001All right, go ahead and call the meeting to order. First item on the agenda, well we have our quorum. So, second item approval of the agenda. >> So moved. >> Second. >> Move by Dewart, seconded by Shields Cook. All in favor say I. >> I. >> Opposed, nay. Passes 4-0. I can count. Um public forum. I'll go ahead and read our statement on public forum. That is right there. Residents of the district, students attending the district, parents or guardians of students attending the district, and district staff members may address the board about any topic relevant to the district, whether on the current agenda or not. Those who wish to speak must sign up at the beginning of the meeting. Speaker participation is limited to 3 minutes once per item. The views and opinions of citizens
002addressing the board do not necessarily reflect those of the board, district administration, or staff. Speakers should remember that Iowa prohibits the board from discussing specific employees, students, or their performance. Student speakers will state their name and school. Others will state their name and address. And no one is here, so we'll close the public forum while my thing opens. All right. Do I have legally have to read that when there's no one here? Okay. Just making sure. Next is our consent agenda. I move the board approve the consent agenda as presented. Second. All right. Um moved by Shields Cook, seconded by Ward. All in favor say I. >> I. >> Opposed, nay. Passes 4-0. And then we will move on to our reports, starting with Dr. Hawkins. >> Well, good evening, board. Um I appreciate the
003opportunity to share with you uh kind of an end-of-the-year summary of how we how things went uh this year for our district goals. Um and as we begin, you'll see that the theme of this is going to be uh we write really good goals. And what I mean by that is um we write rigorous goals, right? Our goals are not just like, "Well, we hope we move the needle a little bit." Like our our goals are pretty challenging to achieve because our goals are almost always written that we're not only will see an improvement in the district, but we'll see them for every program and demographic group. So, in order for us to accomplish a goal, we're accomplishing it for every uh group of students in our system. Our first goal area was around attendance.
004And our our goal was for again, you'll see this theme here for all district schools uh to see a percentage uh decreased percentage of students including all program and demographic groups in the students identified as being chronically absent. And uh you can see the thumbs up in that corner means we met that goal. Um and so for the second year in a row actually we've met this goal. Seeing a pretty significant decrease in chronic absenteeism for the last 2 years in a row. And the last 2 years in a row we've seen that uh that has applied to every all eight out of eight program and demographic groups. We did not write a goal around increasing positive attendance this year, but I would let the board know that we did see positive increase in attendance
005from 93.5 to 93.6. So relatively minimal, but when numbers are high it's still difficult to move that needle and four out of the uh eight program and demographic groups saw that same attendance increase. Um some of the work that we're doing in order to help accomplish that is a lot of continued work. We're continuing to have staff that are focusing on individual plans with students, communication with parents, doing a lot of problem solving and those kind of things. We're continuing to work on improving our uh initial instruction as well as our intervention systems, uh P can beyond work that is really helping to help create relevance and meaning for students, um providing them with some vision of opportunities in the local area. Um and again, what can we continue to do? Um one of the
006things that we talked about uh maybe most significant in this area was really trying to target um while we're seeing great growth, we still have some discrepancies in program and demographic groups as far as what those percentages are. So, really figuring out ways to target how do we see We've got about three groups that still see about 30% of their students being identified as chronically absent. And so, that really could and should be a focus area for us moving forward. The next area goal area was around academic achievement. Um you can see that this goal was written around growth, right? Specifically about students achieving academic growth. And it's actually measured in a couple of ways. It's measured based on their score on the ISAS, the statewide assessment of student progress, as well as on a
007variety of screening assessments. So, we wanted to see growth in more than one way in both uh English language arts and math. This is some interesting data because uh two of the data sets are a little bit uh contradictory of each other. I'll point that out as we go through it. So, the first goal here, um again, I said I said you'll see a theme we set rigorous goals. This is an interesting one. So, English language arts, you see that thumbs down. We did not meet our goal. We did um we did increase student performance uh by 5.8%. So, that's great. And we saw six out of eight program and demographic groups increase their performance on So, that's really really wonderful. Um but it still doesn't meet our goal. Our goal was everybody, and so
008we we had two program and demographic groups or demographic groups that didn't meet it. And so, we still have room to grow in accomplishing that goal. But I'm relatively pleased uh with the data around growth on ISAS. Just as a quick aside, um we don't have our ISAS reports back yet. As you might remember from some of the updates, the state is doing a renorming process this year. But what we do have is scale scores, and so we are able to use those scale scores to identify what adequate growth would look like or what at least it's looked like in past years, and apply that same formula to this year's scores. That's how we have the data even though that's not publicly released yet. This is one of the data sets that's a little confusing.
009Um we actually saw a decrease in math performance on the ISASP. The reason I say it's confusing is almost every other data set we have around math shows really good increase in scores. This is the one data set around math that we've looked at in the last 2 years that doesn't increase in scores. So, again, according to ISASP scale scores, we saw a decrease in the percentage of students growing as well as only two out of eight program or demographic groups that did see an increase. So, >> Was it a certain age group that or was it just >> been all all students who took the ISASP, so grades 3 through 11 would be included in this data set. Then when we look at our English language arts um based on our screening assessments, very
010similar very similar to what we see in ISASP. We didn't reach our goal, but we did see an increase in performance, and we saw an increase of five out of eight program and demographic groups. So, just like with ISASP, we're seeing students grow in the area of English language arts. I'm really excited to see what happens in the future years as we implement a high-quality instructional material and kind of systemic professional development around that material and the best practices associated. So, I anticipate seeing these numbers jump quite a bit as we have seen with math, but the screening assessment and the ISASP assessment in the area of growth align pretty well as far as data is concerned. This last slide that I'm going to show you around academic growth is where it produces the most
011confusion with the ISASP one. It's, to be honest, because we write relatively rigorous goals, it's pretty rare that on an academic goal we've been able to give ourselves a thumbs up. But we actually met our goal here. We saw an increase in growth um based on screening assessments in the area of math. So some students took the I-Ready assessment, some students would have taken the MAP assessment in order to um as their screener. But based upon their individual screener and how that screener defines the concept of adequate growth, collectively, all of our students are growing in the area of math, which is weird because you'd think that that would align really nicely with ISASP. And in this case it did not. That that kind of is perplexing to me. But again, it's not been very
012common, based on the way we write goals, to be able to say we've achieved an academic goal, so this is pretty exciting to me. What are we doing? Again, you you get to hear a lot about this type of stuff from me throughout the year, but we're continuing to provide professional development around best practices in math and around our high-quality instructional We adopted an HQIM for literacy and provided some foundational literacy professional development to all of our staff at the end of this year. We're working on uh the developing and adopting a high-quality instructional material for science. Um our secondary In fact, all of our schools this year have revised their approach and the tools that they're using for screening assessments, and so we see people essentially using data and making data-based decisions uh differently,
013and I would dare say better than we have in the past. We we're continuing to work around that data analysis part of our MTSS system. There's just a lot of work in our system right now around improving academics, and it's fun to see that reflected in much of this data. We go next. Um as we've talked uh in June with lots of different groups, there's lots of focus on implementing our new literacy curriculum with fidelity. So, that will be an area of focus for our system. Uh we'll continue to work with our secondary science folks on making sure they have um uh uh high-quality instructional material and the professional development that they need to implement that in the coming years. And then uh um we we started this year with some work around an instructional
014playbook, and and there's some work yet to do uh with getting that to the place where we feel like we're getting leverage from that, but that that work has started. And of course, continuing to expand our PK and Beyond work, uh creating relevance for students. Our third goal area was around the concept of school climate, and in this area we had a number of goals. One of those goals was increasing positive responses to particular questions from the Conditions for Learning Survey. If you remember last year, we met this goal, but we also had uh really um a a small number of respondents, and so we'd work this year to try to increase our uh respondents to these questions. Um in this area we did not meet our goal this year. We did increase respondents, not
015as much as I think we um Uh you can see there at the bottom that we increased uh from 586 to 746. So, a slight increase. However, I'm most excited about the fact that as of June 2nd when I was uh preparing this for a different group of people, over 95% of people who registered their children had said, "Yes, you can give this survey to our our my student next year." So, we'll have a robust data set next year when it comes to these questions. I think our admin team is pretty excited about that. We saw positive increases positive responses increase in the areas of my teachers care about me and I feel safe at school. So, that that's wonderful to think that our kids are feeling more safe and cared for by their teachers.
016But there's opportunities to grow in how students are responding to about how students treat each other, right? Both the elementary and secondary classmates being kind to each other or classmates respecting differences saw decreases in those areas. Our principals noted that when we reviewed this and I know that that was part of our discussion about how do we how do we move the needle in that area. Another goal in school climate was around reducing suspension and reducing chapter 103 restraints that the times where we have to use suspension or restraint in our work with students. Again, in the in the area of suspensions, we saw over 12% decrease in suspension. So, great numbers typically we'd look at and saw eight six out of eight program and demographic groups saw a decrease in suspension. At least one
017of the areas where there was an increase was only by one student, but again, we write rigorous goals. So, we didn't meet our goal here even though I think there's a lot to be excited about with the numbers in this area that we're reporting out on. And pretty pretty similar when it came to restraints. So, ironically neither of these areas we met our goal, but both in my at least in my opinion represent data that we should be pretty excited about. Fewer restraints, fewer restraints for five out of eight program and demographic groups, fewer suspensions for six out of eight program and demographic groups. So, we're moving in the right direction, but uh not not meeting that goal. And then, the last goal in this area was around increasing student connectedness to school uh based
018upon their involvement in an activity, either a sport or a club or a co-curricular activity, um or participation through a focus group. Um and that that participation data is all aggregated into what you'll see here, and I will tell you this is largely participation data uh taken from our secondary schools. Superintendent Grimes and I did have the opportunity to do some focus group work at an elementary as well, um but uh this participation data is is from our secondaries. Uh again, you can see um one, I guess the first thing I would point out about this is [laughter] the relatively high participation rate, right? So, moving from 74 to 76, it's great to see that participation rate increase. Um and that that's a high number to start with, right? So, nearly 2/3 of our secondary
019students are involved in either a club or a sport or a co-curricular activity. Um but we actually only saw one out of eight program or demographic groups see that increase. So, there was a uh a concerted increase in the area of students that qualify or eligible for special education services being involved and connected to the school, but a decrease in other areas. Um and so, while the overall numbers moving in the right direction, we we still have work to do in this area. Again, I've already covered some of this. Students feel safe and cared for. Um it's great to see a reduction in suspensions. We felt good about uh the fact that we opened that online school and provided other ways for kids to connect with school. I was actually just doing some work around
020that online school today and the the pretty successful um uh data coming from our first year from that. So, it's great to have that way for kids to connect with school. Um feel really good about the 95% plus uh families agreeing to allow us to to give the conditions for learning survey next year to students. I'm so excited about what that data set will show us. As I said, we have room to grow in how students are feeling uh that they're treated by their peers. Um and then of course continuing to make progress on uh suspensions, restraints, and and in particular in those groups that are not seeing those those gains. Lastly, I would want to report out to you um just some of the steps and progress that we're making in improving our MTSS,
021which again stands for multi-tiered system of supports. It's really how we think about both initial quality instruction in the area of academics, behavior, and social emotional health, as well as intervention. Um for the first time in quite some time, uh this is a maybe seems like a basic, but it's a great celebration for us that all of our schools achieved their comprehensive status. So, had we not had targeted buildings [clears throat] that were targeted simply because it was year two, we wouldn't have had any targeted buildings in our district this year. That's a great thing. Uh as you probably know, we restructured some of our leadership uh work in the district to form an academic behavior and future ready leadership team that's connecting to this MTSS work, as well as all the other work that
022we mentioned. We developed and and uh had uh uh several meetings with our district MTSS team uh for the first time since I've been in the district, which is great to have that lens on district goals and resource allocation review. Um and uh um continued work in buildings in order to improve their MTSS. Like I said, we we revised kind of our our approach to data with different um screening assessments and screening assessment processes. Um and we made some systemic progress in both literacy and math in creating some more structure around what does intervention look like. We We created a a way for there to be more consistency in how we diagnose problems and intervene in both literacy and math with specific skill discrepancies. Uh next year it will really about uh be about uh
023creating sustainability, right? So, how do we take whether that's the assessment piece that we've been working on, the teams that we formed, the way that we um form goals and involve our our staff in that goal-setting process, how do we just create sustainability within that process, uh build leadership capacity of those teams, and empower them to to use the data that they'll have access to through the screening assessments. And that's my presentation. Can I answer any questions for you? >> I just want to thank you for um sharing the the data with us. It's really helpful to lay it out. [clears throat] Um I'm happy to see on the school climate one especially the improvement in feeling supported by staff because I feel like that's the area that that the district can really make the
024most significant impact. Um and as I've put, you know, lots of thought into it over the years, that addressing the peer-to-peer stuff is is just really challenging. I just want to acknowledge that. Um and with, you know, depending upon like parental involvement and and lots of other factors, it's just hard to move the needle on that. So, but appreciate that you all will continue >> Yeah. Thank you. >> towards that. >> Thank you. >> And uh I'll I'll just add that it's it's too bad we'll only have thumbs up and thumbs down. It's nice to see that there's positive progress across pretty much all of those. Um but appreciate the rigorous standards you guys have. I'd be interested to see some of the uh kind of correlative results as well. Uh specifically thinking, you know,
025uh in terms of participation in activities. Is there any correlation to students that are involved in activities and uh feeling um you know, kindness from their peers or supported by their peers uh and some of the other criteria. I don't know if that's possible with the data set that you have. Um >> It would be, yeah. Yeah. >> So >> Yeah, it it would be possible to correlate those numbers because um now that the conditions for learning survey isn't a survey given by the state and because we want to know how those answers about being cared for by your teachers and things like that. We we want to know how that breaks down both programmatically and demographically. We do record student ID number, so we could correlate the student ID number from that survey with
026students who are participating to see is there is there the correlation you're talking about. >> Sure. >> Yeah. Yeah. Yeah, that certainly would be possible. >> All right. Thank you. >> Thank you. >> I'll make sure other board members um go back and look at this, too. So So thank you for presenting um the update and the data. What was your time goal? >> Uh 20 minutes or less. I think I did pretty well. >> [laughter] >> I clocked a little over 16. I started a smidge late, so you win. >> All right. Yeah. >> You win the M&M's. >> All [laughter] right. Thank you. >> We're on. >> Now, Superintendent Grimes, should I start with your time? Enrollment. >> Uh enrollment um as you can see from the enrollment, we are down in our
027kindergarten numbers. Um we're overall down in mainly our kindergarten sizes, but um at first blush we're down 126 students from the previous year. And then also our secondary um is not down as much, down seven. We knew that the enrollment coming in for kindergarten was going to be lower. Um just want to acknowledge that the birth rates in state of Iowa are decreasing and that especially that uh COVID time was uh when some of these numbers are now coming through the school. Uh that connects with our elementary um staffing document. I've been holding up two positions. Uh one fifth grade and one kindergarten or second grade and kindergarten positions, so we were able to uh not fill those positions and we were able to adjust staffing so that we did not have to increase um
028those positions while we were holding those positions off. So, when I first projected um staffing numbers for elementary in February, um I think I had an increase of two staff from this year to next year. Uh right now we're at net zero for that with those numbers. You will see that some of our kindergarten numbers are lower than even the board goals as average, but uh felt that's the direction we need to go for um this late in the year and then also um with projections. Really the highlights of the elementary and then um secondary just similar. Um it's more of the high school increases, so you have these bubble classes that are moving through the system. Um Any questions on enrollment? I kind of highlighted staffing as well, so the certified staffing document it
029gives you an indication of what's hired, what's transitioned or transferred, and then what's possibly not being filled. Um and then um those come down even resignations or transfers on the very bottom were transfers from Sawyer. Two one at Mitchell, and one Sawyer teacher moved to Meeker. Those are both first-year hires. And then also knowing as I usually will try to do when staffing shifts late is to give them an opportunity if they want to go back to the school they were hired originally at. Um I do like to keep those in in communication as well with our staff. >> For the enrollment, um So we had this year we were down 120. That was from the previous year, right? From 2024-2025. >> Mhm. >> And then we're down another 126. >> We made This is
030from the end of last year to this year, so over the summer. Um I will go back to our October count date, and that could shift differently than what these look on that count date. >> Looking at um I know that the fifth grade class I speak partially and totally from having a fifth grade going into sixth grader. Um I know that they have one of the smallest grades in the district. Does that bring staffing issues to the middle school then when they when they go there? >> Uh we've we reduced to staffing. We reduced to core teachers out of the sixth grade for next year. We are currently still monitoring that and whether we need to bring one back cuz our numbers show 317 or around that number. I do know there's about 12
031students in there that we do not plan on being here next year, so those numbers will be lower than what they are currently. >> [clears throat] >> For the facilities meeting A lot of it's uh well documented in the documents. Really bids for painting updates Northwestern and 13th. We're looking at um really the engineering and fees to design the U parking at the Northwestern 13th. Talked about the facilities budget. And then also the effects of our save funds. That could be impacting our budget with facilities. Give the technology update. >> [clears throat] >> And then items for the board meeting that you'll take action on with professional services for painting. And then the Northwestern 13th property design management services. And then the three-year service agreement with Siemens. Any questions on those? Gifts to the district.
032Might be the longest part of the meeting. Please note that at the end of the year a lot of our balances from our lunch program the students um donate those into our lunch hero program. We have $2,000 cash from Kenneth and Kathy Talcott from Ames for Ames High music department. We have a viola for value about 1,700 from Wendy Harris for the Ames High orchestra. $1,000 cash from Sinzenzen Durban and Paul Durban, Ames High physics department. $875 cash from the Ames Education Foundation for the Lunch Hero program. $626 cash anonymous Lunch Hero program. $588 cash from the Delta Kappa Gamma for the Northwest Northwood Preschool. $200 cash from the Ames Historical Society Museum for Mitchell Elementary School. $63 cash from Annie Almquist Lunch Hero program. $60 cash from Ann Arenstein for Lunch Hero program. $44
033cash from Dan Scheffel Lunch Hero program. Dawn Scheffel Lunch Hero program. $38 cash from Julie Sexton for the Lunch Hero program. $33 cash from Marcy Eli for the Lunch Hero program. $31 cash from Janelle Crow for the Lunch Hero program. $460 cash from Brandon Colwell Lunch Hero program. $25 cash from Bradley Altali for Hope Pantry. $20 cash from Shimrine Cat Catas Cataseries Hope Pantry. $19 cash from Nia Mo Maracha for the Lunch Hero program. $11 cash from Paul Flag for the Lunch Hero program. $9 cash from Chris Meath uh Lunch Hero program. $8 cash from Katrina uh Kindred Smith for the Lunch Hero program. $7 cash from Leo Williamson for the Lunch Hero program. $6 cash from Melinda Kimball Garrison Lunch Hero program and $2 cash from Don Cowles for Lunch Hero program. Thank you
034for all those that have uh donated and contributed uh dollars for our gifts. >> All right. So, next we will move to Sheri. Okay. [snorts] So, um what I'm going to go over tonight is our renewal um for our EMC property and casualty insurance and then our work comp insurance. So, um you know, we've been monitoring our work comp premiums for several years now and we did receive some good news. Um our mod rating um reduced from 2.52 to 2.19. So, because of that reduction in mod, um I know that our first quote came back even. And I know um so, we do want to give a shout out to Steve, Andrew, and Susan at Assured Partners because they're like, you know, they reduced their mod a lot. Um our actual expenditures have went down
035several hundred thousand dollars. So, we did receive um a credit of 50,575 for our work comp insurance. So, well, our premiums that are the payout this year has only been like 132,000, our premium is going to be 612,000 because your mod is based on a 3-year average. And so, for the we need a couple of our bad years to fall off before we'll receive you know, see a significant increase um in our work comp premium. But, Berkshire Hathaway's um the carrier that came back with um the best quote for the premium this year. So, we'll stay with them. They've been a good partner for us this year. Um so, we are pleased with that. So, um because of that reduction and even with evaluation increases in our buildings and um you know, the our wages
036go up every year for our staff. And so, you know, our linebacker coverage and all the all that increases every year. So, our overall savings is going to be $3,460, which is better than any increase out there. So, I do appreciate the savings and that will help our management fund levy. So, that's wonderful. Um the we we all be having an inspection services. They usually pick one school a year, you know, that they come in and you know, do a whole walk through and stuff on. So, this year they selected Edwards Elementary, so we will have some E&C members on site doing a walk through for that. The only other things that really increased were um our property deductible increased from $10,000 to $25,000, which I mean we can buy that down, but for the
037cost that it costs to buy that down, we can pay the deductible out of our management fund as well. So, that doesn't hit our general fund either. So, the cost of the premium really doesn't offset that $15,000 difference. And then our line backer deductible increased from 2,000 to 5,000. So, that that's like if we have like a BOEE complaint or um you know, just any type of of of a complaint on a staff member that, you know, goes to the gets to the insurance level, that's what our deductible would be for that. Overall, I think we were pretty pleased with um with our premium. Do you have any questions on either of the Thank you. >> All right, thank you. Um anything from board members? Sabrina and I Sabrina and I Sabrina and I that's
038not easy to say uh went to the IASB summit on student success. That was good. Um We had some good ideas that we'll try to bring into some work sessions later, but >> Nice. >> Um, all right, old business. Our policies for action. Um, and these we discussed last time, Sabrina. Do you have anything to add? >> Um, I don't think so. The Yeah, we discussed this last meeting. Um, I move the board approve the policies as presented. >> Second. >> All right, any discussion? >> I think the only uh one that I was kind of hoping to get some uh feedback from or just some background on is the um flip to it. It's the competency-based education. It's a new one. Uh, and just so what what is that policy and what does it
039mean for our district? Just mostly curious. >> You want to It's intended to allow um administrators to use different evidence of competency to earn credits towards graduation to allow students um for whom the traditional high school setting isn't the the best fit for them to earn credits in another way um so that they can progress and graduate as well. Did I do a good >> You did a great job. That's very well said. Yep. The only thing I might add is uh there would be the potential we uh this is way maybe a ways in the future, but there would be the potential for us to consider different PK and beyond experiences for students that would correlate also to the standards that um are set forth for them potentially to earn some credit for that
040as well. Uh, but that was a fantastic answer. >> Excellent. >> All right. Uh, this is moved by Shields Cook, seconded by Deward. All in favor, say I. >> I. >> Opposed, nay. That passes 4-0. And that's underneath all of those. Our new business, we have our gifts to the district. >> I move the board to approve the gifts as presented. >> Second. >> All right, any discussion? Move by the word, second by Shields Cook. All in favor say I. >> I. >> Opposed, nay. Passes 4-0. And then next we have policies for discussion. And I will hand that over to you. >> So these these are This is the first read of these policies from our meeting now May 19th. Um >> So it's fresh in your mind. >> I know exactly. [laughter] I'm
041like trying to remember between the April one and the May one. Um nothing I think super surprising here. Um mostly like bringing things into alignment with changes to the code or into alignment with our actual practice. >> Questions on any of these? All right, then we can move to our a renewal of EMC property and casualty and work comp. >> I move the board to approve the renewal for EMC property and casualty insurance and Berkshire Hathaway's work comp insurance in the amount of $1,408,341. >> Second. >> All right, so yeah, this is what Sherry just talked to us about. >> [clears throat] >> Any questions or discussion? All right, so move by the word, second by Shields Cook. All in favor say I. >> I. >> Opposed, nay. Passes 4-0. And then we have our
042substitute and support staff starting pay rates. >> Move the board to approve the substitute rates and support staff starting rates of pay for 2026-27 as presented. >> Second. >> All right. Any questions or discussion? All right. Moved by Shields Cook, seconded by Baumgardner. All in favor say I. >> I. >> Opposed, nay. Passes 4-0. And our interior painting. >> I move the board to approve option number two of J.C. Tallman's proposal for interior painting at Ames Middle School as presented. >> Second. >> All right. And this is what um part of what Superintendent Grimes was just talking about with our from the facilities update. Is there any questions or discussion? All right. Moved by De Ward, seconded by Baumgardner. All in favor say I. >> I. >> Opposed, nay. Passes 4-0. Tenfold. >> I move
043the board to approve Tenfold's architecture proposal for design services for phase two parking and driveway of the redevelopment of the property at Northwestern Avenue and 13th Street. >> Second. Any questions or discussion? All right. Moved by Baumgardner, seconded by De Ward. All in favor say I. >> I. >> Opposed, nay. Passes 4-0. And Snyder and Associates. >> I move the board to approve the professional services agreement with Snyder and Associates for property survey services for the property at Northwestern Avenue and 13th Street. >> Second. Any discussion? All right. Moved by Baumgardner, uh seconded by Shields Cook. All in favor say I. >> I. >> Passes 4-0. I have no um specific ask for Superintendent uh for the Superintendent. So, at some point maybe the correlation, if that's interesting. Um and board planning calendar. We will
044not see each other again until July 13th. >> What? What? >> That's my son and husband's birthday. >> Oh, no. >> Lucky them. >> [laughter] >> My birthday is tomorrow, yeah. >> Oh. >> I think they should come to the meeting. >> But Charlie would love it. That's don't ask for things you don't >> [laughter] >> Don't ask for things. >> I get it. >> All right. Um and I think we might have a facilities meeting before then, too. I didn't pull the link up, but Um I think that's everything. >> I move we adjourn. >> Second. Move by Shields-Cook, second by Leeward. All in favor say I. >> I. >> Opposed, nay. Passes 4-0. Thank you all for coming to the meeting tonight. >> That was speedy quick.