CPS Teach Chicago Podcast
CPS Teach Chicago Podcast
Energy and Sustainability
Noelle and Kyriako sit down with the Director of Energy and Sustainability at Chicago Public Schools, Sandrine Schultz, to discuss what's happening to push the district forward to a sustainable, green, and equitable future. Turns out, it's a lot.
Episode Resources:
cps.edu/energy
Featured Bell:
Maria Saucedo Scholastic Academy
You gotta stop putting a bandaid over a bandaid. We can't keep continuing on that. We gotta make sure that we renovate correctly, that it's gonna be reliable, that the building's gonna be resilient, healthy, and safe
Noelle Jones:Energy and sustainability. Now we know it's important. We see and read the headlines locally, nationally, and internationally. There's no, no doubt that human's impact on the planet has been great. And that things have to change. I mean, pretty quickly to secure the best possible future for coming generations. So let's focus on our corner of the world because there are some individuals at CPS who have this issue top of mind, and as for the rest of us, well, that's where Kyriako and I hope that after this episode, you all will find some new thoughts and practices to positively impact this work as well. Now, before we get started bookmark this URL in your brain, cps.edu/energy. That's where you can go and follow up on all we're talking about. All right, let's get to it. Well, hello there, Sandine. Would you please introduce yourself to our listening audience?
Sandrine Schultz:Hello there. My name is Sandrine Schultz. I am the director of energy and sustainability for Chicago Public Schools.
Noelle Jones:Can you please give our listeners a quick background on the mission of your role and kinda where you operate within the greater CPS organization?
Sandrine Schultz:Sure thing, Noelle. So I operate from the central office within the facilities department and as the director of energy and sustainability, my mission is to develop a climate action plan, implement strategies, to increase efficiencies and address environmental justice, to ensure all students and staff attend healthy and safe schools, but also leverage the power of the K12 education sector to prepare students to advance in a more sustainable, resilient, reliable, and equitable environment. Okay.
Noelle Jones:And so how long have you been in this position?
Sandrine Schultz:So I know that in May, it will be 36 months. So it's about 31 months that I have been here at Chicago Public Schools.
Kyriako Anastasiadis:What have you been able to accomplish to date that speaks to the mission of your role?
Sandrine Schultz:And that is actually a question that I ask myself every day, because I wanna make sure that the program benefits Chicago Public Schools and especially the students. So what I've been able to do so far is, and I'll be providing you high level points of projects and initiatives that have been implemented. But the main thing is that for the energy and sustainability program, I was able to define specific goals that Chicago Public Schools will be meeting to include reducing electricity consumption by 30% by 2025. Reducing our natural gas consumption by 20% by 2025, we're transitioning to 100% electricity, renewable energy also by 2025, reducing greenhouse gas emissions achieve carbon neutrality by 2050 and achieve waste diversion rate of 80% by 2030. So these are really high level goals that we're actually aligning also with the city of Chicago's energy and sustainability or climate action plan. Since FY19, what we have been also able to do is lower our overall energy spend by more than 4 million. And I anticipate to achieve more savings in FY22, which means that every dollar we're saving on our utility bill, we can recoup it in more educational dollars or school operation maintenance dollars. I've also launched the 2021 CPS Go Solar project that is designed with a industry partners to support CPS renewable energy goal, but also by engaging with students to have them learn about renewable energy alternative technologies and start thinking about their career in the clean energy world. I'm currently in process of developing a robust way, waste management, recycling and composting plan. I just announced the 10 winners of our school year 21, 22 composting program—having now a total of 24 schools across the district to be engaged in composting. The goal is to provide the same program to schools when feasible and get about 80% of our schools to start composting by 2025. So that was very exciting and the award was made because of a grant and the support of external stakeholders, which is very exciting. The other thing that I was we've been able to do is execute about a thousand energy efficiency projects since FY19. And these projects rely on using improved technology maintenance and design strategies to achieve energy savings. So we were able to reduce 60 million of carbon dioxide, which is equivalent of with all the saving to equal, to something a little bit more, what people can relate to, of planting 24,000 trees or powering for one year 6,500 homes. And within all these energy efficiency projects that were executed with the assistance of our partnership, with the energy efficiency program at ComEd and people's gas, we were able to save in cost avoidance and materials about six point million dollars. The projects to my surprise were, were mostly low hanging fruit as I refer them to. So they were lighting retrofits mechanical system improvement, installation of building automation system. We added installations, especially those s chools that are still on steam. They've got a lot o f p ipes. So insulating the pipes saves money. Boiler tuneups for those who h ave boilers. And we d id also a lot of assessment of our schools finding those savings and getting those incentives from our utility partners. And if I may add those energy efficiency programs and projects at our schools also benefits students health, having a student c ome i n a classroom, and i t's not well lit. We w anna make sure that the classrooms are well lit. So all the lighting retrofits w ere with the LEDs. We wanna make sure that the s chool students h ave access to clean water, clean drinking water a s well. And that we c ontinue to improve our indoor air quality. As you know, especially within the pandemic that we have been, you know, living through. What we also have instilled is a extensive, what w ould I call a virtual commissioning program? And that program is a process, which energy m anagers t hat a re o ffsite are monitoring building energy use and trends. And then we make recommendations to your building engineer and let them know on how to improve operational efficiency. This helps the engineer to do their job, and this helps us to save energy and c ut the c ost of utilities at the schools. So those are k ind o f the big nuggets. If I may say that we were able to achieve since FY19 and hopefully I can continue this throughout the district for many years ahead.
Kyriako Anastasiadis:That was amazing.<laugh> That's a lot, lot of stuff. And that's great. There's some of the things that popped into my head about the goals of 2025. You know, I know a lot of the schools in CPS, the buildings are old. They're working, but maybe they're not working efficiently. And you kind of touched upon it that addressing the boilers tuneups here, tuneups there and fixing maybe windows. So how much are you guys focused on updating the buildings of CPS? Has there ever been the thought of maybe knocking it down and just rebuilding a brand new one? Cuz I know some, some schools out in the suburbs have actually chosen to go that route.
Sandrine Schultz:And that is a very good question. I actually had the same conversation. I work very closely with the capital team. The capital team is responsible to do major renovations and also build new buildings, new schools, you know, with external partners and so on. And we do have a few schools are going to come online in September, 2022 that are old buildings. And you're absolutely right. What do you do? We wanna keep the architecture. We are proud of those old features, those old buildings, you know, but ultimately the shell could be good, but the interior, the pipes, the windows, the roofs, the walls, the installation, everything needs to be replaced. So at times, we do choose to, to tear it down and rebuild at the site. But most of the time that may be more expensive than having to fix this building. Even though the one thing that I believe is always a bit forgotten when we renovate, you know, those major renovations, is the operation and maintenance of the building. So once you know, the building switches hands to the facilities department, we gotta think about the operation and maintenance and that could cost money if it is not maintained correctly. And those are kind of the efficiently, especially though those are kind of the, and, and I may talk about this a little bit later, but that's the culture I'm trying to instill at CPS is that you gotta stop putting bandaid over bandaid. We can't keep continuing on that. We gotta make sure that we renovate correctly, that it's gonna be reliable, that the building's gonna be resilient, healthy, and safe. That is really an analysis that we have to do collaboratively at CPS to understand the cost of renovating or just tearing down completely and rebuilding a building sometimes when putting a new brand new building, the first thing that comes off the plate are energy conservation measures because they're a bit more costly, but people don't see that if you put efficient equipment in the long run, it's going to pay back. There's gonna be an excellent ROI. It's gonna be a little slower, but it's gonna have a good ROI. And that is, again, my role is educating people that building efficiently, greener, more reliable, with more resilience is, is gonna help us down down the road.
Noelle Jones:Well, you got me really in my head with the things that you're saying. I happen to work at a wonderful school that studies and is in action and around environmental justice. Now, not me personally, per se, but I have really wonderful colleagues that take environmental justice very seriously. And over the course of the campuses' existence for the last 16 years currently, we have a garden. One of my colleagues is certainly into composting. At one point in time, we had a afterschool club led by a great friend of mine. It was called SOJO serves and they recycled. And so I can't say—I wish I could say that these were long sustaining and we stick'em out in and you know, the fruits of our labor is blah, blah, blah. I can't necessarily say that. But what I'm curious about, you know, is other schools like at my school, it's my peers, my peers had this passion and they instilled that passion into other young people who had the same passion. But how do you get teachers and school leaders or any stakeholder, really, to begin thinking about energy and sustainability?
Sandrine Schultz:Very, very good question. And I think that is one that's the hardest part. I'm working toward making energy and sustainability to be part of the CPS culture from occupant management through energy conservation programs, incorporating guidelines in our design plans and encouraging our teams. When, again, as I explained earlier, with major renovation on new construction to work with our partners, our subject matter experts and energy and sustainability, so that our designs, we energy conservation measures, green technology, you know, things, things that, that are gonna give us good green, healthy schools. But I'm also gonna have a CPS energy and sustainability policy due out in 2022. And that policy is designed to save resources while supporting the educational a mission of the district. So it's also very important that everyone share accountability for following the policy. And it's not easy. Don't get me wrong. It's not easy. I'm hoping that you know, the principals and some principals are very engaged. Some teachers, students, but also the building managers, the building engineers, the facility managers that are working within the facilities department, you know, have that in mind, have that energy and sustainability in mind, they understand the benefit of it. Now, climate change crisis, you know, climate crisis is on everyone's mind. Some studies have said that climate change disasters will be three times more frequent for todays children than their grandparents. And when I read that statement from that science paper, I was, I was flabbergasted, meaning that if energy and sustainability, or"climate change," or any buzzword you want to use is not on people's mind, then there's a problem. But we know it's the right thing to do. No matter how big or small act of saving energy, Recycling, or using less fossil fuels is it's to step in the right direction. If you carry your water bottle at school and you refill it and not have plastic bottles, you're doing your part of energy and sustainability. If you're putting that piece of paper in the blue bins, you're doing some part and you're showing the students that you're put the recyclable in the blue bins—turning off electronic equipments in schools. You know, and as leaders, I think we all have that obligation to not only listen to our students who believe me or not, I've been really vocal and engaged, expressing their concerns about this crisis. And we, we need to show them and educate them on the science, the technology and strategies to meet our goals and support their own effort to mitigate climate change. I'm hoping that, you know, what teachers are doing when shared can expand throughout the district, because the mother, the do the Persing and your at your schools as well, we get waters' garden, you know, the, the winners of, of the zero waste and so on, hopefully that is going to catch on and more and more teachers will, will become involved.
Kyriako Anastasiadis:Yeah. If everyone does a little bit here a little bit there, maybe not in that very moment, but over the course of a week, month, year, multiple years, that really does make a big difference. Like you said, with the, uh, water bottle situation, you know, instead of having your now Jean or your Yeti or whatever, it may be, that's a very good point, right?
Sandrine Schultz:I mean, the one thing that I've been engaged as well, you know, because due to COVID water bottle re fillers are very expensive, but we still wanted our water fountains to be operable for our students to have water. So that's when I proposed that we convert the water fountains at some of our schools, if needed, uh, with a gooseneck come to find out a teacher told me saying, thank you for doing that because you are encouraging us to carry our water bottles and not plastic bottles, you know? So that was great. And we're a big district, and that's why I'm, I'm hoping this message goes through every school. And they know that, you know, they can come to us or come to me and just say, okay, I need some help here. Hence, the reason I was so happy to announce those 10 school, but the composting and they will be, you know, supported and getting the hauling services and they will be getting the equipment and guidance on education and so on. But I want that 24 schools, it's 24 schools, but I wanna expand that across the district.
Kyriako Anastasiadis:I can really feel and hear all the ambition that you have. And that's fantastic. The energy's really coming through<laugh>. Thank you. I wanted to go back to those accomplishments. You were previously listed out how do you bucket or categorize the energy and sustainability work that needs to be done cross CPS?
Sandrine Schultz:Right. So I have multiple buckets. I have the utility management utility, which are natural gas and electricity. Even though we don't pay for water, I still have a water conservation plan, which is very important. So i t, again, utility is the foundation of an energy program. I have, u h, the bucket of a s a, o f a facility management operation efficiencies. I have, u h, the bucket of renewable projects, r e renewable initiatives. U m, the other bucket is waste diversion, recycling and composting, and also working with t he nutrition staff on food waste program. U m, the other bucket is transportation greening our fleet. I wanna make sure we have, we have electric buses that we have o ur electric vehicle, u h, that the engineers, u h, you know, drive i n from school to school and, o r also health and wellness. And the overall is education. All these buckets. I am hoping to extract something educational for students to learn.
Noelle Jones:You take so many of those things for, for granted. You know what I mean? So, yes. Um, how does, and I'm always thinking about you, you listed off lots of people in places that I don't necessarily get to see every day. So how does someone get in touch with you? Like how does a teacher or a club or a school leader work with you to assist in achieving these goals in these various initiatives?
Sandrine Schultz:When I first got to CPS, I do not know how many people contacted me within that first week, um, from teachers, from students, from external stakeholders, from people who used to work with CPS, because my position as had been vacant for five years. So, hence the reason you said, Noel, that, you know, you, it appears that this program is not sustainable. It's not being sustained. And I agree with you, energy and sustainability. You've got to stay on top of things and make sure that our leadership understand that it needs to be continuous. It can't be bits and pieces of it. It's gotta be continuous. So, um, my, my one priority was to not only have people come and contact me, but also learn how to reach out to the teachers, to child, to the principles. I think we're making great progress on having people to reach out. They can email me and call me, but because, uh, when I first came here, I was the only one managing the program. It was not easy to reply immediately. So what I did is I brought in more people from the external that are really passionate about us meeting our goals. So if a teacher contacts me and says, sun, I want to have this composting or this recycling program in my score and my classroom, I will send them to the person that is responsible for, for helping us doing that. They'll have a team they can go to. They also have our new vendor, LRS, Lakeshore Recycling system. I made sure that the new contract reinforced their support no matter who was gonna be the vendor and recycling and supporting the education of recycling and composting at our, I have the same thing for renewable. A lot of teachers are so excited that I want my kids to be involved in building audits. And I want them to, uh, to know how many solar panels it's gonna take to power a hundred percent of their facility. And so on. I have a team that is standing by right there that is able to help. If I may add, we just had our landing page launched on cps.edu, and we're working on the microsites, meaning the landing page and more behind more information with point of contacts. So cps.edu/energy is the URL you can link to and get more information up at the Energy and Sustainability program.
Kyriako Anastasiadis:You are doing a ton of work. And it makes sense because what you're being asked to do to turn buildings to be more sustainable, to save energy, to help reverse the climate crisis that we have takes a lot of work, a lot, a lot of patience, a lot of ambition. What are your hopes, thoughts, actions. Do you want our listeners to take away from what you've shared with us today? So that we can help in this process? Cause it can, it's not just a one man show. It's gonna take all of us.
Sandrine Schultz:No, That's the key. It's going to take all of us. It's gonna take a village to get this achieved. Everybody's gonna need to be involved again. That's why I wanna put the energy and sustainability as part of the CPS culture. I don't want it to be an afterthought. I want it to be the first thing in front of any initiatives that we take. Either the principal goes in the school and they understand that the temperature may be a little chilly, but it will warm up right now. You know, we're just keeping it at a temperature where nobody is in there to save energy. But once the are gonna be there, it's gonna be comfortable. I want the students to understand that recycling is important. Ask questions about climate change. What does it mean? What does it mean now? What does it mean in the future? What can they do to make a difference? What kind of information do they want us to share with them? That is also something I'm more than happy to do to have them understand where we are currently at CPS, Chicago public schools and what, you know, our, our future is gonna look like if we maintain this roadmap to instill energy and sustainability.
Kyriako Anastasiadis:Thank you very much, Sandrine I know for one, I took a lot of tools away from this conversation. I really didn't know. I'm not surprised that CPS has this initiative, but I didn't realize the goals were so ambitious. I didn't realize how much work has already taken place and how big this is. And I'm very happy that it's going on. I'm very happy that you took on this role. And, um, I know that me and my people over at Senn High School and family and friends, we have your back.
Sandrine Schultz:Thank you very much. That means a lot. That means a lot. I will, will do my best to continue this effort because it's truly rewarding. We gotta take care of our students as well and prepare them for the future.
CPS Students:(CPS Students appreciating CPS Teachers)
Noelle Jones:Welcome back to the CPS Teach Chicago podcast. Now we've got a nice bonus to our episode topic today—some audio from the December Chicago board of education meeting, featuring a CPS student that went to the United Nations Climate Change conference in Glasgow, Scotland. Check it out.
President Miguel del Valle:Dr. Swinney, please proceed with Honoring Excellence.
Dr. Swinney:Thank you, Mr. President. Good morning, everyone. We will begin today's meeting by recognizing three members of our CPS community who are working to raise awareness around the critically important issue of climate change. Ali Khan, a senior at Mather high school, along with two CPS teachers, Peter Iselin of Mather and Ms. Jasmine Jones of Al Raby high school represented Chicago Public Schools at the 26th United nations climate summit last year. This conference was held in Scotland with the goal of advancing the global conversation around climate change and exploring what countries around the world are doing to mitigate this ongoing crisis. This team has also been instrumental in promote our district's energy and sustainability efforts and is working to help ensure that all CPS students are well informed around climate change. I wanna thank each of them for their commitment to protecting our environment and for engaging our students and faculty in this important work. And I would like to give them a moment to speak starting with Ali.
Ali Khan:Thank you so much for the opportunity. So during my experience at co20 in Scotland meeting various youth around the world, it was inspiring in this way. Meeting youth from south American countries, seeing how they pushed for plastic bands in their governments, in their countries, which they were successful ultimately, but also talking to the delegates from impact countries and hearing about their sort of concerns and frustrations on the current crisis, how they're being impacted. If we do not meet our goals to the end of the century, water levels will rise. Extreme cases will rise every single year, as opposed to every 50 years for water levels. If we do not reach our goal to mitigate the crisis by 2050. Well we just learned about how impacted nations were not receiving the funds they need. They were promised by these, uh, well funded nations. So it's very important to inform our youth and our community in the us as a whole to become more aware of issues that are surrounding the earth. And so in spirit of connecting what we've learned at cops 26 to our local CPS community, we would like to strongly encourage the CPS Board to fully support school policy. And other means the new, the new CPS Go Solar initiative, our project being led by the CPSs director of sustainability and energy Sandrine Schultz. So in collaboration with nonprofit, um, seven generations ahead and multiple other organizations and design to maximize onsite solar installations on CPS buildings. Driveprocurement of renewable energy procurement through new projects being built in Illinois to P's goal of a hundred percent renewable electricity by 2025, and also to support education, CPS classrooms about climate change, uh, solar technology and opportunities for jobs in the solar industry. And thank you so much,
Dr. Swinney:Mr. Iselin.
Peter Iselin:Thank you for honoring us, inviting us—giving us a chance to share we've done and our doing to help CPS and the CPS goes solar program. Um, it's my 2020 year as a teacher, 15 of which have been at Steven ting Mather high school. But before I get to Glasgow and the Cop26, I wanna talk about how this whole opportunity came about our school is named after the founder of the national park service. And we, at Mather, want to be the exemplar of how to be a sustainable school. First I can't say enough about the MICFA civics program that works with CPS. They have provided us at Mather with support for the last 10 years. So they help us empower students to get involved in the democratic process and civic action. And the years ago, the students at Mather chose to honor our namesake, Stephen Mather, and fight for climate justice. The students asked us difficult questions. They started by why didn't CPS have a comprehensive recycling plan, or why don't we compost in the hundreds of our lunchroom around the city? And why do we waste so much uneven food every day? How can we either go solar? And so every year we'd pick one of these projects and work on it. So we fundraised, we got blue bins for every classroom in our school cause we didn't—we didn't have them. We fundraised and got three elk, go water bottle filling stations to the old drinking fountains. And we made a schoolwide push to have students bring their own reusable water bottles, and most kids have them now. We, for a time were rounding up uneaten fruits and unopened milks that typically get just tossed. We were donating them to the local food bank and the each year with all the success, we still kept thinking, is there a way to do solar? Um, but it had always been kind of a pipe dream. And recently when Sandra Schultz took over the office of sustainability and then, um, Gary Cuneen of seven generations ahead, they reached out to us and it seemed like this could be a reality. So in Glasgow, what I noticed was definitely a mix of youthful enthusiasm everywhere. And then just a lot of despair at the state of things in some of the smaller countries around the world, they are forced to decide whether it's more beneficial for their economies to get rid of rainforests in favor of harvesting fossil fuels or keep the rainforest and clean the air for larger, more polluting countries around the world. It's a pivotal moment. I, I feel, and luckily I feel like the current CPS leadership and our office of sustainability leader, Sandrine, who's been so supportive to our cause at Mather. I think the youth of Mather and from what I saw and was blown away by, during the weekend Glasgow, the youth of around the world, they're already taking bold steps and doing amazing things. Um, but we either already to make bold moves towards waste management. We don't want, we want our school's roof to be covered with solar panels. This is a S.T.E.A.M. Dream to get hands on education about solar. Um, and I, I think we can parlay that into some amazing opportunities and careers for our students. So we're ready to show the rest of CPS what sustainability can look like at Mather High School. And we would like your support to get there. Uh, again, thank you for inviting me to speak. Thank you Sandrine and Gary Cuneen of Seven Generations Ahead, and I do wanna throw a thank you to our principal, Peter Auffant. He has been supporting us through the process. So thank you all again at the board for honoring us.
Jasmine Jones:Hi everyone. So I'll make it really quick. I have to get back to class, but my name is Jasmine Jones. Thank you all for having me. I teach physics, environmental justice, and biology here at high school. And yeah, I just echo what Ali and what Pete have already mentioned about just really the experience in Glasgow being transformative and just connecting it back to what we were already doing in the classroom. And specifically at Raby for the past couple of years, we've been working on the solar community project to advocate for the installation of solar panels at the Garfield Park Conservatory, and, you know, kind of contextualizing this in the curriculum around environmental racism—specifically on the west side and the historic environmental degradation of communities of color being zoned near industrial areas. And so again, just going to Glasgow and meeting folks from all over the world, specifically indigenous communities and realizing that it's all connected and the same patterns exist. And so definitely looking forward to what CPS Go Solar will accomplish, not just at Al Raby but, you know, district wide and really making moves to be sustainable and to, um, kind of show the urgency of the moment because it really is so urgent. So thank you all for having me and I got a run.
Melissa:Hi there. My name is Melissa and I work in the CPS Talent Office. I'm here to share what getting a job in CPS looks like, but I'm not an advertiser. So I thought we'd do something else. Hey, Fastima.
Fatima:How are you?
Melissa:I'm good! It's so good to see you been a while since we talked and you know, I know that we have been talking for the last several months and now you're here teaching at CPS and I am working with my colleagues and we want to make sure that other teachers know what it's like getting a job at Chicago Public Schools. And I know that you and I worked together—I think since April, I looked back on my calendar, and so now we're, you know, at the start of the school year and you have a job. So I was wondering since you're the expert on finding a job in CPS if you could share a little bit about what that process was like for you?
Fatima:Absolutely. So I actually graduated from National Louis University and on our announcements board, your name was there for anyone interested in CPS to reach out, if you're in special education. I reached out to you, Melissa and we kinda got things rolling there. And then eventually when we get to meet, you know, once we went through our interview, I felt very prepared. I felt comfortable by the time I got to the interview round with the schools that I interviewed with.
Melissa:Oh, that's so awesome. I'm so glad to hear it. And so tell me what school are you at now?
Fatima:So I am currently at South Shore Fine Arts Academy. Fun fact my dad actually went here and he has talked nonstop about him reminiscing about his days here. So, that's fun(laughing).
Melissa:It's a full circle moment for your family.
Fatima:I know! I want to see if they have anything from like many years ago.
Melissa:That's awesome. Thank you so much Fastima. It was good catching up.
Fatima:Good to catch up with you.
Melissa:Thanks for all you're doing and the impact you're making. I'm really proud of you and I'm really excited. Don't be a stranger, okay? Are you looking to teach in Chicago Public Schools? Real people like me are here to help visit, teach.cps.edu to learn more.
Noelle Jones:Season two of the CPS teach Chicago Podcast is Kyriako, Collin, Ellen, David, Laura, and me—Noelle. Special thanks to the director of energy and sustainability Sandrine Schultz for being our guest this episode. Remember if you'd like to follow up with her or want more information on what was discussed, visit cps.edu/energy to learn more additional. Thanks to all students who helped with our teacher appreciation ad our be for this episode comes from Maria Scholastic Academy—Go Suns! You can find more information about the teach Chicago podcast and links to resources discussed in this episode c ps. e du/tcpod. Additionally, if you're interested in becoming a teacher in Chicago Public Schools, please visit t each.cps.edu to learn more. Do you have questions or comments? Share them by emailing us at teachchicagopod@cps. e du—feedback of course i s always appreciated. Subscribe to CPS, Teach Chicago podcast by hitting that small little subscription button, wherever you get your podcast, you can also take five minutes and leave us a review, which helps the show tremendously until then teach Chicago.