001We will go ahead and jump straight into Miss Cody's financial report. Wait on her to release it. Got it. Okay. Um, we'll start with the October budget amendments. We had two. A $71,500 increase for the preschool disability grant >> and a $41,000 decrease for the um residential treatment facility grant. Then moving on to the general fund and looking at overall activity in November, revenues were at 25.1% of budget and expenses were at 29.2%. The budget position at the end of October was 33%. Then regarding sales tax collections, we received September collections in October in the amount of 2,994,54343. Uh for comparison, sales tax collections received in October 2025 were 5.6% higher than October of 2024. Any questions on the financials? So then moving on to the investments. Um in October interest received was $443,8425. Right.
002Any questions? >> We will move on to the strategic plan update. Somebody if you will >> click on the Yeah, that the comparison. >> Yeah, click on Excel. Do we have that in our packet too? >> No. >> So, um, >> document >> Dr. Nelson had sent out uh an email earlier in the week that that gave a >> Thank you. >> they gave a description of where we stand currently with the strategic plan and she provided this this spreadsheet as well. But, uh, basically wanted to talk a little bit about that, but also talk about going forward, you know, the the plan going forward. Uh, with our strategic plan, we're currently in year four of of a five-year plan. And the plan at this point, we've we've eliminated some of the items that have
003now just basically become everyday normal operation. So, there's no reason to to keep them on the plan. And so on on the actual plan like one is on the left hand side 1B2 use of Google shared drives for school system and schooling system resources if you the notes column we we've deleted something such as that because that is normal operations and and rather than trying to keep track of all that on this very lengthy plan we've we've removed those and then uh so on the right hand side of this >> she can look on mine Susan you can look on mine >> well thank you I have it on my too. So, >> thank you. You're welcome. >> So, on the right hand side is is where we where Dr. Nelson has streamlined things to
004uh to make it a little more concise. So, you know, again, she had sent that out with some descriptions. There's nothing that's really been added to it. It's it's it's just really uh as we're working through again the fourth year of this five-year plan is is where we stand. So also I wanted to point out if Miss Haywood if you will go to the link that's embedded the uh there yes on our web page where we have a description of the strategic plan and and the process we will go down to the to the very bottom of the plan of the page and this is you know for our keep on going to this is our the actual plan where we stand year four or five But and this is kind of for our some
005of our new board members. Is that the web page? >> Yes, sir. >> There. There we go. At the very bottom of the web page are the archive uh plans for each year. So you can kind of go back and kind of see the history of where we were. But one thing I wanted to talk about is going forward. Um we are in year four now. So we do have the remainder of this year plus next year. But it is we're the time is coming quickly that where we need to start developing the new strategic plan and I know as we've gone to some of the conferences and sess kind of developing a template or what we need to do here but as we roll into late spring our our plan is at that point
006to start engaging the board and the community in in what is important and what we need to focus on going forward. So this spring you can expect to start seeing that and then and as we move into next fall we will really begin the process of of hammering out the new plan so as we approach the budget season coming this time next school year we have our strategic plan developed for the next year so that we can align our budget to that at the same time. So >> thank you. >> Any questions on on that? Uh and and one of our intentions as we move with the new plan, which I know I've had this conversation individually with some of you, is um is our plan now is kind of morphed into more of a
007kind of a a checklist of items. We want to make it a little more quantitative and some more measurable goals and objectives as we move forward with the with the new plan. >> Any questions on that? >> And Dr. Nelson is here if anybody has any specific questions. >> Good. Right. Next we have uh Mr. Farah here to uh provide us with a CCPI data update. This is the uh this is the data from our last year's end of year testing that the state is now again slowly releasing. But we we now we're now at a point where we can start presenting some more comprehensive data. Um, good evening members of the board. Uh, I appreciate the opportunity to speak tonight. I'd like to share some observations and insights regarding Glen Countyy's performance on college
008and career readiness index, also known as CCRPI, uh, metrics, highlighting both achievements and trends across our schools. My goal is to provide a clear overview of how our students are performing and progressing as reflected in the state assessments and other key indicators. To start, I want to provide a quick review of what the CCRPI is and what it is not. The CCRPI is Georgia's statewide accountability system and one source of information about a school's performance. Under the federal Every Student Succeeds Act, states are required to have a statewide accountability system that provides information on how well schools are performing. The CCRPI is not the final word on a school's performance or quality. All schools face different challenges and there's no simple way to sum up performances in a single score. The CCRPI should be used
009to examine performance, determine strengths and weaknesses and identify solutions. With that being said, um the Georgia Department of Education used to calculate a single score, no longer does so, but the Governor's Office of Student Achievement, which is what GOSA represents, um they do calculate a single score, and the components that are um used to compute that single score, uh are what make up our CCRPI. So, the four components at the elementary and middle school levels are content mastery, progress, closing gaps, and readiness. And you can see the weight that the overall single score um makes up of that one score when GOA puts that out. Those scores are currently embargoed. Um we can obviously take what we have here and we can compute them if we wanted to, but that's what each one car what
010the weight of each one is. Uh at the high school level, you'll see the same four with the addition of the graduation rate at 15%. um and they removed 5% off progress in order to account for um the difference in that additional component. Now, before we review each of those components, uh I wanted to highlight how we rank in comparison to the other 18 districts that are served under first district GREA. At the elementary level, we rank fourth in content mastery and in readiness and second in progress. At the middle school level, we rank fifth in content mastery, fourth in progress, and third in readiness. And at the high school level, we rank first in content mastery, closing gaps, readiness, graduation rate, and we rank second in progress. So, I think there's a lot to
011be proud of there. >> Could you quickly say how many were in the total? >> 18. >> So, there's 19 total schools. >> Okay. Um >> it's all the first district recesses. So pretty much southeast Georgia county and over states for >> 19 total districts I should say not schools. >> So now we're going to look at content mastery. Content mastery reflects how well students are performing on state assessments and whether they are on track uh for the next grade, college or career. Essentially, content mastery is purely based on achievement. Each student's achievement level on Georgia Milestones end of grade or EOG assessments, Georgia Milestones End of course or EOCC assessments, and the Georgia alternative assessments, GAA, earns a numerical value between 0ero to 1.5. A school's achievement rate for each tested content area is
012calculated by multiplying the percentage of students at each achievement level by its assigned value. Once each once each content area's rate is determined, the areas are weighted based on the number of tested subjects at each grade band and weighted results are combined to produce the school's overall content mastery score. For example, at the elementary school level, we have seven tests that are given. ELA in third, fourth, and fifth grade that counts as three. Math in third, fourth, and fifth grade counts as three. And science in fifth grade, that counts as one. Therefore, the overall content mastery score for ELA is weighted at 37th or 42.86% of the overall score. Math would be the same and then science because it is weighted as the one out of seven is 17th or 14.28%. So, with that in
013mind, I'm going to shift to our longitudinal data at the elementary level for SY25. Glen County's overall elementary content mastery score remains above the state average of 68. There were five schools, Golden Isles, Greer, Ogulthorp Point, Satillaa Marsh, and St. Simon's Elementary that also outperformed the state. Goodyear Elementary demonstrates notable improvement with gains across the three-year trend that represent a statistically significant increase in achievement. While several schools show slight decreases compared to SY24, most remain above their SY23 levels and the overall pattern reflects stable performance. For SY25, Glen County's overall middle school content mastery score remains above the state average of 65.6. Three schools, Glenn Middle, Needwood, and RZley, also exceed the exceed the state average with Glenn and Needwood doing so for three consecutive years. Needwood Middle and Rley Middle show the most notable
014gains with both schools increasing steadily each year. Glenn Middle shows a slight decrease from SY24, but its SY25 score of 74.3 remains strong and still above its SY23 level. Jacon Middle shows a small decline in SY25 reflecting a modest shift with a relatively stable performance range. And at the high school level, Glen County's overall high school content mastery score for SY25 is 91.4, continuing a strong upward trend and remaining well above the state average of 69.2. Both high schools significantly outperform the state in SY25 and each has maintained a three-year pattern of exceeding the state average. Brunswick High shows substantial growth, rising from 73.7 in SY23 to 84.2 in SY25, a notable three-year upward trajectory. Glenn Academy continues its consistent pattern of high achievement, increasing each year and reaching 97.8, which out of all the
015schools in our district, they have the highest score. Any questions so far? All right, we'll move on to progress. So that is another component which as you recall from the first few slides that's 35% of the overall single score when we look at it at elementary and middle and 30% at the high school level. Progress is focused on growth. Um it is a critical domain designed to answer the fundamental question how much growth are students demonstrating. It utilizes three indicators to measure to measure academic growth in a fair and comprehensive way ensuring we assess growth from every student's starting point. The total progress is score is derived from a weighted average of these three possible indicators. Indicators one and two align with growth in ELA and growth in math. Growth for these two content areas
016is determined by student growth percentiles, also known as SGPS, based on results from Georgia Milestones assessments, and categorical SGPS on the Georgia alternative assessments. An SGP is a normative score ranging from 1 to 99. It describes the amount of growth a student demonstrated from the prior year to the current year relative to academically similar students from across the state. The SGP ensures equity by taking into account a student's starting achievement level. For example, a student with an SGP of 70 grew more than 70% of their academic peers who started at a similar achievement level. This means that all students, regardless of whether they are high achieving or low achieving, have the the opportunity to demonstrate high growth. A school's growth rate for each tested content area is calculated by multiplying the percentage of students at
017each SGP level by its assigned value that you can see in the charts here. The third indicator is progress toward English language proficiency on access tests. Progress for this indicator is calculated by multiplying the percentage of students who achieved a specific level of performance band movement ranging from no positive movement to moved more than one band by the corresponding point value. And those are represented by these two charts you see down here. The final progress component score is a weighted average based on which indicators apply to the school student population. In Glen County, most of our schools are going to fall in C category one where ELA The growth in ELA is worth 45%. Growth in math is 45% and English language proficiency at 10%. We have two elementary schools that would be represented by
018scenario two. So with that in mind, we'll look at our trends for SY25. Seven elementary schools along with Glen County's overall elementary progress score remain above the state average. Glenn County along with five elementary schools have maintained averages above the state for three consecutive years. Overall scores and trends in progress indicate minor fluctuations suggesting that students are receiving instruction that effectively supports growth. Sustaining this high growth may translate to higher achievement gains in future years. In SY25, two middle schools, Needwood and Risley, along with Glen County's overall middle middle progress score remain above the state average. Additionally, needwood and the district score have maintained above the state average for three consecutive years. Glen County and its high schools consistently outperform the state average by a wide margin with all scores well above 90 compared to
019the states low 80s. The next component is readiness. I know there's a lot on this screen. We're not going to go over all of it. Uh the CCRPI readiness component details if students are prepared for their next academic or career step. At the elementary and middle school level, they use three indicators that are equally weighted, so each is a third um to determine ready overall readiness score. Those three indicators are at or above grade level reading, which you can see the reference chart on the right. Um that outlines the Lexile band ranges that a student must fall in by their grade level in order to meet that metric. Um the second indicator is student attendance and that's looking at the percent of students that were absent less than 10% of enrolled days. And then the
020final is beyond the core and that's looking to see that we are uh the percent of students that are earning a passing score in fine arts, world language, career exploratory or computer science at the elementary level with the addition of physical education and health at the middle school level on top of those other ones I already mentioned. Then at the high school, very similar in the first two at or above grade level reading. We also have student attendance, accelerated enrollment, pathway completion, and then college and career readiness. All of those are weighted equally at 20%. Any questions before we look at >> I just have not necessarily a question, but just an observation that I wanted to point out. So in elementary and middle, you're looking at student attendance being a third of the readiness
021score and 20% in high school. So oneif of the readiness score. It's not always a factor that we can control and I think I've mentioned it before. Parents need to realize that kids can't learn to their full potential if they're not in school. So that's really something I would like, you know, the community to understand that is a factor in all of these scores. and and we need our kids in the schools. >> And and overall, I'll piggy back off that and correct me if I'm wrong, 15.7% >> 15.9% overall of our students were were absent 10% or more of enrolled. So I mean that's pretty significant when you say almost 16%. That's down from 19.5 >> five the year before and I think 22 or so >> the year before that. Yeah, I know.
022Coming out of co we saw >> but it's it's still pretty significant when you look at almost 16%. >> Yeah. So better but still needs work. >> Thank you. >> All right. So knowing the factors that contribute to our overall score score for readiness at the elementary level. Uh we have six elementary schools along with Glen County's overall elementary readiness score remaining above the state average. Overall scores have remained consistent from SY23 to SY25 with minor fluctuations in scores that don't show to be statistically significant. However, Goodyear has seen a steady and significant increase over this three-year time period relative to the other schools. At the middle school level, three of the middle schools along with Glenn's overall readiness score remain above the state average. Glenn Middle and needed wood and the district score have
023remained above the state average for three consecutive years. Overall scores have remained consistent from SY23 to SY25 with minor fluctuations in scores that don't show to be statistically significant. However, Grizzly Middle has seen a steady and significant increase over the three-year time period. Brunswick High Glenn Academy and the district's overall high school readiness score from SY23 to SY25 remain above the state score and continue to show a strong upward trend each year. Closing gaps, that's going to be the final component for elementary and middle school. Closing gaps looks to answer the question, are all students in all student subgroups making improvements in achievement rates? Due to the closing gap component gaps component not being comparable between SY 24 and SY25, we're not going to look as in-depth at the comp the components data. Um, however,
024I do want to share some highlights of things that I observed. Um, and this is directly from the state sharing with us that they are not directly comparable whereas the other components are. Um so at the elementary level there are five schools with scores surpassing the state's elementary score of 75. Four of those schools had scores at 90 or above in the closing gaps category. Three of our elementary school schools showed gains of 10 points or higher compared to their score in SY 24. At the middle school level, there were two schools with gains of 10 points or higher compared to SY 24 and one school showing significant improvement in SY24 and SY25 compared to their SY23 score. And at the high school level, both high schools have two consecutive years scoring 100 or higher,
025which means you would get a 100 plus on the CCRPI website, um, which is significantly surpassing the SY25 state score of 71.3. The graduation graduation rate component aims to capture if students are graduating from high school with a regular diploma within four or five years. I know this uh component has already been presented to you all before but it is part of the overall CCRPI um metrics as well. So just bringing this up again um this indicator the indicators of this component include the four-year cohort graduation rate which is 66.67% 67% of the weighted average. Um, and then the 5-year cohort grad grad weight, which is rated at 33.33%. As you can observe, our high schools have maintained a grad rate component score well above the state average uh with both schools continuing to continuing
026to improve each year. So, those are the five components at the high school level and the four you all saw at elementary and middle. Um, in closing, I I want to thank you all for your time and attention. Uh, I welcome any questions you all may have, and I would be glad to provide a more in-depth discussion about CCRPI and how it's calculated should any board members ever wish to explore it further. I had a great session with several of you yesterday. Um, and I want to thank you all again for that because I really did enjoy that. >> We did too. Thank you for all that you did. >> Good. >> I had a question. So any any adjustments we make with uh like the new school when we closed Glendale down, it's going
027to shake some things up. It's going to impact it as well as the uh in the elementary level. So once we really address and and finally u make a decision on the new redistricting that's going to impact these elementary and middle school. >> Yeah. And some some more than others, but it will it will not just touch Glendale. Yes, it will it will touch all 10 schools, but some some significantly more than others just just due to the nature of of moving a school from one location to another. So So at that point, yeah, this the the I guess the content mastery and scores like that from school to school comparison, it will be kind of difficult for a couple of years, but the progress scores, they kind of follow the actual students. So that's
028a little that would be a little bit still still of a comparison >> and the closing gap will be adjusted >> be impacted. >> That's the same thing that falls. >> One thing I appreciate from y'all was I got to enjoy Atlanta being able to say our graduation rate is 99%. I thoroughly enjoyed that because it was 48 when I started. So saying 98 was very good or 99. >> Any other questions? >> So just just at the high level just a general question. And so the high schools look great. I mean that's that's really really good news. I could help but notice you know some like on the progress slide there was there were a few a couple or a few elementary schools had like a sharp decline. You don't have to necessarily go
029back but and I assume they are on top of you know what issues are but is it mostly going from you know we're tracking them from second to third grade and there something is there a significant change in curriculum or like what's causing a sharp decline overall in progress as that formula's considered >> well you look at the first two just looking at at a real sharp decline from last year and I don't know a lot of times it's you know whatever I I don't really know. I'm out of the classroom, but is it is it because they're going from fourth to fifth or what what are we what they have? Some of that some of it is, you know, >> and I know we can't I don't know. Some of it is standards changes
030and we're trying to trying to keep up with that and and we do know there were some deficits in some of the things we were doing from from a st from addressing the standards. >> So that that that plays a part in as well. The good thing is that we have started um map testing this week which kind of gives us a middle of the year read on how the schools are doing and they look really good. >> Okay. >> So, but we you know we do recognize that we have some areas that we need to work on and we've already started >> and I know you're on top of it and I know you get right down to the child and to the individual student and so we don't need to drill down that
031far tonight. I was just curious about it. >> Right. Yes, it does drill down to the individual student, the individual class and the individual teachers as well. that we can draw. >> Are there any quick overall explanations? >> Um I I think that we felt like we needed to equip our teachers a little bit better with our um curriculum and so we've provided some professional learning and some differentiated small groupoup professional learning within some of those schools. um that that is one area and you also have to think about the makeup of of the schools can sometimes change. So it could be you know it's different groups of kids. So there's you know there's a lot of different factors. It could be new staff that were there last year and you know may have now
032not be there. There's a lot of different >> you just quickly but but those have been addressed. >> Yes sir. And one thing to point out with progress scores as well. Um, and Mr. Holsey, I'm sure you already knew this. I mean, for any kid to count in a progress score, you have to have two consecutive years of scores. So, third grade is not included in this because they only test their first grade year, their third grade year. That's their first timing testing. So, you start progresses in fourth grade and then we'll see it moving forward as long as they have two consecutive years of scores. Similarly, in that same area in the middle schools, you see two made a decline and the other two made an increase. So, is there anything from the two
033that increase that we can take and apply to the two decreasing schools in that area? >> We would say that that's a tier one instructional issue. >> We would say that that's a tier one instructional issue. And so we're trying to have um as through our PLC's that are going on amongst the districts, we are having the two schools that um saw the increase share with the teachers at the other two schools was kind of some of the strategies that they've used. >> Yeah. >> And try and produce those results. >> Yeah, I think that's great for knowledge sharing when you're seeing successes like that. So I appreciate you coordinating that. >> I think we've tried to be more collaborative with across the school. We um twice we have met all the teachers in one
034grade level um at different areas of the school to kind of you know when you have collaborate hear new ideas from other schools it's it's beneficial and our teachers really have enjoyed that. >> Good. Yeah, I think that's a good idea as well. >> To Mr. McBay's point, I I think there is a there was a curricular issue at the especially at the middle school level for ELA last year. We taught the curriculum with Fidelity. I'm not sure that from based upon what we saw with the assessments and our teachers that the curriculum was aligned to the to the standard. And so we did make a curricular change this year and we've seen to his point that that has produced much better results. It's extremely a little bit more rigorous for our students, but that's
035what they're going to face when we get to these assessments. >> So we need to make sure that we're preparing students for that. >> Yep. Okay. The the issue with the struggle always with data like this is it lags. >> And so we're looking at data from last year and December when >> halfway through the year. >> We're already halfway through the year. >> So we need to make sure we're making those decisions in the spring. And I think Miss Renee and I have tried to do that. >> Okay, great. Just through the map testing and benchmarking. >> Yeah. >> Thank you. >> I was a little confused by and it wasn't in the presentation, but I I might be making this up in years past. Will we will we eventually get like a an
036overall score like a county score? This is your CC RPI score. >> Yeah. So the the >> maybe it's not ready yet. You already have to figure it or >> the the Georgia Department of Education does not calculate and does not produce a single score. the governor's office student achievement and they are in the process of doing that right now >> and they've asked they the score is embargo although although we can create we can we can do it ourselves >> uh based off because we know the formula but they've asked us not to report any scores until they've confirmed everything on their end. it. I would predict in the next month it would probably come out >> may come out tomorrow. >> And to your point, there's one for each grade band and then
037there's an overall district one and the overall district >> is impacted by the weight of how many students are in each grade band. So that's what factors into the overall district score. >> Thank you. >> All right. >> Any more questions? >> Thank you very much. All right, we will move to the facilities update. Mr. Haywood. >> All right, good afternoon everyone or good evening everyone. I'll just quickly go over our facility updates of the projects that we have going on. Overall, all of our projects are progressing well. Um, I did not include any pictures from from Glendale because at this point the Glendale replacement because at this point it's still just a lot of dirt. They're continuing to bring in more dirt. They are bringing in um some subgrade and some rock now. Um
038some base rock on the bus loops and and in the parent drop offs. And we finally got clearance to we were waiting to clear two more roads and we finally got clearance. So those roads are cleared now. And again, Ridge Enterprises is in the process now of doing the subgrade on those roads. Um, Joint Water and Sewer Commission met out there on site today to begin installing. Uh, power has been run in the transformer has been set. Uh, now all of the storm drain pipes and the boxes have arrived. They're now on site. And, um, again, like I said, phase two, which is the site development, is is coming to a close now. and looking to start uh phase three, which is the building construction late December, early January, pouring footers out at the site.
039Um, RH Tyson will get their construction trailer out there probably uh the end of this week or next week, early next week, get the trailer moved out there. So, things are going uh pretty well, really well right now. Um, as far as our performing arts center, this is, of course, the main entrance coming in on the left. And this is the lobby. Once you soon as you walk through those glass, main glass doors, this is what the lobby looks like at this point. Um, and then going on to the next slide, we go actually go into the auditorium. They just laid the flooring and it looks really good. Um, they finished that on Tuesday the 9th and this one picture is from ground level and I went up in the balcony area to take this
040picture. Um, but the flooring looks really really good. Um, and it's progressing well. This is the hallway here on the left to where all of the restrooms, dressing rooms, um, all that stuff goes down that hallway. And that hallway bends to the left, goes around. More restrooms, more dressing rooms. And on the right, this is one of the restrooms. Floor is already tiled, and they got it covered up to protect it. But, um, that's one of the restrooms, and they got another one just like it on the other side of it. We move on to the BHS fieldhouse. Before you move on, is the performing arts center on schedule? Initially, they were saying it would be ready late January, early February. And when I spoke with the construction manager, he said it's looking like March
041now um to for completion. And now we move on to the fieldhouse. This one on the left, this is the if you look at it from the Alama Street side, Alama Avenue side, this is what you see. This right here will be the main entrance that everyone, the students and everyone, players will go into, coaches will go into this entrance here on the right. >> That's the John Willis way. >> Yes, that's that's John Willis Way. >> And that'll be when you coming up. That'll be on your left coming through this this roadway right here and parking lot. And this is just another view that you know, you can see them pouring the sidewalks now, pouring in curbing around the building. The picture on the left, when you come through these when you come through
042these double doors, you will walk into this hallway right here. Um, all the painting is done with the exception of just some touchup. They're installing the handrails. As you can see, the picture on the right is a picture of the training room, and they have done the cabinetry, and they'll be installing the tubs here uh in the near future. You can see the ceiling grid is up, and they'll be, you know, putting the tiles in as that moves along. And then this is the interior of it. Once you when you come through those glass doors, get into the hallway. If you make an immediate right, you'll walk right in. You can see it on the picture on the on the right. This is the doorway coming out of that hallway. These two right here are
043the coach's offices and they have windows where they if they're in there, they'll be able to see out. But this is this is it. Um you can see the window systems uh have been installed completely. The cow walls, the sock ducts are up, the ceiling is complete. So, it's moving along uh very well. Next week they will start uh putting down the rubber flooring. And then lastly, our BOE wing 4. Again, not a whole lot to see. I mean, this is the fourth time we've done it now, but they're getting ready to start uh putting some stuckle on the outside of the building. This is the hallway where the restrooms will be, just like wing one, two, and three. And this is just a couple of office spaces. Um on that wing putting up uh
044duct work, running network cables, and it's moving along pretty well. It's looking like it may be mid January before it is complete on this one here. Any questions on the projects that we have going on at this point? >> Hey, um Glenn Glendale, is that Oki Finoi Power or Georgia Power P? >> It's going to be Okino. It'll be Oki Finoi. Georgia Georgia Power doesn't have any lines. They would have had to run cuz their closest lines would have been like out on 341 in the Sterling area. So, um, we we'll be with they'll be the only school that be on Oki Finoi. All right. And moving on lastly to the good report. Go to page six of our summary report. And as you can see, our most recent collection, we took in 3,135,52468. Um,
045this was our second lowest um that we brought in uh previous to last month. Last month, we bought in 2.9, but again, it's still higher than last year. As you can see, we at 2.8 and then two years ago, it was 2.9. So, um, that's our collection. And up to date, East 5 has taken in a little over $23 million in total. Just a little over 23 million in total. Any questions on the good report? All right. Thank you very much. All right. And I believe that concludes our agenda. Um do you have uh um legal and personnel? >> I had land too >> and land. >> So here a motion to go in executive session for land legal and personnel. >> So move by and tribunal but a question about a tribunal. >> Okay.
046>> Second by Miss Lee. Any discussion? All those in favor? All right, cool. 6. Mr. Dodge is traveling. He's in the air. returned to open session. So moved >> moved by Mr. Jackson second. >> Second by Miss Lee. Any discussion? All those in favor. Motion to adjurnn. So move second. Moved by Mr. Dollar. Second by Mr. Jackson. All those in favor? 6. Thank you'all. Proceed.