All-day school schedules

Well, I’ve mentioned this quite a few times before, but in our district, every single classroom is equipped with air conditioning. The way we actually managed to get them installed was through a series of community efforts over several years—essentially raising funds via local Christmas markets where the kids would sell homemade cookies and little crafts. It’s such a lovely process because parents are more than happy to overpay, knowing full well they’re essentially making a direct donation to upgrade the school facilities, yet it feels much more rewarding than just cutting a check. Plus, the children feel so much sense of accomplishment and pride in what they've done... there really are so many ways to make an impact.

Paul Davis2 said:Well, that A2 designation is specifically for the gifted students. And let's be honest—talented STEM professionals aren't going to jump into teaching unless the pay is actually decent, and this move gives them a much-needed bump in salary.

Come on, give me the details! I can tell you're really into this, especially since you're such a die-hard fan of the all-day marathon sessions.

So, picture this: you’re looking at a school with about 350 students total, where each grade level is split into just two classes. It’s that kind of size where everyone pretty much knows everyone else in the halls.
How many teachers (and which specific subjects) and how many classrooms would we need to maintain an A2 level program?
When you look at a typical classroom here in the States, you really see the full spectrum of how kids develop. It’s actually quite fascinating to observe. You’ll often find those gifted students who seem to have this incredible, almost intuitive grasp of things—but "giftedness" isn't just one single thing. Some kids are absolute naturals with numbers, while others might be incredibly creative or possess a level of emotional intelligence that's way beyond their years. At the same time, you'll likely have a student in that same room who struggles a bit more with traditional learning. I remember back when my nephew was in elementary school; he was such a bright kid, but sitting still for math drills was a constant battle for him. He wasn't lacking intelligence, he just processed information differently. It's a delicate balance for any teacher, trying to nurture those high-flyers while making sure the students who are finding things a little tougher don't get left behind. Every kid brings their own unique rhythm to the classroom.

And yeah, if A2 is really just for the gifted students, when exactly are the average kids supposed to get time to practice everything they learned during the morning shift? 🤔

Susan James said:Come on, give me the details! I can tell you're really into this, especially since you're such a die-hard fan of the all-day marathon sessions.

So, picture this: you’re looking at a school with about 350 students total, where each grade level is split into just two classes. It’s that kind of size where everyone pretty much knows everyone else in the halls.
How many teachers (and which specific subjects) and how many classrooms would we need to maintain an A2 level program?
When you look at a typical classroom here in the States, you really see the full spectrum of how kids develop. It’s actually quite fascinating to observe. You’ll often find those gifted students who seem to have this incredible, almost intuitive grasp of things—but "giftedness" isn't just one single thing. Some kids are absolute naturals with numbers, while others might be incredibly creative or possess a level of emotional intelligence that's way beyond their years. At the same time, you'll likely have a student in that same room who struggles a bit more with traditional learning. I remember back when my nephew was in elementary school; he was such a bright kid, but sitting still for math drills was a constant battle for him. He wasn't lacking intelligence, he just processed information differently. It's a delicate balance for any teacher, trying to nurture those high-flyers while making sure the students who are finding things a little tougher don't get left behind. Every kid brings their own unique rhythm to the classroom.

And yeah, if A2 is really just for the gifted students, when exactly are the average kids supposed to get time to practice everything they learned during the morning shift? 🤔

Honestly, it might be easier to just leave things as they are and let the gifted kids study on their phones at home.
Kids can be brilliant in one subject and lag behind in another at the exact same time.

The ones who need extra practice can do it in A2—and those who need even more intensive, specialized work can join groups with others who require that same level of depth. It's basically how things work everywhere else.

There’s no way you can leave kids in these kinds of sanitary conditions all day long.
The school doesn't even have soap or paper towels, and don't even get me started on the showers—they're basically non-existent.
Wipes, cooks, teaching assistants... whatever else they need... who's actually going to foot the bill for all that?🍿>
Who's gonna cough up the cash?

wanderingbadger77 said:There’s no way you can leave kids in these kinds of sanitary conditions all day long.
The school doesn't even have soap or paper towels, and don't even get me started on the showers—they're basically non-existent.
Wipes, cooks, teaching assistants... whatever else they need... who's actually going to foot the bill for all that?🍿>
Who's gonna cough up the cash?

Look, the money is there—otherwise, none of this would be happening in the first place. The initial move was providing free meals, which happened almost overnight across the board. It’s not a hot meal everywhere yet, but it’s a start. My kids don't get a hot lunch at school, just a snack, but honestly, that's a huge step up from nothing—especially for families struggling to make ends meet. Even for us, where I handle their snacks myself, having this extra support over the last two months has been a genuine relief.

Michelle Nelson4 said:Well, I’ve mentioned this quite a few times before, but in our district, every single classroom is equipped with air conditioning. The way we actually managed to get them installed was through a series of community efforts over several years—essentially raising funds via local Christmas markets where the kids would sell homemade cookies and little crafts. It’s such a lovely process because parents are more than happy to overpay, knowing full well they’re essentially making a direct donation to upgrade the school facilities, yet it feels much more rewarding than just cutting a check. Plus, the children feel so much sense of accomplishment and pride in what they've done... there really are so many ways to make an impact.

I’m looking strictly at our own school here, since my kids attend it too.

There is absolutely no way I’d want my children spending that much time in that building. Not with those teachers, not with that principal, and certainly not with infrastructure and equipment that is practically crumbling around them.

During one parent meeting, I rested my hand on a windowsill and realized it was soaked with rainwater. There were three buckets sitting in the hallway to catch leaks, and a massive puddle on the floor... and my child didn't even notice any of it while in class.

My kids wouldn't stay for after-school care for more than a semester because they just couldn't stand the nonsense there. They are straight-A students who focus on their own business outside of school hours; they have lunch ready, finish it when they need to, and handle their chores before we even get home from work around 7:00 or 8:00 PM. I wasn't always working in education, so during the summers, they were home, hanging out in the neighborhood, and enjoying their freedom. We don't have grandparents around to help, and we never played Hide and seek, but they are growing into capable, independent young adults.

Susan James said:Do you think they'll just end up wasting that money on supposed salary hikes for those experimental pilot programs in certain school districts?
I'm right there with you!

I’m not totally in the loop on where exactly all that money is headed or how big these charter school raises are actually going to be (I think I read somewhere it could range from 2% to 25%🍿). From what I can gather, they aren't even planning on renovating old buildings or breaking ground on new ones—it's just about outfitting the schools we already have. It makes me wonder, though: if they aren't building anything new, how on earth do they plan to pull off this full-day schedule, and where is all those billions of dollars actually going?

It seems like every single Secretary of Agriculture thinks it’s their divine calling to be a "reformer" and leave some massive mark on the Country. They always assume (along with their tiny inner circle) that they know exactly which overhaul is needed. And in their minds, a real reform always has to mean flipping everything upside down and diving headfirst into chaos.

It’s like nobody ever thought to actually go out and talk to teachers. You know, maybe ask them if they have any bright ideas about what changes would actually help improve teaching quality or student results? Nope. Apparently, the Secretary of Agriculture and his buddies know way better—and they only see what a school looks like when they're showing up for a parent-teacher conference.

And honestly, why hasn't anyone suggested a step-by-step approach? If you take things slow, it’s easy to backtrack one step if you realize you made a mistake and pivot in a new direction. But if you sprint 60 miles in the wrong direction, there's no turning back. You’re just stuck dealing with the mess you made.

Michelle Nelson4 said:Locking them in 😂
Last year, my kid had a schedule where on one specific day, they were literally in class from
12:20 PM to 1:55 PM.
That’s just an hour and thirty-five minutes of school time. And they were only ten years old at the time.

On top of that, there are about three and a half months throughout the year where there’s absolutely no instruction—that’s 30% of the entire academic year right there.

And then people wonder why we’re falling behind the rest of the world. Whether we like it or not, that lack of engagement compared to other countries has to have consequences. I get it—plenty of people love this setup, and honestly, it suits me sometimes too, but that doesn't mean the end result isn't affected by it all. It’s always the same drama from teachers and parents; you try to suggest a change and you're immediately met with resistance and that whole "don't rock the boat" or "leave our perks alone" mindset. Every single suggestion for improvement feels like an attack to them.
☕ I don't think the current system is well-designed, but comments like "I don't want to work school hours because I want to be home with my kid" or "this is basically locking kids in school" (as if mandatory schooling isn't already a thing) aren't actually valid arguments against the core issue.

Personally, I don't mind working longer hours; I actually think kids today don't move enough, and I'd love more time to work with them.

The other day, I was helping the janitor set up some new fencing for small soccer goals and specific play areas. He looked at me and asked how I knew what I was doing—apparently, most male teachers couldn't find their way out of a paper bag, let alone change a lightbulb at home 😁—so I told him: "Listen, buddy, I'm a man, and a man should know everything from plumbing to electrical work. That's how I was raised."

Anyway, as far as I'm concerned—let the kids run around, play, and mess around. Let them scrape a knee or two. It's perfectly normal and healthy.

Paul Davis2 said:Look, the money is there—otherwise, none of this would be happening in the first place. The initial move was providing free meals, which happened almost overnight across the board. It’s not a hot meal everywhere yet, but it’s a start. My kids don't get a hot lunch at school, just a snack, but honestly, that's a huge step up from nothing—especially for families struggling to make ends meet. Even for us, where I handle their snacks myself, having this extra support over the last two months has been a genuine relief.

The funds exist, sure. But the real question—the one that actually matters—is whether that money actually ends up where it's supposed to go.

I really, truly hope it does.

rowdypanther12 said:Instead of shortening summer breaks or reducing daily school hours for kids, they’re pushing this nonsense.

It sounds great on paper to have space at school for homework after classes, guaranteed tutoring, or room for recreation... those are all really solid ideas.
But having kids stuck at school until 4 PM just isn't right.
I'm honestly relieved my kids won't be part of this; I can't even imagine a schedule like that. When would they hang out unsupervised, hit up McDonald's or a local park, focus on studying, go to sports practice, or just spend time with family?

It feels like we're just institutionalizing our children.
The rest of the world seems to be moving toward shorter workdays and more freedom, yet here we are, trying to lock kids up in schools.

Right, because if a parent works a four-day week, they should have Friday entirely to themselves while the kid sits in school 🙂...so they can hit the spa, the pool, or grab a coffee....

And what about parents who work afternoon shifts? With full-day schooling, there'll be an even higher demand for afternoon coverage, which makes it nearly impossible for certain professionals to be parents to school-aged kids—think speech therapists, coaches, music teachers, artists, and so on.
Retail workers at Target or Walmart will barely see their kids once every two weeks outside of the busy seasons and Sundays.
Nurses will only see them every other week, too—not to mention they often work Sundays anyway.
And so on.
All things considered, it might be easier for them not to have kids at all.

Personally, I have nothing against these types of programs existing as private options that parents pay for, even if it means driving kids across town instead of just down the street.
But as long as public elementary schools are assigned by neighborhood, and the quality of the "good" districts depends on the staff and student makeup, you can't legally force parents into a corner. If they want a specific language or sport that their local district doesn't offer, they shouldn't be forced to drive elsewhere. At least now, you aren't mandated to take a second language (and some schools don't even offer certain sports anyway).

As for after-school care, it's always been voluntary. In some places, it's organized beautifully; in others, it's a total disaster. Some kids desperately need it, while others don't need it at all.
From what I've seen, it's unnecessary for third graders—maybe even a bit counterproductive—and for fourth grade, it could get even worse. Keeping kids in that kind of structured environment from fifth through eighth grade feels like a crime.
I realize some parents love the convenience of having their kids "taken care of," and they'd love for everything to happen right at school. But if we can't manage to handle everything within the school system during first and second grade, how can we expect it to work later on when the academic gaps become much wider? Why wasn't the focus on improving the quality of the early grades when parents were most desperate for childcare?

I honestly don't see this gaining any real traction in the short term. It feels more like a pre-election stunt—though, I suppose, it might work for those looking to run an experimental pilot program first.
It’ll be interesting to watch how parents react when their kids finish the school year without that perfect 4.0 GPA.

For what it's worth, my colleagues over at my firm—in the actual private sector—have been pushing for full-day schooling and shorter summer breaks for years. They'd probably split the breaks up however they wanted: maybe one stretch from July 1st to the 20th, another from the 20th to mid-August, and then a final stretch leading into September. Just whatever fits their schedule best.
And naturally, you just know those kids will still end up with a 4.0.

shadowtiger0 said:Personally, I don't mind working longer hours; I actually think kids today don't move enough, and I'd love more time to work with them.

The other day, I was helping the janitor set up some new fencing for small soccer goals and specific play areas. He looked at me and asked how I knew what I was doing—apparently, most male teachers couldn't find their way out of a paper bag, let alone change a lightbulb at home 😁—so I told him: "Listen, buddy, I'm a man, and a man should know everything from plumbing to electrical work. That's how I was raised."

Anyway, as far as I'm concerned—let the kids run around, play, and mess around. Let them scrape a knee or two. It's perfectly normal and healthy.

So, did you pick that up through some kind of life philosophy, at school, or maybe from a parent at home?

Because for me, I learned to cook at home (both when my mom was around and by following her handwritten notes when she wasn't).
How—or even when—are kids going to learn to cook if they're stuck in school until 3:30 or 5:00 PM? They won't see a parent cooking, and they won't be in a position where they can actually manage to make something for themselves (even just reheating something).

Oh, wait, I forgot—everything is on YouTube now, so they'll probably just watch a tutorial if they absolutely have to cook. And honestly, the ones who learn to code end up making great money, so they'll probably just order takeout anyway.

hiddendriver34 said:I’m not totally in the loop on where exactly all that money is headed or how big these charter school raises are actually going to be (I think I read somewhere it could range from 2% to 25%🍿). From what I can gather, they aren't even planning on renovating old buildings or breaking ground on new ones—it's just about outfitting the schools we already have. It makes me wonder, though: if they aren't building anything new, how on earth do they plan to pull off this full-day schedule, and where is all those billions of dollars actually going?

It seems like every single Secretary of Agriculture thinks it’s their divine calling to be a "reformer" and leave some massive mark on the Country. They always assume (along with their tiny inner circle) that they know exactly which overhaul is needed. And in their minds, a real reform always has to mean flipping everything upside down and diving headfirst into chaos.

It’s like nobody ever thought to actually go out and talk to teachers. You know, maybe ask them if they have any bright ideas about what changes would actually help improve teaching quality or student results? Nope. Apparently, the Secretary of Agriculture and his buddies know way better—and they only see what a school looks like when they're showing up for a parent-teacher conference.

And honestly, why hasn't anyone suggested a step-by-step approach? If you take things slow, it’s easy to backtrack one step if you realize you made a mistake and pivot in a new direction. But if you sprint 60 miles in the wrong direction, there's no turning back. You’re just stuck dealing with the mess you made.

It’s roughly $135. Stipc mentioned it on a radio show yesterday, and a representative from the Department confirmed it.

Dana Smith2 said:I honestly don't see this gaining any real traction in the short term. It feels more like a pre-election stunt—though, I suppose, it might work for those looking to run an experimental pilot program first.
It’ll be interesting to watch how parents react when their kids finish the school year without that perfect 4.0 GPA.

For what it's worth, my colleagues over at my firm—in the actual private sector—have been pushing for full-day schooling and shorter summer breaks for years. They'd probably split the breaks up however they wanted: maybe one stretch from July 1st to the 20th, another from the 20th to mid-August, and then a final stretch leading into September. Just whatever fits their schedule best.
And naturally, you just know those kids will still end up with a 4.0.

Maybe it would be a funny experiment if, just for one year, every single teacher in America gave every eighth grader a straight 4.0. Then everyone gets that precious perfect score they're all chasing.
And then what?

shadowtiger0 said:Actually, quite the opposite.

The thing is, people in our field tend to complain way too much—and let's be real, we do get that legendary summer break and those holidays when the weather is actually decent. A lot of engineers, doctors, and other professionals with advanced degrees just don't get that luxury.

But the fact that so many other things are fundamentally broken here is a whole different conversation...
Where on earth did you get the idea of comparing us to the Netherlands? They’re one of the most developed nations on the planet...

We should be comparing ourselves to other Southern European countries, and unfortunately, the situation there is pretty much the same...

It’s obvious you weren't anyone's homeroom teacher. I see plenty of people, from the Social Democratic Party crowd (medical professionals) to those with advanced degrees, who definitely get more than their allotted vacation time during the summer. You're just getting hung up on that pathetic cliché about how we have "so many months off." Our collective break starts roughly in the second half of July and ends around August 20th. What, is that too much vacation?

Spot on, linguist. A perpetual homeroom teacher, on top of that. Competition coach and everything else required. It isn't hard work, but there is certainly plenty of it. Look—where I found the balance between what I put in (an English degree) and the compensation in the form of a peanuts salary (I honestly don't know where you see this pay as anything extra, colleague) is that I have a bit more free time. I use that free time to work another job in my field and to be with my family. If I am deprived of that time (which cannot be replaced by anything, least of all these percentages meant to pull the wool over our eyes), a huge argument for staying in education disappears. Some people love to scramble for crumbs from an GOP-affiliated table because, apparently, they value themselves that little; I say no thanks. They steal billions, and I'm supposed to say thank you? Oh, thank you, great leaders, for a 2.5% stipend for being a homeroom teacher? I'll leave that to the sycophants, the weaklings, and the spineless.

Second, 90% of my circle of friends and acquaintances are professionals with advanced degrees, and I have no idea where you're getting these losers who come home late and bring all their work with them, earning as much as teachers? It varies—sometimes more, sometimes less depending on the company, working for various agencies and boards, shuffling papers, and getting things done—but miraculously, many people with significantly less responsibility earn as much as or more than us; some even less educated than I am have surpassed me. Those who actually arrive home late and carry work home earn significantly more, if not double. What are you talking about? I would toil away at a school twice as long if I were paid twice as much.

This talk about men and women feels a bit shallow and primitive to me, so I won't bother addressing that part. As if you all discovered after COVID what it's like for us while we're menstruating and how it affects our work competencies? Good grief. 😵

Susan James said:Come on, give me the details! I can tell you're really into this, especially since you're such a die-hard fan of the all-day marathon sessions.

So, picture this: you’re looking at a school with about 350 students total, where each grade level is split into just two classes. It’s that kind of size where everyone pretty much knows everyone else in the halls.
How many teachers (and which specific subjects) and how many classrooms would we need to maintain an A2 level program?
When you look at a typical classroom here in the States, you really see the full spectrum of how kids develop. It’s actually quite fascinating to observe. You’ll often find those gifted students who seem to have this incredible, almost intuitive grasp of things—but "giftedness" isn't just one single thing. Some kids are absolute naturals with numbers, while others might be incredibly creative or possess a level of emotional intelligence that's way beyond their years. At the same time, you'll likely have a student in that same room who struggles a bit more with traditional learning. I remember back when my nephew was in elementary school; he was such a bright kid, but sitting still for math drills was a constant battle for him. He wasn't lacking intelligence, he just processed information differently. It's a delicate balance for any teacher, trying to nurture those high-flyers while making sure the students who are finding things a little tougher don't get left behind. Every kid brings their own unique rhythm to the classroom.

And yeah, if A2 is really just for the gifted students, when exactly are the average kids supposed to get time to practice everything they learned during the morning shift? 🤔

Paul Davis2 said:Honestly, it might be easier to just leave things as they are and let the gifted kids study on their phones at home.
Kids can be brilliant in one subject and lag behind in another at the exact same time.

The ones who need extra practice can do it in A2—and those who need even more intensive, specialized work can join groups with others who require that same level of depth. It's basically how things work everywhere else.

Hey, let's cut out the fluff and the generic clichés, please. I'd really appreciate some more direct answers instead.

I was asking you for a direct answer, so please, let's stick to the point and be specific.
And yeah, I totally get where you're coming from—kids can be incredibly gifted in all sorts of different areas. That’s exactly why I was wondering: how do you think the local neighborhood schools are going to handle nurturing those kinds of talents?

Sure, you could even back that up with some real-world examples from around the globe!

Paul Davis2 said:Look, the money is there—otherwise, none of this would be happening in the first place. The initial move was providing free meals, which happened almost overnight across the board. It’s not a hot meal everywhere yet, but it’s a start. My kids don't get a hot lunch at school, just a snack, but honestly, that's a huge step up from nothing—especially for families struggling to make ends meet. Even for us, where I handle their snacks myself, having this extra support over the last two months has been a genuine relief.

The system always finds ways to help low-income families. Working in an impoverished area, I can tell you firsthand that nobody gets left behind; we try everything to give these kids a chance. We also work much more closely with parents, who often find themselves in poverty due to alcoholism, lack of education, or other factors that aren't always about unfairness, but rather a refusal to put in the work to change.

And now these kids stay in extra tutoring sessions until they're 14 or 15. The results? Well, they are what they are. At home, they have people telling them school doesn't matter because they won't need it anyway. They can't see their own living conditions clearly because they blame "the system" instead of looking at how they're sabotaging themselves.

I was a poor kid too, raised in a household of Worker's FC supporters and Social Democratic Party voters. No one could help me back then. I had to educate my way out of poverty. If I had been stuck in an all-day school schedule, I would have lost it—even with the abuse I dealt with at home. That’s why I threw myself into endless activities, picking my own path and choosing people I actually wanted to be around, rather than being trapped with the same crowd every day.

If someone tried to shove me into a standard high school classroom from age eight to fifteen, I’d probably lose my mind. I barely survived that schedule myself. I was constantly raising my hand because I couldn't stand listening to those idiots or hanging out with the popular cliques all damn day.

In one of my classes right now, I have four kids who are absolutely miserable because of the social dynamic. And there is nothing you can do. These kids are afraid to speak up in front of their peers because they hold different views. You can try to protect them, set an example, or crush the bullies, but eventually, they have to leave that school and go back into their own environment. And you won't be there. It’s hard for them now; imagine if they were stuck in an institution longer. They’ll lose that precious time when they should be free to be themselves—to retreat to their own little corner, hop on a call with like-minded friends, lie in a room, listen to music, read in peace, or practice an instrument to get better. Then there's my group of kids who actually love volunteering. Every single day they're at the community center, playing sports, finding themselves.

Did any of you ever play an instrument? Were you actually good? Did you compete? I was. I honestly don't know how I would have integrated that into this kind of rigid education. Where would I have tucked myself away as a child, or a teenager? Forgive me, but if I had been... well, busy with my private life...

And are you even aware of the benefits of boredom? Of having zero pressure?

shadowtiger0 said:The funds exist, sure. But the real question—the one that actually matters—is whether that money actually ends up where it's supposed to go.

I really, truly hope it does.

I’m hoping for the same thing. I’d love to see infrastructure upgrades in every school across the US and a real shift in how teachers actually work day-to-day.
In my opinion, this document won't pass exactly as it's currently written, but we'll likely see some version of these ideas take shape over the next four or five years.

Susan James said:So, did you pick that up through some kind of life philosophy, at school, or maybe from a parent at home?

Because for me, I learned to cook at home (both when my mom was around and by following her handwritten notes when she wasn't).
How—or even when—are kids going to learn to cook if they're stuck in school until 3:30 or 5:00 PM? They won't see a parent cooking, and they won't be in a position where they can actually manage to make something for themselves (even just reheating something).

Oh, wait, I forgot—everything is on YouTube now, so they'll probably just watch a tutorial if they absolutely have to cook. And honestly, the ones who learn to code end up making great money, so they'll probably just order takeout anyway.

I cook too; my wife doesn't always have the time. Not that it’s an issue for me.

Generally speaking, nothing bothers me—except for rudeness and a lack of respect. That stuff gets handled pretty easily in a face-to-face conversation. Especially when you weigh 220 pounds. 😁

I mostly learned from my grandfather; my dad worked a lot. I know my way around a kitchen and nothing is too difficult.

And shouldn't all of this be part of "home economics" or whatever that subject is called nowadays?

What kind of nonsense is "YouTube"? I belong to that generation of men who served in the military—the ones who look out for and protect their families.

hiddenseal14 said:My school is going to sign up for this. We are all in complete agreement on the move. Sure, a few teachers were grumbling because they won't be wrapping things up by 10:30 anymore, and the specialists are worried about the increased workload within the A2 and B1 curricula. There’s a bit of a shift happening in how subjects are taught—we’ve always operated on a single-shift schedule—and the students will have to adjust since their electives used to be baked right into the regular timetable. The silver lining? They’ll actually get longer breaks and a decent lunch period.

Anyway, don't go judging the situation based on fifty loud voices shouting in Facebook groups. Plenty of smaller schools that currently run on a single shift are going to step up and join in too.

I am not claiming that everything is perfectly designed; there will undoubtedly be growing pains. But that is exactly why we have an experimental phase—to identify what isn't working and fix it.

As for STEM, specifically math, biology, and chemistry, we've never really seen a shortage of talent in the Greater Los Angeles area. The only real gap has been in physics.

I believe you guys will enjoy it. Good luck. Maybe you'll even get a commendation from the Department.