001All right, I will call this meeting to order at 6 PM. Blake Merl >> here. >> Kelsey >> here. >> Robert, Glenn, Jenny >> here, Crystal Chair here. If you'll join me in the pledge of allegiance. I pledge algiance 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, work session. Dan, you ready? >> I'm ready. So here tonight to present um the superintendent and uh hopefully board goals for the 2526 school year. These will be very familiar to you. They're the identical goals or targets that we chose last year based on um what we submit to the state as part of our integrated plan. Um, one thing to uh you may have heard
002of over the summer or or last spring is, you know, the governor uh um pass an accountability measure to increase the accountability to schools. And so these items will be part of the different accountability measures. Now, we don't know kind of what happens when you don't meet the metrics or those sorts of things, but these and then there will I none of this has been finalized yet, but what we've heard is there will also be a two uh two metrics that the local school board will get to choose from in addition to these five. And so, we've we um you were part that was on the off thereord meeting. So, we looked at some of what they're discussing as options. I think anything that is one of a menu of choices that local school districts
003uh can choose from will be in alignment with what we're already doing or things that we focused on. So, um and I only bring all that up is just to say is these data points aren't going anywhere. So uh so tonight we're going to look at how we did in last year and um essentially the goals will remain the same but uh we have a lot to celebrate from uh from last year's goals and an area to address and then we'll also talk about where we will report on these in the coming months. So we'll start with uh our regular attendance. So, as you can see there, um, we are now, uh, ahead of the state average by one percentage point. >> Um, and so, and our goal is still to get to 80%, which
004is an ambitious goal. Um, and you can see there in every building we had, uh, improvement. um especially want to call out that improvement at the primary level. You know, getting primary school families in the routine of coming to school. Um so to have that go from our lowest to highest is uh really remarkable and you know meeting right there at that intermediate level. Um, you know, and I just want to say the primary, intermediate, you know, um, all all all three school all four schools did a great job of building in um, um, a process by evaluating attendance and responding to it. And they they did a presentation for you last year, but I want to say that intermediate primary school under Michael Clutter, they were really interacting with families quickly and identifying barriers
005and things of that nature. So, um again, just a lot to uh celebrate on that one and continue to try to increase um our attendance rate. Um third grade, >> third grade reading. So, we saw some growth from 2324 to 2425. So, we had a 7 percentage point growth in this area. still a long ways to go to get to the state and our goal of 40%. Um, and I think we could probably if we wanted to notch up that goal a little bit, but we still have a ways to go on it because I think the state improved a little bit there. um you know you might see you know one of the things when we get to the last slide we'll talk a little bit about you know doing a deeper data dive
006in a few months but this again is is something to celebrate to see our students uh you know getting closer or moving closer towards our goal so I don't know Dez if you want to talk a little bit about some things that have happened in in in the buildings to you believe led to this increase. Yeah, we definitely are seeing that the work that the primary school is doing is leading those third graders to come in well prepared or better prepared than they had in the past. Um and in fact this year um the intermediate school has specifically been able to say like wow these kids are coming with skills they've never had before. Um and they're doing a better job of being able to identify like where their gaps are. So we're anticipating this
007kind of steady progress. The other thing is that the intermediate school about midway through the year decided to do a realignment of their curriculum maps to the blueprint. So the state puts out a um it's called a blueprint of the state assessment. These are the standards we're going to be assessing on things that kids will need to have experience in or have um received instruction on uh prior to the tests. And so the teachers were like, "Okay, how do we do a better job of ensuring that we actually hit the standards that they need to have hit prior to the test actually happening?" So, you know, I think about um my son asked me the question the other day, did you study Vietnam in high school? And I said, "Yes, but it was the last
008unit." And so sometimes we never got to it, right? It was the last unit of the year. What we don't want is like a major thing that is on that test to be the last unit and just not the thing we got to before the test. So they've done major realignment and we think that has something to do with that um as well is making sure that the kids have practice. Um some other things that are happening this year though and uh is that the primary school is taking a look at like things like typing for example which really isn't hit until they hit the intermediate school with um Jan Jones in the technology class. So if kids have not started typing and we think about the cognitive bandwidth it takes to like hunt and
009peck, we're making them do extra work really, right? They can have the idea of this is what I want to write in their head and if they're having to do this in order to write it, then it is taking a lot of extra effort um for them and that's even more so when we know we have language learners on coup. So, we're doing some investigation of like should we be teaching typing at younger grades, etc. because of what we're asking kids to do. >> All right, moving on to eighth grade math. And again, you know, a very substantial increase there in our eighth grade math scores going from 9% to 21% and approaching that goal area. Um, one of the things that I'm really, you know, last spring was really proud of with our middle
010school, uh, team was their, um, having a culture of really wanting to do well. I remember when they first started getting test results back from the state, uh, Chelsea Landry, who's now our district literacy coordinator, is that the title? the district literacy coordinator. She was a coach here at the middle school last year, a teacher coach. I mean, she was running in, literally running in from the middle school going, "Look at these results. See what we're seeing." And really and and so, and that wasn't just Chelsea because she was the coach. That was something that the middle school administration, Chelsea, and the teachers were talking about. We know these results don't reflect what our kids our kids' abilities. And so trying to create a culture of kids doing their best where teachers are really emphasizing,
011hey, we want to see our results be more of an indicator of what we believe our kids are capable of. So really want to uh recognize the middle school for having that culture there. And then Dez will add a little bit more about what's happening instructionally. >> Do you? >> No, probably not. I mean, it it was our second year of Amplify here as well, and I know that we're definitely seeing an increase. Um, I just think student engagement has definitely gone up with that. I the teachers have really talked about how much they enjoy that curriculum. So, that is definitely probably a part of it. There was also some work um the last few years using um TDG. It's uh the um teachers development group, which is just like approaching math in a very
012different way. And how do we get kids to really not just like do rope memorization, I can solve this problem because you told me how to solve this problem, but how can I generalize a concept to apply it to multiple things? Um, so we're definitely seeing that. I think the place that Dan and I are having a conversation about that is still an area of concern is obviously our language learners. Um, you know, last year we also had 0%. So basically right now like we could predictably say if you are an English language learner you will not pass the math test and when we have a big jump like 21% of our students now passing the test that means that gap is getting wider actually right it's great but majority of the kids who are
013passing are are English only students so it's a concern to to address >> which from my experience you know one of the things um and and the test has become math has become more has much more language involved and a higher level of vocabulary. So because historically when it was a little bit more of a wrote memory type of what are your math facts uh math is math from Spanish to English like you I mean so historically when I was a principal you are are students that may have come from Mexico or Spanish was their primary home language. they still were pretty successful in math if they had math experience uh in the country where they came from. Uh but with this test becoming much more of a languagebased test, if we're not focusing on
014that English language vocabulary, then that's going to be the barrier to their success. And >> we would have hoped like for me looking that gap that jump where we have like a over 10% jump, you would hope we'd see like oh and also a 10% jump in our language learners. the fact that it stated zeros, you know. >> Can I ask a quick question? >> Sure. >> Uh I'm wondering about the English language learners. I know a lot of their assignments are coming in Spanish. It is the tests the state test that they're given also in their >> It can be given to them in Spanish. Yes. >> So it really is um a language issue and good. Thank you. >> All right. Ask my question. So, not going to spend a ton of time
015on these next two. So, on a ninth grade on track to graduate. So, we saw a little bit of an increase in the percentage of students uh who finished their freshman year on track. So, basically earning 1/4 of the credits that they're going to need to graduate. So, we saw the state numbers go up a little bit. Ours went up a little bit. So, so that's that's that's good. Um the next one on time to graduate, we saw a a decrease um and to me a pretty a substantial decrease to go down 8% of students uh graduating on time. And so uh one of the things so again I don't know Des and I don't have a lot to talk about on this one. I don't know if you want to add anything to either
016one of those two. Yeah, I think the concern I see with this also is if you'll remember a few years ago, um, uh, Bill and I presented a thing where it's like, here's how we can still see the impacts of the pandemic. And the class of 2024, the class of 2024 was the class where they started their freshman year as in the pandemic like during and so that year we had probably one of the lowest um number of students who were on track to graduate at the end of their freshman year and understandably so. We were in the middle of the shutdown. and we were doing schooling online, but now we have like these kids um last year would have been seventh or eighth graders. I can't remember right off the top of my head
017when the pandemic was happening. So, we know skills were impacted, but really they got a fresh start in high school. So, we would have hoped to see that by the time they exited, we wouldn't have seen this kind of a dip. If we had saw that kind of a dip in the class of 2024, it would have been like, "Yeah, that makes sense. They were most off track um to graduate." and we see that they were really struggling to get caught back up. So, the fact that this is kind of hitting where it is is is concerning. >> So, moving on to that. So, um so I'd like the board to adopt these as our goals uh at the November board meeting. Uh but then we were outlining the next several board meetings to take
018a deeper dive into the data. And so, uh, at our November meeting, I would like the high school to come back and report. And really, it's almost a continuation of of Mr. Stanley's, uh, um, strengths and opportunities report, but, really hyperfocus on what does he see and what are they seeing in terms of on time and on track to graduate to really identify. He's aware of this data and he's having teams look at this data to figure out where are there gaps so that we don't see so that we can continue to improve on the on track which is that nth grade data but how do we get uh respond so um that we have better on time graduation which is essentially graduating within your cohort in four years. So, um, you know, and I
019know Kelsey, you contacted me a while back, you know, kind of identifying, you know, things that you were made aware of with students that you were concerned about. You've got kids in the high school. And so, I shared, you know, those concerns with the principal and he's, you know, he was quickly identifying some areas where, you know, to your concern of, you know, we never want students falling through the through the cracks. you know, how what are we doing as a system to make sure that we don't have students falling through the cracks? And so um that's where you know, the principal will come back and um you know, talk about what he's seeing and what they're doing to respond to those. So that will be the November 10th report. Um and then December 8th,
020uh that's about the same time last year that Dez and I did a really deep dive into some of this data. So, we're going to look at all of this and go into seeing what trends do we see, what students are um are through the subgroup populations are not performing as well. Um we'll also have our vice principles come back and talk about their work around attendance, what we're seeing attendance-wise. Then in January, we'll have our middle school report where they'll talk about uh 8th grade math and their fast bridge results. And then the January work session is we'll have primary and intermediate talk about um third grade reading because they'll have some data on their interim reading results at that point. So that's what's coming up. And then uh we got information on youth
021truth today. So the youth truth survey will be the three weeks in December for for uh staff, students, and families. So we'll do a big push on that and then we'll get that data mid January. So we might have some results for you at the January work session or early February. So any questions? Go ahead. >> What is Fastbridge and what is the cost to us and what is the perceived benefit? >> So Fastbridge is what it's called a universal screener. It is a test we give three times a year. Um the cost to us for the entire middle school to take it uh and they get it in both ELA and math is like $3,000 I think for the year um for all students to take it. The benefit to us is um a
022couple fold. One is that it gives the district the um teachers data about where kids still have gaps so that they can look to focus on certain areas where they may need additional instructional support. Um the second is it's kind of predictive in nature. These tests are designed to be aligned to the state tests. So we can tell is if we have like a flush of population that is going to potentially not do well on the state tests and what additional support could we be giving them to make sure that they're more successful. >> It's kind of a predictor of how they will do >> y >> on the state test. And you mentioned earlier that um the teachers were concerned about not knowing the material that was going to be covered on the state
023test. So maybe a little bit of teaching the test but yet a desire to cover that material if they can know what to cover and >> right >> and we should know that I think to cover it. And I think one of the things that I always talk to people about when the there was a while I I I'll just speak very frankly. There was a while ago where that concept of teaching to the test became really a bad word. And I totally get it. We don't want to overassess kids and we don't want to get to the point where we've lost a lot of really rich learning that can happen that isn't covered on the test. At the same time, the tests are aligned to the state standards. And when I give people the
024state standards and I say, "Which of these things do you think kids don't need to know and be able to do, there's never one that they're like,"Well, that's not important. Just take that off the list." It's like, "Oh, these are basic skills that kids need." And the test assess, do they have those skills or not? So, when we're teaching to the test, it's like, "Yes, you should teach the test." You know, much like if I'm taking a driver's test, I should teach to the test because those are the skills I need to be a successful driver. these are the skills they need to be able to be successful within math or be uh effective readers and writers and speakers. And so, um, we want to and we want to know what they're going to be
025assessed on. So, that's kind of where that teaching to the test comes in as well because what we don't want to do is, um, expose students to an assessment where they're like, I've never seen this before. I couldn't do well on this even if I tried. >> Yeah, it makes sense to me. kind of like this ought you to have done and not leave the other undone but >> yeah exactly >> include that >> just to add to that I think that when the teach to the test notion was really getting a lot of criticism I think the the tests at those times were what I will I will say was uh have you seen an illustration before where it's collecting dots where you see this brain opened up and this it's like how do
026we pour enough information and really our test today are connecting the dots. How do I most of our assessments now whether it's reading or math or science is really connecting ideas and concepts and using those skills whether they're reading skills or math skills and so that I don't think the tests anymore are just trying to cram arbitrary facts into kids' brains just know this long enough to do well on the test. It really is a much more a skillbased assessment. So it's not as though that I only have to remember this for a short duration of time and then I can no longer need this anymore. It's really more skills. So hopefully these tools like FastBridge will give our teachers information on where the gaps are um so that they can adjust their teaching to
027say these are the concepts or the skills that kids don't know that we need to to reinforce. And how often do they utilize those >> fast bridge data >> fast brbridge? They um they take it three times a year. So the beginning of the year, end or middle of the year and end of the year. And then teachers use that data kind of constantly as they're getting it. So um it definitely and it shows growth, right? So we can know how they started and kind of are they on track to grow. Um the tests that we take, FastBridge is um part of the Renaissance suite. Um, Renaissance is the big parent company. We're actually, this will be the last year we use FastBridge. I believe we're going to be moving to a different product within
028Renaissance called Star. And we're going to get every single school to use Star. So, we actually have comparable data from grade level to grade level because right now only the middle school uses SAS bridge. So, it's really hard to know like how does it compare? Are they growing from fifth grade to sixth grade, etc. So, we're going to get better alignment with that. And the nice thing is those assessments do not only align to the state test, but they're also nationally normed. So we know how our students are doing compared to other students at their grade level across the nation. And we can kind of see like are we performing at an average rate as everyone else as well as are we um like in in on track to meet state standards. And I would
029anticipate that STAR would be one of the uh as we talk about the the um accountability measures that STAR will be one of the the accountability measures that the state will want schools reporting on. I think there's a menu of options besides the state test. >> They're going to have four. So the state right now um they passed the law at the legislative level um that's connected to this accountability. They're going to identify four different assessments that we can use um that we will have to purchase um which there is some hubbhub at like the district level saying you guys are now mandating a purchase that you're not funding um but uh we believe we're like hoping uh that star is one of them. We have I know at least at my off thereord when
030we went to the off the record meeting I specifically asked the question like what are you going to do for districts that enter into multi-year contracts with these organizations because we get discounts when we do that. Um and we want consistent data from year to year and then if that assessment isn't on one of the approved lists and now we're in a multi-year contract. Um STAR is one of those uh with our state learning grant that we got for literacy. We made a multi-year purchase of the Star Literacy to do K12 assessment because that was one of the requirements of the grant. We got a really good deal on it because of that. Um, and we were able to purchase it up front because we only have that influx of money the first year. So,
031we knew we needed to make a big purchase with the extra money we have this year so that we have the test for the five years and we're not footing ourselves with a bill four years down the road. Um, so we're really hoping they say Star's one of them because we've already bought it. >> We don't know that for sure. >> We don't we won't and unfortunately the state is like dragging their feet. The good thing is STAR is one of the biggest in the country and the there's a huge number of districts across Oregon that are currently using it and it's really highly rated by ed reports as a really solid assessment with really good um analytic metrics that go across like I said that nationally norm factor. So I I would be shocked
032if it wasn't on the list >> of all of them. I would say that that's almost the one that's probably the gimme. >> Yeah. Stars and maps is the two that I would say are going to be probably like dead >> like dead reading years in there. >> All right, we ready to move on to the next topic? All right. So, yes. So, last year being my first year in the district, I don't at some point at this juncture a year ago, I gave like my 100 day report and I kind of said how I was doing and that really and then we were having ongoing meetings about about data uh prior to my evaluation in the spring. And so um and so one thing that I would like to move towards as uh I
033continue to work in the district is to have uh multiple checkpoints really two checkpoints leading up to my final evaluation in the spring so that we build in that and those can be done in executive session >> um so that the board can have you know kind of a more honest conversation with me about how I'm doing as it pertains to my final evaluation. So what at the next board meeting uh so we'll add executive session to the board agenda related to my evaluation and what I'll do in that uh in executive session is outline the evidence that I plan to bring to you throughout the year and then leading up to my final evaluation in the spring so that you can give me feedback on whether those are the things that the evidence that
034you would like to see in building up for that. So, um, I just wanted to have an open discussion in public so the public could hear because this might be a new thing. Um, and if there's any questions about that process before we add it to the agenda. >> And I'll just add to that that we use that OSBA framework that we um converted to a Microsoft form last year and we'll be following that framework again. So, it's going to look very similar to what you did last year, but we're just gonna have check-in meetings so that D knows how he's doing and there's no surprises, which we all love. So, >> yeah. And so, Crystal gave me what she sent you guys last year before it got filled out. So, I'm just gonna kind
035of use that as my template for what I bring to the >> to the board next month to say based on this evaluation tool, this is what I plan to to share with you as it leads up to my evaluation in the spring. >> And I just want to be able to have that >> more candid conversation uh since it pertains to my evaluation in executive session. >> Correct. >> Thanks. >> Okay. All right. Last item is so when we've done um these policy we've got a good rhythm going on as far as our policy development goes. Um um and one thing you know kind of um I thought was unique in terms of um how I'm struggling to get the Oh, you've got it open for me. So uh as far as how policies
036are adopted and really asking ourselves the question what's the purpose of first reading and second reading >> and really the the first and second reading is really for the public >> is really so that the public has the opportunity to have a reading of the policies before the board adopts them. And so as you can see from our policy here, you know that first under number one um first reading of a proposed policy or policies. This is an information item and no action is required by the board. And so and I could keep going on there, but essentially and we and we essentially do that. You know, the policies are all when they typically come up at a work session, they're out there for the public to view. a handful of them we'll we'll have
037discussion on because you'll ask for discussion on these policies. Sometimes we make changes to those policies based on your feedback and essentially the board has conducted a first reading. Well, if you know when we did that we ended up voting on the first reading and that's the piece that I I feel is unnecessary. I don't think it aligns to our policy. I think if we wanted to have it noted in the record that we've completed the first reading of the policies, we could acknowledge that in the record that we've completed the first reading. Um, and there really doesn't need to be a vote on that. Um, it's really for the public. And if you think about this, at our last board meeting where we adopted them, while we didn't necessarily declare a second reading, there
038was nobody in the public there to give public input. If if someone from the public were to say um to have a concern about a policy, >> they could have come up during public comment. And at that point, if the board was still, you know, like let's say someone in the public came up and shared information uh concern about a policy and as we got to those policies, you know, board members could voice, you know, I heard some things tonight that I think that we should wait to adopt this policy so that maybe the superintendent, district staff can can consider what's been shared and we could have a further discussion. So now the fact that we had two board meetings with no one in the public and no one voicing that I didn't I don't
039think there was any reason to not do consider the work session and that board meeting the first and second reading and we adopt that day because clearly there wasn't a lot in the public purview that caused anyone any concern. Um, I have seen districts do a first reading, then a board meeting, second reading, and then the next meeting adopt. That seems almost excessive to me if there's not a lot of public um >> um comment, but I have seen districts do that. But really, the reading is for the public. So the public has the chance to weigh in or not necessarily weigh in but voice in their feelings about any prop policies that are being adopted or revised. So wanted to put that out there. So I've had this conversation with board leadership. Crystal's given
040me some I'm not going to go into all the different things, but she kind of outlined some some some things and we're in alignment with that as far as board leadership about this process. Um but essentially removing the vote after a first reading and really the only vote is the adoption. >> Yeah. Because I went ahead when Dan brought this to me and did a bunch of research on the back end that I can share if one of you were interested um regarding it and how um school boards do policy work in other places in the state of Oregon outside the state of Oregon. and it clearly lined out that agreement with what Dan had said. The first reading was for the public and it was just a hey this policy is coming up for
041review and then um that's where we can give some feedback or questions or we can wait till the second reading. So the second reading is where typically you would give a lot of feedback. So the first was just like hey this is coming up. The second reading is where we offer um some insight, some discussion in those pieces that we can have with our superintendent and where we have um public comment in those pieces and then he would make an adjustment as we needed and then would bring the policy back for final review and adoption. oftent times as Dan was saying just to reiterate that we have done a second reading and adoption because there he is so good at his work that he communicates beforehand so we don't have that threepronged piece but it
042is really the standard and so I want to align to the standard as board leadership Jenny you want any add anything okay >> so that's why we're bringing up this policy tonight because I think we've thought me personally I thought we've been aligning to the standard, but apparently not. So, I want to make that course correction and as we go forward with our policy updates that come out quarterly, right? Quarterly. >> Yeah. >> Okay. >> Yeah. I thought this was a good time to have it versus when we get the policies and you know that so we can say, hey, when we do this next time, we won't be doing any kind of voting after the first reading. >> Yeah. >> It'll simply be the first reading. It'll simply show on the agenda first reading
043and I'll acknowledge it just like we acknowledge everything else. >> Sounds good. All right. Good. >> I uh you talk about the standard and I have a question. Where does the standard come from or who sets it that you're discussing here? Well, I actually went above and beyond the schoolboard piece and I went to how the legislation components are working for like bills and readings and all that sort of thing >> and they do still follow that first second adoption. >> They do. >> And when they follow first reading, if they really want to be stringent, reading means reading. They stand up and read through it. Mhm. >> That's not what we're talking about here. We're talking about not reading through it and doing less of that. >> So, I'm questioning that that reading is
044for the public. I think it's for the board. >> Well, I think that when I have a policy item of a first reading going on, I'm reading those policies at home. >> Yeah. >> Right. So, we may not be voting on those policies in a first reading, but you should be doing your homework of reading your policy work as soon as you see a first reading come so that you have time to ask yourself the questions, process, ponder, and everything else that you'll need to do before you get to a second reading where a discussion will take place. So when we put first reading on on there, we won't be voting on it. But I do expect everybody to be doing their homework and reading them. >> Yeah, I I agree. We have >> We're
045given those in time if we don't procrastinate. >> And >> I'm not calling you out. >> I won't say I do that, but we could read them and be conversant with it. The missing piece I for me personally, I can't speak for the rest of you, you'll have to do that. But the missing component is the discussion amongst ourselves, the board. >> And it seems like this policy makes that difficult to do. It says unless the board by majority vote moves to bring it to discussion, we aren't going to discuss it. And then when we come to the second reading, we're going to call that that we've read it the second time at home if we wanted to and we're voting on it. Adopt or don't adopt and we can discuss it then, but we're
046nearly to the end of the line by then. And I I miss that opportunity to ask you what you think or you think or you think about this policy and let us go back and forth with it some. Well, I will say that I am very um I don't know what the word is, but I'm very rigid on making sure that the policy work is done in work sessions so that we do have time to have open frank discussion like we are now. Yeah. >> So, you'll notice like we submit our questions ahead of time and then we go through and we can talk through our questions and Dan brings that forward. Like there was this question about this policy work in that piece. So, to me, if someone isn't submitting their questions beforehand, then
047that tells or communicates to Dan that there isn't any questions on that policy. Okay? And there and there wouldn't be any reason why a policy couldn't be up for discussion during during that first reading. >> I just want to know I just want to know that in advance so that if those questions or discussions I'm just prepared for them. But there would be no, >> you know, nothing precluding a board member from going, I want to discuss all of these or I here's still ones, but I just want to make sure that I'm prepared to respond to them. But the board can have the discussion all at once. >> And I I have sent Dan a laundry list of policies that I want to cover. >> And oftentimes it's just a quick clarification. But at
048the time I was >> pondering what the true meaning of it was and then after a five minute or less conversation, I'm like, "Oh, got it. Moving on." >> Well, this does allow for that. We it it just would put the burden on me to come prepared to move. >> Thank you for >> put this on the agenda, you know. >> Yeah. The board had, you know, if you think about the the stipens one with the board member stipens one, that was all the board discussing what do we want to do here with these, you know, board member stipens. And clearly we landed with we don't want any of this language in here at all. >> No. Even though I felt like having it in place for a future board might have been advantageous or
049what I recommended, at the end of the day, the board said, "We don't want any of this language in here." >> Yeah. I don't want to be visited by it by the ethics committee. >> So, at the end of the day, the board hearing the board like, "Okay, that's gone." So, that was a worth, you know, definitely a a a good discussion. >> Great. Yeah, I like that. Yeah. >> All right. Um, anything else? Any other questions on BFC? And this has already been adopted with our August adoption, but we are just bringing it back up because there is like a process change that I'll do in meetings. Anything else? >> And I think we need to feel free to bring them back up, but that too. It's >> well, >> yeah, >> this is
050a job that is somewhat timeconsuming and sometimes ownorous and but if you want to do that, I I can see that. I I accept that. That's up to me to take more time and energy and do it. We appreciate you. Else, you're good. >> I'm good. >> Robert? >> Yes, ma'am. >> Hey, Jenny. Nothing. All right. I will adjourn this meeting at 6:40. >> Yes. Thank you. >> Thank you.