incidents to "student likes playing this video game."
Jim (25:48): Medical for any of those. Merit would be like "student was a great friend to another student today," "was very helpful," "did a great job with chores" — that's a big one. It provides a really helpful way to document. Whenever we end a duty shift, we'll have an end-of-day report posted, and anything significant is also a pastoral attached to that report.
Jessica (26:20): And of course it's configured similarly to what Jim was talking about, with email summaries going to admin. One more note about pastorals — you're able to customize who can actually see them too.
Jim (26:30): Yeah. So going off of Jim's point about sensitivity — maybe the record's not sensitive, but an overall category of behavioral infractions — anyone can create the note, but only certain people have access to view it.
Jim (26:48): And it's nice — you can set up a pastoral dashboard or workflow to see if a student has a certain amount of discipline pastorals in a certain amount of time. You can flag that and get ahead of it. We have about 25 pastorals per student, with our largest number being 112 on a single student.
Alexis: Perfect. Now I'd love to go into the Q&A.
Alexis (27:14): Jason wrote: "Would you recommend when rolling out to address people going rogue and doing workarounds and then putting things in Orah at a later time? What do you recommend?"
Jim (27:35): I would say our biggest issue is the rogue people that don't follow procedures. It's not the system where the problems are, it's the people sometimes that are using the system.
Jessica (27:54): It's a case-by-case basis. In terms of attendance, we actually have an alert that goes out if they haven't submitted their attendance within about 10 minutes of when it's supposed to be done — they automatically get an alert. If they're not doing their duty logs at night, you wake up in the morning and get that email summary with zero logs submitted.
Jessica (28:19): All we've been doing is a case-by-case basis, pulling that person aside — "this is what happened, this is what we need you to do, do you have questions on training?" We found for a couple people it was because they didn't understand the system well and needed a little extra support. But we always handled it individually.
Alexis: Thanks, Jim. Another question: how do you address kids who don't use the NFC tiles, or have a no-phone policy or no phone?
Jim (28:46): For us, we use them throughout the day, depending on the level of student. For our younger academic-day kids, teachers do all the attendance. Middle school is a hybrid system. Upper school kids use the NFCs.
Jim (29:19): We do have a handful of students whose phone breaks or has an old model without an NFC reader. We've investigated QR scanning, although we're not there yet. As long as it's not a technology issue, we can loan them something. If it's more of a behavioral issue, that becomes the pastoral.
Jim (29:44): The first time is always a reminder — "we noticed you didn't do this." After that, we start to document it, and there become consequences. We mostly use workflows to track and document patterns if a student isn't tapping in or checking in a certain number of times a week.
Jim (30:10): From there we look at it case by case — if it's behavioral, there will be a certain number of consequences that changes with repeated offenses. Could be a detention, could be a gating, it depends.
Alexis: Thank you. A question from Alexander: if you were to start with one feature to roll out, what would you recommend?
Jim (30:11): I think for us the most important part is the emergency roll. In the event of any sort of emergency, being able to get an exact tally of where students are — the more features you add and incorporate, the more helpful that emergency roll becomes.
Jim (30:42): If a student's on a pass, you know where that student is — you don't have to worry about tracking them down. Or you can set up emergency rolls where students can check in that they're safe wherever you're rallying around. For us that was the most important part.
Alexis: This actually ties nicely into another question from Chris: what are your emergency protocols and security as far as doors, ID badges, and drills?
Jim (31:33): It depends on the event. We get tornadoes from time to time, we always drill for fires and any active emergency or threat. Each one changes the procedures, but the first thing that happens regardless is to activate the emergency roll in Orah.
Jim (31:58): We've trained all of our staff and faculty — unless someone's in imminent danger, get out of that room, but then activate Orah. It automatically notifies the appropriate people for that particular event.
Jim (32:15): So for a tornado, anyone on campus gets notified, and the directions are to get underground. We have it pre-populated so it saves time — once activated, all they have to do is hit start, and everything goes out.
Jim (32:34): The secondary part, with doors, we have a different system for that — another tech system with phones to scan in/close doors. There are integrations that can help with security pieces too, but we don't tend to use those here.
Jessica (32:51): We handle on-campus emergency drills a little differently than boarding because our day students are not on Orah. On campus, we have ID badges to swipe in to each building, and our drills on campus are mostly pen and paper — we have our own system during the day.
Jessica (33:14): But in boarding, we run about four fire drills a year, and they're pre-populated and set up as emergency rolls on Orah. From there, we activate an emergency roll and everyone runs the fire drill according to the process, documented.
Alexis: One more question on emergencies from Chris: how does the communication for non-resident students and faculty get accomplished?
Jessica (34:04): For faculty, all faculty are part of our emergencies, whether boarding or non-boarding — they always get alerted to any drill or emergency happening at any time.
Jessica (34:25): We use the communication tool that's in the emergency roll — whether on a computer or phone, there's a speech bubble icon at the top that lets you send messages to faculty and staff during emergencies. That's how we keep open lines of communication.
Jim (34:40): We actually, at the start of this past school year, were communicating through Google Chat, then doing attendance through Orah — too many things at once. We had to train staff to remember it's for emergency and important information only.
Jim (35:04): You don't need to say "I'm not on campus" in that chat because it clutters the log of valuable information. Staff communication happened through that tool on Orah. Student communication was a little different — only if we didn't know where a student was.
Jim (35:23): If it was a day student and there was an emergency or drill at night, they were never notified — that only happened to the boarding population. If we needed to communicate, we'd see who was missing or contact that student directly.
Jessica (35:40): We're a fairly small school, so when a drill happens on campus, our faculty are notified. We have the Rave panic button as an option that pings all faculty and staff in an emergency. We're able to mostly lead and direct students to the designated meeting location.
Jessica (36:25): And we have checklists distributed to account for all of our students.
Alexis: Another question I can answer for Cheryl: do faculty check into Orah in an emergency, or is it only for students?
Alexis (35:55): The great thing about emergencies on Orah is that you can also account for staff during that emergency. As a staff member, I can go in and select that I am safe even if I'm not present for the roll.
Alexis (36:16): I get notified that the fire alarm is going off, and I can say I'm safe. If I'm on campus, I can also mark other staff members as safe. You'll see a full list of staff right next to students, and mark them as accounted for or not.
Alexis (36:33): The same is true with our integration with VisitorAware, so visitors can also be accounted for. For Ohio, we have to do specific reporting on drills or emergencies, so you can go back on past rolls and look at the log — the total number of people who checked in, and the time it took.
Alexis (37:04): Another question from Chris: how does it integrate with the SIS, and what systems does it integrate with?
Jessica (37:12): We have a two-way sync with Veracross and Blackbaud, and FACTS. Any changes you make there get pushed over to Orah.
Jessica (37:25): Any changes to contacts, student schedules, email addresses get pushed over within a 24-hour sync, usually overnight. Any passes created for students that you'd like to push to your SIS get pushed over at max 15 minutes.
Jessica (37:43): We've seen it as fast as five minutes, up to 15. All your passes and attendance records get pushed over there.
Alexis (37:59): Another question from Jason: looking back at your rollout, what would you do differently knowing what you know now?
Jim: For us it would be to roll it out in smaller groups, picked based on the role of individual people, instead of one big thing — definitely groups of 10 or less.
Jessica (38:24): I would say something similar — have the team more involved in any discussion if we're changing a feature, making sure they're comfortable and able to use it consistently, so we have a unified front when implementing features.
Jessica (38:46): And I'd say do training in smaller groups, even setting out times for one-on-one sessions if someone needs extra time, and just be patient and open to feedback.
Alexis: I know we're a little over on time now, and there's still a few questions left in the chat, so we can answer those and send them out to you later.
Alexis (39:10): I just really wanna thank Jessica and Jim for taking the time today to answer all of your questions and give their insight into how Orah is working for their boarding program. So thank you both so much for coming today, and thank you to everyone in the webinar as well.
Grant (39:27): It was great to see all of you here too. Yes, Jessica and Jim, thank you both again. This is exactly the kind of honest conversation we wanted to have today — a real version of what this work actually looks like. We appreciate you giving us your time and your candor. And as Alexis said, thank you to everyone who joined us today live or watching the recording later.
Grant (39:48): If you wanna keep up with what we're doing, head to orah.com. There's a bunch of upcoming webinars we have planned — more of these conversations. So thank you everyone again. Anyone with left questions we didn't get to answer, we'll definitely get those answers to you after this webinar.
Grant (40:04): So thank you everyone. Appreciate it.
