001I'll follow 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. agenda. Motion have a second. All in favor say I. I. >> All sign. All right. Welcome. Public comment. We don't have any limitations. We have any public comments. Today we have Mr. from Mr. Mr. We have so with that I will turn it over to Mr. Bracken and Mr. edition. >> Again, thank you for let letting us uh present and talk to you about FRCTC opportunities. Thank you. And um I always like to give boards an opportunity to ask questions and see what else we can be doing. Um give a highlight of what we have done. And if you've got questions, like I said, ask.
002This is great time to uh get feedback and we're not I don't like to get in what we call a rinse and repeat cycle and where it's just the same thing. So constantly looking for um different courses to be offering uh different curriculum, different ideas. Um so start off uh we'd like to highlight our staff there um indicating who we have in the building program we're running. One of the biggest things like I said I always keep near my desk is our state's in demand occupations. Uh you'll find that probably in the third third page in and truthfully uh the state re-evaluates this all the time. uh but these are the career pathways and careers that the state has identified as um in demand in our state. And so this kind of I'll say is
003a driving force of what we do. Um, I kind of constantly keep this at uh, like I said, right next to my desk and I'm always looking what other ones can we check off, how how else can we provide? Um, but in the same token, it's also finding the staff and the teachers to be able to teach these programs as well. And so, uh, I would say that's almost equally as challenging. It's it's great if we want to be able to offer all these options and opportunities to kids, but then finding the staff that sticking around, be around. Um, and I think we're in a situation right now with our act program. We uh we got to do higher that um I feel it's going to be more of a long-term uh solution. Not that
004our other ones didn't have that initially at their mindset, but uh um I feel good about what we have and hopefully we can get back to where we were. Um there the career ready practices this document here um it has changed slightly. Uh those are the soft skills and we are working diligently with Infinite Campus to make sure that um when they build out Infinite Campus that we can still give this same report uh that we've been able to give a Power School uh as we share that with parents typically twice a year and it's those soft skills that employers and students need to have to be successful. Um, and it's communication, it's critical thinking, it's um, teamwork. How well do you work as a team? And right now, we're really going through them, I
005would say, at the fine youth column to identify, are there ones that are better than general ed teachers can evaluate? Are there ones that CTE teachers? It's really been a CTE thing for a long time, but we're looking to see how how does it fit across the whole spectrum and uh as as we transition to infinite campus, can we make it easier for um other teachers to also evaluate? So, uh it is one of the things that um we're able to help check off some boxes for you folks in choice ready. Um so uh it it's helpful. They have changed slightly. There are Mr. Bron 12 of them. >> 12 total >> and um we're asked to do six of them this year and they want us to do all 12 next year. We're still
006talking about what that looks like. um because it's a lot of extra I'll say assessments for the teachers to do and so you really want to make it user friendly for the teachers but yet a good I'll say impact point or data point so parents can tell where their kids are at um with those rearity practices. [clears throat] Next page you'll see some grants that we have um uh earned through the staff. I think it's very I'll say awesome that our staff are diligently working to to work on grants and get grants for the program. Um so um yeah, really happy with where um they were at. The assessments page is the next page which highlights um I'll just say all of our member schools and the assessments if you witness big ups or downs.
007Uh what I'll say is it's typically a staffing change where we added a teacher back in Lisbon. They were a one teacher program. Um they were a two-teer program for a long time. It went down to one uh last year and we've added a teacher back into that program. Obviously that that one went um we lost a teaching or lost a counselor in Campbell and we um certain essentials um I'll just say that that's another one I like to highlight is um we took on their counselor role and have used that to help offset their costs um and embedding it or rolling it under the better concept. And so, um, those are our assessments and really it depends on what you get for resources and courses. Um, every school's a little bit different. Some schools
008have full-time counselors on site, some some of them, um, have a full-time AC teacher on site. So every I'll just say every assessment's a little bit different, but the base assessment is essentially uh goes off your 9 through 12 enrollment from the previous year. So if you see ups or downs in enrollments, then that's potentially see some difference. Now, state funding as a whole since I started this role six years ago, they essentially said, "Well, this is this is what we're doing." And it's been basically changing every year since I've gotten into this role. And much like IR and everything else that's changing, I think they finally landed on something. Um, they're just looking at kind of a flat uh funding model at this point. And so, uh, with Oaks Public School having all of
009their CT programming ran through us, you guys are in a pretty good situation right now. We're getting the most cost effective, I'll say, bang for the buck. Um, and my hope is that we can, you know, I've ran the model several different times. I was really nervous right away, but I think where we're sitting, I think we're positioned pretty good. Um and and I'm hopeful that uh when we get our new budgets for this upcoming cycle that I can show you some assessments for next year that will be hopefully level funded or with minimal increases and that's not the goal um based on you know your guys' projections of what's coming down the pipeline. So I want to try to make it again cost effective for for you folks. So, um, if you got questions
010about any of those, definitely ask. Uh, I'd like to highlight the scholarships. [clears throat] Oaks had, uh, 16 of their 44 students uh, qualify for scholarships last year, earning a 36% uh, average. Um, the state average was 20%. that's it's dipped down a little bit. It was 22% last year. Um so I I this year I kind of included a little bit of a historical average. I had somebody ask me uh if I could uh just kind of show a a trend of where the scholarships have been because truthfully um I knew this year it would kind of go down a little bit. I kind of warned people because um there used to be about three different pathways to get that scholarship. Now it's really only one and the big I'll say thing that's holding
011people up is the essentially the military column. Kids can't if the kids struggle to get that 20 on the AC then their only way to really get it. They're definitely checking the box in the workforce column. Um but it's that military column that they're struggling and getting that high enough score on the ASVAP. Uh and so we're looking at how can we retest those kids. Um we're actually looking at um there's a couple centers across the state that are piloting a essentially a a military course course offering. Uh I know center for distance ed kind of rolled it out um this last year, but uh just Sunday I got a call from uh former Oaks graduate Jared Suni and wants to meet with me this week to to see how we could roll that out
012and see what that looks like. um under our center umbrella. So, more to come on that, but I I I think we'll we're working at trying to find ways for kids to be able to also help them in those different pathways to help them qualify for some funding. So, those are a couple of things I wanted to highlight. I always ask if you have questions. I I had the pleasure this weekend of making some oak students. Um the scammer was out of town and so she had asked if I could take the kids to Little Eye in Kindred and I said I think I know my way there. So um great kids. I just want to highlight um those good good fun for me and uh remembering uh the good experiences for the competition for
013the kids and uh no kids are well behaved and just want to say that it was awesome. So, um, got a lot of great things happening. It is CTE month and, uh, thank you guys for being on site today and, uh, Brockman did a pretty pretty good job on the egg thing. So, so, uh, I'm gonna let any of the if you have any questions, you have talked before. We just decided to wear the same shirt today. >> Fine. Thanks, great m. Um, yeah. The next thing on here is a high-tech. Um, this is available to all of your teachers. It isn't just strictly the teachers that are out here at the center. So, if there's something on here, you know, for the science, you know, the science workshop, the biotech, uh, those different things,
014um, let us know. I know the art teacher up there, 3D printer, those kind of things. But um some of the hurdles that we really run into is um teacher training, teacher turnover. Um you know, you get a teacher trained and they're only out of school for a year or two and then they move on and then somebody else comes in and then you got to get them trained. So one thing we're really trying to concentrate on is finding pieces of equipment that are easier to train on and require as much time. So, I'm actually looking on some new 3D printers that are are much user friendly. Looking at getting some VR headsets that we actually had one out here this fall and we demoed it and uh the students, we had them use it,
015try it and they were like, "Yeah, this is this is great." So the problem is it's there's an annual subscription and uh it's not cheap but um I think I think it'll be a good use for our high techs by doing that. Um any questions on the high-tech stuff? Okay. As far as um the facility, the bathrooms, I don't you guys have been in those in the last couple years, but they are in need of updates and I'm been working with Nathan over here at Frontier and um trying to get that so it it can happen this summer. So >> typically on some of those bigger projects, I just want to say that the center always went to the folks um more to say, you know, we split some of these, but uh understand the
016state of the economy. Um I won't do that. Um so we're going to just try to um we're going to try to tackle that and that ourselves and make upgrades this building. have boats yet, but I got it in the budget to try to chip away at those bathrooms. I just they needed a good up upgrade. So, >> this is my 10th year here and we kind of been kicking the can down the road for 10 years because it was it was a topic of discussion 10 years ago. So, >> is that anything you guys are supposed to say? >> Uh to a degree I would say there could be some opportunity. Um but in the same token a lot anytime that we remove flooring we got to bring um all those restroom heights and
017plumbing heights out to code and with this building 76 uh those have changed. So heights have changed and so uh we're expecting pretty healthy plumbing uh bid to update a lot of it's going to have to happen during the summer. We can't go without a restroom, you know, during the school year. Yeah. [laughter] >> So, ultimately, if you have questions, uh concerns or just things you want to discuss, it's not just this time that we come around to to chat with you, uh we're a phone call away. Uh definitely reach out to us. Um let us know how else we can better serve your students uh at Oak School. the asthma of course because that's one of our goal is the advant but I mean partner with you guys but somehow I think great because
018that's something we're looking for too >> I'll just say right now the center for distance ed is offering a course for 20 um kind of as a pilot thing to get started I don't know the quality of the first I had looked at the material yet. Um, and so that's why I'm interested to sit down there [clears throat] and really figure out what does it look like? Who teaches it? Is is it an instructor on their behalf? Is it is it a partnership? Um, what does it look like for that course? Is it can it be hybrid? Um, I'll be so >> Yeah, absolutely. It's okay. Any other questions? >> Um, on our high-tech, you stated that the art teacher uses the laser. >> She had a 3D printer. >> Yeah. Um, what about our
019science department? Are they utilizing that? I don't certainly. Um, can't remember his name. >> Yeah. Um, yeah. >> Yeah. School be just bring kids out here. So there is and it's, you know, it's one of those things teachers are stretched in and >> it it's up to them really to dig into this and take the time to incorporate it, right? >> I mean, we can get them the basic trainings and get them started, but they ultimately they need to spend time with it. So, I know that's always an issue >> and thank you guys and again if you got further questions >> and and you're enjoy if you want to enjoy a tour I will take you around afterwards uh for anybody that haven't seen facility but uh u yes thanks again. >> Thank you
020guys. Thank you. >> Approvals project. >> Okay. Um as I report to you 21, 22 and 23, I am particular. I want to try and make the comments and the responses. But um in 21 and 22 and up trajectory you can see that it's clear that our kids they responded well for um early winter. Now now mid- winter uh we tend to um drop a little bit. So again we're making ourselves aware of that and hopefully we won't have that again. Um in the high school I did mark us still on track because we did not lose ground. We stayed the same. So, I hope that in with the things that we've been working on and things are starting to come into alignment. Send me some good questions again and I answer those and I
021know there's some strategic questions coming, but Ray Jordan and I talk about this a lot like how all the things that we're doing, we forget the things that we're doing, right? And how they're all coming together, the different pieces like math, bringing it up. our teachers have been trained in um the science are starting with training in the science of male. So we've invested heavily in a lot of those items in order to bring it all together full circle but all these different pieces of the puzzle starting to come together um so that we feel will have a positive impact on our scores as we're moving forward. One of the things that we get concerned too is that okay, so we've moved to the 65th percentile and then we're having higher demands, but we really
022aren't. We have the same demands, but we just have raised the benchmark in order to stay in alignment and to have better predictors of it. So, you know, when we looking 50th percentile, we had this false sense that we were going to do really well on the A+ and then that didn't come to fruition. What good does it do to, you know, use that number because it's not a we're not using it correctly. So that's why we bumped up the 60th was that prediction piece of it that that can be kind of hard for people to understand that piece of it that that's the only we're just trying to get a better prediction. We're using the same tool. Um we're asking you know our kids to perform well but that higher percentage is just so
023we have a better prediction of that. Um we are still spending time on lake starts on Wednesdays. We're looking at our data. I um I know in both high school and the elementary this last week they were looking and inputting data into their data walls. They have electronic data walls that they share with each other and they work together on that. But just like with reading, the expectation that math isn't just taught math because um Liz and Ryan and Cassie cannot just do math in high school. they've got to get their counterparts that are teaching social studies and science and those other content area classes to also do some of the skills you know that apply that piece of it. So um [clears throat] fidelity is to bring math instruction is going to be in
024the forefront to ensure that we are growing in that tier one intervention. So making sure that we get more math and bring that we're following fidelity with fidelity and we have invested in you know training for the teachers that have to come in and observe and give feedback. So we're trying really hard to make sure that those things that we're doing with fidelity to make sure that our data aligns with that. But our data does show that our instructional p practices are working. So we're going to continue to provide those supports. Um, uh, Ryan and Liz, I believe it was Ryan, um, sent something to Jordan and said, "Hey, can we go to this um, BER, Bureau of Educational Research, I think they are, right, that a class or a PD on providing interventions for
025men, which is one of the areas that we've been lacking in, you know, or trying to find those those programs to help us out or what our path forward is." So, um, Ryan, the teachers are coming to us to ask them for that because they see those pieces. But those this morning prior to moving to standards base though, it was really hard to have that go across vertically or I'm sorry, horizontally in between all the things that we're doing. But now that we have standards, our math teachers are able to see like, okay, so what standards are covered in star, what standards are covered in um, our A+, what standards are we doing in our classroom? So, you've got that commonality across. So instead of just well the the kids are getting A's and B's
026in math and I talked about that before when I was a teacher we did a chapter on I don't know some in algebra we did a chapter and we just left it behind and if the kids got it they got it. we didn't we get it. But now our teachers don't do that, right? They're teaching across. They're looking across to see what the kids understand with the standards and then breaking it down into those um not the boulders but down into pebbles to see like what are the kids not getting and if they're not getting that then they're able to provide or get more math or bringing out those tier one interventions um in order to make sure that they're not just leaving those skills. I may got into some strategic questions. I was thinking
027a lot about those questions make us think those kids that have been on those interventions. Um, have you seen it? Are you young and staying from that or are they still operating? >> Okay, so those are really good questions because do you guys care if I defer over to you because we better features and what do you guys think about those >> like our fractal work? Is that referred to? >> Yeah, probably for kids that are in these things. >> It [clears throat] seems like the kids that do it diligently shown improvements like I have kids that have gotten out because they have actually put in the effort and they want to put in the effort. The ones that don't put in the effort, I mean [clears throat] obviously we're going to see that. And
028I know we talk a lot about that motivation piece of if you know they have the pathway that if they don't score high enough they're going to go into some interventions or they some of those kids have the ability to do better but there's not there's a why why does it really matter until all of that's when there's an incentive or a non incentive for them to then like R said they get out in frontly quicker in the intervention or they're working theirelves out of those things. So, but is it all of them? No. You know, there's kids that are lacking skills and there's different I remember when I was teaching too, I thought everybody can everybody can do this, but biologically, we're all trained differently, right? Some of us are left brain, some of
029us are right brain, some of us are really good at science, some of us are really good at writing. You know, it's just individuals. So then that's the piece of the personalized learning for us that we have to break it down into. So that child with just maybe struggles in that math area, our teachers have to spend more time with that. We have to find different interventions to get them, you know, to achieve at the highest level if possible for them. >> How is the district ensuring continuity between grade band transitions so students don't lose growth moments? >> Yeah. So I know we've talked about this in the piece but uh in the past but Jordan and Greg and May I asked them to give me some feedback and was going to kind of merge
030some of the stuff and then we have some conversation. So one of the things we have is we have our standards are vertically aligned you there's curriculum and we've got stability along there. So in the elementary we have had sax and math for years and um we've seen success in that sax and math and it we've done well with it and we're going to stay with that. It's stable. Teachers know, kids know it. Um, and the priority standards are identified all across the grade levels in the high school. There's shared instructional practices. So, the science of math, we've sent our teachers off to be trained on the first step of that. We don't know what the state's going to demand from that, but we've been um aggressive on the front end of that to make
031sure that our teachers have that, but it's even been teacher requests saying, "I want to go to this. The teachers saying I want to go to that BP thing." they they they know and they want to do things in order to increase their skills and professional um professional growth. Um we have longitudinal data tracking. We track our kids with scores be the star, be it A+, you know, we have longitudinal uh we have NTSS data which are right now that's where Greg is at. He's off at NTSS training. So we're using our data. Um we have formative and assumive assessments in classrooms. Uh then grade four through six is a departmentalized model and with that departmentalized model they're able to protect that two-hour block of math. So when they go in the from third to
032fourth grade they've got two hours of math. So you know one of them is um saxon and then they're also using their standards. So we know that that model um may it make sure that they have a strong foundation in core instruction. Uh we have got consistent staffing in grades seven eight and close collaboration with the high school math. So Cassie and um Ryan and Liz, they work together. They talk together. They, you know, talk with each other. Now, grade seven and eight has the same teachers. So Cassie sees those kids coming in in seventh grade and she can follow them along and then she has them in eighth grade. So there's consistency there. Um Liz and Ryan have the same kids depending on what classes that they take. So they know their kids really
033well. That's one good thing about being in our little school, right? Because they Ryan might see Emma three times in her high school career because I've taken math this spring. Um so those are the different areas that we we've talked about that you know you don't even think about that till you start talking about it that those are the things that we're doing right in order to ensure that there's consistency. I think the biggest thing is just our vertical standards. we know I'm not teaching something something different than the next teacher is doing what we're teaching and if I haven't tucked in those skills or they don't have those skills or they haven't seen those skills there's a communication thing >> you know and I'm thinking about this one thing about the expressions that we
034do is it points out to the public what we are trying to accomplish >> uh what pilot innovations such as digital personalized map platforms or man app periods could accelerate movement from on launch to add or above. >> Yeah. So that's always t we talked asked about the bubble kids, right? From on launch to add or above, but we're always looking at ways to move them from on launch to add or above. Um but we're not complacent, right? We're always looking for ways to do things, trying to be on that bleeding edge. So like I said, besides the math instruction, we're strengthening our NTSS. We've expanded spring math in the elementary. um get more math in high school, protecting that instructional time. So, like I said, that 2-hour math walk in four through six in
035the elementary. Um some things though that Drake is looking at to do some additional innovations would be looking at a math lab period. So, let's say for a short cycle, maybe two to four weeks, we're going to be working on this because we know the kids are struggling with this. We're just going to do a math lab. So, they've been looking at that. Um there are some additional digital tools but again all that stuff comes with cost right so we have to weigh and another thing is with the science of math is everything is researchbased right you're not going to just go out and grab some programs because it looks really fun and there's a lot of games there has to be that research in the back um our focus is making sure that we
036are making improvement um spending money to make sure that our teachers have the expertise protecting the time um making sure that interventions are aligned with um where their deficit areas are. Not just throwing an intervention at them, but making sure that it's the best intervention that we can can have for that. So, we're always open to piloting ideas, making sure that we are focusing on our gaps, um doing making sure that our kids have the opportunity to go from that on or above. any pilot that we would do, we would want to make sure that it is has the research behind it and that there's a reason for doing it. So, >> I think this one might touch on the math curriculum sequence from elementary to school. >> Yeah. So, we have had sex and
037math um for Oh my gosh, that was before I came to Oaks. Oaks was one of the first ones to have sex and math or No, I I take that back. we got when I first came back. Um, we track their data. We track we share student data. Um, we engage in cross grade conversations. So on our late starts, we will maybe will have a math um subject area that are meeting together or meeting in the content areas. And at the high school, the goal is to build forward from prior learning. So our courses are aligned to state standards and they have a clear progression of skills and concepts. uh junior high and high school math teachers have a problem. Perhaps they can collaborate and they're utilizing that get more math because it's it's just
038that spiraling curriculum where they're going back and they're picking up skills or you know um we were talking about this yesterday. I bet if I laid out a um a fraction addition problem to most adults that had n common denominators, right? That most adults would not know how to do addition of that fraction because they hadn't done it in years, right? You haven't used it. So if you learn a skill when you're in seventh or eighth grade and you don't use it again until they're sophomores in high school, you still have to go back. I mean, maybe it was mastered, but you maybe have to remember, but it might just take a quick reminder of like, you have common denominators. Then most adults that you know have that mastered wouldn't be able to do that.
039They would be able to go, "Oh yeah, that's right. I got to go back and do that." So, we're always working on that vertical alignment to make sure that we've got those pieces in place and they have those skills, but they maybe have those. I guess this goes into your next question, right? [laughter] Go ahead. You can ask it then. I'm going to ask it. Does a K10 math progression ensure mastery of foundational concepts and statements before students hit algebra or are students advancing the gaps that come out? >> Okay, Ryan may be able to jump on some of this if I say something wrong. Ryan's talking. So, algebra readiness depends on two primary factors. They have to have those fluency with those foundational skills because if they don't have fluency, um Ryan's going to
040spend all his time trying to fill up those gaps, right? Because they don't have it. And they have to have a deep understanding of relationship of numbers, which that sounds like garbly. I don't know how to make it even um because you're throwing an a and x there. So you got to have that understanding of numbers and you got to have those foundational skills. So our goal is to pre our goal is to prevent them from advancing. But we know that that no system is there's always going to be gaps. I mean for all those things that I've talked about prior to this. So one of our goal is just to strengthen our vertical alignment and to focus on foundations. So the elementary focuses on those foundations and we feel like um that that continuity
041from the elementary to the high school could maybe place where we could do some strengthening, right? Because they they have the foundational skills and then it's starting to go on where you specialize like we've talked about this before. They go to algebra or they go to geometry or you know there's a different set of skills that maybe is in there. So, um, okay, I'm going to tell what the high school is and then if you guys want to jump in and add something that I forgot. The Northwest State standards define algebra readiness. So, Ryan and Liz know this piece, right? They know that they need that readiness. So, we have added in um that pre-alggebra class because they know what standards that kids need and they know the kids that maybe don't have those standards.
042So, they're going to provide some support in there. And again the junior high and high school math teachers have time for discussion about learners strategies etc. They look at the data of the kids coming in and they know you know they use that longitudinal data data and then again providing those multiple pathways. So um trying to our goal is never to have them come up with those gaps but there's there's going to be gaps. So then our teachers deal with that just because of our opinions and so forth. that maybe I don't know if you guys want to add something or did I miss something or >> no say like those multiple pass like pre-alggebra and then even we have some eighth graders that are able to take algebra right away and then they can
043take those advanced math further down the road. So just giving those kids opportunities and noticing the ones that are struggling some capacity and finding a route for them of what how do we get them to be successful. Ryan, I mean, we're not all math teachers because I bet if you ask Mrs. Path, she's gonna say, "I don't want to teach what Ryan teaches." But Ryan's going to say, "I don't really want to teach because like I, you know, we all have and so our goal is for everybody to be at that, but obviously you're not going to get everybody." So, you do the best that you can. >> We're seeing huge progress. >> Absolutely. It's working. >> I I feel like it's it's starting to come together. We still need time, right? And we don't
044know what the sites of math is going to demand of us, break the state for I don't think they know yet. We didn't do they haven't gotten there yet. They haven't even have all of our teachers gone to that or their training. >> Okay. You might have to help me remember this. >> And Ryan, they went to that couple summers ago, two already. Yeah. >> And they've come back and they've done PD with their teachers. So, they've been on that leading edge. So, not only are we spending the money and the resources to send them, but they also bring back for us, which makes us stronger as a math department. And and um I I'm sure Cassie Cassie just got out of college all so right. Any other questions? Where do you come up with
045your question? [laughter] Every time she gets up, I'm like, "Guys, I need help. >> [laughter] >> All right. So, I'm looking for a motion to accept the progress reports for math. [laughter] >> Uh, do I have a second? >> Second. >> There's no second. All in favor say I. post. All right, moving on to item three to approve the >> move. Do I have a second? >> Second. >> Yes. >> Seconds. Um, Shannon, >> yep. >> Sheila Nagel, >> yes. >> Brian Sire, >> yes. >> Patty Kelly, >> yes. >> Brian Rosen Doll, >> yes. >> Monica, >> yes. 5 Z item four. Everybody has the report. Item five items for discussion and possible action. Superintendent recommending project to develop an agreement with ESG. So this over um start up. >> So Gavin was kind
046enough to um come in person. Did you come this morning or you just >> Yeah. shooting stars [laughter] >> or [clears throat] a satellite burning up some >> I I don't know if I didn't I take blame for not being able to communicate as well as needed to be communicated what Gavin had to offer us. And so we went back to the table and we talked about some different things and I've been communicating with you by email, but I'll let him explain um where we're >> Should I move this? I feel like I should be over here. Can I move this over the TV over here? Can everybody see it or should I need it there? >> Yeah. >> Where you want Where's the best Where where do you want it here? >> I actually
047haven't finished, so I might just plug it in. >> We're on wheels, too, so we can Yeah. All right. Um, so today's pretty flexible. I have some slides that we can go through to help explain a little bit about ESG, but I think we're trying to accomplish today is what scope I can explain a little bit what we do and how we do it, but what scope do you need us to to help you with potentially? And I think that's kind of the heart of it is we can help you as much or as little as you need. You've had quite a few folks in here. that IC and Icon and different engineers and architects and they've all done a fantastic job. Um, we look at things a little bit differently and you may think
048that's fantastic or you may think, you know, we've got this covered. So, I think that's what we're trying to uncover today. See if this is something that uh you want to pursue. So, I might just jump in. Feel free to just stop me. I get I'm kind of passionate about this, so I I tend to speak pretty quickly and um use a lot of acronyms, so I'll try not to do those things today. I love that. >> Yeah. And and you were talking about um longitudinal latitudinal data and uh trying to figure out like how to help students and and if you don't do things often, it's it's something that's hard to to remember how to do. Um that's where we help. So we've been around for about 30 years. We'll be over $5 billion
049of construction by the end of this year. And our focus is mainly K through 12 and higher education. We have some folks that put on hard hats and they go to NASA and Air Force bases and they run their big heating plants and cooling plants all over the country as well. But we recognize at our core that school districts have a lot of challenges educationally. All the things you were talking about today, plus all the other things you've discussed in all your other meetings and all the challenges that the teachers have and staff have. Um, and operationally, the buildings get older. You've invested quite a bit of money. You created a secure entrance. You did the like a really nice media center in the middle. Um, and now you're looking at doing some additional upgrades
050and uh, that's good to see, right? You're you're on track to continue keeping up with uh, with your facilities, your deferred maintenance. So, where we fit in, um, oftent times we're helping people create long-term plans, do some, figure out not only the facilities, but financially, like where is the money going to flow in and at what time, and how is this going to be the best use of uh, of your precious budget dollars? And then oftentimes districts are choosing us to do some of the the implementation or the construction. Um and the way we can do that is kind of special or unique um because we can hire the contractor's file material and guarantee results essentially the cost the timing. Um so there's no cost overruns, there's no time overruns. It's a it's a something
051that a lot of folks are are pretty excited about. [snorts] So we've created our company around having all the resources internally so that from start to finish we can we can serve districts um in every way they need and often times that starts with conversations like this. What are your wants and needs and desires and goals and how do we fine-tune that into different aspects? Is this student facing? Is this operational facing? Is it financial? Is it community? Um, and there's lots of different aspects. And you've done a lot of these. So, from start to finish, we're really kind of a a one-stop shop. So, I'm going to talk a little bit about where you're at today. So, you've you've had a lot of studies done. We've kind of reviewed some of the the preliminary
052summaries. Um, a lot of great data. There's probably some gaps we can fill. um and also synthesizing that data, looking at it in a different way, utilizing it in a different way u to do some priorization and some long-term planning. So, we see you're in the middle of of uh get out the vote and trying to decide like how much do you potentially ask the community for and what that's going to look like and how do you message that? We've walked around the facilities briefly just to kind of get a high level look at at where you're at. Um, and we've had some meetings with a lot of the folks in this room at Smothers. So, we've had those conversations. We feel like we understand pretty well what you want to accomplish. Um, we've been
053through like a legal review essentially. So, we've agreed to that. Uh, we have a draft a draft scope that we thought we'd review today. And so, I think that's next steps is review the scope. Um, talk about milestones and timelines. And then is there consensus? Do you want to move forward or not? So, I know Anna circulated this and I'm going to slow down and and maybe pause. Um, what what aspects do you feel really comfortable with? You've had all these great folks out here looking at facilities. Do you feel like there's gaps in your facility assessments and your prioritization, your long-term plan, or is this something that uh we can help you with or not? or maybe asked a different way. Um, what questions do you have? [laughter] a project manager likes words. So,
054she was putting all this together. Let me jump ahead a little bit. Um, so what really sets this apart is you have a lot of documents and PDFs and even PowerPoints. If you can put all this into an online tool with pictures and floor plans and prization, it's a pretty powerful communication tool, not only today, but into the future. And this is what a lot of districts are choosing is um the bigger they are, the more complex it is. So you have a smaller district. Um it's fairly easy to put this in there. But this is one way to communicate not only with the team and do long-term planning, but also communicate with the community that we know we're asking for money today, but into the future, we can show you exactly like what needs
055to happen for the roofs, the windows, the doors, air handlers, and boilers. Um because this is not only an ask today financially, but we're going to ask the community in the future to invest in these in these buildings so that we have great assets that we can uh just like you're talking about the building today and doing upgrades. Something that uh that folks need to understand, I think. So you would put together [clears throat] like a 10-year plan, 20-year plan, >> 10 10. So everything is in the plan, but if you kind of use a magnifying glass, let me go to the next slide. So this one, this right here, this is this is all like the next 20 years. This is like all the if this all the roofs because if the roof is
056new, it does need to be looked at for about 20 years. But when we focus in on partization, it's usually 10 years because that's something that's realistic. Um, you might put out a roof and a boiler out four or five years. As you approach that timeline, that's when you start saying, "Do we keep it there? Do we pull it forward a year? Do we push it back a year? Did we refurbish it or repair it? And now we've extended its life a little bit." So, it becomes a living document that you can use year over year to every year when you come up with budgets. um you mark off what you did that moves out farther because everything if it never goes away like a roof like you replace it but in 20 years maybe
057we'll all still be here but um some of us will be retired and we'll be passing it on to the next generation only to know that roofs are coming. So >> how often do you update us? >> Annually usually. >> Yep. Once the majority of the information is in there. So, there's like a a a building diagram with some colored dots on it. So, within that, you can click on that dot. It'll zoom into that room and it'll show you the pictures of the of the carpet or the walls or the air handler, whatever it might be, or the heating unit like the one over there. It'll tell you everything about it. And so, you can high level look at kind of a macro level view, but you can also, if you have questions, zoom
058into a specific area. Or if you want to know what's happening with all your roofs, you can click on roofs and it'll tell you what's happening over the next 10 or 15 years with all your roofs, what those costs are. And uh it also adds inflation. So when things get deferred, you have to add inflation to it. So things get expensive if you push out five or six years instead of doing it today. >> So do you bring in people to re-evaluate the entire school or do you just go off the information that has already been gathered? >> Um information that's gathered. Roofs are roofs and boilers are something special because they kind of continue to age. So then usually the roof folks will come out every couple years and do an assessment so we
059can upgrade that essentially. Same thing with the boilers. They'll maintain it, maintain it, maintain it, and then something starts to to crack or something happens and they're like, "You know what? The clock is ticking. We have a limited amount of dust." So >> So your yearly updates with us, is that an extra cost or maybe It doesn't Yeah, it doesn't take much time. Usually, we'll jump on like a Teams call um and just update things or slide them back and forth if we need to. We want you to be a good reference. So, we do that as a a value ad. If things get really crazy like, hey, we want to build an addition, it's like, okay, that's that's more right. We have to get some architects in here and some geotechnical people and try
060to figure it out. One thing that I found that I'm recommending is just because so right now I'm the keeper of the long-term IC plan we have, right? Whereas this would be here for it doesn't matter who's on the board, who's your superintendent. This would all be just a common, you know, that would be housed and contained and updated with data and um it's transparent. >> Yeah. >> People could, you know, look at it. you would be able to draw for a minute. >> Yep. Yeah. And what's surprising too is when you start adding up your kind of expensive um just because there's so many things that need to be to need to be done. So carpets and flooring and doors and roofs and it all adds up. So it's good. It creates a a
061really good picture of what's going to happen over the next 10 years and beyond because as the window as as things age, they slide they slide left essentially into that 10-year kind of magnifying glass and then things get replaced and they move outside of that kind of magnification window. So yeah, I love this. I [clears throat] used to do things like that with Excel and PowerPoint and Word and I have to print things out. It was kind of a pain. This has been a game changer for us the last four or five years. This is just so easy to communicate what's happening in three years. You click on the year, it'll list everything that's that you've prioritized in that year. And if you want to know more, you can click on the whatever it might
062be, the boiler, the roof, and it'll zoom into the data. It'll show you the pictures. It'll show you the issues. It'll show you the the patch, the roof patch that you did, you know, and it'll have comments about what happened. So, >> so the cost that $13,000, we're going to look at that, right? But that >> Yep. cost would come into play where we would be paying that full bill if we don't do a project. But if we would do a project, that cost savings would just roll into that project. Right. >> Correct. Yep. And I think we've desc 13,000 just because we've described. We just need to have people out here a certain amount. Putting all the data in and doing the the quality assurance and quality control in it. That's the tedious part.
063Um putting all the IC information in there. Do they have everything we need or are they missing some name plate data? Are they missing some some some key criteria that we need to put in there? And then the priorization workshops. Usually there's a couple of them. We do a first pass and then we go through it again and we go, "Okay, we've gotten closer. Things are shifting around, but there's this hump. There's this big hump here in 8 years. What do we do with that? Do we need to shift things back and forth? I talked to Shannon like debt drop off, debt capacity, it all it all kind of comes into play. So the priorization stuff is usually a couple step process to go through and do that. Well, and I think ICS was those
064big boulders where you guys can trickle it down to what people were asking I think on our referendum was like well the HVAC costs this much but what is they wanted to know what >> little not little but you know smaller pieces of that what makes up that totality of the HVAC. >> Yeah. Um and that's part two. So, the HDAC upgrades, what is and isn't included in that scope because whatever is not included needs to go in here. Um, because it needs to be tracked. Doesn't need to be doesn't mean it needs to be done, but it needs to be tracked. Um, because it may become important in a year or two or after that project's done, you're going to be looking at the next the next event, whether that's debt drop off and
065you can provide a debt neutral proposition or however that might be. So, That is just so the board can see. >> Is it going backwards? It isn't. >> There we go. It's moving now. >> Yeah. >> Okay. And then timeline too. Um, if we start soon now through March, we would gather all the information you have, fill all the gaps and start inputting that into the into the document and then start doing the quality control on that. Do we have the right age? This is what we found. Um, was something refurbished? Like boilers are a big one. If something was repaired, we have to adjust the age of it essentially. So, there's some discussions on that. So, we'd focus mainly, I think, on um the heating and cooling systems, your boilers, your chillers, like you
066don't your chiller is down for the count right now, and it's included or not included. I know your So, it's kind of fluid because your survey stuff is being is going to dictate what you do there. Um, and your kitchen improvements as well. And then you have some studies on some tuck pointy and your exterior. sure your roofs and your your tuck pointing and your windows. Um, you've had some assessments on your ADA. So, I'd say we're still going to have to come on site a little bit just to kind of figure out where the gaps are and get some of that information, but a lot of it's going to be inputed into the system and going through that quality control. >> Wouldn't we want to wait until after the vote to see instead of
067putting in information that would rapidly change? That that's a great question for >> Yeah. Okay. Um >> because if you create a >> Yep. >> a 10 year program and it's got the H back in the kitchen renovation into it. >> Y >> and then the vote passes well then that's just time wasted on your behalf of input into a timeline. >> Mhm. So we can handle it two ways. it would be in the in the the total program and we would denote it being done in 2027. If it passes, that's fantastic. It just stays there. If it doesn't, then we have to have discussion. Is that what needs to be the top priority now? And then we it still is probably going to be done in 2027. Um but it just would be maybe
068funded slightly differently. Maybe that would be good to do it before then people could see like if we are unable to do something with a referendum or something basically the fixes. We had that on IC and I think people thought it was just a wish list of things but >> you guys would have the data behind like this is stuff that needs to get done and we can show what'll be fun is not fun depressing a little bit. If you do it, it's great. If if if you have to do it a different way, think other things are going to shift and then your overall you're going to have to add inflation to certain things that get shifted out because you're deferring them. Um and so I think that's part of the communication tool is
069if we have to defer this, it's going to cost us more. So we really need the money for this so that we don't have to defer these other things. Um whatever you may choose those bears. So, I think it might be a good communication tool to help with the this isn't a wish list. These dollars are going to if you come today, it costs the these dollars. If you if we delay two years, it's going to cost anywhere from 5 to 8% more depending on what it is. And that's a lot, especially when you're talking five or six or seven million. That's a lot of money. >> So, this tool would be like a link on our website then. So, >> yeah. Yep. So, we we input all the data and then we give you
070the links and it's secure, right? you have to sign in or things. So, we it'd only be to authorize people. Um, and we could we could give certain people like ability to change things and other folks you might just want to view it. Um, but you can see everything. You see the pictures and see all the stuff in it. You just maybe can't change the numbers, the dates, the dollars. >> Yep. >> And then would that include the scoring stuff that's handy? >> Yes. >> Yep. I'm just curious how that scoring metric system works where you can rank all these priorities. >> Okay, so I need to create a slide because you had this question last time. Um I'll do my best. So there's age and that that's one part of the score, but there's
071also does it impact the learning environment? So temperature, humidity, light level, sound levels. So like units over there have higher sound and it's hard to control humidity. So um that's the second column. The third is like is it safety or security like fire sprinklers, secure entrances, fire alarm? How does it impact that? Um community perception like >> does the community going to feel like this is something that's actually >> they something they'll they'll buy into. Like if you make it look really nice but everything's old above the ceilings. That's tough. And then um efficiencies of doing things at the same time. So if we take the ceilings down that's the time to do other things. So we can create a couple priorities and weight them 0 through 100% so that everything has a weight to
072it and then we score them one through five. So at the end everything has a weighted percentage based on what you feel is the priority or the the needs and it's customized. Um but we kind of have some typical things that folks you should focus on. >> I think it's very important that that be transparent y because I think there's certain times uh individuals could have an idea about what they want to get fixed because they see it and hey, I want this fixed. But if there's some data behind it saying, >> yes, >> it's this many years from being needed to be replaced. It's not, you know, like like you say, it's not just it's not a wish list. It's a priority list that we've looked at and there's >> there's data to back
073it up. >> Yep. So, what I'll work on is we have it um format. So, I'll put it in PowerPoint so we can describe it. Uh so as we get if we get rolling right hopefully we get rolling um we'll go through that prioritization and we'll talk about how we rank each of them like age should not be the main factor. It's going to be other things. How does it impact the environment? What's the community perception? Is it efficient to do things at the same time? We can have some discussions on that and document that in our in our conversation so that we we know why we picked certain ranks. >> Yep. because that can be part of the discussion as well. So here's it wasn't just age. It wasn't just something else >> also.
074>> Yes. >> Um how do you guys get paid? >> Yes. So we're a professional services company like Gabriel. So depending on the complexity, sometimes it's design, engineering, construction management. Depends on the complexity. We're within industry averages. >> Yeah. >> So is it a percentage of the project? Is that what we're talking about? >> Yeah. Yep. So if we did like a $1 million project and it was super complex then we'd be on the higher end of the range and if it's something simple on low so like engineers architects they get paid there's like a range like 3 to 9% instruction managers it's like 3 to 5%. >> So it's it's within there it just depends on the complexity. So we go through each of the items >> complex complex simple simple simple complex complex
075and we go through each of those. >> Okay. So the um so that's our project cost. So you're talking about ongoing prioritization, you're talking ongoing inspections, what will build those costs? >> So if we're just going through and rep prioritizing your existing list, the bulk of the work has been done. It maybe takes us an hour or two to just go through it. So we just do that at our own costs because we want to be good stewards essentially. If you want to do it, you certainly can, too. A lot of times people want us to help just because it's easier to have us just be on the call. Everybody tells us what the priorities are. We just go and since we do every day, we shift things around, change the the year essentially, and
076then it updates automatically in real time. So, >> if you need new, like you're like, "Hey, uh, we had high winds and the roof was damaged." It's like, h, okay, maybe you need to get an outside consult to give us new data to throw into there. Yeah, the high wind one. So that's usually we almost had a tornado. >> You said there's a link. Um sign in. >> Will the community be able to sign in and make their own? >> Um >> I mean like how will they be able to see it? >> Yes. So typically on the community side we'll do screenshots and they'll put it on the website or like if there's like five main pages. There's the the the 10-year plan, maybe high school, middle school, elementary is kind of maybe one
077level down. You've got a little bit more data. And then we've got the list. We can get that into a PDF or you can put it on the website if you want. You could have everybody log in as read only. I've never seen anybody do that just because there's usually like one spelling error or something in there. So, but you could Any questions? >> Um, are you a construction management concern? >> Uh, more design build. >> Yeah. So, no, I'm just saying so if we would move on with the referendum, we would need to hire a construction management. >> I'm just saying >> we could do all >> I'm just Yeah. >> If that said that's the way it goes. So, we're not hiring 10 different companies to do all >> We would earn it.
078You all references. They're impeccable. But yeah, you could hire us to do all the work. >> Okay. >> Yeah. >> For construction management. >> Yep. >> And and what's that fee? >> Uh depends on the complexity. >> Okay. >> Yep. >> What's the range? >> So it's typically 3 to five for construction management and then design is like pretty like that. And then source well we're pre-approved for all this everything we're talking about from today all the way through like Ruben cut usage. Um so that's something that's a bit of a do different >> maybe just explain source well. >> Yeah. All right. I like visuals. Um, so Sourcewell, the co-op purchasing organization essentially does lots of different requests for proposals. They'll do ones for roofs and they'll do ones for tile and paper and
079skid steers. You can buy snow removal equipment. They did it for our services as well about a year ago. So nationally, they went and I think 30 40 people applied and I think six or seven actually got approved. So they talked to all our they have more references than the state requires. They went for a longer time. They went deeper than the state requires. So essentially follows all state procurement rules. Um and it's created a bridge essentially for you to directly connect with us. But call references vet us right do all those things. But if you want you can just work directly with us. And the way that our process works is we'll use local contractors. tell us who your best are. We can pick them, but we want to use the ones that have
080done the best work, that have shown up on time, gotten things done, been sensitive to like your needs. Um, so we don't have to do a little bit. We do best quality. And then because we're large national, we do about $400 million worth of work per year. We have some pretty good buying power. So we can usually get things direct from manufacturers at pretty good. Yeah. So going forward, how would you work with them? >> Yeah. So they're doing the design. So they're explain to me your your your agreement with them or your your they're doing the design and helping with the kind of get out the vote graphics and information, I'm guessing. >> Yeah. So, we're just right in the beginning stages, right, >> of coming together like there's been no decisions that are
081made. They're they're overseeing the survey that we are waiting on the data from. Okay. >> And then the board will be making some decisions. They have to make a decision by April 1st on what our next steps are. >> The ask is going to be >> and Icon's just facilitating that. They're not they they eventually would pop on as part of the project if somebody passes. >> Yeah. So we can put them under our umbrella if we need to. So if we're if we're doing architectural type things because do they do engineering as well? We can do architecture. They do engineering. So if we need some engineers on staff then we can hire them to do that for us. We have >> worked with them in the past. >> Yes. Um they don't like usesitated.
082>> Yeah. I they they they want to be the top of the pyramid, so they don't like being one step down. Um that's okay. We're nice people. >> So I I've communicated with Travis and with Kyle and they know that we're talking to ESP. So in fact, I had Travis said he would jump or join in today if he was able and I've got a meeting with them. >> Yeah. They're they have awesome staff, awesome team, but because of procurement method, we can guarantee like the results, the costs, the timeline, and it's hard for them to do that just because of the way that their procurement typically works. Design, bid, build. They design it, they put it out the bid, the bids just kind of come in and they can't really, they do their best
083on the design, but they can't control the cost. And then change orders. Again, based on the quality of design, there's usually change orders and they usually get paid on the change orders, too. So, we don't have change orders. We have to really do a good job when we're when we're installing these things to make sure there's no there's no issues. >> But you're focusing on just parts of the entire project. Yeah. So like the H track you might be looking at one component. >> Yep. >> Or largely if you want us to do more of that work we can talk about that as well. We're flexible >> for right now. We would be entering into something with you in order to >> yes our >> Yes. get the long-term plan and let's see what that
084looks like and does it make sense for us to help with certain aspects. some little bit or or more just depends. >> So the board would have the ability to make that decision as we move down. They could say, "Okay, we're done working with the SG or we're going to continue on." Yep. >> Still have But if we say we're done working with you, then they're going to hold you up what we come to negotiate. >> That's right. Yep. But we're going to do a really good job. So you're not a good [laughter] >> I hope that's my that's my role is to create a excellent client experience, something that you've never experienced before. Um, >> but we would have this long-term plan no matter what, right? >> Do we have to put this on?
085>> That's the rest of it. >> Okay. So, what are you asking? So, I am asking that we approved the agreement with ESG and the changes have been made. The legal changes will make sure that that's all up to snuff. So all those changes that the lawyer asked for and Ryan inquired about have been completed and they've agreed to it. >> And then we will be working I'll work with them and negotiate a price >> a different price because the scope has narrowed. >> We talked at 13,000 and it'll be less than 15,000. So, um, and I not asking for you to approve it officially because it's under $25,000. So, and that's been then I'm able to negotiate it, but you guys are willing to enter into this agreement. >> So, if I were to
086a motion here, what would you want? [laughter] Okay. The superintendent recommendated recommended product development agreement. Yeah. >> We want to go into an agreement before we have an exact price. >> Well, I think that you're trusting to negotiate that cost because it's going to be low enough that >> and I don't mean by I don't mean by low enough. >> It's under the 25. >> Yep. that you're going to trust me. All right. So, I'm looking for a motion to approve the superintendent recommendation of project development agreement in PSG. >> I'll make a motion. >> Rosel second. >> Say your second. >> Uh Ryan Rosenall. >> Yes. >> Sheila Nagel. Yes. >> Brian Sire. >> Yes. >> Patty Kelly. >> Yes. >> Monica. >> Yes. >> Thank you, Gavin. >> Yeah. Thanks. We'll be seeing
087more of each other. So, I'll get out of your >> Thanks. >> All right. Moving on to our super. >> Yes. Moving on to our superintendent evaluation. Um I'll just kind of briefly go through this and check on some of my comments very well across the board. Um some of the comments um consistently demonstrates a strong commitment to the best interest of students and guard rails and explain some of the during our meetings. So very thorough and remembered on goal progress measures and any questions that are asked or answer well thought out answers highly effective within goal and vision setting all goals are data informed and match forward. So just everything we have goals in mind she does a great job of identifying change. So in goal and vision setting um out of a total
088of eight list scores 11.6 number two board relations so total out of a total of 28 she scored an average of 28 or 27.4 for Emma. I'd like to point out yet again since um since Miss C's been in the superintendent, I think she's consistently had 12 across the board for the superintendent having their confidence in the board. So that speaks really some of the comments under there. I won't go through all of them but very responsive to correspondence generally don't take away keeps the board organized informed very and responsibility questions my full confidence I think there were several comments under there that has so excellent role model and consistently standard profession she respects establishing laws and expectations that are more district operations. Moving on to number three, curriculum and student support services to children
089of four cell 3.8 on that and a regular communicates progress updates clearly indicating on the district is under requires additional focus in specific areas. She provides thorough explanations of each goal and its procedures. On to four operations and resource management. Out of possible eight, there was an average of 7.2. Superintendent self continues to focus on reaching our goals. She does great job of identifying areas of strength and of growth and those adjustments to ensure the best education and opportunities for our students. demonstrates stronger and high school facilities are well maintained and provide a safe welcoming environment for students and works well to ensure all operational standards for students perfectly cell has done an excellent job overseen. I believe that the work is made easier with our knowledge to help us change our focus as a
090board or the student to the students satisfactory in all areas. There were some areas of concern to address. Thank you. Welcome. Maybe just one thing that I would say is that this is not done like wrong in the dayto day. It is Shannon. And it's my principles, it's the tech people, it's our teachers, all of this stuff is just all of us working together in order to do the best that we can because without them and what they do, I would do like without your leadership, wouldn't work together to do it. It's it's been really awesome to see everyone come together. I know that there was a lot of I don't want to say anchored towards work, but it was different. It was change. It was affecting a lot of our teachers and staff. And
091I think that everybody's really embraced it. And it's so rewarding to see a change in students and seeing that reaching my goals. That's why I got on board. So to not sit here and talk about me doing certain bacteria on the Wilson rails, it's pretty refreshing. you were there. just having money makes a huge difference because we're all focused on on the same thing and um the we're all starting to row in the same direction and I have a feeling we're going to have unfortunately some tough years coming up just with funding and we're going to have to make some tough decisions and but I think if as long as we can say that this is what our goals are and this is what we're working towards and we stay true to those and we'll
092make decisions that will that'll help us a lot and I think it'll hopefully continue to sustain our cultures. Any other comments? >> Thank you. So I am looking for a motion to accept this approve student. Kelly seconds. >> Slow down. >> Sorry. >> Brian Sire, >> yes. >> Ryan Rosen Doll, >> yes. >> Patty Kelly, >> yes. >> Sheila Nagel, >> yes. >> Monica, >> yes. Motion passes zero. >> Um, future meetings. We move that special meeting on Monday, February. >> Is it Monday or Tuesday? >> Sorry, that's Tuesday. Sorry, my from Monday to Tuesday. I'll make sure that gets cleaned now. Um, February 24th to review our survey results. Um, regular meeting Tuesday, March 17th, everybody wear your green. February 26. That's 2 a.m. Addy Kelly. And then Tuesday, April 21st. Um, anything else
093for the good of the order? All right. I will adjourn the meeting.