001Test test. He You're just That awesome. You just keep getting selected. >> It was universal. >> This year it's comprehensive. >> I told I suggested to her to her to even though she noticed that distinction, I suggested that she respond to DPI and say, "Oh, I think you must be mistaken. you know, you did this last year. And then if they reply back, they said she should say, "Leave me alone. Yep. >> They don't see it as two in their own. >> I'd like to call the meeting to order. Uh the meeting has been noticed. Evans Print Media Group, WCC Radio, Magnum Radio, Lacrosse Tribune, Sparta City Hall, Sparta Free Library, and the Maplewood Administrative Building. Are there any changes to the agenda tonight? >> There are not. >> Uh no changes. I'd request a
002motion to adopt the agenda. >> So moved. >> Second. Motion by Miss Lopez, second by Mr. Wells. All those in favor say I. >> I. I. >> All post say nay. We have an agenda. Please stand for the pledge of allegiance. I >> pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right, Mr. Russ, will you remind us of Sparta's mission statement, please? >> Yes. To educate all students academically, emotionally, and socially to inspire curiosity and resilience. >> Perfect. Thank you. Do we have any public input tonight? >> I do not believe we have any public input. >> All right, we'll move right along into reports 2A, the achievement gap reduction report.
003Miss Mansky, Red is live. I always think it should be green. All right. So, just a reminder that AGR stands for achievement gap reduction. It is a five-year contract and we are now in year one of a new contract. Uh so Toby and Diane and I met um this summer and we worked together on writing a new contract. Um it is the part of the contract is that we must implement one of three strategies. Um it is meant for K through three classrooms. Um and those three strategies are onetoone tutoring, instructional coaching for teachers or maintaining 18 students to one teachers ratio. Um, part of that contract means that I will report to you three times during the year. Um, once at the beginning of the year, once in February, and then once at the
004end of the year with our progress toward our goal. So, the two schools that we have AGR for are Herman and Southside. And for both of those schools, the way that we meet the um the way that we serve our kids is through um instructional coaching. and they have the same goals for reading. Our goal is by the end of the year 80% of students will make typical growth on the I Ready Diagnostic Assessment in reading and 70% of students will make typical growth on the I Ready Diagnostic Assessment in math. So then we also wanted to show how we'll assess how we'll measure this goal. So I don't expect you to be able to read all of this graph, but this is what the one of the reports shows us in I Ready. This
005is an individual teacher level view. Each line is a student. At the end of each line, you can see there's two numbers. That first number at the end is their typical growth goal. And where that typical growth goal comes from is it takes all of the students in the whole nation who have taken the test at that grade level and had that beginning of the year score. And then it takes all of those students and where they ended. And it said, okay, so the average growth of kids that started at this level is this many points. And so that's how they've get got that score of that typical growth. So it's that average growth of kids that started in that grade level at that starting point. Now sometimes that's not enough and we want to
006close gaps and so that's why it also gives kids that stretch growth. So when we're working to close gaps, we really want kids to work towards that stretch growth. Um, so that's where we get that typical growth goal and that stretch growth goal from. This is another screen um that we can see by class and by um grade level. So that first bar graph with the blue will show us um how we're doing as a whole grade working toward that goal, what percent we're at toward that goal. Um so just knowing that some kids will be more than their typical growth goal. They might make 120% of their typical growth goal. So that average there is when we combine all of the kids together and how far their progress toward their typical growth. The part
007that really helps us is those bar graphs underneath. Um and it shows us um if we look at that far right that's the 100%. So that far the darkest blue um bar shows us the percent of the kids that made their 100% goal. Um and the left sidebar graph shows us the typical growth and that right bar graph shows us the stretch goal. So again this is just how I can easily pull that report at midyear and end of the year to see our progress towards these goals. And then the teachers can also see at a glance overall their classes. Um so the left column shows each classroom. Um the next column shows their their class and the progress that they're making towards their typical growth. And then the next one is towards their stretch
008growth. So I'll pause there before I show you some just random exciting news that I just had to throw in here and share with you. Do you have any questions on the AGR goal? >> Go ahead, Miss Lopez. >> I have a question on the graph. Um slide number 11 which is the diagnostic growth graph. Is this accurate for us right now? >> No, this is this is last year's. >> Okay. All right. >> Right now we have no growth because all we have is a fall score. >> So we just have the start. >> Yes. >> That ends my other question. So we're good. >> Okay. I've got a question for you. On the performance objectives for reading and math. How did you arrive at those? >> The 80% and the 70%. >> Yes.
009>> So, the reason that we're Are you really wondering why they're Why are they different? >> Yes. Um, >> they're different because our kids are scoring differently on both of those. We have put a lot of efforts into our reading and our reading scores, we're we're we're nailing it. We're we're knocking it out of the park. and our math were we're were showing slower growth. So 70% is still a a a challenge for us. Um we wanted to shoot high but we still wanted it to be achievable and that's where we came to the 70%. Um 80% is high for us in reading as well. So basically we wanted it to be achievable and high and 70% was achievable and high in math and 80% was achievable and high in reading. >> Thank you >>
010with that. Remember 100% is the goal is the ultimate goal. But when you start doing a realistic goal and a smart goal, it's got to be, you know, realistic and that sort of thing. We're still shooting for over that 80%, but when you look at our our initial math goal or math scores, we're not to that level. So, that's where the discussion comes in. Instead of, you know, hey, we're starting here, math is here, reading's here to get them both there, it's kind of shifted up. >> And and nationally, like really where that national norms come is, it's 50%. I mean, that's where the net that's where the typical growth is is 50% of the kids are getting to that typical growth. So, we're pushing and setting high expectations. >> I do have one more
011question. >> Yes. >> Um, so what strategies did you use to come up with the strategy that we would select and as our base for this? >> So, we've stuck with the the instructional coaching for several years. um 18 to one um for class sizes just doesn't feel maintainable for what our budget >> understand. Um and same with the onetoone tutoring. Um when you can do an effective coaching an effective intervention with three, four, five students in a group um onetoone just doesn't feel cost-effective. And when one would have to be maintained for the five years or could this be changed >> um midcycle >> we could >> it's a it's a fiveyear but we had to change move to urban because circumstances changed. >> Okay. >> Makes sense. >> Sure. Okay. Thank you very
012much. And years ago, it used to be 15 to1. >> When we first were in AGR, it used to be 15 to1. And that's what we had for for many years. Um, they didn't have instructional coaching and that sort of thing, I don't think, back in the day either, but >> that's when it was called Sage. >> Sage. Yes. >> So then I do have one more slide just because it's really great news and I couldn't resist. Um so we did just finish up our districtwide Ames web screening. Ames web screening you'll remember is part of our act 20 um which is the reading um screening so that we can respond early to our students who are struggling um with reading by providing um targeted interventions early. Ames Web did do a recent um adjustment
013to their norms and that made it really hard for us to be able to measure if the strategy that we're doing have closed gaps. And so what I did is I said let's really measure so we can see apples to apples one year to the next. So I looked at each grade level and I said let's look at one one of the of the cut scores that we um are looking at. So, in kindergarten, one of them was 18 letter names. First grade, 17 words a minute um on oral reading fluency. Second grade was 44 words a minute for oral reading fluency. And third grade was 66 words per minute for oral reading fluency. That was the expectation for the fall. That was the cut score. If you were at that level, you were at
014the 25th percentile um which was considered at just above at risk. So anything below that was at risk. So I looked at that number and I just disregarded what the percentage was for the norms and I've recalculated that to figure out how many students were at risk last year and then looked at what our new number would be with that same norm this year and recalculated that. So you can see that we're actually closing that we've made in our reading instruction and our inter year to this year. Um so red to red is using that same cut score from last year to last year last year to this year. When you look at the yellow you'll see th that's the students that are at risk this year with's new um norms. So, I'm really proud
015of the the work that our teachers have made um being targeted with interventions, following new resources, um and really working really hard um to make a difference with reading instruction. They're they're rocking it. Um you typically don't see such big growth um just from one year to the next. So, I couldn't resist. I had to put it in here. and then I'll be back in February with an update on AGR. >> Any other questions, comments from board? Yeah, >> do >> go for it. >> So, one last question. Um, did you compare when you did your own calculations, did you compare the first grade this year to the kindergarten score last year so that it was the same class group of kids? So the only way you can do that you really can't because I
016mean you can look at the kindergartens you can say the 44% were at risk last year to 51 at risk this year but the letter names to ORF is a different measure >> and it's probably it would be incredibly timeconuming I assume to check each first grader to see if they had 18 letter words or letter names. You know, you know what I'm saying? Like >> I could go back and see if that was >> I don't remember off the top of my head if Letter names was one that first grade did in the fall. Toby, do you remember? >> I can go back and check that one. I just don't remember off the top of my head. Um >> I I might be, >> right? I think it would be interesting to compare class
017to class as opposed to age >> because we can see that first to second and second to third. Yes. >> All right. Thank you. >> You're welcome. >> Other questions? Good. Thank you. That's is really great news. Thanks for all the teacher I mean it's been years right with act 20 so starting years ago. Thank you all. Appreciate it. Financial uh we're moving on to 2B financial report. Miss Hower, >> good evening. Um so this is the financial report attached in board docs for um the month of September. We had our one of our big revenue streams in September which was the final state aid payment from the previous year. Um and now we're going into two months with no re new revenue coming in. So uh October and November are one of those times
018that we watch our cash flow. So we are doing that. Um, you'll notice in the financial statements that there's no charts and that's because we haven't adopted a budget yet and we need those to complete the charts. So, those will return in November. Um, then just a couple other general updates. Uh today is October 13th. So on Wednesday the 15th, we'll res aid certification as well as the remaining variable variables in our revenue limit with the biggest unknown being private school voucher amount. So once I get state aid and the voucher amount on Wednesday, um we'll be able to confirm the revenue limit levy that will be going to the annual meeting. Uh we also finished up our pupil count. Um we did go down, we were anticipating going down about a 100 students based
019on our UWMadison applied population study and that is about exactly what we did decrease this year. So um that reporting and projecting that we had done was accurate. Our open enrollment in and out numbers also stayed almost identical to last year. So what we're seeing in that loss of students is not that they're going elsewhere. There just is less students in the community to educate. So um we uh although you know going down 100 students but we are happy to see that our open enrollment numbers um it's not that we're losing them to other districts. So um with that that's all I have for tonight. questions or comments from board. >> Okay. Thank you, Miss Hower. All right. 2C facility project report. Mr. Ross, >> well, we continue to refine uh the project. I just
020the biggest highlight today is is that we're welcoming everyone before the annual meeting on the 21st to the 5:00 workshop. Um very excited to show progress, renderings, and um draft ideas um as we move through this process. So very exciting. Today we um Mr. Ford and I met with Bray Market and Johnson and Building Solutions and started talking about what the construction zones would look like at SHS followed by what about traffic patterns, what about busing, what about drop off, where do the kids park, where do the staff park, all those little minute things that add up to make this project very um very complicated uh with everything. So, but those are the things that we continue to refine. um our construction documents, we're heading into uh 75% in a couple weeks. Uh working towards
021100% at beginning of December and we're on track to get the um bids out in the middle of December as planned. I have a big walkthrough at SHS. December 22nd or 23rd is our um our weather date. Um and then another day that the contractors can come through maybe over the winter break because we did adjust our calendar for two weeks for our uh our project. and then uh bid day in the middle of January to really find out where we're at uh financially and uh organizationally on our project. So very excited and once again welcoming everyone five o'clock before our annual meeting. >> All right, thank you Mr. Russ. Any questions or comments from board? Good. All right. Thank you. Uh reports D2D Spart Area School District announcements and upcoming meetings. Yeah, continue to
022to to move along. Um, Kyla or Miss Mansky mentioned some of the assessment data. Um, SHS is coming off a very successful uh pre-ACT and ACT day at the end of the month. Uh, ACT 20 assessments, reading plans are out. Um, but uh very proud of our staff as they continue to work towards uh our sta students achievement both academically, socially and emotionally as we go through there. So, autocraculars are are are are winding down and um them are already completed. However, our winter activities uh and we're not just talking sports, we're talking musical, we're talking robotics, we're talking show choirs, we're talking open gyms and that sort of thing are still ramping up as well. And spring sports are starting to ramp up for their winter seasons as well. So, uh starting to go
023into the um the the music season and the choir concerts and everything like that. So, uh, and Friday will be March, uh, Friday will be our last home football game where our our senior band members will be, uh, acknowledged there as well along with our senior football players, uh, and our senior activ, our senior student athletes are being acknowledged at senior days and that sort of thing. So, it's really nice to see. Um again mentioned the annual meeting and the facility workshop and I just wanted for the upcoming meetings just a reminder that our December meeting uh we only have one week in between the committee of the whole and the uh full board due to the holiday break. >> All right. Thank you Mr. Russ. Uh moving on to 3A business discussion and possible
024recommendation to approve start college now and early college credit program. Mr. forward. Mr. Trip, thank you. >> Good evening. Good to see everybody again. Um I always want to thank you for allowing us to come back every semester um as you guys have supported this um program over the years. So um so just as a reminder um clarification. So, um, ECCP, SCN, early college credit program and start college now. Um, just an opportunity for our students to take, um, college credits while still in high school. Um, and the district supports um that financially or has historically. Um, ECCP um is general is students applying to four-year schools. So, those are students um we have students who are taking courses through Veterbo and many of our UW schools. Um and then our start college now would
025be our two-year um technical colleges. Um uh the most obvious one being Western, though we do have students who take classes online through CBTC if they think they might be venturing there in the future. Um, this program is open to juniors and seniors, but it's primarily seniors that are taking courses just because um of the prerequisites that we have in place. Um, really put students in a position that they they're really needing to um complete many of their high school requirements, junior and early senior year. Um, along with some of those elective credits that they need to um kind of progress through before they take them outside of the building. Um, and just so you're aware, um, we do each of the US us counselors do check through those prerequisites, um, with each of, um,
026our case loads, and we don't sign off on those, um, applications to come to board approval unless they've they've met those. Um, and just to kind of show, Mr. uh, Russ asked me to put together numbers. I had data back to or access to data back to fall of um, 2022. So you can kind of see um we've stayed pretty similar with our numbers um since then. Um there's been quite a shift though from students taking classes um through Start College now which is that two-year um those two-year institutions um and fewer students taking them through our four-year institutions. And I think a lot of that is just due to access. Students are wanting to take their courses online more. Um and Western CBT CBTC offer that opportunity more. Um for those students who want
027to take ECCP courses online, um W Green Bay, you'll see that um in the um the notes that we sent ahead um a lot of the kids are taking classes at W Green Bay because they've been a really nice partner for online courses. Um, but yeah, I I think that's all I have. If I don't know if anyone has any questions. >> Thank you. Questions or comments from board? >> Yeah. >> I just wanted to say thank you for encouraging the students to do this and to congratulate the kids who are taking advantage of this program. Um, I know there was a little bit of change requiring um, in-house classes to be completed first. Is that going more smoothly this year now that we've had those >> um, students used to that? >> Yeah, I
028would say so now that that it's been established. Um, yeah, that's the expectation. So students know that coming in. So that's that's made a difference. >> Great. Wonderful. Thank you so much. >> All right. Thank you very much. Appreciate it. We'll move on to 3B discuss. Oh, sorry. I'm getting excited here. I would entertain a motion if there's no more discussion. >> So, move to approve the Start College Now and Early College Credit Program applications as presented. >> I'll second that. >> Motion from Mr. Wells, second from Miss Lopez. All those in favor say I. >> I. All oppose say nay. Motion moves to the full board. Mr. Wells, is that okay if it's on consent? >> Under consent. Yes. >> Okay, that works. >> Miss Lopez, you okay? >> Perfect. Thank you. All right.
029Now, 3B uh discussion, possible recommendation to approve a new policy for school safety protocols. >> Yes. As we continue to move um through our school safety um we've we we've talked a lot about our safety protocols, our uh standard response uh procedures and protocols. Um, and when we start to think about and we have a a a team that's chaired by Miss um, Miss Hower, um, Mr. Fritz is on it, Officer Ericson, Miss Wilcox, Miss Mulland, and myself and other individuals that, you know, we invite in, uh, from time to time based on the, uh, topics started talking about, hey, we are really going in. We're in year three of the I love you guys, three or four. And then um you know, we share out our protocols. We we're very open with with the
030five, which we'll talk about briefly. Um but we really started talking about do we need a policy on this? Some districts have a policy. I talked to Neola and they don't have a standard policy, but they're know of it. Um and then we started thinking about we want to make sure that this is a district policy, not the Mr. for us and Miss Houser policy that if we go to a conference, we're going to scrap this or anything like that. But um so we wanted to bring it to the board's um attention and possibility to adopt uh the I love you guys and the standards response protocol as our standard for um for school safety. Um it's evolving. Um it's it's taking the best practices. This is adopted by many many many school districts and
031businesses. Um, so we wanted to bring this to you because it really engulfs uh the different um things that could happen in an emergency situation in schools. We'll talk about schools and the five types of actions, you know, are hold, secure, lock down, evacuate, and shelter. No matter what happens, one of those five gets enacted. People say, "Well, what happens in a fire drill?" You don't see a fire drill. That's an evacuation drill. You know, you don't see a uh a tornado drill. Nope. That's a shelter. you go to a secure location. So, it's really about educating our students, educating our staff and families about this. And uh we thought it'd be a good idea to bring it to the board to to get that formal adoption and that any variance away from the I
032love you guys foundation would need, you know, formal action from the board. If the next best thing comes along and research shows it and it's different than I love you guys, then we're going to have to take a look at that. Uh we're the office of school safety is in support of this. Uh we're in contact with them uh quite often about situations and how do we get better. We conduct drills on this. We share out drills. We share out the information to our families and kids. Everything is posted. Um so we've put a lot of um a lot of energy behind it because it is such a a big and important topic. The safety of our students and staff and community within our buildings and grounds is the is paramount. Before we turn it
033over for questions, Miss Hower, anything else you'd like to add? >> Okay. Thank you. Questions or comments from board? >> The actual policies in Neola are in board docs as well. >> Questions? >> Yeah. >> Okay. Um, so Mr. S, thank you so much. The I love you guys is kind of new to my ears. The Speak Up Speak Out is what I'm familiar with. Is that a company that work They work in tandem? They're different processes. Uh suso or speak up and speak out is through the office of school safety. That is a reporting um venue. So if I see something that I don't want to tell a teacher about, I can go and text it and it goes to the office of school safety which alerts our offices and that sort of thing.
034So from that, so they're different entities, but the office of school safety is does support the I love you guys, but they're different ones are reporting. This is if this actually happens, this is our response to it. >> Okay? So those SRPs, those standard response protocols, those are issued by I love you guys, not as >> not SUSO, not not the Office of School Safety. >> Okay. Thank you. Um I learned something new. Um I do have a question about the policy wording. >> Okay. I was wondering if the board and administration um in the first paragraph um let's see the second sentence is a proactive comprehensive approach to school safety rooted in shared responsibility and cooperation with local law enforcement and first responders is the most effective way to prevent, prepare, respond to, and
035recover from any emergency or crisis event. And my question is, would it be advantageous to include parents and community in with the local law enforcement and first responders? And my thought is because we do want the parents and the community to be involved in reporting situations of concern and then following the recommendations of our standard response protocol. We want parents to obviously be aware, but there are times when we need them to stay away, you know, for safety or different things like that. And I just thought making it more of a communitywide um collaboration might fit our our goals better. Just a thought. And I'm curious to hear >> I believe that first paragraph was more right through I love you guys but I don't see any Miss Hower any comments? >> Um I think
036that's an excellent point. Uh the way I originally interpreted it was um our local police department has totally bought into the standard response protocol also and they train all of their officers on it. so that we're all speaking the same language. And so that's what I read that as is we're unified with them. Um, but I like that uh idea of it being a community approach. I just um would probably need to reread it to make sure that's the right place to put it versus like um taking the responsibility for the training and things like that versus we're buying into the philosophy. >> Yes. I don't want to confuse the two, but I think having them be a proactive part of it is also helpful. >> So, if I hear you correctly, Miss Lopez, uh,
037in cooperation with local law enforcements, I would take out the and first responders. And then you mentioned community. Yep. families, student uh families and community. So, um just typed in a little bit. I'm going to underline and italicize the new information just so you can see if you're following along on board docs. Um a proactive and comprehensive approach to school safety rooted in a shared responsibility and cooperation with law enforcement, first responders, families, students, staff, and the community is the most effective way to prevent, prepare for, respond any emergency or crisis event. I personally really like that it >> because we are one of the the great things is we are training we we are very open about this with our staff our families our community so and students were very open so I think
038it's a great ad thank you and once we have if we do adopt this as a board will sign a a a number I asked for the number and they said No, not until you. So, oh, okay. So, thank you for that idea. >> That was perfect. I like that. Any other questions, comments from the board? >> I think uh one thought just now that we're um having that conversation, it'd be great to see kind of what is shared with the community at different stages. I know that was one we've had close session conversations around safety because some of that doesn't make sense to share widely right for the safety of everybody. So that would be a good helpful context I think too of how can we empower families to be part of that process
039and the front first people to notice some of those maybe possibly concerning trends behavior. >> Yep. So, one of the things we do is uh in every classroom we have our standards response protocol, one of the five with instructions and that sort of thing. That uh chart we share with our families, both translated into Spanish as well. Uh so that's one way. And um suso, we do pump susso a lot of as much as we can. Uh you see a poster over there um that gets brought out, you know, during a Meadow View's day. Um, you should be seeing a lot of that poster to to speak up, speak out, and really press because some of our kids come home and say, "Well, this is what I saw at at school today." And um, contacting
040SUSO is the best way to get a hold of anybody. Sometimes we have families that email and say, "Hey, my kid said this." And now we're anticipate expecting a administrator or the teacher or a staff member to view that and they may not see it right away. But through Susso, the office of school safety and gets alerted with law enforcement after hours and then they're in contact with law enforcement. They can go to the home. They can make sure things are are um are okay. The administrators are along the way. We get some text alerts if if depending on what it is and emails, but ultimately if it's after hours, law enforcement is the best best way to get a hold of people. Some people call 911, which just is good. uh or they they
041text um suso. >> I can add a little more to that too about educating. Um so prior to this school year was the first time we've sent a district-wide family email talking about all of the different safety steps that we take and the different procedures and drills and processes. Um Liz Wilcox kind of we repped into our team this year which has been awesome. She created a whole page on our website that's public facing that um has links to videos right through the I love you guys. It has all of our procedures. Um and then anytime we have a safety email from the buildings or the district, we have standard templates that we use and all of those have links to that website in them. So again, we just keep we know a big key
042of it is just keep pushing it, pushing it, pushing it. And then um we still continue to get feedback that we they want to hear it more and so on. Um and so we're actually working on a project right now to create our own Sparta school district quick little three minute video and the standard response share with students, families, and the community. Um, and then the last thing is anytime we either have a drill or an actual event that follows any of the five procedures, we send a email um either from the building level or the district level depending on the event to all stakeholders. So, um, if you ever hear of more ways or anything else, you are exactly spot on that we are trying to educate our community and our families to the
043best we can and constantly looking for new ways. >> Yeah. >> Um, would it be possible to or appropriate to put a one-page flyer in the annual meeting book like at the back? >> Oh, very nice. >> And then just to clarify, speak up. Speak out. Yes, I got that right. Um is where that is a program we pay for but we get reimbursement right about I love you guys. >> I'll Yep. So the I love you guys and speak up speakout are both completely free. So I love you guys is the name of the foundation. The they give different toolkits or think of it like different curriculum. Um, standard response protocol is one of those things. Part of standard response protocol is how you respond to an incident, but then also being prepared or
044trying to avoid future incidents. And one of the key things they recommend you do is you have a way for people to make anonymous reports. The state of Wisconsin is the host of SpeakUp, Speak Out. And so through the state budget, they appropriate money for the Office of School Safety through the Department of Justice. Office of School Safety created Speak Up Speak Out as a way for districts to get that anonymous feedback. So Speak Up Speak Out is a tool we use to help implement the standard response protocol. >> And we don't pay for it. Um, what we pay for and get reimbursed is the flyers, the banners, the stuff you hold in your hands, but like when reports are made, it's all completely free. >> Yep. >> Any other questions, comments from board? Otherwise,
045I'd entertain a motion. I move to recommend to the full board the to approve the new policy for school safety protocols as presented >> with the changes that >> we mentioned >> with the changes. Yep. >> Yep. On consent. >> Did we Did we have any information that we had to bring back to the next meeting or >> I don't think so. >> We didn't think so. All right. Yeah. Then under consent, >> I'll second that. >> Motion from Mr. Wells, second from Mr. Bernett. Any further discussion? All those in favor say I. >> I. >> All oppose say nay. Motion moves to the full board at the end of the month. All right. Uh 4a closing. I'd entertain a motion to adjurnn. >> So moved. >> Second. >> Motion by Mr. Gonkey, second by
046Mr. Wells. All those in favor say I. I. I. >> All oppose say nay. >> We're adjourned. >> Thank you very much everybody. Have a good night.