001all right time to use that more welcome to the march 3rd special board board of education meeting of the evanston township board of education um can we have a roll call please auntie here livingston here here parsons here rollawood here here savage william here thank you the first item on the agenda is comments from the public and we don't have any comments from the public so we'll keep moving here the next item is an information item um the alma advisory group will update us on the superintendent search and in order to do that we welcome monica rosen uh monica to the table thank you and you know i'm sure you've been instructed how to turn the mic on yes hello good evening everyone good evening it's a pleasure to be here um if it's okay
002i'm gonna go ahead and take my mask off yes all right thank you so am i on camera somewhere in the world you hello world again i'm monica santana rosen thrilled to be with you all today and just the alma advisory group has been honored to be part of this important journey with each of you for us as you well know the selection of your next superintendent is the most important decision a board of education has to make so you know as we started this process it was very important to the board to be able to hear from the community where individuals see the future for evanston township high school what the opportunities are both to get stronger better and the things that are already shining strengths that you want the next superintendent to really
003protect and sustain so we're here tonight to share with you and with the community what all my advisory group learned in this process and and to to really provide the input that the board needs as they determine what the right profile will be for the next superintendent so with that i want to start by the shared purpose that the board established in beginning this process clearly the goal of the board is to recruit screen and select the next superintendent of evanston township high school but what's very important is that the board had a dialogue around how they wanted this process to go and so very intentionally the board decided that their purpose here was to lead an authentic and transparent search process with integrity and guided by the input of the evanston community and designed
004to mitigate bias at every step of the way so it's important to the board uh and the board has made a commitment that whatever they're doing they want to be very straightforward and direct uh with the community about the decisions that they make and why they made those decisions and they want the community to really be able to feel they have access to this process and are able to participate as as much as possible so to support this process all my advisory group created several different channels for community members to participate we took part in a community gathering the focus of that community gathering was to engage with the community in a small group setting to hear what they saw as their as the strength of the district and their aspirations for the district's future
005we participated in interviews and focus groups we had one-on-one interviews with each of the board members we met in focus groups with teachers with students who were incredibly insightful with administration and staff and really wanted to have deeper discussions with individuals by role to understand their perspectives in addition we said we sent out a survey to the community and we'll be sharing today what came back from the survey the survey gave the opportunity for anyone who couldn't participate in one of these smaller forums to be able to to give us their insights as well we had over 2 000 respondents to the survey including 600 students who participated and gave their voice to the process i wanted to share the questions that we asked in our community gatherings and in our focus groups we started
006by asking people what they love most about eths that they want the next superintendent to champion and protect and then we discussed what individuals saw as the top two to three areas of improvement that the next superintendent would need to to steward and lead through in during their tenure and then we had a conversation about the skills people saw really necessary for the for the next superintendent to be successful and the things they hope that eths will accomplish in the next three to five years and whether or not that changes or influences how people think about the skills needed for the next superintendent we also asked individuals what questions they would want us to ask a potential superintendent candidate so in all we had 16 community meetings and we had the opportunity to speak with
00777 members of the community this did include union leadership it also included an evening with monolingual spanish speaking parents and community members some who had students in the school already and some who expected to have students in the school sometime in the future and were all very interested in the future for eths we had over 2 000 respondents as i as i mentioned the largest portions came from parents caregivers and family members and from students so we were really pleased with that the numbers are a little hard to understand because we actually had a large percentage of teachers but they look smaller just because of the size of the pool of individuals participating 85 percent of survey respondents were residents our residents of the city of evidence of evanston we had other others who come
008either from greater chicago or skokie and then a small group that are from outside of of those regions in all the demographics of the survey was similar in many ways to the demographics of the city of evanston we had about 64 percent of respondents were white about 18.5 percent were black we had a close to 12 percent that preferred not to answer so we don't know um for them uh and then we had about 8.5 percent of respondents who were latinx 5 who were asian-american and then smaller numbers from there on out so what did we learn so far like like any community evanston is no monolith there are diverse points of view both in terms of the future for eths and experiences in the community however there were several key trends that emerged in
009conversation after conversation after conversation so we want to share some of those with you today first in our survey uh the top three strengths that were identified matched in many ways what we heard in our community conversations and those were the opportunities for programs for students to engage outside of classroom instruction with extracurricular activities the work the high school does to prepare students for college and the focus on academic excellence these were things that across all respondents emerged with very high numbers identified as top strengths for eths to give a little more insight into that from the perspective of the parents parents really shared with us their appreciation for the diverse student body one parent said we have the privilege of being exposed to people with unique backgrounds and different cultures and this makes eths
010what it is and i hope this never changes many students also talked and parents talked about the strong teaching staff and many called out the fact that their teachers go out of their way to support their students alongside that so you have this quote here from a parent my student knows how to get help and isn't afraid to ask but then we had a student who said i know when i need help that i could reach out to any one of my teachers and they will do whatever they can to support me i am not afraid to ask for what i need and we picked these quotes because they well represent what we kept hearing over and over again whether it was in our focus groups or it was in the open text portions of
011the survey people really love that the school is able to provide great resources access to clubs athletics activities academic opportunities people really see eths as very well resourced and able to provide students what they need and that it's easy to be involved in activities or to create an activity if it's something that you want to do so let's switch gears and talk a little bit about the opportunities now a lot of these came from the survey and they came from the conversations that we had with with individuals so first and foremost what we heard a lot was a sentiment and a perception of disproportionality what we heard from some students and parents is that there are two different schools at eths depending on who you are um students and parents talk to us about access
012to advanced classes and feeling that in general advanced classes have a higher proportion of white students and very few students of color students of color who are in those situations shared with us very openly that they feel pressure to have to represent their race or ethnicity because they are one of only a few in their classes along the lines of disproportionality there's a sense that aspects of the facility are in disrepair and maybe have issues with safety but the areas with disrepair students are aligning with where the advanced classes are and where they're not and so they feel that it sends a sort of implicit message again about where the opportunities are where resources are being invested and who has access to those resources many stakeholders talked about the sustainability of the building the fact
013that it's such a large footprint and that there's not enough being done to demonstrate environmental consciousness in the way the building is is run and sustained diversity was a major concern for all stakeholders teachers staff students and what people talked about was the need to recruit support and retain staff of color as a major need not just for students of color but for all students that all students should be well exposed to leaders of color and positions of authority and how important this is for preparing students to to exist and compete in a global society and then finally communication and communication was was very interesting um so i'll share we heard this primarily from parents and from students and what parents said was on the one hand there's a lot of communication a lot of
014information comes out to us on the other hand sometimes things that are really big and important are somehow buried or not shared as openly so we can miss things that really matter that we'd want to know about um and and it feels like we get a lot of information on things that are less important but then sometimes big big important messages students felt that the primary means for them to get information are really coming primarily through email and that that there should be more innovative creative ways to reach students and to get them information they feel they get a lot of information via email and also feel like it's easy to miss things that they wouldn't want to miss now of course our conversations were all focused on the superintendent search so it's no surprise
015people talk to us about the superintendent search but i wanted to share a couple a couple key points around this stakeholders really were kind of split in but very actively thinking about what approach the board should take in carrying out the superintendent search many stakeholders were adamant that the search should be internal and uh and that there isn't a need for a national search and then there were others who felt really strongly they wanted a national search they want to go out and see what candidates might be out there who could be a good fit for eths so it's important for you to know that there is that perspective those two different perspectives are very prevalent in the community uh the other thing that i want to share is both related to the search but
016also related to communication in general that there is a desire for more transparency and access to information and access to resources and here i'll call out your spanish-speaking parents as an example there's certain time of year parents explained where families register their students for classes my the the spanish-speaking parents that we spoke with said that at times if they don't know how to navigate that system or they need translation support it's not an auto the resources aren't there right when you need it and apparently it's a matter of minutes before the best classes are taken up so there is a kind of an interest in request of how do we make sure that everyone has the resources they need to participate as fully as they can and to have access to the same courses and
017resources that everybody has access to along those lines there's this question around transparency with district processes and the way decisions are made so there's a perspective that it's not always clear how decisions are made by eths leadership and having the opportunity to put to have a more participative process to have more student voice to inform decisions and priorities these are things that students and community members and teachers all spoke with us about so we asked in the survey what skills you think are most important for this next superintendent to have and the numbers were pretty staggering here your community said very clearly with over 94 95 96 percent of people saying they want someone who's a strong clear and transparent communicator they want someone who can lead support and manage the staff and develop the
018staff as a part of that and though it received 94 maybe the most important thing here is putting the best interest of all students first in any decision and really cultivating a culture of learning not just for the students clearly but for the staff for the teaching for the teachers as well so this theme of transparency continued to come up for for us in our conversations and uh the the you know the top three themes uh in terms of what we heard in our focus groups which align in many ways to what we heard in the survey um again transparency authenticity and efficiency and communication with families creating and fostering an environment for teachers of color to thrive so not just attracting them here but having a real supportive environment for teachers of color here
019as well and community and and really guaranteeing access for all students to advance advanced classes and to cte programming so that there are multiple career pathways post high school what we want to say is that in the end you know the community is asking for a visionary socially conscious leader committed to fostering a safe equitable and engaging learning environment for all students and staff we know there's been a lot of progress done and we heard from many of your stakeholders about the good work being done around diversity equity and inclusion in eths your stakeholders want to take that to the very next level they feel there are lots of other things we could be doing that we're not we want to have more inclusive and efficient communication structures like the translation support option that i
020that that one that a group of parents suggested to us and we want the the community is asking for finding ways to make uh diversity equity and inclusion and social justice efforts even more impactful and transformational uh feels like there are good things happening but we haven't yet had the breakthrough kind of work that would have all students truly feel included all teachers feel welcome and supported a facility that's demonstrating that to everybody and greater access to higher level programming and more diversity within those those programs as well safety was a big focus area for parents in particular but also for students and also for teachers and staff and so this is fairly common in our current state of the pandemic we're seeing a lot of secondary schools middle schools and high schools that are
021encountering certain issues and challenges they haven't encountered before there's a lot of desire for a real focus and strategy around support for the whole student and mental health mental well-being and also for staff who are exhausted with all of the adjustments i mean it hasn't been a marathon it's been a full-on sprint for over two years now and so how do people you know find their reconnect with their work re-energize re-engage and take care of themselves when they need to and that was something we heard a lot there are differing perspectives around safety for students some saying we need increased security in the building and others saying we need better community support for mental health and mental well-being of our students so i wanted to name that for you all as well i wanted to
022call out that in the survey your teachers and school administrators had a different top three strength and that was embracing diversity and promoting inclusiveness of students and staff as i mentioned earlier but also teachers classified employees and central office staff really brought up education technology and innovation as a real opportunity i'm sorry as a real strength for eths what we found was that when we asked the lowest areas of strength so this this we asked what got the lowest ratings as being a top three strength uh they didn't necessarily line up with where we saw the top three areas of improvement but we'll share here with you the three lowest areas rated as a top strength so what you're seeing here is roughly 18 percent of the survey respondents said that development and recognition of
023eths staff was a top strength you had 23 percent or so say that partnership and collaboration with parents and communities was a top strength and you had close to 25 percent say national recognition and awards were a top strength so it's not saying that you know it's a little bit of a confusing slide what we're saying is among all of the strengths these were the lowest noted uh but they still have generally significant numbers associated with them now when we asked where in the survey people identified the top three priorities for improvement again this safe school and learning environment was number one mental and physical health and well-being was number two and preparing students for non-college pathways was number three and that's something we really heard from students you know we don't all see college
024as the next step for us and we want to have exposure to lots of interesting opportunities interest exposure to different career pathways that are equally as as exciting and valid and and you know informative for students as they're considering where they go after eths this is fairly similar to what i've shared earlier so i won't spend too much time on this slide but helpful to see that the survey really lined up very well with what we heard from communities when we spoke with them even though the survey represents a much larger number of participants so now what i want to share is the skills and competencies that really emerged for the new superintendent it's important for the alma team that in leading a search process and a screening process that mitigates bias at every step
025of the way that you have to start by really understanding the skills required of the leader and that the board is of one accord on this and so we spend a great deal of effort to really look at what the community is asking for and to reflect their voices in the skills that are being described for your next leader and this is for the board then to look to take that input the board has a different vantage point and sees things that aren't always apparent to the community so at times the board will will discuss this and may make adjustments to this but we wanted to share the six skills and competencies that really emerged in our process and they should align in many ways with what i've already shared the first is this idea
026of visionary leadership the community shared that they are looking for a leader who can essentially sustain the strengths the things that are already working but can bring a fresh perspective to the school and a set of sort of new eyes looking towards innovation and future and kind of what the next chapter brings for eths and can establish and articulate a vision that everyone can get behind and can be excited about the second important skill that people care about is the willingness to seek receive and respond to feedback people want this is very well said what's on the slide a leader who wants to get it right without having to be right so someone who's open to hearing dissenting points of view and learns from those someone who's really reflective and is willing to adjust their
027point of view based on the input that they get from members of the community from community leaders perspective we heard very clearly the desire for a superintendent who will foster strong innovative partnerships and who will invest in long-term relationships that create pathways for students for post-secondary success this partnership piece it turns out to be really important for parents as well who want to have access to how can we know how we can support our children even though they're high schoolers through their education how can we make sure we're advocating for them and for students who want to have a seat at the table they have a lot to share they were very active in this survey they're incredibly thoughtful in their feedback they want to have a voice in in how their school continues to
028develop from here so the partnership piece was really important and of course your teachers said the same thing uh teachers are again also wanting to be engaged as partners in the decisions that the school is making pedagogical awareness and just instructional leadership someone who is really can ignite this excitement among teachers for really bringing forward what new and and i will add equitable work around teaching and learning looks like at eths where classrooms feel inclusive and welcoming where they're culturally responsive and they represent all of the students in both in curriculum and in style of teaching there was a desire for a brave courageous judicious leader someone with the stamina to do the job and someone who can name where there are systemic inequities for students and families and take bold moves to address them
029and finally a purposeful change leader someone who's politically aware and socially conscious i want to just share that i'd be remiss if i didn't say that people named for the current superintendent his presence and connection with students and that that's something that people notice they see and they care about this idea that even though there is a superintendent and there's a principle that the superintendent is someone that everyone knows and that they feel they have access to so i just wanted to add that as well here i also want to just say that the things that are up your skills it's really important to the alma team we're not trying to fix things that we don't like about the current leader so the context i want everyone to hear this in is here's where here's
030what we desire and not necessarily like a statement about what is or isn't today so that's everything that we want to share uh related to the information from the community you know one of the things we ask community members is how would you know what you shared with us was worth your time and made a difference and what we heard was come back and tell us what you heard um and also we'll see the proof will be in who the next leader is if they really represent the things we asked for so i wanted to end in that note but really want to acknowledge the board for taking the time to do this i know there's always this pressure it's february we're sitting in the beginning of march and feeling like time is upon us
031but i i can't imagine anything more important than taking the time to really hear from your community it gives you great insight into what your next leader is walking into what you need to make sure they're ready to lead and how to support them as they make their entry into their role as superintendent thank you very much thank you thank you thank you monica that's that was very thorough um [Music] so i just want to say that you're right this is our this is the most important thing we do so we've been um thinking a lot about this and talking a lot about this and the process and trying to make sure that we have information from the community that we have the opportunity to hear from the community because it's evanston and and there
032are a lot of perspectives out there and people do want to be engaged um so this is really very helpful um i'm going to open it up to the board and ask if there are questions that you anybody would like to ask um now based on this presentation i know that we've got some time later as well but board any questions i guess um i'm just curious given that you do this you know this is your line of work did you feel that there were any questions left unasked or unfulfilled you know is there something while you did a great job is there if you could go back would there be something else that you would have done or asked for or it's a great question i mean certainly the community gathering didn't have as
033many participants as we would have hoped and we spent some time talking at the front end about uh you know should we go out into the community into churches into um you know the the organizations where community members are and just the reality of where coronavirus was at that time didn't allow for that however we were really heartened by the number of respondents to the survey and how well they lined up with what we heard with the the people that we did meet with and we did in the end get to meet with represent representatives of all aspects of the community if the survey had come out dramatically different we might have been a little more concerned uh but we really do feel like we got a very good sense of where the community is
034standing evanston as you said pat clearly a very active and engaged community and really um just interested in wanting to and seeing eths i mean we've we talked with people who have three and four-year-olds and they're really concerned about who the next superintendent of eths is going to be so eths is clearly something that is an important fixture an institution in evanston it represents a lot beyond just what the school who goes to the school right um so it's it for us that was very unique and interesting with eths but to answer your question i in the end though of course we would have loved to have spoken with more people we really do feel like we got a fair representation of the points of view um so i'm really glad that you heard from
035600 students and i know you said there was a lot of alignment but maybe in just a representative way can you tell us a little bit more about what our students were saying um you know just whatever kind of comes to mind but i'm very interested in that i think that's an important voice here yeah i i i would say a few things first that students uh shared with us they feel they have a lot to offer and they they would like their opinions they would like to be consulted even more than they are now in the way the district is deciding its priorities uh the way eths is making choices about the future the way you're designing different programs so student voice for us that was something we heard very loud and clear and
036that connection between students and leadership as they're making key important decisions and then for us really the thing that resonated the most was was what your students of color had to say and just feeling it doesn't feel like it's the same school for everyone and it shouldn't be that way you know everyone loves that this is a diverse community we should see diversity in every class in every way and it feels like some have greater access for whatever reason than others and it feels unfair to students and as i mentioned before you know just this idea that then if you're one of the few in a certain space it adds a whole nother pressure you're not just there to learn you're also there to represent um in a certain way and it puts extra weight
037on certain things but also why is it this way in this day and age there's there's an opportunity for us to really examine how we end up with um you know and of course i'm just sharing with you what we heard because we haven't done the data we don't know we haven't done the analysis to know exactly what this is but this is what your students are seeing and and it makes them it makes some students feel less welcome in some environments yeah you said that um access to certain classes is is still problematic for students and students of color that is something to hear because you know we really we've been trying to address that but we have a lot we have a long way to go we know that that we have come
038far but we have fire to go and so i'm really interested in um that taking it to the next step taking our our work around equity to the next step um i don't know if you're able to give us any more information about what that next step looks like so that's one question and um and then the facilities question the interest i'm interested in that as well that um students notice yeah that there's certain parts of this this building um that um have been uh kept up better and who has access to those part of the building that's that's um i admit that's new to me uh so that's really important for me to hear so it's interesting where the subtle messages come through and of course students will not miss a beat i know
039because i have a 17 year old in my house and very they're very honest very honest and astute observers and yeah absolutely it sends a message i think on the equity piece i you know this is big work i would say that that one thing that people wonder about is the course registration process so i just think it's something to look into parents said literally it's something goes online at 8am and at 803 it's full and they have no idea how they missed the opportunity so i i'm just sharing what was shared with us it seems somehow people are feeling that that might be contributing in some ways to that uh what i will say um in terms of matters of equity diversity equity and inclusion for school systems you know this is a lot
040of work that alma is steeped in and what i would say is first you have to be aware that there's an issue and you have to be aware when for example a teacher might be treating some students differently than others or a teacher might be harsher in discipline or punishment for one student and then treat another student differently and the only difference is their race but but what was done was essentially the same first you have to notice that if that occurs that it's occurring then you have to recognize it's not okay so in my own life only until five years ago honestly and i'm 46 so i may as well put that out there um you know it was until my 40s that i could even recognize when someone was being biased against me
041and it took me even longer to think there was anything wrong with it that's the truth and so really with this equity work it's the same kind of thing being able to acknowledge that it's occurring being able to then name it when it's happening and then being able to do the hard work to address it to change practices and behavior nobody wants to be a bad person nobody thinks they're racist you know bias exists in every single one of us we're all conditioned to believe certain things whether we realize it or not but to actually break patterns that are creating the outcomes for students that you're getting today you have to be able to talk about it openly be reflective of it and um you know that's that's the heart that's hard work and so
042as you're considering superintendent candidates you want to talk to them about when and how they've done that in the past and how they would envision doing that as your superintendent the equity work here is something that's been celebrated a lot by your stakeholders people feel it's been something that's been very intentional for the superintendent for the administration and the board and people are ready for more it's a it's a both and kind of a conversation that we heard from people and so i think people will want to hear really interesting vision around what that could be from the candidate the candidates that you selected it's a challenge yeah um i think i welcome it but it's definitely a challenge yeah and and um and you know we're also challenged by the world that we live
043in so we we have eths and it's definitely the work that we are doing and embracing i do believe we're the heart of the community because everybody goes to eths from all of the surrounding schools but it's not easy work and i i just want to name that as well yeah so for all of us i think um in some ways it's what we all signed up for but it does make us pretty it makes me pretty anxious yeah and hearing that um just really gets me thinking about okay so how can we take this deeper how can we take this to the next step because we actually have to we have to for the sake of our students and for the sake of our community 100 and it benefits everyone not not just your
044students of color it benefits your white students just the same and i will i will name as well you know knowing the evanston community um you know sometimes this work is harder in a community that prides itself for being progressive um and so you know it's it's unpredictable how those issues come up um but i think the best thing you can do uh is to be transparent um to let people know what you're examining and why and to allow people to really engage in rich conversations you know and you know i really do think this is a situation where let your students guide you they will tell you what they're experiencing and the impact it has on them and your graduates you did have alum that participated in the survey as well your graduates are
045out living their lives with their memories of their high school years and they can tell you what that experience was like for them and it really is about their experience at the end of the day as well for sure your staff i mean if if staff uh don't feel supported they will leave for sure um but uh you know i really do think it should it starts first and foremost with the student experience other questions you've given us so much to think about just one little quick question and it can be anywhere or maybe the answer is this didn't happen but were there any surprises like was there anything you went wow that's weird or that's interesting or that just whether it was an outlier in the in the work that you found or in
046your experience having dealt with many other districts just kind of what surprised you yeah i think all of the things that emerged as opportunities were things that were different for us the focus on the facility for sure um you know um facilities are often um aligned with the pers with with equity um for sure uh but that it would rise up as like a top five or six issue for so many people was really interesting to us um the the you know the level of clarity that your students had students are always they're really our favorite um but um they were pretty clear and consistent in the things that they noticed and the things that they wanted um so that was really really um really wonderful and helpful illuminating for us um you know it's
047a single school district so uh we weren't exactly sure were people really going to understand the role of the superintendent versus the role of the principal and people are really invested in both and we weren't sure if people would even you know how present would the superintendent be versus the principals leading the school every day and so that was also interesting and unique to us sometimes these kinds of opportunities too i think are good for um you know in terms of eliciting feedback finding things out is you know for us is a great advantage and great purpose but also it gives the people who are being asked a sense of stake in the game and you know an ability you know that my voice is being heard and this is you know and then if
048you can have that sort of two-way communication going back and forth this is what we heard from you you know people then feel heard and then and it becomes a conversation and so maybe there is something that we can carry forward from this you know i know that i know that there are other surveys that get put out to the student body or to the faculty or to the community but this seems like something that we could potentially you know make part of our process as a way of getting back to these opportunities and continuing to engage people in conversation and and solution creating you know i really appreciate that point and i will say it's one of alma's core values and it's something we insist on the bottom line is you will make better
049decisions if your community doesn't just inform it and give you input but actually co-constructs things with you it's just so much better if you're you know making decisions about new curriculum for example your teachers will tell you what will work for them how to make it so they can implement new practices um and what kind of timing sequencing they need to be ready to do that work um what they see as important um as you're as you're reaching those goals so and that's that's just an example any big move that you're making as a school the people with the most at stake should be there alongside you designing what it is and it not only does it end up way better way more sustainable as a result so i couldn't agree we couldn't agree more
050stephanie yeah anything else just so much so the 600 students this is such a this is so powerful uh did most of the students those students participate via survey and and um so most of them participated via survey that's right yes so we did we did meet with students but most of the voices are here in the represented in the survey and then do you have a racial breakdown of those students you know not with me but that's definitely something we can provide yeah i would be interested in that as well and maybe um i would be interested in some of the other comments i know that that there were probably just so many that you read them in your ice cross but yeah i'm just like um excited that so many participated and now
051we have this information and and these questions that we we asked them um so i just would yeah i've been thinking the same thing and and part of it is that the survey was issued by a third party and so one of the things i want to look at is whether there's any identifiable information that someone maybe wasn't expecting that in sight and so but i think if it's not identifiable um for sure i think it would be worth exploring if we can get you that information and then you know try to see maybe it's a synthesis for other comments yeah um something like that but there's so much there's so much that was offered in the comments i think it would be great for you all to be able to see that i believe
052we had over 1400 open text comments just messages that people had about eths and it would be really great for you all to be able to see those yeah that would just be that's just so rich yeah from everybody actually maybe throw it in a word bubble or you know a thought yeah and see what emerges yeah that's a good idea that's a great idea yeah or cloud i think they're called yeah okay what we'll do is we'll yeah we'll take that as a next step and we'll look at it um we'll look at it and see i i think you know just having read them i think the vast majority of them i don't i you know i think would probably be fine to share so we'll we'll take a look and see yeah
053okay all right so one last opportunity board um in our open session all right so i'm going to move us along here um so could i have a motion to go into closed session to discuss 2c1 appointment employment compensation and performance of specific employees so moved second roll call please yes okay so we're officially in closed session we'll take a little bit of a break while we make some shifts and all right thank you very much monica will take about like maybe a five minute break or so you