2025-04-21_alpha-high-staff-meeting

Joe Liemandt (0:00) On to each of those three failure modes that they haven't passed. (0:09) Like that example, you know, it's, they won't pass, you know, which one do you have to pass, you know, our eighth grade received feedback? (0:22) Which ones do you have to pass? (0:24) The high school be an expert, right? (0:28) Test. Chloe (0:29) You mean, like which life skills do you have to pass in order to get out of that bill with your vote? Joe Liemandt (0:35) Yes, correct. (0:37) What is those? (0:39) Those, I guess we can just talk to them right now if you look through each one, right? (0:44) What is your, yeah, what is the life skill for wannabe that if you would pass, that you're not passing, right? (0:58) So wannabe is, yeah, here it is right here, right? (1:09) Like be an expert, right? (1:16) You don't have the foundational skills in place. Chris Locke (1:23) Would you sit at this one maybe grit one of our like grit is you know like no not? Joe Liemandt (1:28) It's not a grit one this yeah, so permanent perma student is I either I don't build in public, right? (1:37) I don't I don't build an audience or I guess build an audience would be a good plan I also receiving feedback for that one because that's a big further reason many other students there don't They don't want to put their work out there to get Negative feedback? Emily (1:54) Yeah, were they received? Chloe (1:55) Yeah, exactly. Emily (1:56) Well, not even topics kind of ignore it or kind of find a smaller workaround around it. Joe Liemandt (2:02) But we should view this as an exercise to be like, OK, of these three, right? (2:07) If these are three failure modes, suppose they were teaching the life skills so that you don't get into them. (2:13) So what are the life skills? (2:14) And if we don't have one, we probably should create it. (2:19) You like solve this life skill so you don't. Chloe (2:25) Yeah, that makes sense. (2:27) Yeah, I was really taken aback by how we nearly those failure both represent the different students we have and how fast in terms of how crisp it is. (2:37) It's interesting because I did the. (2:42) For pretty much slot on the students that we lost you for a second Chloe. (2:50) I also think it's. (2:54) My husband ended in the cleavers because he was too much spot on my... (3:06) 30 behaviors, different failure modes associated with some of our freshmen. (3:13) So I know I wrote this in the email, but Annabelle, for example, I totally see those behaviors of a nervous student in her. (3:21) So it gives the state to watch for and life skills for them to work towards to make sure that they never fully get to that mode. (3:28) So I'll come up with a life skills but correspond to each to make sure that we have all the life skills. (3:33) We need in our current curriculum and that we're working towards getting kids out of those systemic donor moments. Joe Liemandt (3:41) Great. (3:42) Great, it's perfect. (3:44) Yeah, absolutely. (3:46) Yeah, and I think it really is, by focusing on the life skills, then we're going to be able to be like, great, once you pass this, we expect that you'll get out of this mode. (3:57) And then in time-wise, it's just when do they pass, you know, how long till they hit those life skills? (4:04) Right, by the end of freshman year, what life skills would be demonstrated? Chloe (4:12) Okay, that makes sense. Joe Liemandt (4:15) That's great. (4:18) No, that's good. (4:19) I'm glad. (4:20) No, Justin's great. (4:22) Yeah. Chris Locke (4:30) Chloe, what else from a masterpiece perspective? Chloe (4:39) I'm trying to say, not really, we are getting investors for our investor test class tonight. (4:47) I mean, a lot of our students are very academic-focused right now. (4:54) So, obviously, that's been hard, but it is just the AP season. (4:59) But I'm glad that our investor has to pass it out to the end of May, because as soon as we're done with AP, this whole year, doesn't end, and they'll be working super hard with that investor test class. Chris Locke (5:11) So I'm popping it up. (5:12) I don't know if you got a chance to see the this is capital factories corporate connect newsletter. (5:18) And then this is this is featuring to all of their investors our test the past like we're actually going to do in that room over there in May. (5:26) So we gave them a little blurb to to promote out to the other investors and their corporate partners like Academically, we have our third round of AP practice tests starting Wednesday. (5:48) These tests, unless a student has made a different arrangement, is their score 3, 4, or 5 will equate to the numeric grade, which this is now their final exam. (5:58) So this matters. (5:59) So you and everybody's working quickly to make sure they've covered all their content. (6:05) I don't know if Andy showed with you, but they've got just fabulous data that shows if you complete the course. (6:11) Take a full-pack practice test to pass it. (6:14) You have a 90% likelihood of getting a 5. (6:16) So they've been trying to debunk that data, but it's pretty sound. (6:21) And as of last test, 66% of all the tests were 4s and 5s. (6:27) So we hope that percentage gets close to 100 this week. (6:30) And then we'll talk with you about who shouldn't sit at that point. (6:34) Great. (6:35) Yeah. (6:37) I think I shared with you the SAT results were other than some of our freshmen worse, everybody pretty much went down. (6:44) A few people's super scores went up overall. Joe Liemandt (6:47) Anybody, was there anybody who was 40%? (6:50) 40 points is the range on SATs, who was outside of 40 points swings up or down. Chris Locke (6:57) Elle Sloan, Austin Way, Sarah Beth Way, Jackson Price, Emma Kotner, most everybody else was willing to range from 20 or 30 points. Garrett (7:09) You're saying that's like the insignificant swing, plus or minus 40, plus or minus 40? Joe Liemandt (7:15) Plus or minus 40, yes. Chris Locke (7:26) Everybody's now focused. (7:28) What we have everybody guaranteed is the G7 test. (7:31) We're going to finish school in the 30th. (7:33) We'll do a boot camp. (7:34) Are we going to have school this summer? (7:36) Yeah. (7:37) I thought you announced that lesson. (7:39) Good night. (7:40) That's what we heard was that you made an official announcement that we're open. (7:44) Yeah, we've confirmed. (7:45) We've got about 10 kids that said they'll consistently come two or three times a week. (7:49) So we plan to be open. (7:54) Eric, Rigby just signed up. (7:56) I think we'll have some new kids coming in to work skill plants and stuff like that, which would be awesome. Joe Liemandt (8:01) Yeah, I know that's our biggest nobody believes in. (8:06) That's our biggest wow factor from my PR. Chris Locke (8:19) So we had a Santa Barbara family that's now actually considering moving to Austin because they were so, oh, could you roll in your eyes? (8:27) But here's the message. (8:28) This is what goes to your point. (8:29) They were wanting to pick their student up early and he's like, no, I don't want to leave early with you. (8:34) And I'm like, isn't that awesome that he doesn't want to leave there? Joe Liemandt (8:44) I can't get anybody to go to new schools. (8:47) Oh, I see what you're saying. (8:48) My issue is on my sales and marketing side. (8:51) Everybody wants to go big alpha. (8:53) That would be interesting. (8:55) Trying to figure out how to get... (8:56) No, we have the same thing in Miami. (8:58) Miami families. (8:59) Like, we're going to move to Austin so that we can go to... (9:03) I'm like, we live, we have a building here in Miami. Speaker 11 (9:05) Great, great, great. Joe Liemandt (9:07) Call me back. (9:13) Most of the same of our families. (9:15) We should know Santa Barbara should be open. (9:17) Well, no. (9:18) If we have the one-year family, we're fine if one family is honest. (9:25) You just don't want everybody to date. (9:27) It's just that theme. Chris Locke (9:39) Oh, I know I have another question for you. (9:41) So there is just an absolute superstar kid in the weekend program with Garrett and Jack who really wants to come to Alpha, he honors. (9:50) He would be a scholarship. (9:52) But we're not authorized to accept F or H1 dependence, H1B dependence. (10:02) Do you want me to start that process to be verified with the SEVP? (10:07) I'm not sure that we can pull. (10:09) What it means is if you, like, could we eventually have students come in, the international students come to Alpha? (10:15) Or if their kids, their parents were on work visas, they are automatically allowed to go to school, but you have to be authorized. (10:25) Not every school can accept them. (10:26) Sure. (10:27) So I'll just wait a minute. (10:28) Okay, great. Joe Liemandt (10:29) I'm sure we'll have heavy international demand. Chris Locke (10:34) The challenges if they're not in the age or like the E, which that New Zealand family that's in Germany, they're getting an E investor visa, is when you're in the F status, you really need to have a boarding situation or a homestay, which is something we'd have to talk about because you can't bring your parents, whereas normally, you know, their parents have work visa, of course they bring their dependents. (10:57) Okay, I will get started on that project next as well. (11:05) That's on Hennel and Andy's team to get us the curriculum to submit. (11:09) We're submitting stuff just to keep our window active. Joe Liemandt (11:31) Do they know what curriculum they have to give you? (11:33) Yes. (11:34) Okay. (11:42) That's the only thing that matters. Chris Locke (11:46) NCAA doesn't care about anything other than 9 to 12. (11:49) They only care about the basics, what they call course. (11:52) English math science, they don't care about most religion courses, computer science, none of that. Joe Liemandt (12:08) And then Sports Academy is starting the attraction. (12:11) That's the overall program? (12:16) Most random people who use sports. (12:21) Half of America cares about sports. (12:26) Yeah. Chris Locke (12:30) Well, in fact, if that day will have the ability to compete, play in a team, I think it's another huge selling point for families. (12:39) We'll want that too. (12:43) And I think they picked a good... (12:44) If you guys met Dakota, it seems like a really solid, but nice. (12:49) It's going to be the high school guide out there, if I understand. (12:53) High school guide for today? (12:55) That's good. (12:56) I'm going to try to be 19-10. Joe Liemandt (13:00) The other is that one of the big convo teams is a Stratosport which is still around the level of 100. (13:07) And it supports micro schools. (13:09) And so it's causing a lot of sports issues. (13:12) It's not dangerous, it's just an activity. Chris Locke (13:15) Yeah, so lots of people. (13:17) Yeah, so what would that be last week? Gary Sheng (13:21) Arpen's meeting Mike here right now for coffee. Joe Liemandt (13:24) Yep. (13:25) Yeah. (13:40) Let's see what else we hear about high school. Garrett (14:02) For SATs, like we've had five new students fully on board, three or still in the front of those five, or up those five, three are the ones that have kind of reset in our culture. (14:14) So before we put them, they were just way to explain which one wasn't a function. (14:18) The students that we've added, we've essentially gone after students that are very actually really minded, very self-driven, hard workers. (14:27) So they're all like... (14:28) There are three of them right now that will hit every goal, every week we go, and that honestly has not happened yet. (14:35) So that's great. (14:37) So it's a big culture shift there. (14:39) And then on my end with the SAT, just further accountability. (14:44) So I'm having them, I mean, I already had them putting in kind of the hours that they were going to work throughout the week. (14:48) And then I have them retrospectively go back and correctly to accurately reflect beyond that. (14:53) We're trying to do, I know Jack especially trying to do more touch points throughout the week because as we gain more students, it's harder to, you know, adequately support every student on the weekend, just have one Saturday. (15:04) So, more touch points. (15:06) And I've been on the phone with some parents throughout the week as well, just to, again, have that accountability at home, kind of get on the same page with them. (15:14) A lot of, we're getting over, honestly, a lot of the timing constraints is, I think, engaging parents has been huge in that. (15:22) Because, you know, the kids are not going to bullshit. (15:24) And I had to live on the phone with her mom. (15:29) I had lost on the phone with dad. (15:31) But just, you know, coming to an agreement with the parents about like what's actually required. (15:37) Lossing was trying his hardest to wait until the summer for the city. (15:41) And so I had to speak with his dad. (15:43) His dad, luckily, was on my side immediately about the fact that he made it every subject. (15:50) Lost in self diagnosed himself as a math person and actually did worse in math than reading. (15:57) So I knew not to trust the 16-year-olds perception of what he's good and bad at. (16:03) But yeah, we're ironing out a lot of those things and our culture is on the right side, so that's awesome. Jack Oremus (16:19) Exactly when they do have time to get my hands on. (16:22) We also want to revisit everything they mentioned last week just as far as really emphasizing the expertise tools and creating more chemistry points as some that sort of unbox maybe the next big part of the match piece. (16:35) So they have to afford to develop their active resources foremost so that they might become so they are becoming expert with their audience building. (16:43) And I think right now we're getting it. (16:44) That's really going to be the stage head. (16:46) Again, please add. (17:07) I know that we talked about this very briefly last week, but what some type of threshold might be? (17:16) For some of the students that just recently joined the program, if they're doing something that's software-based, what might be a figure when it comes to audio stability, that might unlock sort of a developer or something that might help facilitate some of the bigger tasks when it comes to like vocals. (17:35) And so essentially, we want to establish more formal like tested tasks like systems for the expertise role, making sure that... (17:43) Their brain lists are being a acceptable place to the audience building, and then see if they need something more as far as they can build her. (17:53) Yeah, just a more streamlined system essentially. Chloe (17:58) Yeah, one of the best measures for being an expert is building something that is about a full-to-fit test. (18:05) Do you have expertise? (18:07) Do you have interest to think of the day? (18:10) I also have a ton of resources for audience building that I'm not sure if you guys have, but I'll make sure that you guys have all the resources that I have. (18:19) We have like a boot camp that students do when they're first starting an audience, so that they just find their content pillar and they know what they're supposed to be. (18:26) So I want to make sure you guys have all of that trust with those students too. Jack Oremus (18:29) Thank you. (18:30) Yeah, I know. (18:30) I think we can. (18:31) He's already identified a lot as well. (18:34) It's sort of the content pillars and types of videos that he wants to do, so we should be able to really just hit the ground running and make sure that, again, he's just making the right progress that he needs to do. Garrett (18:48) Quick question for really Chloe. (18:50) So what it sounds like, and we were going to really focus on extra T-schools early on, and then have a test to pass for them to then unlock the audience building stage. (18:59) Do you think that they should do those two things in tandem instead? (19:03) The audience building is like a very fun. Chloe (19:06) If they were me, I would just do it in tandem for two reasons. (19:11) One, because there are so many different AI tools now for audience building. (19:15) Like on Twitter, especially you where they can literally just like... (19:18) Upload their brain left and it's always going to be pulling the latest information. (19:23) And let's say they don't have anything interesting to say right now and so their posts don't go anywhere. (19:28) It doesn't really matter because they don't have any followers. (19:30) So it's not like they're destroying their reputation or anything. (19:33) But let's say something does do really well. (19:34) Then they know, okay, well, this is a super interesting topic to people. (19:38) We should do more research on this. (19:39) So I would just have them do both at the same time. (19:41) That's how I would approach it. Garrett (19:43) Okay, that makes sense. (19:44) Thank you. (19:52) But still haven't some sort of That so that test the past for actual t-schools then we would use that to unlock like a dev or any type of build or anything And then the audience goes or an objective like metric Yeah, I mean so whenever we set our building an expertise goals at the beginning of the session for our students often the expertise goal is actually an audience building goal because Chloe (20:22) We are actually using it so closely or later to whether you're able to build an audience or not. (20:26) But let's talk tomorrow because I would love for our text to pass. (20:30) I'm also in the process of figuring out what our text to pass looks like for these kinds of things. (20:35) So I don't. (20:35) That's where you must see tomorrow and try to figure out what those are so that we can basically have the same text to pass for both programs. Garrett (20:42) Okay. (20:43) Thank you. Joe Liemandt (20:49) Are we going to have anybody in the weekend program at the end of May, could present or be staggering with... Jack Oremus (21:01) I think he is Alpha X Kids who is probably the closest. (21:07) We still have to pump it down and just make sure he's there. (21:13) I think flying slowly lies. (21:17) But the app should be ready to at least be based on your hands. (21:26) I would say he's probably closest. Joe Liemandt (21:28) When will he be able to talk to somebody in the press? Garrett (21:32) That part, I don't know about you, Jack. (21:34) I think he is the closest, but not that far ahead of them. (21:42) So basically right now, we're having a hard break on its physical goals and make him go back and build some extra keys. (21:50) So because we're at the start, he has He kind of has the same things to learn as one of our other students, local coach, which is an eighth grader from UT Charter. (22:00) They're both doing some sort of like, kinematic analysis with the camera, basically analyzing body position in the movement. (22:07) Neither one of them knew what kinematics was a week ago, so they were kind of at the same spot. (22:14) So that's why I say I don't know if keen is you. (22:17) I don't think by the end of May you'd be an expert now. Joe Liemandt (22:22) I would like to get traction and stuff on Twitter and build an audience. (22:33) It's going to be ready to do. Jack Oremus (22:45) You're not going to impress the people. (22:48) What we were assessing earlier today, too, is just how would you do if you were to get on a podcast? (22:54) Can you be on a podcast or a reporter or anything? Joe Liemandt (22:58) I don't think you sit in front of other experts who are like, oh, that's really interesting. (23:04) And either you're like, oh, these are really interesting thoughts. (23:08) Right, you have cool spiky points of view that it's based on something more than it just said something. (23:13) I can back it up. (23:15) If you have it, then also, you're impressed. (23:18) Carl, we're talking to an investor. Gary Sheng (23:24) What are your thoughts about him maybe changing his app idea? (23:30) Or do you think that we should just keep that same app? Garrett (23:34) I mean, I know that the way that our shadow, I mean, you've seen our shadow day, I guess, on the weekends. (23:41) But the way that our shadow day works is that we give a list of three or four kind of icky guy related questions. (23:47) I'm going to think through for the week before they come see us. (23:50) And then when they show up, we're basically whiteboarding for like three or four hours ago at lunch. (23:55) I say all that to say, he and came in very adamant about, you know, knowing exactly what we want. (24:01) And he's a junior, so I guess he's talented. Gary Sheng (24:03) And he's super set on the swing. Garrett (24:07) He seems to be. (24:08) I mean, I don't know. (24:09) I don't know. (24:09) He seems to be. (24:12) Kids change your mind up. (24:15) Yeah. (24:16) Five seconds. Gary Sheng (24:16) Well, I hear you're talking about the expertise things and like it completely surprised me when I just chatted with Sloane the other day. (24:27) Like she couldn't help but speak so highly about he and about his S tier social skills, S tier networking skills. (24:39) He is the local expert in that. (24:42) And so the reason why I brought that up, the idea earlier He's a genius at this, right? (24:52) And so my thought is like, okay, there's other people that have thought a lot about the intersection of networking and golf. (25:00) He is his own little expert that he should share his own spiky POVs of how to connect with people. (25:08) There's a lot of There's absolutely careers where connecting with people is valuable. (25:17) In my own self-interest, I believe that. (25:20) And I just feel like people should do what they naturally are passionate about, not just what they thought that they were passionate about at one point. (25:29) And they've not really made much progress on their brain life. (25:32) And so I have no interest in stepping in where If it makes no sense to pivot, right? (25:42) But if we're continually concerned about putting him in front of a reporter, because he has no expertise in no desire to talk to anyone in kinematics, that's a sign, right? (26:01) So, anyways, that's just why I thought. Garrett (26:07) Do you tell him to research kinematics before today? (26:10) No. (26:12) Okay. (26:13) I mean, I don't know how he is in throwing himself into that, but apparently his sister made his kinematics something, some other close connection. (26:22) Oh, it's this old-balled coach or something, the major kinematics at Baylor. (26:26) So, I mean, he's, it's where you have to see whether or not he's going to go. Gary Sheng (26:30) Okay, so it's like, so it's like, let's see, right? Garrett (26:32) Yeah, and then my second comment is With that, what does becoming an expert look like in that avenue? (26:46) Yeah, we'd have to see, regardless of the direction, is he going to become an expert with the golf swing technicalities? (26:56) Or would he rather become an expert? (26:58) Because that's what's going to matter. (26:59) It's like will he devote his time? Gary Sheng (27:03) Well, it was it was just really helpful for me to hear like just talking to him like he really loves golf. (27:11) I'm not convinced he loves kinematics. (27:13) I think he just loves playing golf. (27:15) He loves meeting people. (27:17) I think probably a good next step of just seeing if he if he actually ends up researching the kinematics stuff and like let's see let's see his brain lift. (27:25) That's ultimately just let's wait. Joe Liemandt (27:35) Yeah, on all these you need two parts, right, for an outlet. (27:39) You need to, how do you build your network, right, your audience, and then what do you demonstrate deep expertise about? (27:48) And what fundamentally what Dean cares about is on a demonstrate expertise that we'll give you to college. Gary Sheng (27:56) Yeah. (28:01) If I were him and I bless you and I haven't brought this up to him but if he went the networking golf route I would totally help him put together an event with tons of PGA players and business leaders that You know, related, that's like a launch party for the networking golf app and get a bunch of golf kids around the city and stuff. (28:26) And it's like a whole scene. (28:28) Get the Northwestern Golf Coach there, you know. (28:31) So, anyways, I'm here to help, just let me know. Joe Liemandt (28:45) And then on Live, on the SAT stuff, is it? Garrett (28:49) Yeah, it's just like seeing your mom less better. (28:56) Yeah, it's either Friday or Saturday. (28:58) Yeah, it actually was Friday. (29:00) Yeah, I mean, Mom's totally on board. (29:03) Nothing really changed. (29:04) I mean, we just need to talk about. (29:05) Mom needed really clarity about what the weekly requirements were, and it makes sense to her. (29:11) There's always the mention that she really did it, and she was perfectly clear. (29:16) But track is over now, so she's got a little more time. (29:21) And yeah, so nothing changed with Mom's. (29:26) I think I was really what it was. Jack Oremus (29:28) I think all the new students that have been added, especially I think, once from a certain family, they might also be good candidates, essentially, for me. (29:39) They keep asking about what are the options of actually transferring to the LMI and we communicate just again, LMI honors is the only one that I've ever done. (29:50) This is not supposed to look at what we're doing actually. Chris Locke (29:55) I'm just a little bit of quick searching because I wanted to give you an idea of how long you would think. (30:00) I think my initial research was wrong and now I've got saying no, actually the already in the country you don't have to be authorized, which would make it super beneficial for age, for dependence on people on the guest worker program. (30:15) So I'm going to triple check and call see this. (30:18) That would be great for this family, and then we'd have to just go through the normal scholarship process because this kid was just pretty impressive. Jack Oremus (30:26) His whole family came through. Chris Locke (30:28) Yeah, they're super interested. Jack Oremus (30:31) They're super interested. Joe Liemandt (30:47) Right, called me from Dubai. (30:51) The president of UAE is now going to come over to see Alta because he was like, he was talking about this after he had health stuff. (31:02) Or health, I mean, we didn't mention live, and it was like a great, her eighth-grade experience. (31:09) And so they were like, oh, well, it's come over. (31:11) Because they have a mandate of a copy that everybody has. Garrett (31:21) Oh, well. Gary Sheng (31:24) Interesting. (31:25) Now UAE wants it, so I get on the phone. (31:29) That's all smart phone. Joe Liemandt (31:31) So our K-8 has an AI program for session five. (31:39) We're going to write up and send to UAE. (31:45) But anyway, all that said, Peter's obviously a big fan because we have great results with live. (31:52) It ain't great. (31:52) We need to make sure. (32:06) What's her SAT and what is it? Garrett (32:08) First self reporter was an 11 20. (32:11) She they never mentioned a different role than 50 50. Joe Liemandt (32:21) We'd 11 20. Garrett (33:01) Thank you. (33:04) Thank you. (33:05) Thank you. Chris Locke (33:11) They created a really strict, not strict, but they put her on a serious plan and she got a lot of work done. (33:19) With Jack, right? (33:20) Jack Cole, remember he turned it around that year, too. Joe Liemandt (33:50) Okay. (33:56) And then, I guess, so some of these nights and weekends are going to do summer programs. (34:01) Yes. (34:01) Yeah, they're off. Garrett (34:03) Yeah. (34:03) They're on the program, so it's two or eight to five hours. Joe Liemandt (34:06) Great. Garrett (34:09) I have our ten. (34:10) I've seen six to seven, for sure. (34:13) Okay. (34:15) And then, back to the game. (34:19) Yeah, so, we did some thinking about the alpha cut. (34:24) And how to engrain two hour learning in that. (34:27) So basically, we don't know if, I mean, just only because of the data from our launch program, we're not sure if 10 hours is perfect for like remaining eligible for competition, but I know we need 10 hours, so I'm not mad at doing that. (34:43) So 10 hours every week keeps you eligible and in the tournament, if not, you're automatically eliminated. (34:49) Top work is in each round, we said we're going to buy, so like most, whether by just lessons or hours, we'd probably say lessons accumulated. (34:57) Gets an automatic buy, so like we would determine that after, let's say, round one, the top worker, three or four, however many workers from round one, automatically can buy from round two. (35:08) And then the actual number on this is not solid, I want to ask you about that, but top 15 or however many workers throughout the entire cup. (35:18) We would receive scholarships to next year, but I mean the 15th is so for you. (35:22) And then whatever size prize pool we want. (35:26) So we talked about how to number one engage students and then also make important for parents. (35:31) So first of all, we're going to run, are we planning to run the same shadow day play that we have at the SSE launch? (35:38) Where they come in first and get the pool experience? (35:42) Because, you know, for us to actually get them into the system assigned to map. (35:47) We're also in the apps. (35:49) That's taken like a week every time. (35:51) So it's been really good for us in launch to do a shadow day where they get really excited about their project. (35:56) And then we onboard them and do all that for the next week and they take their map the next time they come in. (36:01) So it's a similar process for the Alpha Cup where they'll come in and just gain basically, you know, join the tournament. (36:09) But we'll also use it as an information capture process. (36:12) So we'll get all the stuff we need for the student information system. (36:15) On board them, sign the maps. (36:17) Next time they show up, they'll take the map screener, which should only be about two hours, two and a half hours. (36:22) And the cup would last longer than that in the day, so they'd still be able to play that day. (36:26) But then, after those first two kind of sessions of play, they have to be a good 10 hours to remain in, after that, from that point forward. (36:36) So yeah, that's general layout of what we've come up with. (36:40) We have meetings every week with Bo and Tuesday, so we'll meet him tomorrow and kind of talk about the logistics basically. (36:47) I know that they have a Fortnite or Epic Games license to run a tournament. (36:53) And it's good that they do because those are like with IP addresses, so like you wouldn't have to do that. (36:59) Or else you get more than for life or something. (37:03) So there's that. (37:04) We need to figure out the marble rival speed, because that's the new YouTube, like our UT game units, all the kids, like where we could play a marble rival with them. (37:12) So that's good. (37:13) And then the last one is Rocket League, which Rocket League, I think, is the kind of way. (37:17) Every time we ask about it, it's not over here or something, it would be good. (37:21) So getting the license is in order. (37:23) From what I understand, again, we'll cover this on the call tomorrow. (37:25) I think they have their server situation in place to where they can update all the computers and software pretty efficiently. (37:33) So where we can run this on a weekly basis. (37:35) But yeah, a lot of those logistical wrinkles things you can kind of wind up. Jack Oremus (37:39) One of the individuals that Gary's brought in, Beef Jones, he's involved with the Boys and Girls Club, just in Austin. (37:45) So there's multiple locations. (37:47) And I think that would be a nice way to see the partner. (37:49) We're actually with just as many students as possible. (37:52) So just making it again, a high status event. (37:56) We can catch positive heat, of course, very enticing. (37:59) You just have to figure out a way to... (38:00) Obviously, you know, the corporate de-economics, you make sure that that's easier, just, yeah, consistent throughout the tournament, or, yeah, probably, yeah. Garrett (38:12) I have a detailed quote. (38:13) Only a right flag about that situation is, I don't know if you remember the name. (38:16) Mark Terry? (38:17) Yeah. (38:18) Texas Free. (38:19) You do? (38:20) Or you Terry? (38:21) Yeah, it's even a different detective. (38:22) Oh, you know how you check. (38:25) That was Mark Terry. (38:26) He's the superintendent of Texas Prep. (38:28) I mean, he was kind of, oh, he's got to run this Texas for every reason that we had friction. (38:32) God, it's like, yeah, so what about me? (38:34) He's over the same, he's over these boys and girls clubs, too, and he'd be, um, uh, he'd be woody, not woody. (38:42) Yeah. (38:42) Okay. (38:43) We're not interested. Joe Liemandt (38:45) All right. Gary Sheng (38:47) Zero. (38:48) Yeah. Joe Liemandt (38:49) He's involved with Texas Prep. (38:51) Yeah. Gary Sheng (38:52) Interesting. Joe Liemandt (38:54) I mean, they're still involved in gas. (38:57) Yeah, yeah. (39:00) I think he hates us as much as we can. (39:07) I've never met him. (39:08) I have no idea. (39:08) This is all sorry. (39:09) I mean, how was there for five minutes in there? (39:11) Yeah. Garrett (39:12) But yeah, those are all the updates for the gaming side. Speaker 11 (39:23) Okay. Gary Sheng (39:27) On the political side, do you have any democratic strategy for, like, blue states? (39:32) Do you want to work on that at all? Joe Liemandt (39:37) Blue state vouchers. Gary Sheng (39:39) Yeah, school choice vouchers. Joe Liemandt (39:43) Right now, the number one is Ted Cruz is champing the bill for a $10 billion, $50 billion blue state voucher. (39:53) Beyond that, that's. Gary Sheng (39:55) So maybe not yet. Joe Liemandt (39:57) So until well, if that's going to, that has to any of the blue states that has to go through. Gary Sheng (40:03) Right. Joe Liemandt (40:05) Reconciliation. (40:06) So it's going to be part of the budgeting process. (40:09) Okay. (40:11) To get that authorized. (40:13) But until, until there's basically vouchers in blue states, there's no, I don't have a. Speaker 11 (40:21) Got it. Joe Liemandt (40:25) We're going to have a bunch of alphas open. (40:28) I guess I have to say it always has to be private. (40:38) There's no chance of a charter or a public school program. Gary Sheng (40:56) Got it. (40:56) Makes sense. Joe Liemandt (40:57) We are doing read-off and it's coming down to do a podcast with the Kinsey. (41:04) He's one of the mega donors. Gary Sheng (41:09) It might be a good way to start the ball rolling. (41:22) Right, and that would be a private school, you're saying, without vouchers, subsidies is actually right. (41:28) It makes sense. (41:30) Okay. (41:33) So, blue states are a possibility for schools, but not necessarily ones that have vouchers. (41:41) Right, exactly. Joe Liemandt (41:49) You're super excited about us opening up high-end products. Gary Sheng (41:53) To be able to be like, this is elitist. Joe Liemandt (41:56) No, they want to send their kids to you. Gary Sheng (41:58) Oh, that's ironic. Joe Liemandt (42:00) I'm going to come down. (42:01) I think Elpa is a really great school. (42:03) I'll totally help you open one in Silicon Valley at $450,000. (42:09) Okay. (42:10) If you try to make it where it competes with the teachers, you... Gary Sheng (42:16) It has to be like a different category entirely. Joe Liemandt (42:19) It has to be as long as you're high-end and rich, they love you. (42:23) Because they want to send their kids and their friends' kids to school. Gary Sheng (42:26) But if you do anything that shows that the teacher union isn't doing a good job, then they don't. (42:33) They have the hatred. (42:35) And they move from love to hate very quickly. (42:37) Cool. Joe Liemandt (42:38) Very quickly. Gary Sheng (42:39) Makes sense. (42:40) I guess on the red side, do you want? Joe Liemandt (42:44) Any help with connections to lobbying organizations or you already have Andy Price on just you chat Andy Price and in general we're scaling down charter We've been trying to do charters and it's just because charters are too hard and too complicated and too close to teachers unions. (43:28) Texas prep. (43:30) Texas prep being a good example where an ESA based is a total private school to do whatever you want. (43:37) We just want to do whatever we want, because we're just too trying to convince a permissible charge. (43:47) Bridge to Raph. (43:49) In private school, you're like, here you go. (43:50) So, Texas Crap will be converted to a private school. (43:53) Yeah, I saw it in August. Garrett (43:55) Was that decided previously? (43:56) I just saw that message today. Joe Liemandt (43:58) Yeah, no. (44:00) Gaston and Staph, I was like, do you ever get our jail free card? (44:05) Which is, if you want to be done with Texas Crap, you can be. (44:09) Because he lied to us. (44:12) He's already lied. (44:14) However ever. (44:16) Texas Prep, as of January, when the Texas Prep will lose its charter on June 15th, or whatever. (44:28) It's already lost. (44:30) They already have three strikes. Garrett (44:31) Before we got there, since. (44:33) Before we got there. Joe Liemandt (44:34) So it already had three strikes. (44:38) So we are basically going to take over the building and turn it into a private school that will be paid without you. (44:47) And I was like, look, they might do us and all this stuff if you want to be done with XBRA, that's their problem. (44:54) But Gaston and Steph, starting, if you want to announce next year, that will be the ESA version, but now we're on your channel. (45:04) This is your jail free card. (45:06) Like, no, we can. (45:09) We'll do it. Chris Locke (45:10) So, but that will free them up to eliminate the people that were really fighting. Joe Liemandt (45:14) It's not longer be a church. (45:17) Yeah, it's a church. Chris Locke (45:18) Right. (45:19) You know, but I mean like that staff and that you have no obligation to anybody that isn't bought into two hour learning. Joe Liemandt (45:24) There is no one from the old school. (45:26) Yeah. (45:28) No one from the old school. (45:29) It will all be a hundred percent just a normal privacy. Garrett (45:35) Do we actually have an obligation to listen to? Joe Liemandt (45:40) Well, no. Garrett (45:42) I figured. Joe Liemandt (45:43) I thought there was a kind of confusion. (45:45) Just he imposes his will and we don't need to when I did the deal. (45:54) Yeah, it's not average, but it's not average. (45:58) Yeah. (45:58) Yeah. (45:59) Yeah. (45:59) I guess it was like some shit. Chris Locke (46:17) What are they starting to move the needle and get some good data? Joe Liemandt (46:25) I said you better be delivering two X and two hours or you should take your good on jail. (46:34) You can take it. (46:35) I think they're going to deliver it. (46:38) I think they're either delusional or I'm going to hit it. (46:42) I think they can do that. (46:50) Okay. (46:52) What else? (46:53) Anything else? Doug Green (46:59) We, Greg, for this meeting, David Ruth, who is the Dean of the STEM program at the APS. (47:07) And once you push back the announcement, the next meeting. (47:10) David Ruth. Chris Locke (47:13) Did you forget the last one? Doug Green (47:15) From the Navy? Chris Locke (47:15) Yeah, Navy, that's what it looks like. Gary Sheng (47:25) The Mark Terry is a different Mark Terry. (47:27) The one you don't, he doesn't like is a white guy. Garrett (47:33) Which one? Gary Sheng (47:38) The Texas Pro. (47:41) We'll talk about it. Doug Green (47:48) So that's going well. (47:50) Everybody kind of going to be saying why? (47:52) Thank you for the cost for the August 30th. Joe Liemandt (48:13) Senator Warren's account, speaking of what I mean. Doug Green (48:24) And that's it. Gary Sheng (48:25) That's Texas Prep. Doug Green (48:26) Good with the direction that we're going. (48:28) Texas Prep. (48:29) Everybody's getting pumped up to be locked in. (48:31) Okay, summer. (48:32) Okay. (48:33) And so we'll be setting some aggressive goals. (48:38) And I am teeing it up that any, we're going to be 35 going in and picking 20 coming out of the summer. Joe Liemandt (48:44) Okay. (48:45) So that everybody knows. (48:46) When are we going to have any there? (48:47) Are you good? (48:48) When am I going to be like, oh my God, I actually... (48:51) I think one of these is better than my high school kids. (48:54) So the great now we don't have any better than anybody in high school. (48:59) Rare or that's people in high school. (49:03) I would agree with that. (49:05) I have one that's better than high school. Doug Green (49:22) We have some interesting tech apps coming up, financial literacy, writing app, emotional, social, philosophy, art. Joe Liemandt (49:31) None of the people that looked on the brain have any idea about learning science to deliver actually results. (49:46) Why do we think they're going to deliver results and academic outcomes? (49:54) Prompting an AI to build a... (49:56) If it doesn't have all the rigorous learning science behind it, we'll make it just like every other AI tutoring asset on the market, which also... (50:35) Hi, my name is Henry Bell, so we do...Hennows doesn't do K-3. Doug Green (50:40) Most are mental school. (50:42) Philosophy is high school. (50:44) Okay, so on middle school it's Katherine. Joe Liemandt (50:47) Katherine is K-3. (50:51) She's a learning science expert for K-3. (50:54) She's better than Hannah on learning science. (51:04) But yeah, back to the scale of the things. (51:09) When will the VU-EKs employ or internals more than my high school kids? (51:18) Halfway from the sun? (51:20) Okay, great. (51:24) L's just a simple French one. (51:27) Do you love it? (51:34) When will the UATX kids be able to give feedback on how the apps are? (51:39) The same way ours like we give. (51:42) Our students give feedback to Hannah or to Phil's team. Gary Sheng (52:20) Do you have any interest in having, like, an in-house, like, software educator? (52:25) Because I have a guy in mind that has a little bandwidth. (52:28) He's great to consider. (52:31) Well, just like one thing that It doesn't seem like the best fit is like, unless that is like a roll carbout or a gauntlet grant, for example, is to just be around to like coach kids that have like a software project and like how to use these tools and basics of building their apps and stuff. (53:00) Because I know there's like a lot of apps that people are building. Joe Liemandt (53:08) You have somebody who's a vibe coding expert. Gary Sheng (53:11) Someone that was a general assembly professor who has fallen in love with vibe coding recently, and has built his own apps, has been in the soft. (53:20) He's been in like the industry, like soft industry for a while, and he's based here. Joe Liemandt (53:26) Yeah, so I'm, in fact, I love vibe coders, right? (53:29) So there's somebody who wants to create a vibe coding curriculum or something. Gary Sheng (53:33) So he's down. (53:35) Jack and I have been brainstorming with him. (53:38) He's down to do starting in the summer after APs, or probably in the summer, APs. (53:45) It could be even weekly hackathons, as well as being an in-house just person that is maybe co-working on his own stuff, but also whenever someone wants to basically have his help in any part, would you open an introduction? Chris Locke (54:08) Just to see who would opt into that, test it, work it out, blend it with your, yeah, and then maybe have a workshop, a life skills workshop. Gary Sheng (54:33) The competitions will be good. (54:34) I have other people that are great. (54:36) Alex has been asking me to help him figure out how we can get a team that helps edit people's videos. (54:43) And I think basically every alpha high student is being encouraged to create these videos. (54:49) And it just takes forever to edit a video. (54:55) And I don't think it's the worst thing for them to learn how to delegate that out, but also not worry about having to pay an editor. (55:01) And finding the right editor is difficult. (55:03) I have a million. (55:05) I mean, in my network. (55:07) And so I also have a friend that I brought around that absolutely loves what's happening here. (55:16) And ran Jennifer Lopez's social media. (55:19) I had some of the biggest meme pages in the world. (55:22) And he would love to just have an excuse to be around more. (55:27) So I'd be happy to introduce you to him as well. Joe Liemandt (55:35) Okay. (55:36) Yeah, we're back to all these, right? (55:37) We need the after-school weekend program. (55:40) We need to use the high school program. (55:42) We need the UATS kids to be better. (55:44) My expectation is the UATS kids are better than the high school kids. (55:49) And they're gone. (55:51) Right, but I don't want them. (55:53) There's not each one. (55:57) If they work their ass off all summer and then other than my high school kids, I'm going to have five. Speaker 11 (56:01) Yeah. Joe Liemandt (56:03) These guys need to step up or like I'm totally done. (56:08) Okay. (56:09) I think they're a whole concept that we want great kids doing these. (56:14) Yeah. (56:15) And if they work their ass off all summer and they can't get our high school kids, we guys college kids. Gary Sheng (56:24) I think this is a great test this summer. (56:27) Like we can literally put, we can literally extend the invite. (56:31) They don't have other excuses anymore. (56:33) Are they going to come in or not, right? (56:36) And we're going to, you know, give them every opportunity to work with people that build apps, you know, run the world-class social media operations. (56:46) If you don't want the help, you have no business being here. (56:49) That's as simple as that. Chris Locke (56:59) It'd be great to do that after June 7th, like even if it's that week or close to it, like some kind of thing with him, because then that would give them all of July to potentially. Gary Sheng (57:09) Who? (57:09) Who? Chris Locke (57:10) Like if the guy that was going to help the software, like to do hackathons or something where we could launch it, or, you know, then July, sometimes people are starting to trap. (57:19) It'd be cool once we get past our SAT boot camp. (57:22) To then have something, hey, you opt into it. (57:25) This is what you can do. (57:27) I love that. Jack Oremus (57:27) I mean anybody that wants the weekend program for the hackathon, it's another way to also activate more students from other high schools and just get in the door. Doug Green (57:37) What is the baseline skill set needed to give them something like that? Gary Sheng (57:40) A hackathon? (57:41) Yeah. (57:41) So you can start by being on the product side by just like literally helping with the product requirements document. (57:50) Everyone's used products, right? (57:53) I think you'll be more harmful than helpful if you're trying to code something and you never coded really before. (58:04) But like, I think that's a good start, right? (58:07) Like, I think just being in the environment where you're inspired to see people build something in like three hours, right? (58:13) I mean, we're like six hours or nine hours, right? (58:17) However we design it, that I think like one of the most valuable resources if you want to call it that is inspiration. (58:27) And even the knowledge that there's people around you that want to help. (58:31) And I think like a hackathon environment is one of the perfect places to be like, yeah, you're going to be really supported here. (58:37) And there's also there's money, there's food. (58:40) I can see Alpha being the place to be for young people in the summer. Doug Green (58:45) How do we guide and improve our skills? Gary Sheng (59:07) Well, well, I would say, you know, let's say Chloe has the the great idea to encourage Cruz right to Uh, focus more on making videos, right? (59:24) Who's gonna help Cruz, right? (59:27) Like, we need someone that can once a guide identifies that someone needs coaching, we just need a coach, right? Jack Oremus (59:35) Um, I think... (59:40) Oh, great, yeah. Gary Sheng (59:42) That's actually a bad example. (59:44) That's actually a bad example. Garrett (59:45) Okay, cool. Gary Sheng (59:49) Well... (59:50) The better examples of software side, right? (59:52) I like probably made the mistake of promising to offer a reasonable amount of time every day to help with software stuff, but I'm just like, there's other stuff I should be doing, right? (1:00:06) And so just literally having dedicated like X in residence, right? (1:00:13) Like, I think we all figure out, we should all figure out like together what those are based on what the common requests and needs are. (1:00:19) I think there's going to be a lot of apps that get built forever moving forward with Alpha. (1:00:28) And I think kind of organically we'll figure out what needs to be like a, like a fixture role versus like, versus like, you know, I was just kind of riffing here. (1:00:38) I was like. (1:00:40) What do you call people that are willing to stop by? (1:00:42) For free to do a workshop with the kids. (1:00:47) And I'm like, hmm, what's the general word? (1:00:49) That's pretty nice. (1:00:50) Also, activators, right? (1:00:52) Inspire them, help them see, right? (1:00:55) I like to say young people reach for the highest brands that they can see, right? (1:00:59) And so, tomorrow, that's what I appreciate Jack and Chris helping me think this through. (1:01:04) We have... (1:01:05) Very successful gen Z fashion designers that are just ready to do a workshop on how they built their brand, how they made millions of dollars for revenue, why they invested all the back to building the brand, you know, still need to talk to you about like when when would be a good time to do that and where because I don't know the policies for anything, right? (1:01:24) But then like let's say that there's so much demand. (1:01:28) Oh my God, we want more fashion stuff, right? (1:01:31) It would probably make sense to allocate some budget just so that they're guaranteed to be there or like some actually inspiring fashion leader is there once a month, once a week, whatever it is, right? (1:01:45) And so my sense is that this is like just an emergent thing where we almost have like a meta set of questions of like, what are we missing, right? (1:01:57) That's the question that I was asking. (1:01:59) A lot of you, when I was trying to figure out whether it made sense for Michael to come down, right? (1:02:04) The guy at Bull's White Sox pickleball, right? (1:02:08) And so just, I think to kind of summarize how I think everyone can be a better guide is to be able to surface the kinds of people that are missing and have a better process for maybe making sure that those people are regularly available to support the kids. Doug Green (1:02:28) Okay, so my example, let's take learning science apps, right? (1:02:35) Something we should do better than anybody else on the planet. (1:02:38) So there should be a process around learning science apps, an alpha process, right? (1:02:46) Because I've got five or six kids working on learning science apps, right? (1:02:53) I've never developed a learning science app. Gary Sheng (1:03:00) Yeah, and maybe one thing you're wondering is like, how do you even know who's in the alpha ecosystem to reach out to connect that person with, right? (1:03:12) Like, there's totally experts right now because it's right. Doug Green (1:03:16) Well, we all have kids that are working on substac. (1:03:19) We all have kids that are working on Instagram. (1:03:20) This should be an alpha process, but this is the best way to build an audience on Instagram, the best way to do it on substac. (1:03:28) This is the best way to build a learning science app, right? Gary Sheng (1:03:32) Yeah, I mean, I can see an alpha social network. (1:03:36) I really, I think that different social networks prioritize different kinds of activities. (1:03:42) X prioritizes. (1:03:44) A variety of things, but I think, you know, the idea is that the alpha ecosystem of students and activators and, you know, people that have been very successful is going to keep growing. (1:04:00) I think the need for a learning social network type thing where you can search, like, hey, this person has a expertise. (1:04:05) I know you can't do that on X. (1:04:07) It's not designed for that. (1:04:07) It's designed for people to make hot takes on things, really. (1:04:12) Anyways, I'm not sure exactly what the solution is. (1:04:15) I'm very curious what the right way to index every single person that is in at our disposal. (1:04:24) I'm like N of one not scalable version. (1:04:29) I have a meticulous CRM. (1:04:32) And it's not even perfect. (1:04:39) If we were actually able to really promote the idea of indexing, everyone in our network, your sports network is probably pretty crazy in terms of awesome. (1:04:54) And so Michael, if he was to work with us, would want to tap your network. (1:05:01) And you would want it to be so easy to introduce him without spending half of your day introducing people. (1:05:08) Right? (1:05:09) And so, like, I just think about super scale. (1:05:11) I think about, you know, how we want to be connecting, like, if someone in our network knows Ralph Lauren and someone wants to create the next Ralph Lauren, we should be able to know that without having to, I don't know what it is. (1:05:25) What is the process? (1:05:26) We don't know, right? (1:05:27) It should be, like, a protocol, right, for alpha kids to be connected with the very best person in the alpha network. (1:05:34) It should almost be, like, a game. (1:05:36) Where people earn some kind of credibility, maybe sometimes they get paid for connecting us with the right sort of mentors for each of the kids. (1:05:48) There's a lot to figure out, especially as we try to think about going from once a couple dozen schools to 2,500 schools to 250,000 schools. (1:06:03) It's totally a technological problem. (1:06:08) But also, what is manually happening when it's working OK? (1:06:13) And it's like, how does it help us inform what product needs to be built? Doug Green (1:06:22) I have not had a couple of years, but LinkedIn used to have their team function where it was like when you did a premium, right, but you saw everybody on your team was connected to. (1:06:34) And it would be great. (1:06:37) Like, if we just had a centralized place to go to look to see who was connected closest to whoever we're looking for. Gary Sheng (1:06:45) I think whatever like my my response to that is there's a lot of these really great, you know Connect your LinkedIn type tools. (1:06:56) I think whatever it is Basically there seems to be decision that this is what everyone's using because otherwise it becomes fragmented again and it becomes like not that useful so I Think kind of us flagging what is frustrating in like Preventing us from scalably supporting the kids is going to help us come up with the right ideas of what to invest in in terms of like tech stack and stuff. (1:07:24) So I think this is the right exact right kind of conversation. (1:07:26) So thank you. Chloe (1:07:29) Just jumping in quickly too. (1:07:31) I also think just, you know, something to keep in mind is what I totally agree about making sure we have those resources, etc. (1:07:38) We also don't want them to lose that self-driven learning part of it because that part is so, that's such a crucial life skill for the future. (1:07:46) And just in my own experience, seeing kids get responses from experts or mentors who know them just solely based on their work and their audience is such a huge one for them. (1:07:57) And it's just not a big deal when that happens. (1:07:59) And so I agreed we can figure out how to best leverage all of our network. (1:08:05) I just don't want us to destroy this concept of the kids having to make it happen for themselves too, because it's a super important part of the process. Gary Sheng (1:08:14) So I completely agree. (1:08:16) And just to quickly respond to that, mentees of mine know I will not introduce them if they're not ready. (1:08:22) Right, and so I think it's just part of almost like a protocol where like if you're trying to meet, let's use Ralph Lauren as an example, you're trying to meet Ralph Lauren and you've not demonstrated any sort of commitment to this. (1:08:34) You have no prototypes of your clothing, you have no reason why you should be reaching out to Ralph Lauren. (1:08:39) That's just part of us as potential connectors of these incredibly busy people. (1:08:47) It's just disrespectful to the busy people. (1:08:50) If they're not ready to be connected, right? (1:08:52) And so, the possibility of being connected with Ralph Lauren, if that's your hero, should motivate you to be at a place where you've demonstrated that the OK, you know, three, four, where they can get you to that next level. Speaker 10 (1:09:11) Totally. (1:09:12) Yeah, no, I mean, I'm on board with us using the people that we know. (1:09:16) I just want to make sure that we do it in a way that doesn't. Chloe (1:09:20) That's why, you know, we're rethinking this gauntlet, having access to gauntlet developers in terms of, okay, well first, you have to build a certain threshold, you know, number one. (1:09:28) We just never wanted to get to a situation where it's like, oh, it's like, oh, I need a product built. (1:09:33) I need a full-time developer to work on this. (1:09:35) That's not how it works. (1:09:37) You have to... (1:09:38) Put in the workout front and yeah, if you're doing the word then for sure. (1:09:42) But we can figure out how about to do that. Gary Sheng (1:09:44) Well said. Joe Liemandt (1:09:49) Okay, so for all the programs, whether it's our just alpha-high program or after school weekends or UATX interns, they all should be awesome, and they shouldn't be, right? (1:10:06) The other program should be less than our alpha-high honors should always run our expectations. (1:10:27) You know, sort of the prequel stuff has faded off, right? (1:10:33) Because they couldn't keep to the standards. (1:11:05) Anything else? Garrett (1:11:18) This is somebody we're paying hourly? (1:11:36) No. (1:11:38) I didn't know she was going to pay it off, so I thought that was good. (1:11:40) Yeah, and we'll just pry my hands. (1:11:42) She is. (1:11:46) There's a few of those interns that are not shy about, other than that, but we do have, deep dish actually did refer, like, three things at this point, but I'm not mad if we count that as one. (1:11:59) Live. Joe Liemandt (1:12:00) I'm trying to pay their firm bonuses if they're legit. Garrett (1:12:05) Yeah, that's the other question we have. Joe Liemandt (1:12:07) If you want to put in anything, if you're worried about whatever your thing is, you can put in whatever you guys want around that. (1:12:27) What is the referral system? Gary Sheng (1:12:32) What is the object? (1:12:34) What is the key result that earns the referral? Garrett (1:12:38) Yeah, so that's what we need to flesh out to make more objective. (1:12:41) What we're thinking about some amount of time in the program or some completion of progress of S&T and match the preschools. Gary Sheng (1:12:46) Okay. Garrett (1:12:47) Maybe both. (1:12:49) That's for the referred student. Gary Sheng (1:13:03) I'm just going to start talking to a bunch of students. Doug Green (1:13:13) Wow, I have a call with Dylan. (1:13:17) Is that okay? Gary Sheng (1:13:26) Do we want to be giving, let's say, let's say you're Derek Rose, or Caitlyn Clark. (1:13:32) Do we want to give like a launch bonus if they help launch a school? Joe Liemandt (1:13:58) Right. (1:13:59) How do you put in the economics at the school? (1:14:04) And are you paying? (1:14:05) Got it. (1:14:07) Are they starting a 40 or 50 or $65,000? (1:14:10) Are they starting a, we're trying to be in ESA free school? (1:14:18) Your customer acquisition office just hasn't been baked into whatever you're doing. Gary Sheng (1:14:21) Right, right, right. (1:14:22) So if, like, it's a super well-known person that would actually lead to convergence of a lot of students signing up for a pretty high annual... Joe Liemandt (1:14:34) Yeah, like, there'll be money at Texas Sports Academy. (1:14:38) I have 25 grand. (1:14:40) I don't believe the status of 15 grand is going to have a lot of money. Gary Sheng (1:14:52) Right. (1:14:53) I'm currently in a group shot with the biggest owner of Democrat school choice, trying to figure out what his strategy is. (1:15:03) So I'll let you know. (1:15:19) So part on that note, part of what I'm thinking is like what alpha can do is democratize the ability to be a Medici and so if you're like a Medici right like so if you're if you love Derek Rose and you're like I'm a super wealthy person from Chicago that loved the bulls. (1:15:41) Would you endow like a micro school with like a million dollar grant to get it up the ground so it's more accessible to low income? (1:15:50) I think absolutely. (1:15:52) Would someone want that clout? (1:15:55) Okay, cool. Joe Liemandt (1:16:04) A lot of our views on the philanthropy side is creating scholarships. Gary Sheng (1:16:09) Right, right, right. Joe Liemandt (1:16:11) And creating a product like launch a micro school for your city where you sponsor the scholarship to get it off the ground. Gary Sheng (1:16:22) I mean, I could see, I mean, you can, you ready or you organically seized city and city level competition. (1:16:32) With like rappers, my city has better rap music than yours. (1:16:36) I already know that we can create a really good friendly competition of best test scores and best albums coming out from the kids, et cetera. (1:16:45) Same for sports schools. (1:16:48) A school started by Derek Rose. (1:16:51) Is that going to be better than the school started by... (1:16:55) Ironically, also talking to Scotty Pippen, right? (1:16:58) Like, is the older new school bowls, you know, like literally that's something we can do, so. (1:17:09) Cool. (1:17:10) Thanks everyone. Emily (1:17:50) Thank you. (1:17:51) That's the way earlier today, it's right during insight. (1:17:55) I sent out my own password on my Chromebook. (1:17:57) There's not a cache slot. Speaker 11 (1:17:58) I don't know how I did it. Emily (1:18:00) So that I was trying to pass it in Slack to the kids that there was insight into. (1:18:02) It's like all caps. Jack Oremus (1:18:04) And I was like, this is the side I've been on. (1:18:06) I'm in charge of that. (1:18:07) I'm in charge of that. Emily (1:18:07) I'm in charge of that too. Jack Oremus (1:18:09) I guess I'm in the other side. (1:18:12) I'm in charge of that too. Speaker 11 (1:18:12) I'm in charge of that too. Jack Oremus (1:18:13) I'm in charge of that too. (1:18:14) I'm in charge of that too. (1:18:14) I'm in charge of that too. (1:18:14) I'm in charge of that too. (1:18:14) I'm in charge of that too. (1:18:15) I'm in charge of that too. (1:18:17) I'm in charge of that too. (1:18:17) I'm in charge of that too. (1:18:19) I'm in charge of that too. (1:18:19) I'm in Gary, you could probably give more context on what exactly happened to Texas Prep, because I don't know. Gary Sheng (1:18:25) Mark Terry sabotaged it or what? Garrett (1:18:27) He didn't quite sabotage it, he just made it. (1:18:32) I mean it should still go in. (1:18:34) You know, so he didn't sabotage it. (1:18:36) Oh, the integration is still going. (1:18:47) And I mean, that's why I asked Joe, like, did we ever actually have an obligation to, like, really listen to what they were trying to make us do? (1:18:55) And I figured the answer was no, but we were kind of trying to play nice and, you know, just weave in our two hours. (1:19:03) So what we wanted to happen was, we were there saying, right after our learning, kind of like, yeah. (1:19:12) And we did, but we... (1:19:14) Well, good three months or so we only had ownership of the mornings. (1:19:18) So we would literally do our two-hour learning product, which would take three or four hours, probably with these kids. (1:19:26) They'd have lunch. (1:19:28) Then we'd have what's called a whole filling. (1:19:30) So it's literally just if you didn't finish your two-hour learning in the morning, you'd do it for an hour after lunch. (1:19:35) And then after that, they'd go into traditional class and sit there and listen to these. (1:19:39) So it's like we were literally doing both. (1:19:41) The first half was a second after lunch. Gary Sheng (1:19:42) Oh, interesting. Garrett (1:19:43) It's like normal public school. (1:19:45) So that was stupid. (1:19:46) And we were trying to, for the longest, do workshops. (1:19:51) And I got out of there in December. (1:19:54) I was going to be gauntlet. (1:19:55) And then I'm going gauntlet now or like something. Gary Sheng (1:19:59) Oh, dope. Garrett (1:19:59) So some extent in the summer. (1:20:00) I can't do the full thing. Gary Sheng (1:20:01) Probably part time by. Garrett (1:20:03) Exactly. (1:20:05) But yeah, so I got not because of gauntlet. (1:20:07) But I left in December. (1:20:11) We still, at that point, didn't have workshops being run or anything like that. Gary Sheng (1:20:16) Oh, so you just didn't really like how he was running or like... Garrett (1:20:19) It was just like, we didn't understand why he was so adamant on having like a traditional classroom. (1:20:28) Like we were there to revive the school. Gary Sheng (1:20:30) Oh, so he didn't buy in? Garrett (1:20:31) Basically. (1:20:32) But when Joe says he lied to us, like, I wasn't into me. (1:20:36) It was Joe and Mirage and those people, but... (1:20:39) Basically from the start, Mark Terry was saying like yeah, everything's a go like whatever you want to do. (1:20:44) The private school situation that Joe likes now with the whole ESA situation, it seemed like Texas prep was going to be that way. (1:20:52) And literally, bro, every turn of the way there was pushed back on anything that was like a progressive educational, you know, like a forward thinking educational approach. (1:21:03) I am not. Gary Sheng (1:21:07) I was texting beef, beef's like, great. (1:21:11) We do not need to, he was like, that's helpful context. (1:21:14) We do not need to work with him. (1:21:15) Yeah. (1:21:16) So thanks for your own. Garrett (1:21:17) I think as soon as, I mean, I didn't know if there were room on the end, as soon as I mentioned. Gary Sheng (1:21:23) It was just like, he was like, that's a wrap. (1:21:26) Well, I appreciate that. (1:22:07) Well, I'm glad I helped it. (1:22:10) Good questions, by the way.