During our PDSA cycles, we spent time intentionally building rapport with students who seemed to be leaving the classroom excessively for no apparent reason. We did this by enacting a "2 by 10" structure in which we spent ten days having two minute conversations with two students about non-content things, such as their interests, personal lives, or other courses. For all of us, the data post-PDSA seemed hopeful, but not significantly different than behavior of before. During our lesson study, our group took a deeper dive as assigned "chronic leavers" with special duties that made the class rely on their leadership. Since this class was fairly young, first grade, and the class was performing arts, the content teacher Ms. Fenton assigned our four key students to be dance leaders, who by our lessons study day, had already choreographed their moves. We found that for one of our students, this method seemed to be extremely effective. This child, while easily distractable as part of a larger group, was motivated and concentrated on the task at hand when the responsibility of leadership was applied. Other students in our group, as we realized post-lesson, may need more intervention than a single teacher can provide, thus our methods may not have been as effective for them, especially when applied to four children at once instead of one at a time. As a high school math teacher, it was a pleasure to work with a younger classroom and a different subject. My team and I had to think creatively about how we were going to tackle our research question, collect data on building relationships, and forming a lesson study in a performing arts class. I will take with me my observations, and this lesson study has given me renewed vigor to find creative solutions in my own class.