001Get ready? >> All right. Well, good evening, everybody. Uh welcome to the May 11th uh 6:00 special meeting of the North Quinsigamond Public School School Committee. I'd like to begin this evening by welcoming three newly elected uh members of the School Committee, Ms. Nancy Walter, Ms. Michelle Theroux, and Ms. Michelle Petraitis. Uh I think we leave two of you have been on the committee in the past, so welcome back, and welcome, Michelle. Uh we are grateful for your for your willingness to serve our students and our staff. Uh this is our first meeting uh since we've had three newly elected uh members. So, our initial responsibility tonight is to reorganize the School Committee. So, the first order of business will be nominations and election of a chairperson. >> Okay. >> Do you want us to
002do the Pledge of Allegiance first? >> Thank you. That's all right. I jumped ahead. >> I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. My apologies. So, as I was saying, the first order of business this evening was the nomination and election of a chairperson. At this time, I will open the floor for nominations for chair of the North Quinsigamond School Committee. >> I would like to nominate Matt Cronan for the School Committee chair. >> Second. >> Are there any further nominations? Seeing no nominations, no further nominations, nominations are closed for this position. We'll take a roll call vote. >> Good. State your vote. >> Nancy Walter? >> I. >>
003Matthew Grant? Aye. >> Kristen Jean Grande? Aye. >> Michelle Patryas? Aye. >> Michelle Ther? Aye. >> Okay. Congratulations to Matt. So, I'll let you take it over from here. >> All right. >> Uh the next uh position we elect is the vice chair. >> Thank you, Tim. Uh so, as Tim just stated, I'll take any nominations um for vice chair. I'll nominate Nancy Waldron for vice chair. >> Second. >> Do you have any other nominations for vice chair? Seeing none, take a roll call vote. >> Nancy Waldron? [clears throat] Aye. >> Matthew Grant? Aye. >> Kristen Jean Grande? Aye. >> Michelle Patryas? Aye. >> Michelle Ther? Aye. >> All right. Thank you. Congratulations to Nancy. >> Thank you. >> All right. So, the next position to nominate or elect would be clerk. I'll accept the
004nomination for clerk. >> I'll nominate Kristen. >> I'll second that nomination. Do I have any further nominations for clerk? Seeing none, do a roll call vote. >> Nancy Waldron? Aye. >> Matthew Grant? Aye. >> Kristen Jean Grande? Aye. >> Michelle Patryas? Aye. >> Michelle Ther? Aye. >> All right. Thank you. I'll get these over to the town clerk. Uh make sure she's updated. Uh next order of business tonight is uh subcommittee discussion. Uh we have this I I asked him to put this on here as a discussion uh Uh, simply because we have six different subcommittees and I'd like everybody to put a little bit of thought into what they might be interested in and then next meeting we can come back and discuss and vote for [clears throat] who's on nominated for commit subcommittees.
005So we can go through right now. I'm just going to run through a list of what our subcommittees are so everyone has an idea and then just you know, you can reach out let us know or we can just discuss it next meeting what you're interested in. So there's six so I think everybody's probably going to have to be on two but we'll take a look at how the numbers shake out. So we have a budget subcommittee. That's a new committee that we just established a new subcommittee that we just established. Was that like January or February? Was it? >> Yeah. >> Um, so that is pretty important subcommittee. A lot of the meetings would be heavy into its budget season. Um, negotiations is another subcommittee that depending on the year there's either a lot
006of meetings or there's not a lot of meetings. So depends on if it's contract year or not. So if you have any experience with contracts or you're interested, that would be a good subcommittee for you to take part in. Uh, building and grounds. That one there is not that's usually like a as something comes up type of subcommittee. So there's not a lot of regularly scheduled meetings. But if you have any background in that, let let us know. Next one, these next few are very important ones. Um, policy subcommittee. Uh, it's very self-explanatory. Looking at reviewing the policy, setting policy, making adjustments to policy as needed. Um, I think we really probably should get to a point where we have regular more regular meetings whether they're quarterly or every other month, something like that. But
007we can talk more about that next time. Uh, curriculum, uh, same thing. Uh, pretty self-explanatory. Um, and then this last one's a newer one that we talked about doing earlier this year as well that we established. It's a superintendent, uh, review committee. Um, again, that's one of our few things that we are tasked with, uh, looking after on the school committee. So, that's important. That subcommittee is very important as well. Um, we can talk about if anyone has any questions on them now. Um, if anyone has anything to add, we can discuss more now or we can you guys can sit on it and come back with questions next time, whatever. Any questions now? Christine, anything to add? >> No, I just think, you know, think it takes some time to think about which ones,
008you know, might seem the most meaningful to you. >> Okay. I agree. >> So, I had a question on the negotiations. Do we have, uh, contracts right now that are >> Not this, not in the calendar year 26. There's nothing. Uh, >> Can I just butt in and ask that question? >> 27, two years. Yeah, 27 there will be. Yeah. >> Okay. So, at this point, you know, if you wanted to serve on that one for this year, there would be nothing with necess- necessary >> Something could come up, but it wouldn't be, probably wouldn't be a regularly scheduled, >> [clears throat] >> uh, thing. Correct. >> But policy would be more regular. Curriculum would be more regular. Um, then the superintendent review, is that more regular? >> That's something that is still new. Uh,
009and we can we can talk about how we want that to have, if you want that to look as a committee. >> Okay. >> So, we haven't really established, uh, say like a regularly scheduled [clears throat] pattern. So, and we can talk more about that, but >> Okay. Thank you. >> Yeah. Any other questions, comments? >> Yeah, what about the, um, the other ones? The budget, is that a regular like that we would be wanting to meet regularly? >> Yes, I would think so. It would be heavy during budget season. Um, so this was one that we started this year in January or February. So, honestly, we haven't I don't think we've had a sub-committee meeting. So, what do you have any thought on when what time of year would be good to start meeting
010with the budget or I know the frequency would be less probably in the summer and more heavy towards getting closer to budget season. >> Yeah, I I honestly think the group thought maybe even meet monthly starting in the fall. >> Mhm. >> Just so that >> [clears throat] >> um, you know, as we transition to the school year, we can see where we're at, where we're starting, if there's any changes over the summer. Sometimes, as you know, um, the governor's budget gets passed in late June. Um, and then as we kind of ramp up in November for the budget season, I think from November to now, essentially, is when we'd be discussing and finalizing um, before town meeting. >> So, my suggestion would be once a month. >> Okay. Does that answer your question, Michelle?
011>> Yep. And what about the buildings and grounds? >> Historically, we haven't done regularly scheduled meetings. I don't I don't know that we need if we do regularly regularly scheduled meetings, I don't I personally don't think they have to be monthly, but maybe a quarterly meeting or a check-in or I mean, what's your experience with that? I know we since you've been here, I don't think we've >> Um, we've had a few, but they've been kind of sporadic. >> As needed basis. >> Yeah, quarterly or as needed might be a good starting point. >> Yeah, so I would think at the most, if we're doing them to check up on things, quarterly would probably be the most as far as they would have to, but you know, if there's a reason to do more, we
012certainly can. There's no limit on that part, but What else? Anybody else have any questions? Anything >> you want to add anything to that, Tim? >> No, no, I think that's pretty >> All right. So, the next um agenda item number four Oh, sorry, number five. Um Tim had uh Mr. McCormick had done a presentation uh the end of April at the School Committee meeting um geared towards uh the future of North Brookfield schools as a standalone school and some ideas that have been that he's been putting together. So, I had asked him to uh essentially go over that again since there's three new members a couple weeks later. So, that way you guys have a good starting point there to reference some information. Take it over, Tim. >> Yep, I just pulled it up.
013Thank you. All right. So, I did attach this into your packet. The The icons on page one have changed. I just I just tweaked some of the fonts. So, but the the content is exactly the same. Um so, this presentation is is pretty much identical to the one I gave at the end of April. So, this is the first part of this process. This is just encapsulating what we did uh with our staff. So, um Back in March, um what we what we did was we we put together um six [clears throat] listening sessions essentially for staff. So, that's all staff members. So, that was teachers, support staff, whoever wanted to drop in. Uh we had two at each building. So, six total, three at each building um across about a month or so, a
014little over a month. And ultimately, this was a starting point. This was to gather some conversation, some ideas uh from staff members about what they liked about the the district now and what they feel we can do better. And that's for both schools. It's not just just on the high school, that's also the elementary school as well. I will say the turnout was was a little bit more robust in high school, but it was district-wide. So, we had these list- listening sessions. We we wanted to identify themes across the district, across these conversations. We wanted to then develop strategic priorities, and then we wanted to bring this to the next step, which is going to be starting tomorrow evening, and talking with our families and our greater community about, again, what do they feel we
015can do to make this district the best it can be. Uh, so that was the initial thought process behind this. So, as I said, six listening sessions. We also sent the staff a survey, uh, which is very was uh, again, almost identical to the survey that was sent to families. That survey will also be replicated and be sent out to students tomorrow. So, students will have the first time to look at that survey tomorrow, and then and then again, complete those that questionnaire in their own words their own words. Um, we looked at individual conversations. Some teachers didn't want to meet in a group setting, so they approached me privately, and we had conversations that way. But, what we did on the survey, as you saw, uh, we broke it down to kind of to
016structure the conversation a little bit into four overarching areas. So, programmatic opportunities, student experiences, partnerships, and then structures and systems. So, when when the the the questionnaires were sent out, when we framed the conversations here at these listening sessions, and for tomorrow, we will start with those four focus areas. >> [clears throat] >> Okay. So, starting with programmatic opportunities, um, the staff consistently expressed interest in giving students either continuing or giving them more diverse engaging learning opportunities. And some Some the the things that stuck out as kind of thematic for us to start were expansion of the arts. So, chorus, drama, music. Uh to continue to look at exploring more shops for kids. So, they leave more granular with woodworking, shop programming, cooking, home economics. That that was a conversation that came up on several
017occasions. Uh personal finance and accounting, psychol- psychology and sociology, and additional world languages, and then uh additional honors AP courses and STEM enrichment. So, things we've been talking about, but also um hearing this for the first time from from new members of this conversation. So, when we talked about these things, we also talked about what are some initial first possible action steps. Um so, we we were doing uh with our our guidance counselor and our principal uh conducting a student interest survey for new electives. We've been doing that throughout the year. What what really peaks the interest of our interest of our students. Um potentially, with this information, we can launch one to two pilot electives for next year. Uh developing a phased honors and AP expansion plan. So, this again, this is based on
018enrollment numbers, is based on the numbers of the students we have in seats, and what we can offer. Uh we'd like to, and we have been, um kind of reopening and modernizing our shop programming uh over the last couple years. As you as you may know, we've done a lot of expansion with our STEM program. We've also brought back brought back woodworking, which was a course that was offered at one point here in the in the district. We brought that back in the last couple years. And we'd like to do, if we can't offer a standalone course, embed more financial literacy into our existing coursework. So, some of our math courses, uh we'd like to embed that as as more of a of a positive outlet for our students. Another topic that uh teachers and
019our staff talked about a lot was career readiness, internships, and partnerships. So, as you may or may not be aware, we we've had an internship or workplace learning program now for several years, and each year we try to make that better and better. The way we currently structure that is we have seniors, if they are eligible, they can go on an internship during fourth quarter of their senior year. Well, one thing that we are pursuing, we have been talking about, is how do we look at early college with our with our upper higher ed partners. So, uh one thing that the staff did talk about is if if we if we're looking to phase in AP courses, we should also look to phase in dual enrollment opportunities for our kids. Whether it's through QCC, Worcester
020State, Mount Wachusett, uh it's really about finding a partner that can support our students. Uh we talked about or the staff talked about certifications. And as you may know, this is a really big part of our ICP designation for STEM and advanced manufacturing. Uh but also beyond that, can we look at branching out and phasing in certifications like CPR, First Aid? We already do the OSHA 10, but what else can we do to support students in their learning that when they walk out of this high school building, they have credentials that make them more employable? Um we'd also like to entertain uh potentially looking at some community agency connections. So, we are small town, but we still have a fire department, we still have a police department, we still have a highway department. So, are
021there any opportunities there that we could connect those departments with our students and and maybe make that a pipeline for employment or pre-early exploration? And one thing that teachers talked about, and this kind of came out through our multiple conversations, was how do we bring in more speakers for our students? Uh career speakers, we have a a very a very strong career day that we've been we've had for several years, but how do we make that better? How do we make that more than a one-off uh one-off outing for our students? And one thing that came up in the conversation is that we had a very successful STEM night again this year. How do we replicate that for other topics throughout the course of the year? We had several hundred families and students in the
022building that night. How do we do that more to showcase what we're doing within the district? Student experience, belonging and school culture. This is an area that a lot of staff talked about. There's a lot of great things going on throughout the district already. Again, how do we make that better? How do we continue to make our both schools as welcoming as possible? Um how do we make our our schools a safe space for all students and their families? Um how do we magnify student voice and inclusion? Um how do we recognize and celebrate? I know Mr. Murphy has a monthly uh PBIS star recognition uh that he has for his students and his families. How do we continue to build on that and do that district-wide? And then how do we expand uh continue
023looking at additional clubs and community outlets for our students. And then structures, scheduling, and student supports. Um many of these responses and these these talking points from staff talked about improving systems so students can be more successful day-to-day. One thing that we did talk about that's been a a detriment, I think, for our high school students is we've changed our schedule pretty much on a on a yearly basis for many reasons. One, to really make sure that that students have uh as many offerings or opportunities as possible, but when you change a schedule, uh it is a new learning curve for both students and staff. Um we we brought in our phased in our crew program this year, um making making sure that stays, and also making sure that gets better. Uh we have an
024have advisory as well at elementary school. Um there was a common conversation around what do we do? Do we have extended social time or even the word came out recess for middle school students. Do we give them a break during the day? Do we look at making a more homework club for our students? Uh um Uh maximizing peer tutoring for our students. Looking at our grades uh grade six transition support. So, how when the students leave the elementary school in grade five and come to the high school, we already have some great structures in place, but what else can we do to support that transition? Um a stronger staff procedural clarity. And the staff have known that part of this is because we have a never-changing uh personnel or we have ever-changing staff across the
025district, but how do we make sure that people understand that the procedures and protocols uh when they're employed here in North Brookfield? Again, [clears throat] always looking at communication systems. You know, we we we communicate through many different outlets, through newsletters, um through through social media. Well, what can we do? Well, how else can we make that more robust for our families and our students? And more sped and literacy supports were also some other ideas that came out of these conversations. So, when you talk about possible action steps, um I think that again, some of these things can be fished out pretty quickly, but some of them may will take some time. For example, to develop the grade six transition orientation, we already have that in place, but how do we make that a little
026bit better for our students and their families? Um how do we make sure that if we want a homework center, how do we build that? And who's going to be a part Who's going to be working with our students? Is it going to be just staff solely or is it going to be students? And do we train those students? So, looking at those criteria for for success. And if we continue with the crew program at the high school, how do we make sure that there's a a clear scope and sequence from day one to the end of end of the school year, making sure that we touch on all those key concepts for SEL and and making sure that we set our students up uh for success? So, looking ahead, and these are these are
027some themes that again came out of the conversation with these staff members. Uh again, priority one is always expanding student opportunities. So, courses, arts, trades, career pathways, co- and extracurricular curricular activities, whether it's clubs or athletics. Priority two, strengthen career and college readiness. Priority three, culture and belonging. Again, I think there was a strong consensus that that our students feel welcome here, but how do we continue to make that even better? Priority four, refine systems and supports. So, how do we support all of our students through those those three tiers of support? And then how do we raise accountability for all for all of our students and our staff? So, again, making sure we message clearly clear expectations for learning across both buildings. So, some ideas that came out of the conversations as quick wins,
028uh, we've already started to do this, a student interest survey, which we do on a regular basis around course offerings. Uh, again, looking at a structure for the after-school homework center. Looking at ways what we can do to start the school day in the most welcoming way possible for all of our students. And I think we do some great things, but I'm not sure that everybody knows what everybody else is doing. So, how do we make that more consistent across the district? We already have some monthly recognition celebrations, but how do we make those even better and make sure those are consistent across both buildings? A very consistent and robust grade six transition plan. And then looking at not only career speaker series, but what can we do to get people into these two buildings
029throughout the year? We have many assemblies and different activities, but how do we make that even more robust for our kids in the sense that they want to bring their families into the two buildings. And then the last piece that came up in conversation, and this was, um, basically, I think in addition to what we're doing now, is how do we how do we market the district? And I and I think this is something that, you know, we're still exploring. We we partnered this year with Cartwheel to use to do two anchor videos for the district. We started with our STEM, our ICP destination, our STEM classes. The second one was a district-wide celebration or kind of experiential video showing the uh the the families and students what we do within the district. But how
030do we make sure that we're messaging that consistently to all our stakeholders? Um and I think that we need to be even more purposeful with our social media presence. And how do we tell our story? Um and I think that, you know, a lot of teachers are willing to to get to jump on that, but how do we make sure we're doing it in the in in the best way for our families? And like I said, this is just the first step. Step two will be tomorrow evening when we we talk about I will give a a similar presentation to this to our to whoever shows up tomorrow evening at 5:30 here in the Kiva. We'll talk about some of these themes we talked about with our staff. And then we'll we'll continue to see
031is there any new ideas? Is there a resonance? What are we missing? What are we all on the same page with? And we'll start to put all this information together. Uh we'll then take the information from our students. I envision that we'll probably meet a second time with our stakeholders once we have these initial ideas and themes so that I can verify that these themes are in fact accurate with everybody. And then we'll put this all this information together to kind of look at, again, what are the next steps for the 2026-2027 school year and what are our our best entry points to increase student success. Any questions? >> So I know this is obviously step one, like you've been mentioning. Have you given any thought to and a lot of what we talk about
032here hinges upon like numbers, more students. Um so I know like Mr. Wrigley did the survey of fifth or sixth fifth and sixth graders of who's staying who's not staying for sports. Is there any thought of being proactive with those families who you perceive back that or that you've received school choice out applications from to introduce this stuff just to before we lose them like as that I don't know if there's a process for that or we're having thought of doing anything with that. >> Um to the kids that are potentially choicing out is that what you're asking? >> Right. So a lot of what we're talking about here and what where we've a lot of what we've talked about for the past year has been numbers, you know, correct. So I guess my question
033is I think these ideas are great. But a lot of them do depend on having more kids here. So if this is a long-range plan, I get that. But while we can, I mean we have obviously I saw Richard's survey that had it looked like quite a few leaving. So has there been any outreach to those families about what's what you're planning on here? >> Not pointed to those individual families as one of the questions of the survey tomorrow is it's very simply are you are you selecting to stay in the district or are you leaving? >> Okay. >> So we we can capture our newer number there as well. Um I think a lot of a lot of the things the themes that came up are not brand new ideas. There's a couple that
034are. So I think a lot of these themes have been discussed throughout the year between the two buildings, from myself. So they're not totally new ideas to families and students. Um I think that tomorrow's data from our students will give us a better idea of of, you know, where kids maybe leaning to uh for next year. Um you know, but we had what nine students that applied for school choice in for next year already over since we've opened that up officially. >> [clears throat] >> And again, I know that number is just right now as of as of May 11th, but that's a good sign um for our district. >> Do you know where we stand on school choice applications? >> So, currently as a district we're 200 >> Right. In school choice and we're
03551. >> I'm sorry sorry for Have you got for the next year? >> Um I don't know the total I I know we've had nine in the last week and a half. >> Got you. Okay. Yeah, maybe if you can come back with those numbers. >> That's coming in. >> Okay. >> It's coming in. >> No, I know. I'm saying that the out numbers. The only The only reason I ask is I like I said that all these ideas are great. Like you said, they're not a lot of them aren't new. Um I guess [clears throat] where I'm coming from is during a lot of the conversations we had over the past year, what we did hear a lot from the students that are here are they are here because they want to be here.
036>> Mhm. >> So, I think I'm not sure asking the ones that have stayed here about what they like they're already here. They want to stay. >> This is also before our our middle school students as well, the survey. So, we'll capture that group of of students who may be transitioning out of out of the district before the high school. >> Perfect. Okay, I just want to make sure that we are somehow proactive, you know, with you know, families who are making that decision. So, Okay. Thank you. >> Is there a way to ask the families who have already left what would make them >> We we do we do have a survey that we that I know that both admin assistants um are are in charge to send to those families when they do
037leave. And we do have we do have feedback over the last two or three years that we've collected. Um so, we do have a system in place. >> Okay. Is there any synergies between the reasons that people are leaving and what the staff have said? >> Yeah, oh there's a lot I mean I saw I mean often times it's course offerings, extracurricular activities, or lack thereof. So, you know, that when the staff is saying we want to add these courses or these are things we'd like to make better. Students or families are saying, we want we want soccer back. Or, you know, those are the things that are coming up in the in the survey. Um it's it's really not a lot of of negativity towards a particular staff member or or building. It's more
038about missed opportunities for students. So, um yes, to answer your question, there's a lot of things in parallel there. >> Did um so, with this um this this these sessions, um was this something that was staff um directed or did you have a consultant? >> No, it was just me. >> Okay. >> It was just me. Yeah. So, um you know, I think that you know, I started with the high school and I think that I you know, overall, I know the staff very well. This building I started here as building principal and I think that um I was pleased that the union president was very much engaged as well. So, he was at all the sessions that I was here and and so, he was recruiting people to come and and have conversations. I
039think people were very open and honest. Um you know, I said, you can say whatever you want. I mean, it's not it's we need to know, we need to find out the information. So, like I said, the the the only drawback was that we had more staff in the high school. I would I would have loved to see more elementary staff, but I think that, you know, based on these conversations, they haven't felt as directly impacted as maybe the high school staff. Um but, they're still part of the process. And whatever we whatever we do, it's going to be messaged through both building principals. >> Okay. Thank you. >> Thank you, Tim. Any other questions? Seeing none. All right. Lastly, we have one here. I will uh if we have no other questions on that,
040I will take a motion to adjourn. >> I had a couple of questions >> Sure. Sure. >> Just kind of housekeeping a little bit. It's been a couple years. Um Um so I I went through the new member handbook. Thank you for sending us that uh link. Um and some of the things that I just called called out a little bit. Um the North Brookfield policy guide and the budget. Is that all on the um on the um website that we can go look at? >> Yes, I can give you >> [clears throat] >> um >> Actually, I have to update. We started a folder in Google that all those documents, yeah, for school committee. >> Oh, good. >> So, I'll go in and update the email addresses to that so that all of you
041guys are now and it's all in there. Just not fiscal year 27 yet. >> Okay. All right. So, the policy guide's in there, the budget. >> And we can add if there's things that are missing. Matt and I have just kind of been compiling things together. Okay. >> Policy guide's also on the webpage. >> Yep. So, I mean >> Okay. >> we do revise the policy each year. >> Yep. Okay. Um and the guide the member handbook suggested collective bargaining agreements and stuff. Certainly not something that you would have all those on. Does it? >> So, that's also something that I wanted to get so we all had access to it. That's they're all in the shared drive. >> Okay. And they mentioned the mass elected general laws for a school committee members. Um I
042know I have a copy from 2024. Um I'm assuming that that's >> That's updated on a yearly basis, but I have no idea if it >> I'm not even sure to be honest with you, but we can find out. >> Okay. >> We get a We get a big book every year about the general laws. So, we have some if you want to stop by. >> Okay. Great. All right. And then the last thing was um I know I did a query in 2024. I don't know how long those stay good. >> 2 years. Okay. I need to stop by. So, anybody else who doesn't >> I can also email it out to you if you want the form and you can fill it out and drop it off. >> Okay. Super. Okay. All right.
043That's all I have. >> We did I did I don't know if if he was registered yet with MASC, but there are some charting the course sessions coming up June 6th at Fitchburg High or no, I'm sorry, Crocker Elementary School in Fitchburg and then June 20th in Sturbridge at Tantasqua. >> Yeah. >> So, I know I know Nancy and Michelle you've been on the committees before. I Michelle, you've been on other committees but not school committee, I don't think. So, I I I think it's good practice to go to one of these It's I think it's 6 or 8 hours, Mr. Grant? >> Yeah, 2 hours. >> Yeah, I sent them all the links. They They just They just did one They just announced a new date for Tantasqua, which is June 20th, I'm sorry.
044>> Yeah, I've already registered for that one. >> So me, me too. >> Oh, there you go. And the state you have a full calendar year to do it technically, so if you want to wait till you find something that's convenient, you know, so >> It's close. >> And they are free. They're not Yeah, it's 8 hours of your time, but they're not they don't cost you. >> And they will give you the very large book with all the math state frameworks for education. >> Yeah. >> I just >> do my last one out of the book. >> They'll give you They'll give you the new one, updated one. >> Okay, cool. >> All right. Those [clears throat] are all the questions I have. >> Excellent. Anybody else anything before we adjourn? Take a motion
045to adjourn. >> I'll second that motion. >> All those in favor? >> Aye. >> Thank you. Thank you everybody. >> Thanks everybody.