001Good evening, everybody. It's good to see you all. Welcome to the April 13th, 2026 Board of Education meeting. Can we have a roll call, please? Here. Here. Thank you. Okay, so in our open session, the first item is comments from the public. Dr. Davis, do we have any comments from the public? >> Yes, we do. We have five comments from the public this evening. And um This is just uh introduction to public comment. Speakers who have signed up uh for public comments will be invited in the order they signed up to address the board for up to 3 minutes. I will keep time and signal you at the when you have 2 minutes left, 1 minute left um as a courtesy. I'll let you know when it's time to stop at the 3-minute mark. Speakers
002are asked to come forward and speak at the left turn up here. Please state your name and address. Public comments generally pertain to school district matters, but comments about any individuals are expressly prohibited. Please understand the school board does not respond to public comments, but will listen carefully and will follow up as the board deems appropriate. Our first speaker this evening is Veronica McKinney. Good evening, everyone. Is it on? Okay, sorry. Yes. I am here on behalf of the support staff union to formally request reconsideration of a proposed reduction in workforce regarding the receiving room manager position. While we understand the complexities of the current budget, eliminating this role creates a structural and ethical dilemma that outweighs the perceived cost savings. The work does not disappear. Our internal analysis indicates that over 75% of core
003responsibilities of the receiving room manager will remain essential post elimination. Logistics, safety compliance, and inventory oversight are not optional tasks in a functioning school district. Eliminating the position without eliminating the work does not reduce the workload. It shifts those responsibilities to remaining staff without clear adjustments in compensation or capacity, raising concerns about sustainability. 2 minutes. Unreasonable workload and staff well-being. The support staff member currently slated to absorb these duties is already hard working. This individual has already stepped up to manage the workload of two full-time positions. To mandate a third major area of responsibility is not just inefficient, it's it is unsustainable. We cannot advocate for student mental health while simultaneously creating a grind culture for the staff who support them. Overburdened staff are prone to errors, and in a dark environment, errors lead to
004safety ha- hazards and financial mismanagement of delivered goods. We are setting a dedicated employee up for failure rather than proceeding providing a road to success. 1 minute. We ask the board to look beyond the spreadsheet and see the operational reality. We propose a meeting to discuss alternative cost-saving measure measures that do not involve the exploitation of one of our hard-working support staff. Let's ensure our district remains a place where success is possible for everyone and not just a word in a mission statement. Thank you. Uh our next speaker is Emily Larson. I pass on my time. Since you finished. Oh, okay. Uh next up is and I apologize as for the handwriting. I'm trying to read, but um H. Wambo? Okay. Yep. Hi, board. My name is Eunice Wambo, and I'm a member of the
005Restorative Justice Club here at ETHS. Together, we are piloting an amazing restorative project through the Moran Center for Youth Advocacy. This is where we facilitate weekly circles with the fourth and fifth grade students at Oakton Elementary at school every Monday. I've been working with the Moran Center for almost 3 years now, and I've been deeply trained in restorative practices. We have seen the power of those practices in circles we facilitated at ETHS and now currently with Oakton Elementary students. In our circles at Oakton, we're seeing in real time, talking to students as a whole, and building connections from there. Not only in classrooms, but throughout the whole school. My experience has convinced me of the power and value of a whole school restorative justice program and its long-lasting effects with students. We've accomplished so much
006restoratively at Oakton and in our Evanston community, but not here at our home school, not at ETHS. Now, that seems way too hard to grasp here. District 202 eliminated the lead restorative justice coordinator position on staff, making us feel discouraged, unseen, and unsupported. Even so, we sincerely hope that is not the end for restorative efforts at ETHS. What motivated us to share this with you is that our own experience of restorative justice as a philosophy of transformation and how effective it is on so many levels. We are asking for a restorative youth council here at the high school where staff and students both hold each other accountable, review disciplinary data reports, and follow up on restorative training processes. As students, we have not seen any of the recommendations in the report happening at ETHS. We
007are here to urge the board to read this report and to renew the commitment to building a genuinely restorative sustainable ETHS community. Not only as a school, but specifically for our students. We are eager to partner with the district to achieve this restorative vision. Thank you. Uh next up is Vanessa uh looks like Haney, maybe? Vanessa? Hi, before I speak, is it okay if I pass out these reports? Thank you. >> [crying] >> Hi, my name is Vanessa Harvey. I'm a member of ETHS's Restorative Justice Club. We are currently piloting a crucial restorative project through the Moran Center and with Northwestern students. We have created and led weekly circles with the fourth and fifth graders at Oakton Elementary School for the entire year. Us ETHS students have been working with the Moran Center and have
008been deeply trained in restorative practices, restorative circles, and have researched restorative schools. In our circles at Oakton, we've seen and continue to see in real time a powerful trans- formation of school culture and a deepening of relationships. Through the circles we facilitated at ETHS and with the Oakton Elementary students, our experience has taught us the power and essentialness of a whole school restorative justice system. Being students at ETHS, we've accomplished tons at Oakton and have tried to take steps in our own school community, but we lack the advocacy and support we should be receiving. What motivated us to share this with you is not only our experience of restorative justice, but the elimination of our lead restorative practices coordinator. After finally having the opportunity to work with him and make the efforts, his position was
009eliminated. We want to know what happens now with the commitment to restorative practices. We believe that ETHS deserves a system with restorative with a restorative council >> where students and staff can connect with admin to review the discipline data, see the list of staff who are currently restoratively trained, and to follow up on their reports, and to replace for pu- permanent punitive processes with restorative interventions. ETHS hired the International Institute for Restorative Practices to train a number of ETHS staff members for at least 60,000. Last month, the IIRP released a report titled Addressing the Challenges of Change through evidence-based implementation. The report outlines clearly how schools can successfully create whole school restorative transformation. They describe the explicit steps, structure, and ongoing training to successfully build on their initial training. The report states that implementation efforts
010need to be integrated throughout the school system with clear plans for sustainability and explicit attention to issues of race, power, and equity to promote the types of cultural changes that restorative practices urges. From what we have seen, ETHS has no no formal sh- follow-up with their trainings, no new trainings, and no consistent whole school policies put into place as the IIRP requires. As a black student, it's painful to not see any of the recommendations in the report happening or any sort of consistency with their commitment to implementing restorative justice here at ETHS. According to a Daily Northwestern article on discipline, last year 779 students had discipline incidents. 35% of the males were identified as African American and black, and for the female uh for the female students that number was 47%. Board President Pat Savage
011Williams stated that even he was still very concerned about the discipline and suspension, and so are we. We students are eager to work with staff and continue growing our team of students, and we appreciate the support we've received from administration such as Dr. Robinson, with whom we met with last month. However, this needs to be a full school effort if we want to transform the educational and disciplinary culture at ETHS. She restorative community communal systems require general partnership between students, staff, and our community. We are here to strongly urge the board to read the IIRP report and enforce ETHS's commitment to racial equity through implementing a system that allows students to actively participate with staff and administration. Thank you. Thank you. Uh next up is Darren Fields. Good evening. It's close. Okay, there we go.
012Good evening. My name is Darren Fields and I'm a former teacher, a current PhD student at Northwestern studying human development and social policy, and I also currently lead restorative justice circles at Oakton Elementary School with Evanston Township High School students through a restorative pilot program that is a collaboration between Evanston Township High School, Northwestern, Oakton Elementary School, and the Moran Center for Youth Advocacy. Important for this current moment, and the reason I'm up here today is I am also a Northwestern member of the Black Men Lead Club. And I can say first hand that restorative practices that Vanessa just went over with you all are essential to our functioning. Black Men Lead is a vital program that connects young black scholars at ETHS with Northwestern undergraduate and graduate students for mentoring and community service. This
013program is celebrated in the Evanston community and has been for several years. We were featured in the Evanstonian and we were visited by a mayor. However, due to Northwestern's recent deal with the federal government regarding identity-based programs, we are unable to be as hands-on at the NU side as we would like to be and used to be able to be in the past. Very likely related, attendance at Black Men Lead meetings this year has been struggling. For this club to continue, we need restorative justice practices and to keep our young black scholars in school. 2 minutes. As you heard earlier, in ETHS specifically, 35% of males disciplined last year were black, and across the Evanston school district, black students account for 80% of disciplinary suspensions and expulsions while being less than 30% of the student
014population. We can reach these young men and continue the legacy of Black Men Lead if these students keep getting kicked out of school and are not given the opportunity to restore their relationships with their peers, their teachers, and their schools. Thank you for your time. Thank you. Uh that concludes public comment for this evening. Thank you. Thank you very much. And again, I always want to say to the folks that spent the time preparing how much we appreciate you getting ready and coming to the board, and even though we don't respond, we certainly do appreciate your time. So, thank you for the feedback. Okay. The next item on the agenda is written communication. Dr. Bavis, do we have any written communication? Uh we have no written communication this evening. Okay, thank you. Okay, then we
015are at information items, and the first item is introduction of tenure teachers. Um uh Madam President, board, we are delighted to uh recommend a an established group of educators uh here at ETHS for a tenure tonight. And um before we move forward, I would like to just say congratulations to all of you who are earning tenure uh this evening at ETHS. Um your families here and your direct supervisors are here, and I'm going to turn this over to Dr. Bramley, who will take us a bit through the process of um acknow- introducing you and um acknowledging you tonight. Uh Dr. Bramley. Thank you, Dr. Campbell. Is this working cuz I never speak at board meetings, so uh this is a fun evening for me. Uh what an amazing accomplishment it is to earn tenure at
016Evanston Township High School. Congratulations to all of you. Um with recent tenure law updates, some of our colleagues are earning tenure in 2 years, others in 3 years, but you have all made an indelible mark on our learning community. So, thank you all. Uh what a way to celebrate with your families if you were able to, um and the board is really excited to be able to celebrate you as well. So, just logistically, how we're going to do this, we have a lot of people to recognize, so I'm going to call you up to uh the lectern, and I'm also going to tell you who's on deck to come up next. So, if you want to stand and get yourself readied and kind of line up behind along the windows here, that would be helpful.
017And then after your immediate supervisor shares a couple comments about your work in the district, um we'll do this by department and then you'll make your way around to the board. Um our Madam President has a gift for you, um but we'll all recognize you and congratulate you, first two departments are only recognizing one educator each, so I'm going to have them come up together. Um and uh we'll start with math and science. So, Jake and Steven, if you'd like to come up and recognize um your colleagues um who are being honored tonight. Uh Jake Mells, I'm the math department chair. It is my honor as math department chair to recognize Ryan Eggert at uh for tenure at Evanston Township High School. Ryan creates a classroom where every student feels seen and challenged. He greets
018students warmly, fosters collaboration, and uses thoughtful questioning to push them to think critically and explain their reasoning. His lessons are purposeful and his students leave not only with a deeper understanding of mathematics, but with the sense that their teacher truly cares about them. What sets Ryan apart, though, is the person he is. When Ryan walks into a room, he brings a warmth and a smile that lifts everyone around him. This past year, life threw him more than his share of challenges, and that spirit never wavered. That kind of resilience leaves a mark on students that goes far beyond any lesson plan. We cannot wait to have him back in the building in August. Beyond the classroom, Ryan coaches golf, connecting with students in a different setting, teaching them discipline, integrity, and how to carry themselves
019on and off the course. Ryan, the math department, and the entire ETHS community are so honored to have you. Congratulations. >> [applause] >> All right, congratulations, Ryan. Uh next up is Mr. Spite from science and Mr. Gill from Arts Plus Innovation. You are on deck, sir. Hello, good evening. My name is Steven Spite and I'm here to introduce Sam Gartsman. Um Sam is a class of 2012 graduate and proof that good things can happen when you come home again. Um Sam is a part of the science department, um imbues his class with environmental consciousness and a view of personal connection to not only students, but their learning and to the environment that we are all a part of. Um as a department member, we are excited uh by what he brings, his energy, and his
020knowledge uh with real-world experience with his knowledge of oceanography, which he readily shares with people within the department um to the fact that people are excited and often lined up to say, "Sam, what can you teach me about oceanography so I can use it in my chemistry classes?" Um we're so excited for the fact that not only is he helping us as science teachers broaden and understand the impact of of our science disciplines with um with the instructional process, but we're looking forward to the opportunity for him to uh spread his wings uh inside the department uh as he has proposed uh on dual credit oceanography survey class for students in the future. So, we're happy to have Sam come back to Evanston Township High School and leave a further mark for other wildcats to
021follow in his footprints. So, with that, thank you, Sam. >> [applause] >> All right, congratulations, Sam. Next, we have Nick uh Gill from the Arts Plus Innovation Department and Nicole Parker from history will be on deck. Good evening, board, everyone. Thank you so much for being with us this evening and giving us the opportunity to speak on behalf of our amazing educators. It is my pleasure to introduce you to uh one of our informational technology and computer innovation, organizational skill, and exceptional leadership. I've also witnessed this first hand. This past year's first hand. This past year, when we needed to add computers into a classroom, Ray had his students take the lead. His classes had recently learned about networking and how to use the appropriate cables and tools, so Ray led his students in getting
022everything set up in the lab so they could apply what they learned in a real-life setting. As if that's not enough talent, Ray is also a musician and has helped lead choir ensembles and has served as the accompanist for our spring musical. Please join me in congratulating Ray on being recommended for tenure this evening. He is a reflective, kind, and always willing to go the extra step to give the students a better experience. Congratulations, Ray. >> [applause] >> All right, the next teacher up is Ms. Aida Joya. It is my pleasure to introduce you to Joyce, who started as a math teacher but she before a change of career led her into nursing. For several years, Joyce worked for Endeavor Health right here in the high school at our school-based health center. When ETHS was
023looking to revitalize our health sciences program, we knew just who to call. Joyce officially joined ETHS and hit the ground running. In her first year, she set up a newly renovated facility and helped develop Ibarra Flores. It is my honor to present Juan Ibarra Flores with tenure. Juan came to us in the fall of 2023 and before becoming a school counselor in 2021, he spent 3 years as a special education paraprofessional, which gave him a really unique foundation for the work he does with students today. When our leadership team thinks about Juan on the counseling team, we think about someone who brings a calming energy into every space he walks into and who has been key in building the culture of the department. Very important. Juan is incredibly easy to talk with and he always
024makes space for our voices in the other voices in the room. He is the kind of colleague who listens first and speaks with intention. And if you walk into Juan's office, you immediately know there is a lot to share because of all of the art on his walls tells a story. >> [snorts] >> This life experience and openness is what allows him to connect with our students and allows him to advocate for our Latinx students. But you may actually know Juan as your new neighbor because this fall he moved into one of the ETHS geometry and construction homes with his 8-month-old beautiful baby girl, Solana, and his wonderful wife. It has been such a gift to celebrate with Juan through these major life milestones. And I am sure this fall his house will be filled
025with lots of family and lots of Bears games. Whether Juan is explaining how fantasy football works, sharing what to do while traveling in Mexico, or talking through the latest news in the counseling world, he is always someone you want to be in conversation with. Juan, ETHS, and student services is lucky is incredibly lucky to have you for the culture you build, for your advocacy for students, and for the steady presence you bring to our department each and every day. Each day you create a better ETHS, one that Solana will benefit from. >> [applause] >> The other two that we're going to read I'm going to read for, they are not present in body but they are here in spirit. Um again, it is another honor to present tenure with Shanice Lowman. Shanice came to us
026in the fall of 2023 and even though she has been with us a relatively short time, she came with over 8 years of school counseling experience and as a graduate of Loyola University. There is also something really full circle about Shanice being here because Shanice actually grew up in Evanston and attended ETHS for 2 years herself before her family moved to Mount Prospect. So in many ways, Shanice has come home to us. >> [clears throat] >> When we think about Shanice on the counseling team, we think about someone who is creative. She thinks creative creatively, excuse me, about how to support our students and the creativity is one of the things that makes her such a phenomenal counselor. She also creates intentional spaces where students can show up authentically and unapologetically. She has been a
027consistent support of the Black Student Summit. She serves on the HBCU Experience Day Committee and she is the proud sponsor of the Black Student Union. Shanice is helping our students see futures for themselves and connecting them to communities that will shape who they become. And there is a lot more to Shanice than her work here at ETHS. As mentioned, Shanice is creative through and through. She is an artist who works in various mediums and she loves music across all kinds of genres. She also has a deep interest in holistic wellness and she finds solace and healing in the natural elements of the world. Shanice, ETHS is incredibly lucky to have you for your creativity, your impact in creating intentional spaces, and for the way you see the potential in every student. We look forward to
028seeing how your work continues to shape our students. Um Ms. Saswell was um given tenure last year um and did not have an opportunity to present this to her, so we're going to honor her today. Um so it is great pleasure to honor Ms. Cheryl Saswell for tenure. Cheryl came to us as a counselor and has stepped into the role of lead counselor this year, bringing thoughtful leadership to our team. There is something really full circle about Cheryl being here, too, because Cheryl is an ETHS alumna who has returned home to continue building for students who are walking in the same halls and path that she once did. When we think about Cheryl on the counseling team, we think about someone who is deeply collaborative and engaging and who has a real gift for getting
029to know her students. One of Cheryl's greatest strengths is the way she takes the time to learn what drives her students, what motivates them, and what is happening in all the different aspects of their lives. >> [clears throat] >> And then she uses that knowledge to keep them accountable and moving forward. She considers the whole student, not what just shows up on a transcript. 2 years ago, Cheryl was instrumental in helping to refine >> [clears throat] >> their I'm sorry, to refine a practice as we explored ways to build early warning systems for students based on behavior, attendance, and grades. She generously shared ideas and lessons from her previous experiences and that kind of shared learning across our teams is exactly what makes her such a valuable colleague. Cheryl also brings deep community ties into
030the building and those connections strengthen her impact and extend [music] her reach far beyond the office. And of course, there's so much more to Cheryl than her work at ETHS. Cheryl is someone who is deeply committed to her own personal growth spiritually, professionally, and in her health and wellness. If someone is ever looking for self-care product or new strategy to take care of themselves, like she helped me with my hair, Cheryl is the very first person you think to ask. She models what it looks like to invest in yourself so that you can show up fully for the people around you. Cheryl, again, like everyone else and we are dedicated to saying this, ETHS is lucky to have you on our and for your collaborative spirit, for the way you see and motivate the whole
031student, and for the wisdom and community ties you bring back home with you. We look forward to seeing your leadership continue to shape our counseling team. >> [applause] >> Hi, Manar Bolles, the director of student services. Good to see you all. I am very excited. It's my honor to present Jason Brooks with tenure. Jason came to us in the fall of 2023 but he's been a school counselor since 2007 and that depth of experience really shows up in everything he does. When we think about Jason on the counseling team, I think about someone who has a deep, deep passion for helping students, particularly when it comes to helping them figure out how to actually afford their post-high school plans. In fact, Jason is known around here as the money man because of how tire- tirelessly
032he works to help students find the finances and resources to make their futures possible. He really capitalizes on every district resource available to make sure his students aren't leaving anything on the table. Jason's impact on students is something you can really feel. Just this year, the student keynote speaker at the Black Caucus Student Recognition Ceremony specifically asked Jason to introduce her, which I think speaks volumes about the relationships he builds and the trust that students place in him. Just a few weeks ago, he had another student share with him that she got a full ride scholarship to Harvard. Watching him celebrate his students' wins is truly something special. And of course, Jason is so much more than a counselor. For example, he's a New Yorker. I knew that was going to annoy him. >> [laughter]
033>> Um but if you really want to see joy from Jason, ask him about his incredibly adorable 4-year-old twins, Miles and Maxine, and his wife and fellow educator, Sharon. Jason has a deep passion for his family and he also has a passion for football, soccer, wrestling. I mean, I don't think there's a sport that Jason isn't interested in. He even hosted his own wrestling podcast. So, uh Jason is ETHS is incredibly lucky uh to that ETHS is incredibly lucky to have you for your deep passion for your students, for your [music] expertise in helping them find the financial pathways to their futures, and for being the money man. I look forward to seeing the contributions you make to the counseling department. >> [applause] >> It is my honor to present Delaney Regner with tenure. Delaney
034came to us in fall of 2023 with a school psych internship and practicum experience from neighboring districts. And even as an early career professional, she has truly hit the ground running. When I think about Delaney on this school psych team, I think about someone who's incredibly feedback and growth driven and who is also a really strong and clear communicator. She is constantly seeking out opportunities to learn, attending professional growth conferences, and finding ways to hone her craft. That kind of self-reflection and drive is something I deeply respect. Delaney is also a strong supporter of our most marginalized communities, creating various mental health groups and spaces for students to build skills and find community. She has a real passion for crisis prevention and she's enrolled in national crisis prevention trainings to bring those skills back to
035ETHS. She is the kind of school psychologist who shows up fully for the students who need her most. In addition to her work as a school psych for the past 2 years, Delaney has taken on coaching our girls flag football team. Last year, she led them all the way to the Elite Eight, which is just an incredible accomplishment. And like all the lovely humans on our team, Delaney has a wonderful life outside of ETHS. She's a storyteller, a camper, and a marathon runner. And I think that just shows the amount of drive and follow through that Delaney has. And I haven't gotten to ask her yet, but I'm sure she has another great adventure planned for this summer like she has in years past. Delaney, ETHS is incredibly lucky to have you for your growth
036mindset, for your advocacy for our marginalized students, and for the leadership you bring both in your office and on the flag football team. I'm sure the next ceremony we will celebrate you at will be the state championship this fall. >> [applause] >> Oh, we have one more. Oh, sorry. Uh one more person who I was not able to join us today, but uh Ryan Evans. Um it's my my honor to present Ryan Evans' tenure. Ryan actually first came to us as a school psych intern during the 20 uh 2020-21 school year. And even with half of that year being sent spent at home due to due to the pandemic, Ryan was a standout intern from day one. After spending 2 years in another district, we were so excited to have her return to ETHS in
037the fall of 2023. In my time with working with Ryan, I've been awed by her commitment to improve her practice. She consistently created new ways to ensure she connected with families, students, and her teams. She's a big-picture thinker and she brings that perspective into every conversation and every case. Ryan is so committed to learning and growth that she has just got accepted into a doctoral program for education policy, organization, and leadership at UIUC. And I'm confident that she will bring that learning back to ETHS to further the equity work that she has started here. For example, Ryan partnered with the equity team to start the Solidarity Series, a student-based intervention rooted rooted in indigenous talking circle practices. Ryan's knowledge and thoughtfulness make her a great person to have in any meeting where system levels discussion
038are being had. And in alignment with who Ryan is at ETHS outside of here, she is also a writer and an avid reader. It's been a joy being able to watch all of the personal successes that Ryan has had over the past few years, from buying a new home to getting engaged and now starting this doctoral program. She is worthy of all the greatness that continues to find her. Ryan, ETHS is lucky to have you for your brilliance, your advocacy for equity, and your systems-level thinking. I'm looking forward to calling you Dr. Evans in no time. That's it. >> [applause] >> Congratulations again to all of our colleagues. Um I just want to share that it's it's a full circle for me as well. I speak to the new staff at new staff orientation and
039talk to them about why they were hired and to remember who they are and they're here for a reason. And we see that being lived out throughout their careers here so far. Um this is just such an enjoyable evening and for all those of you at home, thank you so much for tuning in to celebrate our colleagues. And thank you, Dr. Campbell and President Savage Williams, for the opportunity to present them tonight. 27 colleagues Wow. earned tenure this evening. That is amazing and you're right, it is not it is really an accomplishment to um reach tenure at ETHS. It really is one of my favorite school board meetings when we meet the newly tenured teachers because it's a what we see uh for the future of ETHS. And and I um I'm just excited to
040see this group uh and the others just continue to to thrive and grow throughout the years. It's very exciting and just hearing all about their skills and their accomplishments and how they connect with students and their many, many, many talents and the variety and and their commitment to students really is what makes ETHS the place that we are. So, how exciting. Thank you. Thank you. All right. So, now let's see. What What are we doing? The data quarterly update. We're going to talk about attendance and discipline and student involvement and well-being. And Dr. McNeal >> Dr. McNeal is heading to the podium um to share quarterly update as well as maybe a little bit of her thinking for um how we will address uh some of these issues, challenges with attendance and so forth um
041in the coming school year. So, Dr. McNeal. Thank you. Um good evening. And um thank you um for this opportunity to share this update this evening. So, tonight I'll provide a brief overview of our third quarterly third quarter data dashboard, um which as you know is one of our primary tools for managing system-wide trends across the school year. Um this dashboard um allows us to track indicators of success for students, um identify emerging patterns, and then ensure that our decisions are grounded in data. Um it also helps us to stay aligned as a leadership team in how we are responding to student needs across the building. Uh so, for tonight's presentation, just as I did for um quarter two, um I'll focus specifically on attendance um as it is one of our most important leading
042indicators for both academic outcomes and student engagement. Um so, I'll begin by sharing trends in unexcused absence data and then move into tardy data and our response strategies. So, um so, this slide reflects our cumulative attendance data from quarters 1 through 3, um specifically focused on unexcused absences. Um so, what we're seeing is that approximately 90% of students have less than 5% of their absences classified as unexcused. Um this percentage has remained consistent across all three quarters. Um when you look um more specifically like when you drill down to a weekly level, um which I review um weekly as my part of my role leading MTSS work, um you see that consistently 82 to 86% of our students um have zero unexcused absences in quarter two. Most students with unexcused absences have only one in
043a week. Um and then less than 2% of students have two or more unexcused absences weekly. So, what this tells us is a few things. Um immediately what jumps out is that um most students who are accumulating high levels of absences are doing that over time and not necessarily concentrated like on a weekly basis. Um also, um this consistency that we see from quarter to quarter um suggests that for the majority of our students, attendance patterns are pretty stable. Um it also indicates that our systems for monitoring and coding attendance um are functioning with um a level of consistency across the year. At the same time, this data does um prompt us to pay close attention to the students who fall outside of this range of normal attendance patterns um because those students are more
044likely to experience academic challenges. While these this data does uh is look positive overall um as a trend, we are continuing to monitor this data closely to ensure that we are identifying and supporting students who may um be at risk um even though that um set of students subset of students um might appear to be a smaller set of students. Um next I'll share how we look beyond absences and get more um kind of like broad um in our view of attendance um to get a more um better understanding of student kind of like school engagement overall. Um and one way we do that is by looking at um our um tardies. So, as cuz as you know, tar attendance includes uh tardiness and whether or not students are arriving to class on time and
045being consistently engaged once they're there. Um so, tardiness gives us that important lens we need into student behavior and school routines. So, during the third quarter, approximately 27 to 28% of our students um had one to two tardies. And on a weekly basis, about 60% of students had no tardies at all. Um this tells us a [clears throat] few things. Um first, majority of our students are consistently getting to class on time, which is encouraging. Um however, there's still a significant portion of students who are experiencing occasional tardiness. Um and we know that even small patterns can accumulate over time and impact learning. So, tracking this tardy these um tardies weekly allows us to identify patterns early, intervene before behaviors escalate, and better understand where breakdowns and routines may be occurring. So, this directly Sorry,
046this data has directly informed our strategies, which I'll go over now. Um so, um over the course of this year we've I've taken me and assistant team and also the school community have taken some key uh steps in terms of our response to our attendance and tardy data. Um our approach is grounded in a tier one MTSS framework, um which means we are focusing on strong school wide systems that support all students. So, based on our data analysis, we identified tardiness as a priority area and we've implemented several strategies. So, first is a tardy incentive program. As I just shared in our last slide, the majority of our students are doing the right thing when it comes to tardy, um but there weren't a lot of opportunities where we were celebrating that. And so, this
047year we did implement um a tardy I'm sorry, a tardy incentive. Um it's like every time a student is on time to school for the entire week, they get a smaller prize. And if they are on time for the entire month, then they get a larger prize from the principal's office. Um it's been so exciting to watch students come and pick their prize up and bring the a group of friends. Like, the groups of friends that have come with the students have gotten bigger and bigger over the course of the year. Um so, now it's this thing where it's like a big deal when they're coming to pick up their tardy prize, which is pretty cool to see. Um cuz I really believe that um if we must always attend to what when students are
048getting it right and like catch them doing well. Um and so, I think this um is a really good way to do that. Um and so, as we move into next year, we're looking to extend our tardy incentives um to um have more ways to encourage students to get to school on time because like I said, this incentive is really about it's not about um encouraging students to get on time. This is just simply about celebrating kids who are already getting it right. But as we move into next year, we want to look into ways where we might have more different incentives that might encourage um more positive behavior from our students who are struggling with attendance. Um so, second, um we also have a um a hall clearance procedure that we started um during
049fourth quarter and it's during passing periods. In the upcoming slides, I'll go into that a little bit further, so I'll just breeze over it right now. Um but um this procedure is focused on increasing adult presence and reinforcing expectations for timely transitions between classes. And then we have also um started a late entry procedure for tardy school um students. Um because we've seen that the highest concentration of our tardies occur during that first block. Um so, we want to um start by strengthening accountability and consistency in how we respond to those late arrivals. And that's late arrivals into the building. Um again, those two procedures, the hall clearance procedure and the late entry procedure, I'll go through um in the following slides. But um the next thing I'm going to talk about is um a
050kind of feedback tour that I've engaged in um with uh my colleague um the director of student services, um Manira Bowles, who you heard from um momentarily I mean a moment ago. Um but we have gone on a a feedback tour, if you will, about the our no credit policy, um which um just for the record is our policy um whereby students who get um up to who get six unexcused absences um from a course um are at risk of not receiving credit for that course. Um and um so, we've reviewed that policy We reviewed I spent the year reviewing that policy um because there have been inequitable outcomes around that policy. Um and so, we want to look for ways to um improve that policy or consider um whether or not that policy still
051meets our needs or its intended um you know, outcomes. Um cuz what we've seen consistently, and you'll hear more about this um because next month I'm actually going to invite um uh Manira um to join me at the um next month's board meeting to kind of discuss our findings around the NC policy um and our recommendations um after we conclude this tour. So, this tour has included us talking to um our um colleagues um through staff staff talking circles, um which I've held allows all staff to come and to kind of share their thoughts and insights around the NC policy um in its current form and then any suggestions they might have for ways we could improve the policy or what next steps we might need to take around the policy. Um we've also um
052discussed ways in which we could um shift this policy to focus more on behavior change and intervention for students. Um and so, we want to make sure that um we get all the feedback that we need to ensure that we come up with a policy and a recommendation for the board um that is well informed by all the stakeholders. Um I've also um reached out to um um some other schools who also have this policy to kind of see like what they're doing and how that's working for them um to kind of inform whatever next steps we might take. So, I just wanted to give you some insight today on the level of research I'm kind of doing into this and then I'll have a full um kind of report and recommendations for you guys
053um at presentation next um board meeting. And then um the tardy tardy rollover practice. Um so, this practice is a practice that um we have where students who um accumulate tardies this school year, um if they don't work those tardies off um through um authorized ways such as like attending Wildcat Academy or um going to AM support, um those are just a few options on how they can work their tardies off. Um if they Students who don't work off the tardies they accumulate during this school year, those tardies follow them to the next the subsequent school years um during their time here at ETHS. Um [snorts] and so, um this first came um up actually as a it was lifted up as a concern at early this year at our student voice forum, um which
054I'm so glad we have that um cuz it was a good opportunity for me to learn not just about this policy, but other policies and other insights students have around like their experience here and the ways in which they're experiencing school and recommendations they have for that. And so, the after the um student voice forum, our student union um broke off into committees um for different topics of interest um based on the concerns that were raised at student voice forum. One of those committees is um a committee related to the tardy rollover practice. Um and so, um I'm actually um trying to set up a meeting um to that works with my schedule and their schedule um to um discuss their recommendations cuz I want to hear from the students what they recommend. And then
055at our next board meeting in May, I'll bring forth um some recommendations for the board related to that that practice based on what students have said. Um I'm also hosting a staff talking circle tomorrow actually um to allow staff members to come and discuss um their feelings around this policy and any recommendations they might have as well. Then we'll put all that together to come up with some findings and recommendations that we think will best serve our students um and have our um practices focus on ensuring that we focus on behavior change um for our student body. So. Yeah. Um okay. So, now I'll take you through our um two procedures that I said I would mention, which is our late entry procedure um is the first one. So, the purpose of this, of course,
056is to have students arrive to class on time. Um this um is >> [clears throat] >> a structured redirection um that will take place when students enter the building late um either um at the beginning of the school day. Another area Another time of day when we saw um this being a a larger barrier was um during the lunch blocks because students are leaving and coming back into the building and sometimes they're coming back into the building far you know, far long after the block next block has started. Um and so, um this um plan what it does is it um kind of establishes a cutoff time. Um there's a different cutoff time for Wildcat Mondays cuz there's a shorter schedule than there is for the rest of the week. Um and so, but after
057that cutoff time, um which is significantly into that block, um students will be redirected to another designated location. Um they'll be escorted there by staff assigned staff. Um and in that um space, um what happens is they get a supportive kind of reset. Um the staff members in that space kind of talk them through like, "Hey, what's going on, kiddo? Like, why are you know, why were you coming back late?" or whatever. And students will discuss kind of like what barriers they're experiencing. Um sometimes like what we've heard um cuz we started this last week. Um and so, I talked to Dr. Robinson um just kind of get some anecdotal evidence so far. Um but he said that some things that we've heard from students um in that space has just been like, "I just
058need to get on school on time." Like, it's not that like I actually can do this. Like, um they haven't expressed like serious barriers um the majority of students. And so, um it's real That's actually a I think a good result um because at least there are aren't things that we need to work through with students significantly to that's impeding them from um coming to school, at least the students have been caught in this procedure. Not saying that those things don't exist, of course. Um but just like some of the anecdotal data we have so far suggests that um simply um holding students accountable to arriving on time in this way um has um kind of encouraged them to arrive on time. And so, one anecdotal data point, um which I'll have more structured data
059point once we've done this a little longer, which is at the May board meeting. Um the one anecdotal data point is that um um Dr. Robinson said that we have seen significant reductions even since the like for in the course of the day. So, like block one, you might get about 23 students that get caught up in this. And then by block two, significantly you get like six kids. Um and so, like we've even seen throughout the course of the day this greatly reducing um the number of students who are arriving in our building um after a certain amount of time. The purpose of this, of course, is to maintain a focused disruption-free learning environment, right? Um but it's also to support development of punctuality and planning and responsibility for our students, our kiddos. Um
060we do want to make sure that the ways in which we are um engaging with our students and um intervening with them are ways that not only offer support, but also support dependence um in building some of these executive functioning skills, particularly as we're trying to prepare prepare them for a post-secondary life. And so, um this is a good way to establish for our students um that yes, we expect that you arrive on time. And when you don't, we'll have a conversation with you. We'll try to figure out if there's some problem solving needed and we'll support you in that way as well. Um but the goal is clear that we do still want to reduce um the hallway traffic and transitions um during instructional time and want to get our kiddos into class. Um
061so, the procedure is actually um Wait. Oh, okay. Next procedure. So, now I want to move on to our um hall clearance procedure. So, this procedure is a procedure where we So, like the late entry procedure is the procedure that focuses on students entering the building late. This procedure focuses on addressing students who are already in the building and yet having difficulty finding them their selves to the place they're supposed to be. And so, to support them in that effort, we now have started our hall clearance procedure, which actually will start this week. And this will be a simple procedure from a teacher standpoint because all teachers need to do is once they receive notification that a hall clearance will be run a certain block. So, they'll get that notification like via email. But once
062they are aware of when that will be happening, they will simply teachers will simply close and lock their doors once instruction begins. That's all they have to do. And then safety leads and administrative who are assigned to designated wings in the hallways will meet students in the halls who are in the hall after the bell rings after their doors are closed. Kind of briefly discuss with students like, "Hey kiddo, why are you late today?" And then kind of give them have them sign in so they just can document that the student was caught in this hall clearance procedure. And then students will be escorted to class. So, they won't be like giving a they won't be given a tardy pass or anything like that. They'll just be walked to class. And what will make this
063manageable for us is doing this like random times in targeted areas. And so, this won't be like broad sweeping across the school. It'll be in designated areas on designated days and during designated blocks that have shown like some higher levels of traffic after the bell rings. And so, that's how we'll make this like kind of manageable and sustainable. And the purpose again is to ensure students are in class on time and hallways are safe. But really I want to just like really hammer down on like the overall goal is really to encourage healthy punctual punctual behaviors in our students and maintain academic focused atmosphere, right? We really just want to help students start to begin some healthy habits around punctuality and time management. And so, we want to include these types of efforts to not
064only give our students an opportunity to correct their and demonstrate new behavior with every block of the day, right? So, like in every block of the day you have an opportunity a new opportunity to be on time, right? And to change your behavior, right? And so, they also have these touch points where they have opportunities to have conversations and reset either whether they're caught in the whether they are sorry whether they are in the late entry procedure or in the hall clearance procedure. Both of those have opportunities for conversations to that can help identify any barriers if if needed in those like short moments. So, like I mentioned the hall clearance timing and frequency is going to be random. It'll be like one to three a week. So, it's not happening every period. It's not
065happening every day during unannounced periods. When we say unannounced, we unannounced to students but staff will be made aware. And and the the purpose of that is intentional too for staff to be made aware so they can know what's kind of coming and they know their role in that. And I know sometimes like I've been in previous districts where sometimes we'll do a hall clearance and they'll say like, "Oh, we can't tell the teachers because then they'll tell the kids." But you know what I always say to that? Good because we don't want to catch kids in our hall in our hall clearance. We actually want them to be on time. And so, great if they tell the kids. So, just so you know like that is definitely the spirit behind this policy is not
066to catch kids in the halls. It's actually to encourage them to not be in the halls during this time. And we hope to see that data improve over time. And so, I should have something to report to you in our May board meeting around that. So, yeah. So, in summary just kind of our expectation is to have students be on class in class on time. We really want to support instruction and safety with both of these procedures. And on an ongoing basis we're going to have ensure that our communication is timely and clear for our staff and our students. We've already started sending out information about both of these procedures to our families through our Wildcat Weekly and other ways so that make sure that before they started they were aware this was coming. And
067then we'll do data review weekly and then do some equity checks in that data review to see whom the who's getting caught up in these you know both procedures so we can kind of start to look at that data to see the impacted groups as well. So, I want to thank you so much for your time and attention this evening. As we move into the final quarter of the year, I just want to sum up that we will continue to monitor these trends. We're going to adjust our strategies as needed based on any feedback we get and then the the data as we see that bear itself out. >> [snorts] >> And we're going to focus on ensuring that all students are consistently present and engaged in learning. But at this time I'm happy to
068answer any questions. So, I'm looking forward to um May cuz it sounds like you're going to have lots of information for us. Yes. Very excited about it. Okay. All right. More questions. Leah. Yes. Okay. Um First, thank you for this work. I think it's really important. And um I love the approach especially focusing on the positivity of changing behavior and not necessarily on punishment. Um so that it's changing Yeah, so that it's changing behavior and and and ultimately we have a we have an academic focused environment for students. Um I just had one really quick question and that is with your NC policy feedback tour you talked about meeting with staff circles and talking to other schools. Have you talked about the NC policy with students or parents? So, I have not talked about the
069NC policy with students or parents. Um One So, one reason why we are looking at this policy particularly from our student our staff lens right now at this is because we aren't based on the way the data is bearing itself out which has been um hugely inequitable in the students who actually receive the NC. Um at this juncture it looks like there might be a need to move away from this policy possibly. And so, but we're not sure on which way would best maybe kind of get us different outcomes. And so, at this juncture because I'm not sure if we're going to keep the policy or not. We have not cuz I'm really still trying to learn a lot about the ways in which it's impacting and what other districts are seeing and what they're
070doing. So, the answer to that the short answer is no. But just with a little rationale about why that hasn't. That makes sense. And I think the focus on the historical inequities with the policy is really important to look at. John. Yeah, this [clears throat] was fantastic. I really I really appreciate what what you came with tonight especially like the organization around like the random hall sweeps. I think that that's fantastic. Something that that I was looking at um late last year was was around the the tardy rollover policy. So, I'm really excited to hear what comes next month because it does seem like there was so many unintended consequences that were un not not necessarily appropriate equitably. Um And because I think the connection with like the social probation can be counter into counterproductive
071because that's where we see you know the connection between the kids that are getting into discipline problems and not having those extracurriculars. So, it's like doubling down and pushing them. So, yeah. So, anyway, I'm very excited to hear about about where this goes. It's it's great that that that all be coming next month. Thank you. I want to say thank you as well. And I love the positivity of like you said modifying behavior. So, one thought and question was, do we give kids a warning sign like a jingle or a bell that helps them to manage their time maybe a minute or two before? So, it's funny that you asked that cuz one of my early observations here was that and when I say early observations I mean like even in my meet and greet
072day before I actually was on staff is that during we do this wonderful thing. It's a big production actually. During every you know every passing period one minute before the bell rings the lights actually dim. So, it's a visual cue. Yeah, that's the system production. The lights dim as a visual cue. And then sometimes there's like this music that plays like we like to move it move it, right? It's very nice. The bell actually sounds different as well. So, that's another indicator. So, multiple multiple modalities are used to give students an indicator that it is time to make a timely movement toward class. And you know what I find very intriguing is that no one moves differently when that happens. >> [laughter] >> Despite all the cues. >> [laughter] >> Thank you. >> [laughter] >>
073They probably like the music though. Okay. That's so funny. Pat. I'm sorry. So, well like everyone else I want to thank you. I think attendance is one of those things that I think has always been a sort of yeah, we know it's important. But really digging deep and doing this kind of deep dive into the understanding and then putting in place things to address those things that you learn is really important. I had one quick question about your late entry policy. So, students come in, they're they're escorted to another place, not to their math class or whatever they're supposed to. Do they spend the entire block in that new place, or is there some period of time where they go back? So, they do spend the remainder of that block there. But, just so we
074can give a little bit more detail. So, like on a walk-it Monday, the blocks are 30 minutes long. And students wait, 40 minutes wait, whatever. 40 minutes What is it? 33, right. Okay, I'm like and this is exactly 33 minutes long. And so, students are not So, students aren't held under this late entry policy until 15 minutes into the period. So, they've already missed significant amount of the block. So, we are not impeding them from what they've missed, they've already missed that. And so, we intentionally set it like that. And the same thing with the Tuesday through Thursday, it's like once you've missed a significant amount of the block, so any student who arrives before that late time, like that designated time, go to their classes as normal. Right? Same thing is true for all
075the students who are in the building, right? So, many students who are in the building, like in the bathroom or just making their way slowly to class, those students won't get this late entry procedure processing, because they're already in the building, right? And so, we actually have a much smaller number, like I said, like over even the course of a week, we've had a much smaller number now of students who are impacted by the actual late entry procedure, cuz it's only entering to the building. And it's only at a certain amount of time into the block, yes. Yeah, that's great, because a few years back, we got rid of the students being redirected to another holding place. We I don't I don't want to criticize, but I don't know that we had an intervention once
076they got there. Yes. Like there was a conversation, maybe it was maybe it happened, but it wasn't intentional. >> Yeah. And secondly, we kids lost instruction time that, you know, we were upset about. So, this is really helpful to have that clarification. It makes a lot of sense, because if you only have 15 minutes left, why not use it to really dig deep with that kid, instead of them finding out the last sentence of the lesson for the day. And that's why we intentionally set it where it's later into the block like that. Also, I'll note that as we continue to like a part of the data that we're collecting, as well as paying attention to, is like when we have students who are repeat offenders, right? So, like if we have a kid who's
077caught in late entry every block for 2 days, right? That's why we have a check-in person with checking in with them in this space, because they'll say like, "Hey, kid, wait, you've been here like a lot. What's going on? Maybe I need to recommend like I talk to your social worker, maybe you talk to your counselor, maybe I need to like get your team on board here and figure out what's going on here." Because it'll be it'll be a good way to kind of see the problem concentrated, because I don't have to go look into a spreadsheet for this. Like, "Kid, I know I saw you three times today in this same space, let's have a conversation, let's now take a next step." >> Yeah. Yeah. Yeah, that's terrific. Thank you very much. Thank you
078for going deep into this. I think we have been talking about this for a long time, and this is probably the first time I can recall, I'm like going to say, is it okay that we've been able to really hear like hear some of the things we're going to try to do, like, you know, even if you got to change it, like you talked about the NC policy, we're trying to see what works for our students and in our I think January meeting, the discipline committee, we really spent a lot of time talking about tardies. And And one of the things we discussed was, is the passing period too long? Right? Does it give them too much time to think they have a lot of time? I don't know. You're probably You're looking at thinking
079about that, I know you are. And then the [laughter] one thing that And everybody knows, you know, that I'm really intentional about are the words we use. So, when I hear holding and I holding space and I hear hallway sweep and I hear, you know, offenders, I get I'm like, "No, okay, I understand, but we're we're a school." So, for a a long time, I know the discipline committee has been trying to change their language, but um they're going to need some support. >> [laughter] >> They're going to need some support, because it you know, it is um it's you know, so many so many words you can use to describe a situation that keeps happening, and this does have a ripple effect, like you said, to everything else that we talk about, the discipline,
080the grades, the gaps, all that. Um but, again, we've never had a plan, so I I appreciate seeing that beyond just the conversations or the reports. So, thank you. Yeah, I really want to say that I appreciated as well. I think this is very exciting, because you are trying some things and you're also listening to um to what folks have to say, to to the teachers and the students, so that that's you get that feedback from those impacted the most. So, I think that's going to really help you make a plan and making this a plan to improve instruction. A plan to have students in class. I really appreciated it when you said you're not trying to catch students doing something that they shouldn't be doing. That's It would be great if teachers said to
081students, "This is going to happen and this is going to happen tomorrow." And all the kids came into class. What's wrong with that? You know. Like is that not what we want? Um and I'll also note that again, that that's exactly why we were intentional about sending this messaging out like like weeks before spring break, we sent it out like we want them to know. Yes. We don't We don't want to surprise you. We want you to know. >> We're not trying to get you. We're not trying to get you. So. Yeah, that's good. That's good. So, I am so excited about the May meeting. >> [laughter] >> I've already got a list of some things happening in May. I'm going to just add this to the list. >> [laughter] >> Equally excited. So, yes,
082thank you. Thank you so much, Dr. McGill. All right, thank you all. Thank you. All right. So, the next item is item number seven, FOIAs. Dr. Davis, what do we have? >> Yes, we have 11 FOIAs. We have six from Randall, one from Smith, one from Coughlin, one from Mills, one from Randhawa, and one from Perry, for a total of 11. And the responses are in your packet. Okay, thank you. Right. All right. So, we're at board committee reports, and I know that we've got a couple coming up in May. Um do we have any others? Board committee? Okay. All right, we're winding down the year here. Okay, we don't have a student, because our student is doing a college visit tonight. Yes. It's It's her number one, so Yes. Good luck tonight. >> Yes.
083Um but, we will have her here back here in May. Uh so, I'll be talking to you more about that in a little bit. So, we're at the superintendent's report, Dr. Campbell. Thank you, Madam President. Thank you, board. Just briefly, I want to take a moment to recognize the educators who who earned tenure this evening as they're all on their way home and home tonight. It's a meaningful moment. Maybe they're out to dinner, I don't know. It's a meaning It's a meaningful milestone, and not one that is handed out lightly. Everyone in this in this year knows that it represent not just a moment in time, it's a reflection of a particular moment at ETHS. It reflects years of hard work and showing up, growing in the craft, and building real relationships with students, as
084we all heard tonight. So, congratulations to all of our tenure awardees tonight. And the school year is winding down. Around this time of year, we feel the building starts to shift a bit. For our seniors, especially, things start to come into focus. There are a lot of lasts happening right now. Some of what they've been waiting for, and some that feel probably like it came faster than expected. Had a few seniors telling me today that they need to lock in. I was like, "You do whatever you have to do." Last performances, last games, last classes. They're getting getting ready to leave us and enter the next chapter of their lives, and with that comes a mix of excitement and uncertainty. And our job in these final weeks is to support them through that transition, while
085also taking the time to recognize that they've contributed to this community during their time here. And we look forward to celebrating the class of 2026 in the weeks ahead. And just to give the board a note here, May 11th will be past our seniors' last day. So, at the next board meeting, our seniors will be done. And it will be just a few days before graduation, so. That's all I have. No, you hear about graduation. Graduation is May 17th. And yeah, we're excited about all the plans for the class of 2026. Wow. Yes, we are winding down. Yeah. Uh prom is May, what is that? May 10th. 9th. May 9th. May 9th, it's that Saturday. Saturday Saturday, okay. Before graduation. Right. All right. It flew by. All right, so with items for action the first
086item is approval of resolution granting tenure appointments. So moved. Second. Roll call, please. Yes. Yes. Yes. Yes. The next item is approval of rehire of third year teachers for the 2026-27 school year. So moved. Second. Roll call, please. Yes. The next item is approval of resolution regarding the dismissal of an educational support staff employee, Nicole Sanchez. So moved. Second. Roll call, please. Yes. The next item is approval of textbook adoption deletion proposals. So moved. Second. Roll call, please. Yes. The next item is approval of the final 2026-27 calendar and 2027-28 school calendar draft. So moved. Second. Roll call, please. Yes. The next item is a consent agenda which consists of approval of minutes from March 9th, 2026, both regular and closed sessions. Um release for public information minutes of closed sessions from July 2025 to
087December 2025 and the destruction of closed session tapes. The treasurer's report from January 2026. Approval of bills and the personnel report. So moved. Second. Roll call, please. Yes. The next item is old and new business. Do we have old and new business? I just have a comment that the treasurer's report is awesome. And no, in all seriousness, it is really really clear and gives a lot more information than we've gotten in the past. So thank you very much, Kendra, for a really really great job. Great. It is. It's great. Okay. Um any uh closing or polling of the board? Any final comments from board members? If not, can I have a motion for adjournment? So moved. Okay, this meeting is adjourned at 9:30. Woohoo.