001Don't remember. Okay. >> All right. Good evening everybody. We're here for our uh Tuesday, November 4th work study and brief board business meeting. Want to thank everybody that's here tonight. Um and to everybody that's watching online. I'm about to sneeze and so I apologize. Okay, it's gone. [snorts] We'll go ahead and call this meeting to order and move right into 3.0. 01 fiscal year 2026 monthly financial report and first quarter financial report ended September 30th 2025 Dr. McCord. >> Thank you Mr. President governing board member. I'll turn it over to Miss Betts and her team for this presentation. >> Uh good evening governing board members. Um President Thompson, Dr. McCord with me, which is unusual for the monthly or the quarterly, is to have both Jackie Matin and uh Amber Morgan up here with me,
002but I made them sit with me today just because it's a work study. So, [laughter] and of course, they do all the work anyway. I just present it. So, >> [snorts] >> uh just to begin, so uh we have combined the presentation to both the monthly financial as well as the quarterly. So we are through the first quarter September 30th and then um uh just a note that the the treatment on the quarterly is is pretty different than the monthly but I'll share that a little bit detail when we get there. So first as always we share the district operating fund. So you can see that we've have highlighted the maintenance and operations fund as well as unrestricted capital outlay. So, uh, keep in mind that the maintenance operations fund is absolutely trending as we
003would have expected. So, note that we do have an available balance of about $4.9 million. Based upon our historical experience, we expect that we will be close to that as we end the 2020 uh 2026 school year. A note, under unrestricted capital, we have a year-to- date expended encumbered of $18.8 8 million. When we all shared the adapted budget presentation with you, we indicated that we we are budgeting about 30.6 million. So, just know that that these purchase orders are opened at for at various times during the school year. And a large portion of that unrestricted capital spend is our technology refresh, which normally doesn't occur until the spring. So, just to give you a heads up on that. And then uh secondarily other district funds, the only other one I wanted to share with
004you is the employee benefit trust. So I think you know that that we here um in the finance office do a monthly financial um presentation for our employee benefit trust and that helps us because we really need to monitor cash flow. Uh based upon the most recent employee benefit trust um financial statements that we've created, we have revised up the year-to- date expended encumbered uh which results in a lesser of an available balance of about $19.9 million. That represents what we truly expect to be drawn down. So that's a little bit over $4 million of a draw down in fund balance that we're expecting in the employee benefit trust which is consistent with what we had thought all all along. Um as we see additional claims expense uh we will definitely keep you apprised on
005a monthly basis. So that is all that we have regarding the monthly. So are there any questions or at all? Okay. Short and sweet. That's terrific. So, uh, 2025 first quarter financials. A couple of things I wanted to point out, uh, and remind you about is that when we're looking at the, um, monthly financials, we're only looking at the district operating funds together. So, that first grid that's on the monthly financials. So, we're just looking at those funds. Um, in addition, note that whenever we share the first quarter financial, we are always comparing the first quarter financial this year against the first quarter financial from last year so that you can see how decisions that you've made um have changed that result quarter to quarter as we move through the fiscal year. [snorts] So to
006begin, we always start with year-to- date revenues. We generally don't talk about revenues except when we do the quarterly financials. It's important for us to do that. Um, we need to monitor and understand our revenues that are coming in. Um, and so we're going to start there. So, operating revenue by source. This is a year-over-year comparison. So, remember by source we have both we have all federal, state, and local um sources of revenues that all contribute to that all those funds on that operating grid. Um, and so note that in 2025, you look at the piraphph to the right, we are today um, 17.2% of expected revenue received to date. Well, we're at the first quarter. We would expect 25% of course. So, a couple of things are are playing a role there. Remember that
007we still have that delay in our funding where they delay the rollover of current year fiscal 2026 revenues into 2027. So that impacts us by about $38 million every year. And [snorts] then in addition, our property tax revenues don't generally come in until uh late November, but mostly in that um March time frame. So that's contributing to that to that delay I guess in what you'd expect in revenues. So are there any questions about that? >> I do have I do have a question just looking at this chart. Um in 2024 we had a county um part to this and that's gone away. Can you remind us why that has gone away? >> So and also note that the county is a negative um 400,000. So keep in mind that as adjustments are occurring and
008maybe Jackie can help me out here a little bit, but as adjustments occur and you have some refunds, etc., it still hits that same fund, which is why we had that negative back in a year ago. Um, but they uh statute back in oh my gosh, was it the end of 23? The end of 23 uh the state legislature uh did away with the uh county equalization fund. So then all of that money that was normally assessed against the taxpayers in Maricopa County was absorbed by the state general fund. So that was the big change. >> Thank you. You bet. And then this is just a different presentation of that same information. Uh also we thought it was very instructive to share with you the operating revenue by fund so that you have an understanding
009of of the that whole district operating grid funds. So which of course is primarily maintenance and operations and unrestricted capital. But note that we do have um we do have uh um other other uh funds that are contributing to this and most of those are federal funds. So as an example, we have Medicaid reimbursement and -ate that also um goes into that district operating fund grid. So those are the two that are um impacted. And then then you can see that we've included classroom site fund. Uh you can also see if you look at unrestricted capital if you remember what we shared in the past is that we wanted to uh as soon as we start getting in state equalization or any property taxes at all we're first uh posting the revenue to our unrestricted
010capital fund trying to maximize those interest earnings. So you can see that to date um we have uh $16.2 $2 million of revenue that we've already posted to unrestricted capital and that's really close to um the maximum amount that we would need in unrestricted capital. So again, we had a $1.1 million interest earnings back um in 2023 and we were able to increase that to 1.3 million in 2024 and we're expecting to be close to that in 2025 just due to that simple strategy of posting the revenue to unrestricted capital before M. Again, a reminder, why do you do that? because we're not allowed to spend any interest earnings in the maintenance and operations fund but we are able to increase our budget capacity in unrestricted capital based upon any interest earnings. So that's the
011reason for that and then the same idea just showing it a different way on those revenues by fund. So with that if there's any other questions I can move right into the expenditures. Okay, great. [clears throat] So, um year-over-year uh comparison. So, note if you look at the top, um the total expended encumbered in 2024 was 344 million and [snorts] the total encumbered expended in 2025 is less than that, 332.8 million. So if you remember, we didn't see these levels of revenues when I just shared the revenues with you because the spend has a contribution from budget balance carry forward in all of our funds. So the big change year-over-year in terms of the spend was in the um uh the operating by about 4 million, but note the significant change in unrestricted capital. So
012we spent $35.6 6 million in unrestricted capital a year ago and to date um we have only encumbered 18.9. So that's the largest change year-over-year. Uh you can still see that the salaries uh salaries still went up a little bit due to the pay increases that you all awarded. And then the benefits went up a little bit as well because we did increase our benefit premium um due to the the claims experience that we're seeing. And that's all I have to share on the expenditures. So if there are any other questions, >> does anybody have any questions? >> Okay, great. Thank you. >> I did have a question on the unrestricted capital is one reason that we've spent less in capital is because we finished up the bonds that we had sold and so we
013don't have those bonds to spend towards >> That's true. Plus the fact if you if you note there's 35.6 six of a spend um in the prior year and I I shared that that we budgeted or adopted a budget with an expected 30.6 million so just a little bit less. It's just that we don't have that all fully encumbered and and expended. But yes, we're definitely driving the use of unrestricted capital for all of our capital needs right now because our bond dollars are definitely um totally spent. >> Okay. Thank you. You bet. Okay. And now the happy part. And I'm going to let take hand this over to my peers so you can talk about the great news about our academic achievement. Yay. [laughter] >> Thank you very much. Thanks, Bonnie. >> All right.
014Thank Bonnie and her team for that report. And uh moving on to 3.02 school and district letter grades. Dr. McCord. >> Thank you, Mr. President, governing board members. Um, tonight we have our assistant superintendent of teaching and learning, Mr. Jared Ryan, as well as our secondary director of curriculum, instruction, and assessment, which is CIA. And then Mr. Burcher, our elementary director of CIA. And before they get going, I just um I just want to tell you that I'm extremely proud of our students, our staff, and our families, and uh our teaching and learning department uh for helping us get to where we're at today. So, I won't steal their thunder, but I think it just needed to be said. So, I'll turn it over to you, Mr. Ryan. >> Thank you, >> President Thompson, governing
015board members, Dr. McCord. Thank you so much. Um, I was sharing with Mr. Burcher a few minutes ago. I'm not much of a a read from script kind of a guy. As a high school principal the first couple years of my tenure, I thought it would be a good idea and and so I did that and then I felt like you kind of lose a little bit as you you're scripted and you read. And so as my notes continued to build, I decided I'm just going to talk for a second. Um, to Dr. McCord's point. Um, this team, these two, um, the whole team within teaching and learning, and I don't care if it's professional growth and development, special education, federal programs, elementary coordinators, specialists, secondary, um, our principles, our instructional coaches, our math specialists,
016reading SP, I mean, you name it. Um, the work that is being done is just exceptional. Um, I I just couldn't be more proud to be part of this group of this team. Um, I was able to stop in earlier this morning and see a team or a grouping of kindergarten teachers who are in for some professional learning on literacy and um, which by the way, kindergarten teachers are just salt of the earth, right? what they do uh for our students and the foundation they lay and and we talked about nobody else has a responsibility a kindergarten teacher does, right? You get one shot at that and they set set us set us up the rest of us up. So, uh, we talked about that a little bit, but, um, our our specialists and our
017coordinator who were who were with them the entire day and doing the work together and and I think that that's kind of what stands out with what's happening right now. Everyone's in it together. Um, Dr. McCord's arm-in- arm with us as we do the work. um the district continuous improvement planning process that started a few years back um that we didn't really have necessarily in direct alignment all the time prior has just been an absolute difference maker for us. The data will support that. You'll see tonight a tremendous amount of numbers that uh will speak to the growth that will speak to the development um all the excitement across the school district. This is a time where um reports are out that failing schools across our state more than doubled from last year to this
018year. This is a time that we see uh the percentage of A campuses K8 in our state at 33 to 35%. And we're well over 85% of our schools as A's. We have so much to celebrate. Um yet we have a lot of work to do. And so we're going to point at both things tonight. both what we're proud of and what we want to celebrate as well as the opportunity that sits in front of us. Um the other thing that I love about this team is nobody's satisfied. Um we're satisfied with the effort of everyone. We love the work in the classroom. The teachers we have in Gilbert are just second to none. No offense. Um and [laughter] >> none taken. >> And um so it's just it's just it's fun. like we look
019forward to this day when the letter releases are coming out because we yes we get to celebrate but we also get to look for things that we need to do to help kids uh things we need to do to help teachers support teachers things we need to do to lead better uh in a more productive way and so all of those pieces culminate yes in these numbers and and and we're excited about that but um now it's what's next right and so um I'm excited what Dr. Cox and Mr. Burchcher, Master Burch, uh, get to share this evening and, uh, and we look forward to any questions and follow-up dialogue based on that. Yeah. >> And that's all we have. If you guys have any questions, >> improv now, >> right? Go ahead. We'll go
020back to this part. So, >> sorry, the charts are important. >> Go. [laughter] >> Okay, I'll kind of start going into what goes I'm going to start on. We're going to skip slide two and go to three and then when he comes back, maybe we can end with slide two. So, I'm representing kindergarten. Oh, there >> never mind. >> I I'm talking about kindergarten through 8th grade scores. So I know all the um my title is for elementary, but for right now I'm seventh and eighth grade have the same formula as our elementary school. So we're kind of looping them all together. Um so you'll see in the pie chart um the different percentages that go into a letter grade. 50% of the letter grade in K8 schools is about growth. Growth is the ultimate
021goal of teachers everywhere. It's the goal to take all students regardless of background to a higher level. [snorts] Okay? So growth is calculated based off year-over-year scores. So what happens is they'll take a student, let's say I had a student that was proficient. Okay? What they'll do is at the end, let's say they're proficient in third grade ELA. Okay? They will pull them in fourth grade with all of their peers that were proficient, and then they'll kind of chart using standard deviations based off whether they were low, average, or high growth. So it's really a year-over-year calculation. Um so obviously we don't get growth in our third grade because that's the first year we take it. Growth is representative of fourth, fifth, sixth, seventh and eighth grade scores. Um the next biggest piece of the
022pie is uh proficiency. Proficiency is 30% and essentially our students meeting the standards. scores are weighted with multipliers depending on whether a student um receives a mult uh minimally proficient, partially proficient, proficient, or highly proficient. There's a calculation that goes into it based off um those labels and you get a proficiency score for the school. Uh that score is representative of 30% of the letter grade. Then there's two other smaller subcategories just as important. English language learners make up 10% and these are based off growth and uh proficiency based off learning the English language and you're compared with the state average and again you get points for how many standard deviations you are away from the the state average and then the lastly we have acceleration and readiness points these are key indicators where student
023where schools can earn points a maximum of 10 points for instance in elementary you earn five points for having third grade minimally proficient ELA scores reduce year-over-year. In eighth grade, the biggest part is eighth grade math scores minimally proficient. If you decrease it year-over-year, you earn five points. There's other things such as subgroup improvement and chronic absenteeism that you can earn points with a maximum of 10% of the grade in here. The other part I wanted to bring up is you look at some pieces of data. Some schools are only while this equals 100%, if you don't have at least 10 English language learners on campus, you only have you can only earn up to 90 points. So still your percentage still goes ABC D, but you may not you may see a school that's
024like, oh, that score is only out of 90. Um, and that's the reason is they didn't have enough students for full academic year in the learning the English language. Okay. Does that work now? >> You do the other one. So, I'm going that way. >> Okay. You want to go back? >> You want to close with that? >> Okay. Perfect. >> Okay. All right. Some elementary highlights. So, there's an old saying that we kind of use. Um, this is kind of tongue and cheek a little bit, but we say it's easy to get an A, it's harder to keep an A. So, we want to give a special shout out to the 12 schools that since we have been keeping letter grades using a similar formula and using um AASA as the testing metric, there
025are 12 of our 26 schools that have had an A all four years. Um which is again super exciting. We have 19 of our 24 schools, and again, there's 26 elementary schools, so it's 24. the two missing didn't have the 10 students to um to earn all of those points. 19 of our 24 eligible schools received at least 90% of the EL points. Uh we also have 50% of our elementary schools maximize the acceleration and readiness points. Um which is huge. Again, out of 26 schools, we've got 13 that are getting 10 out of 10 in the acceleration and readiness indicators. We had two schools earn at least 95% of the proficiency points and huge shout out to Neely Traditional. They got 30 out of 30. So they earned 100% of the proficiency points um
026which is very tough to do. Additionally, we had 15 schools receive at least 95% of the available growth points. And a huge special shout out to the four Canyon Rim, Gilbert Elementary, Islands, and Soma Ranch that had a perfect 50 out of 50 for student growth points. Other way, next one. Too far. [laughter] >> Really challenging. It's a schooling thing, right? But all right, we'll master it. There are no school letter grades on mouse operations. [laughter] We're thankful for that. >> Yeah. >> Right. Okay. So, the last chart that I'm going to present is our two-year comparison of accountability points. So, I first want to point out the key that's in the bottom left hand side. Blue represents our title one campuses and green would represent a growth year-over-year. So I first want to point
027out um as I had mentioned before between 33 and 35% depending on what calculation you look at of schools in Arizona K8 schools in Arizona received an A letter grade. I am very pleased that our K6 schools that percentage of A is 92%. Um so our elementary schools knocked it out of the park. um 16 of our 26 schools, which is 61% had a letter grade and or point increase when you look year-over-year, and it represented 24 A's, two B's in our elementary schools. Special shout out for our three that jumped a letter grade. Burke Elementary, well done Bobcats. That's with a new principal, which is super exciting. We've got Gilbert Elementary in their dual language program, went from B to A. And then Pioneer Elementary also went from B to A. Huge, huge props
028to Courtzs Hill. I hope Dr. Henry's listening. So in two years they have gone from C to largest point earner in the district. So that is a huge accomplishment. They're our only school right now that is over 100%. Um because with bonus points for sped inclusion and science, you can actually earn over 100 points. So huge shout out. Our highest earner in GPS this year. Um what an accomplishment. Couple others I wanted to recognize. Augusta Ranch and Finley Farms are also A's and they just implemented they just went through their first year of being an accelerated model at our elementaryaries. So again, there's a lot of there's a lot of planning and work that goes in behind the scenes. And just shout out to those teachers, new is hard, right? And so those teachers were
029able to do it at a high level. And then Patterson, I have to give a shout out. um they maintained an A while going through their IB early candidacy. So now they are an IB school and the amount of paperwork and interviewing that they did on top of their day jobs was absolutely incredible and to maintain that excellence throughout just hats off to Patterson. Okay, so those are our elementary highlights. Right. You add it. Will >> it work with a left and a right click? >> No. >> Okay. So, for our secondary schools, thank you rookie over here. For our secondary schools, uh as Mr. Burchcher shared the K8 model, when I reference our junior high schools, that is the model that I'll be referencing. There are some similarities uh for the different models. I'm
030not going to repeat the the pieces that Mr. Burchcher shared, but for our 912 only schools, um the accountability looks a little bit different. Um there are also two additional models. So with our secondary schools, they are all on four different accountability models. So it makes it even more complex with making sure that you understand which school uh follows which um formula. So for our 9th through 12th high schools, the breakdown uh is proficiency for 30%. English language learners are the 10% and again that does have to be 10 or more students. We have a 20% calculation that goes into grad rate, 20% for growth, and then 20% for college and career readiness. Uh the graduation and the college and career readiness are the two pieces that are different at the 9th through 12th grade
031level. And with that, um, >> can I can I ask a question about college and career readiness? Exactly. How do they measure that? I mean, graduation, you can count how many kids graduated or you can count um, who improved or whatever, but how do how do they major measure college and career readiness? That's a great question and I'm going to go into that in just a moment. >> Okay. Thank you. >> So, um, with that, uh, we have a couple of what we call hybrid schools and the way that those schools are made up, which is going to be Gilbert High and GAMS. They are a hybrid. So, they take the K8 model that Mr. Burchcher shared, the 912 model that I shared, and it's kind of an average of the two together. It's a
032little more complex than that based on the percentage of students you have at each of those levels, but um to kind of understand it, it's the two models combined. And then our fourth um model is new to us. It is an alternative model. Uh Canyon Valley is now an alternative school. We earned we switched to the alternative school um last year. And you'll notice that if you have been following global used to be a school and if you see that they're not on there, it's because they're now a program and those students calculate into the comprehensive school that they're associated with. So they no longer earn a letter grade where Canyon used to be a program and they're now our alternative school. And for the alternative school, the breakdown looks a little bit differently uh
033due to the type of student. uh they are sitting at um 35% is actually on the college and career readiness. So it's about 15% higher emphasis on that growth to graduation. So it's tracking those students and kind of their on track and uh not falling through the cracks. And then their graduation rate is only 10% e if they have 10 or more students and then the proficiency is at 15%. So there's some differences here. Uh I'm not going to spend too much time on Canyon. We just wanted to be transparent and share. We were excited uh to just share that Canyon was not supposed to get an official grade level grade letter this year. Uh because out of these seven categories, they currently only have data for three. So what the state did do is
034they gave us kind of um an adjusted letter grade based on where they would have scored with those three categories, which gave them points to earn uh a B, but technically they don't get an official letter grade on all seven categories until next year. So, we were just excited to show the baseline of where Canyon is starting on the alternative model. >> Just just remind us too some of the changes that went into effect at Canyon Valley. I know the whole schedule changed and some of those things that we put in place to help students as we move to this school model where they have to get a grade. >> Uh yeah, so the um instructional time model did change and uh we have a new principal, Mr. Stro. He's absolutely incredible and has a
035great vision for the school. he is already uh painting walls and making it look different and the environment on campus is uh changing vastly as well with the when it when we go to the accountability piece outside of the instructional time model with the bell periods and the time um I know that our different teams if it be data and tech or data and research um academic services um or admin services and teaching and learning there's different things that are going in to help support that school now that it is um an alternative model. So, uh a lot of the things that I'm going to talk about that we've created, the nice part is now that we have some of those things created for our comprehensive schools, it was a much quicker transition to create
036those things to set them up for success and have those pieces in place. So, I'm not sure if that fully answers >> that helps. Thank you. >> Absolutely. So, moving into the secondary highlights, I decided to take a little bit of a different approach and focus on um a couple of the categories that make up almost half of the secondary high school letter grades. Uh because I think that they show the success of our entire district K12 because it takes to Mr. Ryan's point about the kindergarten teacher. It really takes all of us doing our job and being competitive to want the best product for our student to go into those end goals that make our high school graduates. And so when it comes to graduation rates, what you're going to see up here is
037a chart going back to 2018. And I was I'm really really proud of what uh we're doing in Gilbert Public Schools. I'm I'm proud of everybody for this. But when you look at 2018, we were at around 20 or 91 12%. Um I'm probably off by a few points, but or a tenth of a point, but if you see that point, that's where we were. And I thought that that was important to go back to because we hear a lot of the narrative around COVID and how things declined due to COVID. And um that's fine. But I also think that it's significant to show that here we are in 2025 and you still sometimes hear the narrative not in Gilbert public schools but just I think across our state and nation that it's like oh
038we're not quite where we were. We need to get back. Well Gilbert public schools is proving that we are not only back but we have surpassed in some of those academic areas including graduation rate. So going back as far as 2018, I wanted to keep going even further. Uh but um we are sitting at uh just below 93% which is the highest our grad rate has been as far back to 2018. So we're really really proud of that. And uh because this is 20% of the high school letter grade and again I believe that this is everybody contributing to this. I thought that this would be a valid um data point to just show um the success that that's making. So from a points perspective, graduation is 20% but it equals 20 points as well.
039And all of our secondary schools are earning all of the points for graduation. So what that allows them to do is if we can continue to sustain the processes, procedures, and supports we've put in place for students, if that's with our counseling teams, I I could go down the list of everybody that contributes to a student success when it comes to graduation. Um but if now that we have those things in place, it does allow us to Mr. Ryan's point to focus on the areas where maybe we're not getting all of our points and dive in there. Whereas um a few years ago we were kind of trying to figure out how to raise the points in all the areas. So the next area that I would like to dive into that is equally weighted
040as heavily is the college and career readiness index. And this is uh I'm personally extremely passionate about this. Um and I could go on and on. I know I've actually have presented in the past on this, so I'll keep it more brief and open it up for any questions, but the college and career readiness indicators are it's it's a huge um complex spreadsheet of different data points. And there are several that are on what you would say the college side of the house and then on the other side of that is the career, more technical education, CTE, military, um trade schools. And what the state determined is that they want to see students leave and graduate well-rounded and kind of have a way to go into either of those fields. That that's what the state
041has deemed as kind of a true portrait of a graduate. And so the list of things that you can see up here on the right, uh I I generalize them into those themes because it wouldn't all fit here for you. Uh but what I will say is that it is not like when you see advanced placement up there, it's not as simple as just being in an AP class. these indicators up here. Students have to be high achieving in these. They have to score high. They have to kind of be showing um extreme success in those areas. And within the formula that earns them like a tenth of a point. So then they have to do multiple of these things. And the idea is that students end up earning a full point on both sides.
042Uh and so you can't just focus on one of these areas. As a school district, we have to focus on all of these areas. And um the next slide is going to show some data that will support um the next part of this conversation. So the CCRI came into the letter grades in the year 2018 2019. I was a principal at the time at Campo and um when we first found it out from the state, it was middle of the year and we were told we would have to have it thrown together for the end of that school year due in the summer. So, as far as intentionality and even knowing what you were trying to put together, it was kind of just filling out a spreadsheet as best as you could because by the
043time we even picked it up to fill it out that year, it was already summer and these students have graduated and so there was no like trying to be strategic to help students and that was just the first year because it came and that was across the state. Everybody was in that same boat. The next year because of COVID, they did not collect the CCRI so we don't have data. And then you'll see in 2020 2021 I kind of started the longitudinal look at where we were. So when we first looked at the numbers in 2020 20 to 2021 um our numbers were extremely in my opinion low compared to the excellence that we um believe in in Gilbert public schools. We usually thrive. We're very competitive. We want to be at the top. And
044so when you see that we were sitting around I mean there was a school below 14 around just above 16. The schools that year they did try. This wasn't that they were just not taking it seriously. They really did try and so it was a lot of people diving in but that year it was a lot of like looking at it after the fact when honestly it was too late. So we had a 2 to threeyear goal at that time to try to get our schools to the 20 points because if we got to the 20 points, you know, you're locking in 20% of your letter grade. So that next year in 21-22 was when we started to provide district support to the schools and guidance on how to best fill it out because what
045we were finding when we dove into the data is some of it was just that the formulas within the Excel sheet were so complex that some people were just filling out the form wrong or we weren't pulling the right students and tracking down their data that would support them. So if a student came from out of district, we just started where they were. So if they came as a sophomore or junior and they had AP credit, anything on that list prior, we weren't accounting for it. So we were kind of hurting ourselves by not authentically knowing how to track that data. So then we figured a lot of those pieces out, did a lot of training, a lot of collaboration, and into that next year, um this became an action step for all of our
046impact checks at the secondary school to report out on and have action steps in their their site improvement plan. Again, a lot of PD that went into it, training. Um, and what we started to do that year in 22 23 was honestly a thematic analysis to identify which areas could give us the the most points for our students with the things that we provide here in Gilbert Public Schools because that's a large list and if you're trying to give every student all of those things, you're kind of cha like it's you're not going to get there. So, we we knew we needed to be more strategic. that helped us um get to where if you notice in that 22 23 year we were closer to all of our schools hitting the 20 points. Now on
047CCRI you can get to 20 points but you can go above to 23 points and those are considered bonus points that get added on the overall letter grade. So not only do they help you with this but it is like an add it's like extra credit onto the letter grade is the best way to put it. So last year in 2324, our d our new data and research team um had put together Tableau dashboards that instead of looking at each cohort just their senior year and trying to place them and maybe be more intentional like junior to senior year, the dashboard has allowed our sites to identify coming in in freshman year what each cohort needs and how to do things in freshman year, sophomore year, junior year, senior year. Um and now if you
048see for the last almost three years for all schools and then for all schools the last two years as a district we have earned the full points and beyond um into the bonus points across the board. And when I say that this is um a huge accomplishment by many people genuinely it takes a village to get to this. It takes all of your staff classified and certified. It takes an administrative team leading this. It takes your counselors. It takes um even having the PSCT and transportation and food services supporting that that day. There is so much that goes into this that it truly takes our full district to get to this. And um since the last two years, we actually have people around the East Valley that have sought us out to present. Um Mr.
049Nelson uh our director of data and research and I just were asked to um go to Florida and present on our dashboard and the data and the success that we have with not just the numbers but truly the impact that it's making on students and preparing them for that post-secary. So um we're doing something right uh and we're really really proud of that. But it again it just is I can't emphasize enough how much work um goes into that. So then switching into our two-year comparison for our secondary schools. Um we want to share that you can see kind of the progression there. Um for our junior highs, we do have uh the two schools that are a B and um we do have one high school that is at a B. However, when you
050look back and I almost wanted to put like a 3 to 5year longitudinal since I was like putting those kind of charts in here to begin with. Um, but you will see that our secondary schools, the fact that we are where we're at with as many A's has been growth for our secondary schools, and we're really proud of that. A couple of shoutouts um specific to growth uh EL points andor uh proficiency. Um GCA has had full points in proficiency at their uh middle years level and their high school level. our Gilbert High School and GAMS program. Uh they going to a hybrid model is a lot when you're trying to figure out how to make sure you're earning those points and especially when you have a lower percentage of seventh and eighth grade students.
051Uh that junior high program are earning some of the highest points and growth across our district. Highland Junior High has had three years of growth on their letter points and are now our highest and leading junior high um school with points and they're one of the highest across the state. And then Mosquite Junior High School, not only have they also had significant growth in their points for three years in a row, but their growth percentage um is exceptional as well, and they continue to increase their their growth points, which is um truly where your students starting at. are you showing growth? So even though you might see that their proficiency is a little bit lower, it is their proficiency is growing, but their growth is where you see um some data that's to be celebrated.
052And then the the last point that I want to make for our secondary schools is that um all of our secondary schools did earn bonus points, which I believe Mr. Burchcher shared, but that is anything from SPET inclusion, um the CCRI that I shared and uh performing on the A science assessment as well. So, it's made up of a handful of things. Uh but just for context, three and four years ago, uh our schools weren't earning the bonus points and so now, uh a lot of our schools are almost maxing out on the bonus points and it's just one more thing to celebrate. So, I don't know if you want to go back to the >> go back to the >> Yeah, >> I um I do just want to point out and I'm glad
053Dr. Cox spoke to it as well, but campuses [clears throat] like Mosquite Junior High sometimes we see a B and particularly in Gilbert where we expect A's across the board. We will, by the way, all campuses will be A's at some point in time. We will be there. Um but what they're doing at Mosquite Jr. and the growth they're seeing year-over-year. And to Dr. Cox's point, the growth metric, that number, um, and we hear about it through impact checks. So, Coach Cannon is here and and uh Tia Hansen and the work that they're doing in impact checks and the I think it's really the intentionality that every campus is really going to work with and you feel it in those impact checks and and I encourage anybody to stop in and be part and listen
054to the incredible things going on. But, um highlighting a campus like Mosquite Jr. that sometimes um a B goes viewed as just a B when really there's so much more to that story. And so um just highlighting that. Um to her point of the bonus points, >> I think they kind of took over at this point >> here. I'll have them >> go back to slide right. >> No, it's really it's really an important one we keep. Right. Uh slide two, right? >> Just hold it up. Yeah, I just hold it [laughter] up. So, >> it's important. >> It's a PDF, so you have to scroll. It's not a click. >> All right. So, the longitudinal data, and in this piece, we were able to go back to 2017. Um, we were able to look
055at the average point total per campus across Gilbert public schools. And um the reason this is important is because it's not just proficiency, it's not just growth, it's not just CCRI, it's not just grad rate, but it's the entire picture. And it's the entire picture of every campus K to 12 in our entire system. And so when we look at the health of a system and we look at um the trajectory of a system or this year our theme is momentum matters, what does the momentum look like? What kind of work is going on on campuses with our students? And most importantly, what are our students producing? How are they growing? And what are they doing? And so, uh, this graphic can really, I think, demonstrate that since 2017, um, and of course we had
056a couple years, uh, where things didn't look quite as good, but 2021 moving forward to 22, 23, 24, and 25. It's it goes to the first point of just every year learning every year looking at where we're at, looking at where every single student is where we need to go with professional learning, where we need to go um uh with curriculum implementation. Governing board entrusted us a couple years back on a large-scale district-wide math curriculum adoption. you're seeing the results of of the approval, the results of the support of the governing board to allow us um Dr. McCord to entrust us to go to work and um the results that we're seeing in our students right now is in all honesty something I don't think any of us would have predicted would have gone this
057deep this quick. And so now the next step is how do we continue and and so we're we're starting that process months ago and we're continuing to work through it uh moving into the future. So, um, with that, we'll turn it over to you for questions. >> The last you didn't >> and all that equals being an A rated district, [laughter] >> right? >> So, two years ago, they added um kind of a GPA. >> I was trying to avoid scrolling. [laughter] >> We're going backwards maybe. >> Right. Hey, >> we a couple of years ago the dis the state had um added in district school or district letter grades and um those are newer. That hasn't been a thing in Arizona. Um and what they do is they take the school letter grades, average
058them together, kind of like a GPA, and that's the assigned district letter grade. And we were pleased to um see that we were an A for the third year in a row. Um there right now with large districts we are one of three that have maintained that A across the entire state. So we're really really proud of that A. >> Dating back three years our district GPA was a 3.5. Last year we were 3.8 and this year we're a 3.84. So we're continuing to to move and so 3.9 to 4.0 is on the horizon and and we will one day be sitting here celebrating the 4.0. So, >> any questions or comments from the board? >> Well, first off, congratulations. I mean, I think that we need to really celebrate this. It's it has taken
059a lot of work and a lot of um I think one of the things I've noticed in my time on the board is that we're working more collaboratively and engaged across the board with each other and less siloed and I think that has made a huge difference and I think it's an accumulation of things that we've done but um there's been a lot of hard work on everyone's part to get this far and I really really appreciate the attention the impact checks, the intentionality, and I think it really shows in our results. And I mean, it's really it's a lot to celebrate. I I think it's a moment to be very proud of all that we've been able to accomplish and to um appreciate the fact that we've had the financial resources through our bonds
060and overrides to put into those things as well. I mean, new curriculum that's very expensive and um I really appreciate that we could, you know, really look and find the curriculum that worked the best for us. So, >> Thank you for all your work and leadership. [laughter] >> So, I I just want to say thank you as well. Um, and I just wanted to comment that uh I hope everybody that's watching or anybody that views this or anybody that reads Tom's article [laughter] on Thursday understands the devotion and care to our students and families that this team has and and these specific individuals. It's unmatched. and I want to thank you for your tireless efforts in striving to make GPS the best school district in the state and I I think in the country and
061uh without this team here we wouldn't be seeing the success we have. So, thank you very much. >> Thank you, Mr. Thompson. >> All right, let's uh thank you very much. nothing to add, but just just to just to echo those those comments. And um I I agree wholeheartedly with with both those. And also for me, what's what's just as impressive is is the drive that we still have to get better. And so I know that uh no one's resting on their laurels and and already looking to improve all the schools. And so I I appreciate that as well. Thank you. >> Thank you. [laughter] Thank you all. >> Thank you. Appreciate it. All right, thank you. We actually are going to take a couple minute break before we move on to our next agenda
062item. So Break. All right, welcome back. Moving on to 3.03, review of community feedback report related to the position of district superintendent. We want welcome Mr. Don Groing from McFersonen and Associates. Uh, and we will turn the time over to you, Don. >> Thank you, uh, board president Thompson, members of the board. As you heard, my name is Don Groing and I >> Could you speak into the mic just a little bit more? >> My name is Don Groing and I'm uh here uh to provide you with a brief summary of your stakeholder report as well as your community survey that was uh conducted by K12 Insight. Uh, in addition, hopefully if you have any questions regarding your search for a new superintendent for the Gilbert School District, I'll be able to answer those questions.
063And if I can't, I'll get a hold of Dr. Joel. And so he can, just as a way of a little bit of introduction, uh, I noticed in all your survey you talk about family and so who is this guy coming to talk to us? And so, uh, my wife and I moved from Oregon, uh, two years ago into the town of Gilbert and, uh, she actually went to work for the Mesa School District as an early learning director and, uh, recently retired. She said, "You're not going to retire by yourself." So, um, as a superintendent in Oregon, I worked there for 25 years in four different size school districts. uh the last one being the largest at 45,000 students uh Beaverton, Oregon. And it has strikingly similar attributes and challenges that uh the Gilbert
064School District has. Um Dr. Joel uh sends his uh sincere apologies for not being able to be here with you tonight. And [snorts] uh so you're getting me, but if there's any questions, hopefully I can answer them. And if not, I'll definitely get back to him. Um I believe we're going to put a brief PowerPoint up uh presentation up and um and we'll talk a little bit about uh re revisit maybe what you've done so far. So we're talking about uh the timeline. So basically you on September 3rd the district had a superintendent council meeting to gain a deep understanding of the attributes and characteristics for your next superintendent. On October 14th uh consultants conducted meetings with district s stakeholders. There were about 89 of those stakeholders. Uh then through October 20th through November 2nd,
065a survey was conducted by K12 Insight and that closed on uh as I said on November 2nd and we have all of those um responses. And just to let the board know, even though this is a brief summary, you are going to receive each and every one of those responses in about a week and you'll be able to read through them. um and um and uh see who actually took the survey uh and and the stakeholders as well as uh the 460 responses. is you had 460 responses in the K12 K12 insight and uh uh the October 14th meeting just to revisit uh you know the question one please tell us the things about living and working in the Gilbert community that uh uh were great and uh boy when I I I actually went
066in and read all the responses. I actually went in and read all the K12 responses and family comes across loud and clear in the Gilbert School District. So, whatever you're doing to uh to have that uh characteristic just come out from both staff, parents, uh leadership team that comes really really comes out loud and clear. uh as well as you have a community that supports education and while they have high expectations for education, they support it and that's through your unlearning about overrides in Arizona and everything uh but through through different ways of support whether it's uh volunteers in your in your classroom in your schools or financial uh support. Also they asked about what are the characteristics, skills and traits you were looking for in your superintendent, the next person and a lot of
067these are you would see in similar districts. Uh but uh you know definitely a relationship builder. Um in many of your survey um uh answers uh that came out loud and clear that um there seems to be less of a divide between administrators, teachers in the classroom, instructional assistants, other support staff. You really feel that you're a team and you always don't see that. uh you'd like to see somebody that's coming in uh willingness to understand the Gilbert culture. And in a lot of these superintendent searches, I will tell you somebody's coming in to fix something that's broken, a broken school district. Uh could be a scandal, improprieties, lack of leadership. Um we do not see that in this in this uh data results. It's not coming in. So, I'm going to talk about it
068a little bit later. You're going to have you're going to have a very uh attractive pool of applicants. Systems thinker as a board member. Is it Robersonson or Robinson? >> Robinson uh spoke, but you don't want to rest on your laurels. You want somebody that's going to come in uh be a visionary thinker. uh somebody that's not satisfied wants to move students uh and staff to go where they need to go next. And as you know uh with uh things like AI coming in and and different pathways uh you just can't sit stagnant. Uh you have to really be prepared to move forward. um primary challenges for the district and uh both you'll see in the community survey as well as the stakeholder survey uh they almost mirrored each other. Uh you're experiencing a shift
069in clientele demographics, diversity of the community, declining enrollment and school choice competition. I was talking to Shawn and Beaverton school district. Uh for a while we couldn't build schools fast enough and now they've went from 45,000 students down to 38,000 in about 5 years. And so that is a uh that's a challenge. Uh strategic plan revision, need to explore high school pathway options, elementary gifted accelerated program revision, making sure that uh the board and the new superintendent come in that you're able to grow and learn together. having somebody compatible. Uh you're a team. You don't get these kind of results when you don't have a team. And um congratulations to the governing board and superintendent, other leadership, uh teachers in the in the trenches on in the classroom doing the work. I mean, this is
070a total team effort. Nutrition, transportation, getting them to school. It is really a team effort. and uh board member Humphre, I think that uh you know to find and think about ways how do we celebrate this because this isn't happening in every school district. And so if you can find ways to celebrate, you know, sometimes money's tight, but there's other ways of showing appreciation to those folks who uh who made this all happen. Um definitely somebody who can come in future of bond overrides uh uh being able to have that financial capacity and um advocacy for public education to be able to get out and encourage voters to continue their support for the district. And then uh this one is an incredibly difficult one. The retention recruitment of all staff. It's evident you have quality
071staff here. How are you going to keep them here? How are you going to recruit new staff uh as [snorts] some of your staff retire through through attrition? How do you how do how do you how are you going to be able to bring uh and recruit new staff here and then keep them here? So, I don't know if we can pull this up. Um, I'd like to go to the community survey uh right now and uh talk about uh the respondents. There you can see the respondents and really I'd really like to go to the next to the next slide. Um, this I'll just say this blew me out of the water. This is probably one of the best surveys I've seen. As I as I said, you have 460 respondents. I think something
072to think about. I I had some people say, "Well, that's not very many considering all the people staff we have." A lot of times uh uh people don't dig in unless they have an issue. And so the 460 respondents for a district this size, I I've seen that in many districts larger than this, somewhere around 500. So, um I think that's okay. But something I just really want to bring to your attention uh in two of these areas, academic excellence and student achievement and success. Um you had 1% who thought you were doing poor in the academic excellence and 2% in student achievement. That's that's kind of unbelievable. And when you look at these nine areas, most of them are over 80%. They're all over 70%. And um it's it's it's pretty unbelievable to have
073a survey like this. And um I think I think uh this is going to help you in several ways. Number one, for quality applicants as they look to apply to the Gilbert School District, a quality superintendent's going to dig in. What's the board makeup? What's the board look like? what's been the previous um relationship between board uh teachers, district staff, the superintendent, and other personnel. And so they're also going to look at what's broken. U you know, am I going into a district that uh is very low achieving? That's not the case. Am I going into a district that is in deep financial trouble? I listen to your finance manager talk and for the most part considering everything that's going on with public education, um you're relatively stable. And so this is going to be
074a highly highly attractive school district. Um and with that I there's uh this is the most important job you do as a school board is hire the superintendent. So, we got to make sure we get it right. We got to make sure that we're bringing you quality candidates and you find somebody that can uh carry on the good work here at um Gilbert School District. But you should uh you know uh you should really be proud of of u everything that uh everybody's done in the district and proud as a governing board um to have these kind of things to talk about. uh happens rarely happens rarely. So I am uh open to any and all questions that you may have regarding regarding uh the survey. Once again I just want to make sure that
075you're going to get you will get all of the responses individual responses. And the other thing I wanted to point out was on the PowerPoint these were just some trends. Believe me, there were so many comments in there, we would have been here all night to go over each and every comment, but these were some trends that I saw happening uh both in the stakeholders uh stakeholder survey as well as the uh the K12 insight survey. Uh board member Robinson. >> Terrific. Thank you. And I agree, it's a very attractive job. Lots of people should should apply. Um on this this graph um is it possible to get this breakdown by category of respondent? So you know we had 41% of our respondents that were parents. Can we see this broken down by just the
076parents and then can we see it broken down by just the staff members just to see if there's differences there? >> Yes. >> Thank you. When we see the um total results, um of course we won't know individually who those people are that responded. We'll know whether they're a parent or a staff member or even a student. >> Um we would know that about them. Yes, board member. >> Okay, thank you. And so what are the next steps? We've had this survey. We've kind of got some understanding of what our community is looking for. What are our next steps? >> Yeah, I can tell you a little bit right now, just a an update. I got to remember to keep talking into that. Sorry. Pull it closer. >> Right now you right now you have
077five current completed applications. But what I need you to know is the majority, the vast vast majority of these applications for quality jobs like this will come in the last week. The last week people are people are waiting, seeing, they're doing their research on you right now, but I guarantee you you're going to have many, many more applications. And so, um, I will, as I said before, I will get you those individual responses so you'll have some time to to go over that. I know that Dr. Joel is working with uh the board president and um on some different issues. You as a board is you're going to have to decide about the uh type of questions. By the way, he said, "Thank you." All the board members did get their questions in. He said
078you don't have to ask them to get their questions in. So, thank you on that. but the format in which you are going to desire to do the interviews and I think that's something that the board has to uh decide and then uh Steve will work with you on uh those and then as these applications come in I can tell you behind the scenes what's happening is um they're doing uh intense reference checks I I think you've read around the country where various folks have been hired and then things you know uh the reference checks did not uh indicate uh some uh negatives with the individual. So those are going on as well as there are quality superintendent out there that are looking to move up maybe it be in district size moving to other
079states. And so uh we know who those people are and we're calling them and we say hey we have a gem of a district right here. Um and uh so we're enticing those quality individuals. you're going to have many many uh folks uh apply for this and um you'll also have many people apply that uh I'll just you know they would not meet your expectations as a superintendent for uh this school district. >> Do you know in kind of in relation to Dr. Robinson's question about breaking this data out. Do you know off the top of your head or in your notes what if there were any major discrepancies and answers between the different groups, parents and and staff? Um, no. Other than the fact that because the the the u the percentage ores were
080so high there couldn't have been too much. But I will I will I will ask that and I will um I'll get an answer to you on that. Okay. >> Can you give us the name of the 1%? No, I'm kidding. [laughter] >> All right. Any other questions or comments? Well, I I appreciate the effort to gather that input and to uh bring it to us and I'll look forward to setting some time aside to look at those surveys. And >> it's it's a lot of it's it's a lot of information to read, a lot of uh statements to to read. And once again, these were just trend data. And you know, you whenever you do a survey like this, you have some outliers, but uh for the most part, what I can say is
081very positive both from staff um and from parents about about the school district. And there were even some great uh appreciative comments for the governing board >> and the and the current superintendent. So you you will see them. So [laughter] anyway, now you you've got something special here. Don't take it for granted. >> Okay. Thank you. >> We agree. Thank you, Dr. Groing. You're welcome. Thank you very much. And I will get uh answers to your questions. >> All right. We're going to go ahead and adjourn the work study portion of our meeting and we'll move into the brief board business meeting portion and ask Miss Wilson to do roll call. >> Mr. Chad Thompson >> here. >> Miss Sheena Murray >> here. >> Dr. Blake Robison >> here. >> Miss Jill Humphre >> here.
082>> Mr. Jesse Brainer >> here. >> Mr. President, all board members are present. You have a corum. >> Thank you, Miss Wilson. And if I didn't say it, I call this meeting to order. Um, moving on to agenda item number six, the consent agenda item. Is there a motion to approve the consent agenda items as outlined here tonight? >> So moved. >> Thank you, Dr. Mr. Robinson. Is there a second? >> Second. >> Thank you, Mr. Brainer. All those in favor of approving the consent agenda items as outlined, say I. >> I. >> Any opposed? Thank you very much. And we have some action items tonight. 7.01 Superintendent Evaluation Instruments and Performance Pay Measures and Weights. Is there a motion? I move we approve the superintendent evaluation instruments and performance pay measures and weights as
083discussed in executive session. >> Thank you, Miss Humphre. Is there a second? >> Second. >> Thank you, Miss Murray. Uh, is there any discussion regarding the evaluation instruments? >> Well, let's look forward to this last year with our superintendent and enjoy. We've had a great night tonight celebrating what happened last year and looking forward to what we will accomplish as a team this next year. >> Agreed. Thank you. Anything else? >> All right, then I'll call for a vote. All those in favor of approving superintendent evaluation instruments and performance pay measures and weights say I. >> I. Any opposed? That passes. Thank you. 7.02 02 revision to fiscal year 2025 annual financial report. Is there a motion? >> So moved. >> Thank you, Miss Humphre. Is there a second? >> Second. >> Thank you, Miss
084Murray. Uh >> I think there's a presentation. Okay. >> No, you have to use the same. [laughter] [snorts] Um so uh on the agenda it shows that we are requesting approval of the revised um annual financial report. So just a a real quick um uh recap after we complete the AFR, then we're starting to work on updating all of our beginning fund balances uh for the new year because the ending fund balance for 2025 should equal the beginning fund balance of 2026. during that process, thanks to the two workh horses back there, Miss Kalia Edwards and Miss Amber [laughter] Morgan, they did notice some discrepancies. And so just wanted to make sure that you know that it's really important for Jackie and I to make sure that we have a correct um annual financial report
085and that whenever the auditors are completing their work as you know we'll be presenting a annual uh comprehensive let's see an annual comprehensive financial report um in another month or so uh that everything be accurate. So just really quick just wanted to describe um just some of the changes for you. Um so this is just what I just said uh regarding the beginning fund balance noticing the discrepancies. Um so corrected the beginning fund balance um of M. This was associated with the Quasimar adjustment. If you remember that was the Maricopa Countywide assessed value adjustment that occurred during 2025. Uh [snorts] unrestricted capital. There was a typographical error on that one and that was corrected. And then several of our 500 and grant funds um also I had some corrections. Our system is supposed to roll
086up the funds and for some reason there was some failure there and all the funds that were underneath a particular level of category did not roll up appropriately and so those were found as well. And then finally, we felt it was really really important that we identify all of our expenditures related to CED, which is the pass through money that we received from EVIT. And so, um, in the past, we have always had expenditures that were funded out of M associated with transporting students from our high schools to EVIT main campuses. So, for the first time this year, we wanted to make sure that we did that. um analysis and move those expenditures out of M program 400 into M CATED program so that they're appropriately identified. You're not going to see a change on
087the AFR reflecting that, but it it really uh impacted us when we did the CED supplanting worksheet and then we'll be able to have that into our general ledger that shows our actual spend. So that was very important. And then also if you remember we did some major renovations in both toy box as well as culinary and those uh we also wanted to make sure were identified in the appropriate CED program and so those changes were occurred as well. Finally on the food service AFR you can see the changes that occurred the original versus revised. So whenever we do um the food service um AFR we are uh not quite completed I don't think with um the inventory uh associated with all of our food products that are still in freezers etc. And so during
088fiscal year 2025, we're actually adjusting our inventory values um to reflect that. And so then it was not posted to the right category and so that was fixed as well. So now the food service AFR is also accurate. So those are our changes. Just wanted to make sure that you as a governing board were aware. Um and I I think it's really important that you have a staff here at Gilbert that cares about the fact that we're presenting accurate information. even it means that we have to come forward to you twice in a month. [laughter] So, um so you've got some really good people working in the finance office working really hard to make sure that we're as accurate as possible. So, thank you for the uh allowing us to do this. And that's all
089I have. Action item 7.02. >> Oh, and signatures, too. We need you guys to sign the AFR. >> There it is. [laughter] >> Sorry. >> All right. Any questions or comments from the board? Well, I just I I want our constituents to understand that school finance is extremely complex and we can probably make a decision about some items whether they come from one pool or another like CTE transportation and we're trying to just make sure that we are as accurate and using the money as well as possible and so we appreciate all of your hard work and thank you even when it means you have to come and show us that there's a correction. Anything else? All right. I just want to note that if Quasimar is not a spelling B word, it should be
090because not only is it fun to say, but it's also fun to spell. [laughter] Thank you very much. Appreciate you. All right. Any questions or discussion among the board regard to this agenda item? Okay. Then I'll call for the vote. Uh all those in fa all those in favor of approving the revision to fiscal year 20 2025 annual financial report say I. >> I. >> Any opposed? And that passes. Thank you very much. And everybody's least favorite part of our evening adjournment. Is there a motion to adjurnn? >> So moved. >> That was a little too quick, Mr. Briner. >> He was He was on it. He was ready. [laughter] >> Thank you, Mr. Briner. Is there a second? >> Second. >> That's more like it. Thank you, Mr. Robinson. All those in favor of
091adjourning, say I. >> I. >> Thank you very much. We are adjourned.