I'm curious if you have any advice or suggestions when you don't get the opportunity to establish those relationships, does that make building balance harder? Or do you think there are things they can do if they don't get that first couple of years creating that relationship?

Yeah, I would hope in models like that, that the counselors that are taking over junior year, so junior and senior year, spend a lot of time collaborating with the counselors that have gotten to know them.

And I would imagine the counselors in grades 9 and 10 really work on that developmental aspect of things.

Are they doing the right coursework? Are they doing the right, do they need remediation in this particular area? Those types of things that the needs emotionally for 9th and 10th grader are different than 11th and 12th grader.

I hope there's a lot of collaboration So I would work on that collaboration between those 11 and 12 high school counselors or the nine and 10 counselors.

I would really work hard on that.

At the same time, I would suggest, and again, I don't, I think the model for those high schools works for that high school and what their resources are.

Is there an example that comes to mind when you think about you ask a student to take a risk on a certain activity?