001All right. So now we are back into um we've adjourned into our special board meeting. Um we've started our recording and we're moving to item number four which the purpose of this um special board meeting is the strategic plan 2025 to 2028. Um and we're going to start with letter A, a presentation of the strategic plan. >> Uh thank you, Madam President. Um Miss Jenny Botch has been um amazing in leading the process of developing our 2025 2028 strategic plan model that's in front of you. Just from a historic standpoint, um within the first year of my tenure, we we uh engaged a group of community members um to construct the 2022 2025 strategic plan. It's always been my guiding principle that a strategic plan should be a three-year plan. Um most school districts have
002five or even sevenyear plans and I think that's just too long. Um and it becomes dormant. it becomes something that is not paid attention to. A three-year plan creates a level of urgency um to ensure that the work is being accomplished. Um we've accomp we we've uh concluded our 2022 2025 strategic plan and it's time for us to renew our our strategic plan. Um, one of the things that the board has asked of me is to make sure that we have metrics that can be measured um, in terms of if the work that we we say we're doing is being accomplished and frankly the resources that you have approved to give us to do the work if it's if there's a true return on investment. Uh, and so that was a driving principle uh, behind
003the development of the 2528 strategic plan. Another component was one of your uh guiding principles of ensuring u engagement. So we broadened the net of engagement opportunities. Um and and Miss Fox will go into detail. Uh we don't want to spend a lot of time um going into um some of the the background information because we did have a session with you in May u and gave you an update in May on regards to where we were with the development of the strategic plan strategic plan. We're just really proud of the final product that's in front of you. And so without further ado, Miss Fch, thank you for your good work in leading this process. >> Should we also say just so people know the cycle that then the next two meetings in August um
004the next August meeting so next week the there will be the first read of the strategic plan and then the vote will be um at the fourth Monday. Just so you know what's coming up. >> Thank you. >> All right. Well, thank you for having me tonight. Um, as Dr. Mean said, um, I'm Jenny Foch. I've been I'm working as the director of strategy and continuous improvement here in the district and I have been uh have had the opportunity to work on our strategic plan um for the last several months u beginning in January of this year. So, it's it's great to be here um with an actual finished product. Um I do have a brief presentation that highlights sort of where we've been, but more importantly um where we're going and how we're going
005to operationalize the So our current plan um which concluded at the end of this last school year had six goal areas. Uh the goals um are still available for public viewing in terms of the dashboard that has been built and accessible to the community. We will keep that um live for our community through the time during which uh the division of academic performance and the division of people and family supports give their final 24 25 um annu semiannual report. Um, and then we'll be able to archive that and have the front work facing for the new plan. So, a single dashboard. So, if people for anyone who's wondering when will all that shift over, that's the current plan once we put a sort of a pin in all of the sharing of data for 2425.
006Um, and then Dr. Means already reminded you we have that in service uh in midmay. Um, the presentations link there is also on board docs for anyone who wants to go back in time and review any of that material. As we look at the the two plans, the plan that currently just ended and the plan that we are proposing, um we had clear mission uh and values. Um we're moving towards um keeping those but also being more definitive in our vision statement with a singular statement versus multiple sentences. The previous plan had six overarching goals with a total of 89 objectives. uh once you included objectives from from an audit that was built into the plan. We have four goal or priority areas uh with aligned initiatives and metrics in this plan. So that's a
007shift in terms of its structure. Um the the current plan at just sunset did help us to create infrastructure that we needed in Wawaossa. Now we've done that. So it's time to shift from technical shift to more adaptive shifts uh in our culture. Um the first plan did not have the depth of stakeholder input and um as Dr. Means mentioned at the outset of the meeting um we did include um a wider swath of our community stake in stakeholder groups as part of this plan. We did in the previous plan have 10 milestones to track academic and behavioral um progress but it wasn't always clear um with the link to the goals. With this new plan, we have metrics that are really clearly aligned and then interim metrics. So things that we can uh take
008the temperature of the district at at multiple times during the year before the end of the year. So we're never going to be waiting till the end of the year to know if we're making progress. Our theory of action in this plan is definitive and clear. Improved adult practices elicit improved student outcomes. We are a teaching and learning organization and the work that we do as the adults in this organization have a direct impact on our students and what we need to do is make sure that we're constantly examining our own practices to ensure that our students are reaping the benefits of highquality instruction. >> Question for you maybe Dr. Means in here. This is looking at the scope so far, but we are going to be archiving 22 2025 merging on to where we're
009going for 2025 2028. Prior to this documents, what did we have in writing documented from 2019 to 2022 or before that? Was there any clear plan that got us that gave us from this previous one that's going to be archived or is that from scratch? I'm just curious so that the community knows that this isn't something a pipe dream, but this is we're going from potentially nothing to something. I'm not saying that the district didn't have anything, but it didn't have this. And what we're going >> I think there was a plan, if I remember correctly, from 2016 to 2021, maybe it was a five-year plan. Um so there was something um it was not it did not guide decision making as strongly as the 22 25 or what we're proposing for the 2528 and
010there were not the measurable metrics it was more so the profile of a graduate emerged out of the I think 2016 2021 model um but when I arrived for the 2122 school year, which made sense. The there was a year gap of the strategic plan. Um, and I think that was appropriate because >> they they were they were coming out of COVID. It was you you have a new superintendent coming in. Um, so I think they allowed the process. So I don't want to give the impression that there wasn't a a strategic plan. There was. It just was not as metric driven. I I would say I see Dr. Marvel kind of shaking her head. It just it was not as measurable as this this this one. And again, not to be critical of the
011prior the 201621 model, but I I just feel like these are more measurable and definitive in terms of means and results. >> Just want to be clear that so that it is a clear path of where we've ascended to and where we're going and not diminishing or taking away from. We are actually advancing yes work that's happening. >> I think to your point, Mr. Morris, you could put you could lay the 26 or 2016, 2021, 2225, and 2528 plans next to each other and and make your own determination. And in fact, we can actually we we'll we'll try to dig up where the 2016 2021 document is is demonstrated. Um this is a slide I shared with you uh back in May, but just wanted to reiterate. Um we approached this plan essentially through three
012phases. We did a lot of planning, gathering of data, analyzing it, looking for trends. There were feedback loops along the way and then really we're at the point of finalization here in August. Um and then right you have the community stakeholder group. Our stack is our teacher superintendent teacher advisory council. We had our support staff concluded students and then the administration from district leadership to building leadership all had different touch points um and were part of the planning process. So a much more inclusive of our entire school community. I would be remiss if I didn't try to connect this uh the strategic plan with your inservice um and policy governance. So um I side by side here the policy governance in terms of the strategic plan there's that delineation of responsibility you as the board
013um will affirm our mission vision values and the goal statements and then it's up to the management in this case the superintendent and leadership to operationalize that plan and bring it to life through their own work the initiatives and action steps along with measurable outcomes and a regular pace and cadence of reporting of progress. And can I just say I think um for for whoever's the board the next time that this happens I would really encourage a more robust discussion of mission and vision earlier. I feel like that should have happened by March you know or like to really have the policy role that we have. I have provided a document for tonight and I have asked for time for us to talk tonight. Um but given the time frame that the district administration wants
014to have, I think we have to have um a a clearer board role earlier on in order to be able to have those conversations with ourselves because I feel like otherwise it becomes us affirming rather than discussing and shaping. So that would just just I wanted to share that because I feel like yes, it's come up. we've been kept aware of the process, but I know as a board member, I've been a little unsure of when it was my turn to ask questions and speak. And so, I think that's something that we could just relearn each time. Something we could learn for going forward. And that's that's purely my opinion. >> Thank you. >> So, you have um this slide in paper form as well. This is the plan um with the mission vision, our
015theory of action, our priority areas and our goal statements. So that is what is up for your approval. Um I believe on August 25th would be the action but give you a moment if there's any questions. With that I will proceed. >> Are there any questions like a general question or do you want to get want? Okay. So in the document that we received it's kind of like the longer executive >> executive summary. >> Um a lot of times um instruction and leadership are together. That to me is a little bit confusing. Um because in some places you've it says and shows four priority areas and then in others it has three priority areas. I think like coming from more what I do at my day job, I think it would be best to either
016go with the three or the four >> because it makes it easier to follow in terms of what they are, what the priority areas are and um when you look at the metrics and inter measurements, making sure that it's always aligning back up to the top. >> It's a good call. I know I was flipping back and forth. Yeah, I have a little illustration that I can share. >> As the process unfolded, we realized how uh as as the goals were identified, leadership and instruction ended up going even more handinand than they they might have. Um we didn't know that until we were in it. Um so I appreciate that feedback and a lot of the metrics really are tied both together. >> That was my guess. So maybe just like having that as like
017a priority area >> just deciding to be >> so there's three instead of four >> cuz a lot of the charts had it set up that way. >> Yeah. All the charts like at the end had it together. >> Yeah. >> And then when I looked at the strategic but I was like why is there four areas? >> Is it because maybe the goal statements are different but then the metrics and the way you get to those goals or >> we established the priority areas before we knew what the goals would be. So as it as it the planning process unfolded I but I do think that feedback makes a ton of sense >> and that's an easy shift to make. >> Do you want to continue on through and then we'll go into general
018comment and unless except for I mean this is a good example of very specific >> question. >> Yeah. So uh on the wording in the mission statement um the word productive is to right to me is is somewhat of an ambiguous word. Um I think a lot of people associate the word productive with uh getting a job, making money. Um not necessarily doing what somebody wants and and following their vision. Um, does that does that make sense? >> It does, Mr. Roier. I [sighs] I was paying attention the entire time you were speaking. I turned around and looked at the Northstar because I think of the timing of when the Northstar was created. Was created after the 2022 2025 strategic plan was affirmed. the board then I believe in 23 maybe early 24 created the
019north star. When I read the north star it reads like a mission statement >> and if I believe it's critical for the board to have its true DNA stamp on this plan. So, Miss Botch and I have had the conversation. We would recommend for you to consider starting on the 11th and then ultimately on the 25th that you adopt this statement not as a board nor star as a standalone because I think sometimes it gets confusing when you say the board nor what does that mean? It would it would feel more powerful to us if that was the district mission statement. We believe in a relentless commitment to academic achievement of all students, no exceptions. We will ensure we have excellent educators in our schools and that they have the support and resources they need
020to thrive in ensuring students learn and grow to their potential. And we will hold ourselves and the school district accountable by uh developing the resources, structures, and systems for our children to thrive. that has the language of exactly what you just heard from Dr. Bales in your inservice of here's the governance oversight and it also makes a commitment to the community of what you can expect from their from your school system. Um so we we offer that not to derail us too much Mr. here. But I think to your point that is a much stronger statement than the current mission statement. >> And one of my goals when we're done with these slides is to hey teach the vision and the mission. But this is a chance to ask the why like why did you
021divide this? Right? I'll ask why is why is learning not in the vision as a as a term or as a word. How does the vision that was created other than I mean it does say student but how do we know that that is a vision of a school district? I'm curious to hear about it's not a critique like I really want to understand. When I read it, I was like, "Wow, I feel like there's something not in here." Like, it's not focusing on um our really strong comm focusing on our strong commitment to achievement. Um at the same time, I know it's possible underneath this wording to have a commitment to achievement. I just don't know if it brands us enough. So I I mean but then understanding the process of where the terminology
022came from I think would be helpful for us. >> Would you like to do that now or would you after the presentation? >> Let's do it now. >> Okay. >> Yeah. Cool. Um so this vision statement is a consolidation of four previous statements that made up a vision and I think truly the discussion was to make it more concise. I and truly the learning is implied. we are a teaching and learning organization but if that's not coming through if the board doesn't feel that that's not straightforward enough then we can revise it but we wanted to make sure that the vision was a singular statement >> there's another component to it by um the other component was that the student experience does go beyond learning um you know so there are the the social emotional
023side of it it's the holistic side of if you're in theater. Uh, [clears throat] is that experience an exceptional experience? Um, we want to make sure that your lunch experience is an exceptional lunch experience. Now, we >> we know that is learning even lunch because they're learning social skills. But yeah, no, I get it. >> But that that's the logic behind it. >> That makes sense. >> We we could capitalize on the on the letter E in the vision statement and replace student with educational experience. I think it's worth thinking through. I just didn't it didn't yell school district like it didn't yell the the we want everything like there's a little clear and I get getting down to one sentence a little clearer in the previous one about that we want excellence in learning
024or we want whatever it is. I didn't come up with a perfect terminology. I just felt like it didn't quite stand out to me as um the emphasis >> of what we do. I agree lunch is part of that but I don't and and I think there is learning that that even at lunch what's the learning like that's the purpose of the school district they could have lunch if they have off-campus privileges they can go somewhere else lunch but what's the lunch learning experience that we want them to have what and I'm not attached to the word learning I just wanted to think about ways it could have that even a stronger um focus on on what we are as a school district and I went and looked at a bunch of other schools those
025jokes to try to see how they were they were doing them. So, thank you for explaining. >> Oh, I I don't mind the vicious statement as it is. Uh but I think about this more from a private sector pattern. Um, so I don't want to be crass or sound um disingenuous. uh or an organization that produces graduates, you know, makes education in my mind looking at produce um all well-rounded citizens and and I think that concept of of that [clears throat] f that final product product some someone getting that diploma and knowing that they are um they have all the life skills that they need to go on pursue >> everything or anything that they want to. Um I I just I like bringing the civic aspect of it back into it that not only
026are we creating students and lifelong learners but active citizens that that are are going to participate in how society runs. So besides the student experience, there's an outcome to what [clears throat] they take with it. >> Something Dr. Bean said that like kind of sparked that that thought of it's it's not just education. It's like there's I don't know a tangible way of saying it other than citizen. Um but you know just that concept of of it's it's more than just sitting in a classroom and getting your grades. So a vision and a mission should align right. So in some ways our our mission if we go this way helps us to maybe come up with the language they should align but the vision should be um broader or or >> the vision should be
027the outcome. >> Yeah. The outcome and and I would agree with you where possible in few many fewer sentences than most districts have been looked at number decisions. a sentence that people remember. Any other questions or comments about this slide? >> Oh, yeah. >> No, I'll hold that. >> All right. I'm going to move us into how we're going to operationalize work. Um, so we are making use of a process logic model. Um the benefit of doing this is to really help us to untangle really complex work and the organization and operations of a school district certainly uh qualify as complex work. So we it's a series of if then statements. So if we have these resources then we can gauge engage in these activities and if we pursue set activities we can produce different
028outputs and by outputs we're talking about the changes in our adult practices. If we have those outputs, then we can secure the outcomes for our students. And if we have those outcomes, we have an improved culture of teaching in there. So, um, what you have before you then is the logic model for the plan laid out. Um, not in a in as pretty of a graphic as the plan itself yet. >> Yeah, the 11 by7 sheet too. So as we think about that process logic model in terms of operationalizing it and policy governments again policy governments asked to affirm the goals approve the resources and ensure that the superintendent engages in the activities or enacts the activities management in this case leadership our educators are executing those activities monitoring the outputs measuring the outcomes responding
029to the data at hand and reporting progress publicly. So what you can expect from all of us um is to hear progress at different times um regularly scheduled times. So we have dates for this school year solidified August of 2026 yet to be determined. We don't have that board calendar just yet. So you can expect interim reporting. So the interim metrics that are were outlined in the executive summary, you can expect us to report on where we stand with respect to those and also how we've used the resources, activities, the outputs that we're seeing that garnered those. And you can expect that from all divisions, all four divisions. So this is also replacing though those monthly board reports um to be a more predictable comprehensive reporting structure. So, when you are a board member in
030the community and someone says, "Well, the district isn't doing well." You can say, "Well, well, wait a minute. Uh, here are the dates in which the results that have been tied to our strategic plan will be communicated out to the entire public and and we can monitor if we're making progress or we're not." I and I promise you, I did not talk to Dr. reveals about this component of the work. >> But if you go back to the inservice around what is the role of the board, the role of the board is to make sure that you are monitoring if progress is being made or not. Um, and so what we wanted to do is to be even more explicit. So I appreciate your question, Mr. Morris, and and Dr. Marble has already sent me
031the 2016 2021 strategic plan. that plan layered on what this is is just again not in in a valuative way is very different. But that's different based on what the board that brought me here asked for. The board that brought me here said no, we want to measure if we're doing this work or not. And so this is just an an extension of what has been requested. Um, and so we're actually very proud of this component of knowing that you will have three checkpoints throughout the year to see if we're making progress. And then there's an annual uh uh review which again should align with your evaluation of the superintendent, your evaluation of yourself, and it gives you a communication tool to go back to the community. >> So each of those three dates, we'll
032hear about all three of these. We have we have established benchmarks where we can report out to you. Are we m meeting our our points or are we not? >> That's all I have for you. I'm happy to answer any more questions or >> did you want to speak to this? >> Yeah. So, um sorry I got ahead of myself. Uh [laughter] so the giant sheet of paper in front of you is um uh the executive leadership taking a a a crack at aligning the resources, activities, outputs, outcomes and to the um strategic to the logic model, excuse me. So you can expect to hear about how we've learn how we have used our time. So the PL days set aside, what were the activities that were engaged in and how has that shifted adult
033practice and thus impacted student outcomes? So, we've identified interim outcomes that we should hit and >> and we won't read all of these to you, but for example, our literacy team and our curriculum team have said if students are making progress on oral reading fluency, we should see a result at the end of the school year where we are doing better on the state assessment. [clears throat] But that all starts at the classroom level in terms of what oral reading fluency starts with or what letters are students able to identify their letters and names. Uh Dr. Worley and I have talked about this extensively uh along with many of you. Are we reducing the number of students who are on the secondary DNF list? Um are we are we exiting students who have a personal
034reading plan? We've identified benchmarks that if we're making progress on these items, then as an institution, we believe that we will will make progress. And it goes not only in academics, uh the the leadership and instructional side. you if you look at the systems and structures there's clear uh financial audit no material findings monthly budget updates referendum spending website the rec department health health insurance utilization that's a real important one if you can pull up that those that that calendar again Miss Botch I remember vividly maybe even two years ago Liz or maybe three were listed wait a minute why am I hearing about insurance the night of us voting on it. I I remember that vividly. If now with this strategic plan, you'll get an update on December 8th, February 23rd, May 11th, and
035then at the end of the year as a board on how are we tracking with our health insurance. We think that this is just as a result of you giving us feedback and us listening to the public. this is more definitive in terms of how you want the organization to function. >> It's also those metrics are also indicative of what our community asked for. >> Um so I mentioned that in main it's in the in the summary as well. We surveyed the community. Um so our families, our student, our high school students and our staff and all the metrics that they asked for that represented the health of academics, culture, finance and operations are baked into the plan. Oh, I just want to say really nice work on this. I can I can take the
036right hand side of this waterfall and trace it all the way back on pretty much every one of these and everything comes back to here. Theory of action, adult practices improve, student outcomes improve. I think that it almost pervade every single thing in here and fix that check. So, thank you. Sarah. >> Um, yeah, it's it's nice to be able to read like these through lines. I'm wondering about in systems and structures. There's a a lot big emphasis on the left on academic and career planning. I see some a nice I believe there's one end of plan outcome identified. What are what might be some interim outcomes that we would be looking for or or listening for >> or academic and career >> plans? A lot of them are tied to the ones already identified
037in leadership and instruction. So it seemed a little redundant to repeat them, but academic and career planning is also tied to the academic outcomes. Actually, pretty much any outcome short of the finance and operations outcomes are tied to academic >> because we're an educational correct organization. >> However, >> but if that's not as if that's not as clear, we can certainly add that in. I just there was only so much. >> Okay. I'm I'm wondering if there are perhaps a couple unique things that the district is doing, namely with our middle and high schoolers >> that are that tie closely to that that we could perhaps highlight as >> as the faces. >> So, Miss Bzinsi, we did think about that component of interim. The one reason we stayed away from it and I welcome
038Miss Botch and and Dr. Dr. Marvel's here as as a support. So I don't want to bring her in but she could weigh in. If we brought in an interim outcome for academic career planning, it will be more task oriented. So I'll give you an example. Uh, one example would be you could you could count how many how many junior conferences were accomplished by February. >> So, how many conversations we had? >> Um, or how many how many academic uh plans were created for sixth graders and eighth graders. Now, again, I understand that that's a state mandate. They have an academic plan in place, but it feels like it's more task oriented versus having a metric that is measuring >> measuring. Am I capturing our conversation as much? >> Yes. >> We also um have
039a lot of work to do just to create sort of the even playing field of academic and career planning still in our district. So um while Mrs. Carter has done an amazing job over the last few years um getting us to the place where we're definitely ready to take a bigger leap and have this be an anchor in our strategic plan. Um but we don't yet have uh similar systems operating in all of our schools. And so that's what we need to maybe that's the interim outcome is creating more of a similar because I do agree with Sarah. I think it is easier to show and for us to be able to discuss how that end of plan outcome is going to be how that's going if we have an interim. So if if it's
040that what we need to do in the first phase is to make sure all schools are or more schools are similar then maybe that's >> and I was remiss I mean and I don't want to prevent Dr. Hansen from Wayne in who is our director of student success as well who works with our counselors and and I think what I predict Dr. Hansen would say uh is that we don't want to create more of a task of the counselors and so then it feels like they are being burdened with building the structure versus it emerging organically. But again I you know Darl you can weigh in as well on this. I we know that we have a lot of work to do in our academic career planning component. We we we are wfully behind and
041we we understand that that is a major component. So we take your feedback of having something very serious. >> Yeah. And just updates >> we talked that we set these three goals and we're 20% on or 30% on our >> Yep. I think we um we all stand a better chance of reaching our goals when we're all um reporting out on to each other what it is that we're doing to get toward those goals. >> Or another side of that is I noticed the interesting disconnect that career planning wasn't a high priority >> on some of the surveys. So part of this is like having those pieces helps the community >> and us understand why this is so important because it's clearly important and we're clearly out of alignment from what the professionals and experts
042are saying. However, that didn't show up >> as something that people had concern about. I think that's a matter of not what you don't know don't know. Right. So so not to make it tasky. I would encourage like you found with other ones things that are existing that you could put in you know even it's just one to help us to make that journey with with you in terms of doing >> it's it's really interesting you say that as well Dr. really it's uh you've met this parent uh she's spoken at one of our board meetings. She's the leader of our multi-thnic parent association, Miss Ailia King. Miss King, her day job, um her most important job, she would say, is being a the mom of a sophomore at Tulsa West. Um but her her
043day job is she's the leader of counseling services for Milwaukee public schools. And so I hear from her often, Sarah, of she's saying the same thing. She said it it is hard to send your child to a school system and you know that there are certain structures that could be put in place that can monitor if academic and career planning is happening. And so we we take this we take this direction very seriously and I see Dr. Hansen kind of nodding her head and thinking of how we can capture this. There are a couple of ideas um on potential metrics we can we do have. Mrs. Carter and I actually met just today and plotted out um we're going to establish a district ACP committee and so what we can do it they're we're meeting
044monthly starting in September through April um because the end of the year gets quite hectic for our student services staff, the AP testing and so on and so forth. So we can report on an interim basis at the established times that I shared um with the dates what that committee has worked on. Um there are some other metrics that I could put on the table, but I give me more task oriented uh vibe right now and I also need to get a little bit more on the lay of the land on how some of the systems we do have are unfolding in our secondary schools in particular. But we can >> to draw the box here and that's part of the journey this year is learning what what makes sense to >> what we can
045include is an agenda or minutes from >> Yeah. I like maybe from the committee >> maybe is an update from the committee. >> Yeah. >> Just because it sounds like there's a lot of >> that's interesting. There's a lot of learning and study that needs to happen right now and so to create to pull a metric here just to have a metric >> but to have a spot that says >> and this is to to your point Dr. Worley and M. Bzinski that's the whole if you do a strategic plan well this is what the board should have from a governance perspective. So if nothing else, if we're reporting out on this three to four times a year, this then allows the board to weigh in uh on what is the progress, what are you
046discussing? Um and maybe that in itself is increasing enough urgency in the organization where we're making some level of progress, but we're not artificially just coming up with a metric for metric sake, >> right? >> Same topic. because I uh have talked about the AC or post high school planning a lot. It might not have shown up in the the community survey, but I attended the secondary meetings in the spring and I would say every group of parents talked about this being an area. >> It was in the notes. It just didn't show up in our >> in the survey. So, so I do think that the community and maybe a lot of secondary parents can fill out that format. Um, couldn't so is by graduation 100% of students will have completed a workbased learning
047um for the plan outcome. So, where are we now? How many of our students are meeting one of those objectives? And couldn't we have like a >> 5% 15% increas I can't find it now >> but another goal it just was 5% I think by the first year and then 15% by the end of the plan maybe I'll have to look at my notes but couldn't we do something similar so by the end of next school year we increase the amount of students by whatever you all think is reasonable and achievable um and then do the same like each year until the end of the plan. So we're not going to go from say 50% now to 100% in three years without like a targeted goal for each year. >> Yes. And there on page
04814 at the top there. >> Yeah. Page 14 has our current state with regard to that. Um the class of 2026. So those are our rising seniors 42.6% of them have achieved that goal. um our rising juniors 40.5% and then 6% but that that is not an alarming metric. They haven't had the opportunity right and and our freshman class is not included because they truly haven't had an opportunity to do that. >> so I don't know if you I'm sure you could pull whatever 2025 was as baseline and then just I don't know pick what >> that will be included in our August report. Okay. >> Just a thought for interim outcomes. This als this actually is a carryover metric um from the current plan. I believe it's milestone 7. So you'll get the class
049of 2025 on August 25th. Any other comments or questions on this? How do you all want to handle doing the vision mission discussion? Do you want a vision mission discussion at this point? There have been a few ideas floated one being up there. I mean, I know we're talking about bringing that at the 11th, but I think this is a unique opportunity right now to do some we're in a room together. I don't want to go too late. We have a little bit of time to do a little bit of brainstorming feedback about it. look like >> what what >> what do we want the vision and mission to look like because the I mean it needs to work I mean it's kind of going to align with all this work that's been done but
050how is being expressed has to reflect a board commitment to the words like it's not our role to create all the metrics but we can learn from what we just heard. Um do we is this how it's written the vision and the mission is that what we want to go forward with or and we can take them one at a time. They're also often interconnected. I wanted to encourage some board discussion about um what you'd like to see for the next three years. And and again, Lyn, this is going back to that slide five where it's talking about policy >> board versus management and it's the board sets the mission, vision, and values. So right now it's it feels like we're receiving and it might be a >> as a place I think the intention
051was as a place to start. >> I think that's the intention building on all the information and the constituencies that were worked with and then some guidelines which is you know that the that the request that the vision be more succinct than it was in the past. Mhm. >> Um but otherwise I I think the intention is to spend a little bit of time now you know you start somewhere if we come into the room with nothing >> right >> you know but it's okay to talk about and I'm encouraging the board to have a robust discussion of um what would be the vision and the mission. One idea that was also offered up would be to use the north star in some way more integrated to in this case I think director means was
052suggesting that could be our mission if we wanted it to. Um and then I think just of all these things you've heard and and things that were built um which clearly are capturing the um learnings from the community from students from various surveys and from the work the practice the administration's doing then that helped to build that vision the the new version the vision are there suggestions recommendations for how to take that forward. >> Maybe you choose maybe one of them to talk about first. >> I think you talk about >> the mission so you can >> Everybody's looking at the mission. >> Well, yeah, I think it's easier to start. >> Yeah. >> Bigger. >> I think so, too. And I I did provide people the document merely because I wanted I mean I
053have my own thinking but I also wanted to demonstrate and encourage you >> to be thinking about the expression and the language and and what you saw. >> Okay. >> What's the what's the position of what are we doing today? That's where our mission sits there on what the tangible aspects of what our our goals are there to get to that aspirational the big vision. >> So I think we have to start some basically we start the mission. >> I would agree. Um, and I think it's rather foolish to have so much work put into the mission, vision, and theories of action. Well, mission the vision and then also have a duplicate document that we sent and refer back to. Um, >> it's almost like the district administration's here and the board is here and
054we're trying to find we need to find something more integrated, >> right? And that's the purpose of the board itself is to tell >> the administration what our mission and our vision is. And I think we do have an excellent document behind me in the north star to start that conversation. We might want to change it uh to fit the seven of us around this room and each version of the board may change it and tweak it somewhat. Um but that's also acceptable as we change as community over time. Um, I think that would be a starting point would be to sit with the assumption that we take the mission, replace it, mesh it, however we want to deal with the north star and bring it into just one statement of belief on where we
055are, who we are, and where we're going. >> And a strategic planning time is the time to do that. So >> that's right. You wouldn't just do that every year. This is the timely moment to have this discussion. >> And to that point, I would think that we just replace mission with star. We might want to split up the we will insure portion into the vision because that seems like that is >> that's what we are. A >> bit more about that. Um I mean they literally start with the same concept right this is what we are insuring we are going for these things um and whether we replace uh insure or we replace what's in the northstar with our current proposed change in vision right like we want to have every student educational experience
056and I'll put that in there purposefully because I think that would be the right way of referring >> having the word educational ensure every student's educational experience is exceptional and equitable. There's different ways to play with these words. Um, >> right. And then if we wanted to bring in we have excellent educators in our schools, right? ensure an exceptional and equitable student educational experience by having excellent educators. Right? That then flows into the leadership and instruction portion of the u >> of the strategic plan. Thank you. Um right and that immediately flows in there. it would not be remiss if we try and figure out other ways of putting in systems and structures and culture into the same vision. Um, but I don't know how we would do that. So I hear in your vision
057I heard you suggesting because so I'm hearing it right the word educational in what's there but also having the by having excellent educators as a component of that and I can see it's like brainstorming right now so please toss out your thinking on this The succinctness of the vision as it stands here now I I believe keeps it memorable >> and thus achievable. That should work. Okay. >> So that I agree that that the idea of educators is really important. I think by putting in addition additional phrases there >> makes it harder to remember. >> And I think that was your intent with the >> Yeah. So yeah, a vision should be succinct and to your point so that people it it resonates and someone could repeat it um without having to have had memorize
058a lot of text but it is the outcome you want. The mission is how you approach it. So when we think about our our excellent educators that that's a how because we make sure that we have educators of the highest caliber. So when I it helps me with mission and vision is like mission is how I'm going to approach the work and the vision is the outcome I wish to achieve which are and the northstar really does both of those things. >> The northstar is really good. >> It actually is a really good document and and statement. >> It's just being than sort of splitting hairs what like you had said what what >> it's more definitive than than the current mission statement as well. It it clearly and so and I rem what took
059me back when I received Dr. Rley's uh uh what I would call discussion guide um what took me to this right away was how often we've referenced the Northstar since it's been created. So we reference it a lot and so that's another component of it would be nice to incorporate it in the strategic plan versus it being a standalone statement. [clears throat] It almost feels like that what we believe in part acade academic achievement of all students no exceptions is so closely tied to what this vision says. >> This says the vision to me that's >> we believe in >> or we aim So the we believe in becomes division state. >> Yeah. And you could even make it more succinct like we um we marry ensuring academic achievement of all students no exceptions. >>
060Yeah. See that to me that again then speaks a little bit more. It's a little clear about what student experience we are responsible for. >> We ensure what what did you just say? We ensure the academic achievement of all students no exceptions. >> I'm just trying to make it concise. >> Yeah. >> Vision my only issue there and maybe it's not an issue. I'm just thinking of this here in a corporate setting that we have these goals these metrics are going to drive us toward these things. But if that is [clears throat] the vision statement that seems like it's very final like you've achieved this like you did these things and you achieved this. Are we looking beyond that? So that vision because I almost like what's here is ensuring an exceptional student experience that's
061still aspirational because there's places you're going with that. You're [clears throat] never finished with that work. If you say this, not this, but I feel like this has more been something at an end in sight versus something that what's here on this strategic plan still has legs. It still evolves. We're still ensuring we're still doing these things. we're still growing 5 years from now, 10 years from now, 20 years from now, whatever that may be because our vision shouldn't change in my mind. >> And there will be some families who will say and for my child is not high academic achievement. It is having a really good educational experience and and so but we can make sure that that educational experience is the is exceptional. Uh where it may not be about achievement of of
062a school, >> right? And that's why >> that's interesting. >> I there was one well I guess I didn't really I went a little bit deeper. If it was ensure an exceptional and equitable educational experience for all students to me that kind of drives >> Oh, I do. >> You know then you're then you're you for the student who wants the high achievement that's the high achievement. for the student who wants to, you know, wants to change the community or something like that. That's and that's where back to Mr.'s comment about um >> passion of productive citizens. I like um where students learn and grow to their potential. I'm thinking when I said that, I was thinking specifically of the disabled community. Um because for a lot of members of our community, just getting through
063their day takes 110% of their effort. And um and we we have children that are going to have that same kind of challenge. And I don't want um that community to be uh marginalized any further than it is. So I think by not pushing more I I don't want to push ableist language if you will certainly want to push you don't want to have neutral language where that's to Morris's point it's there's still it's still aspirational there's still there's room for everybody to grow no matter what your your life looks like at 18 19 20 30 40 whatever >> to me that's the educational experience experience we do education that's our purpose and by not saying that the experience is educational I think that we could take that you know we could take this idea
064and put it in almost any sector but for that student and I'm a parent of one of those students I would say it's still education you know her making it through the day that's an educational experience right I I just want to make sure that we're you know we have an expression of what we are as at America, which is education. >> Yeah. I I just don't want the board like three words down the road to lose the translation of what it is we're trying to say here about about that because if it's not expressly said then three years from now when this is done again it may not get talked about depending on who who is in the room. >> If you say for all students then you are defining out that it's going
065to vary. Yeah, I would student. >> So, we have ensure an exceptional and equitable educational experience for all students. >> Does that capture conversation? >> Ensure an exceptional and equitable educational experience for all students. >> Caption, but look at my notes here. where where I keep getting hung up there is the it almost feels contradictory what you said the educational experience both for our whether it's uh our our ADA students or I think in our district our f our fellow students exceptionalism and equity are two completely different things in multiple groups if you're at one side of the country city's elementary schools versus another that student experience and that's what keep going for that student experience because I'm like I think we can push toward exceptionalism and equity in the student experience and I don't
066want to water it down where it feels disjointed there when we say an educational experience between that that we're going to see someone that's going through whatever their circumstances at our hopes through our school district is getting the same equitable and exceptional experience that someone at Lincoln or at McKinley or at Eisenhower or wherever they're at on their are we ensuring that those things are that we've got apples to apples now that could just be me just I keep going back to high achievement top performance high quality outputs all these things that that you can lump into that exceptionalism [clears throat] that exceptional student experience or I guess the exceptional and equitable student experience without making it just I feel like it's just implied it's it's unspoken that it's all educational that's that's the only
067business that we're in And I'm l this to my you my corporate day job of when you talk about the customer experience. It's talking about the everything that's involved when you walk in the door of a business. Not just the one thing that you want to buy. It's your interaction at that door. The interaction you have when you pick up the phone, all the things that go with it. Yeah, I know I went to Target. It's toothpaste, but I want to talk about the experience I had Target or Chick-fil-A as a whole versus just being a consumer going to buy something. >> But that is your educational experience. I would say that all of that the moment you walk the moment you're you decide on the school district um what happens at what we're doing
068as a board is part of the educational experience [clears throat] and I guess one of my concerns is when I read and and I could be totally wrong this but when I read student my concern as well then people might say to especially to like students who learn differently that we've given you friends and a great day and all of this, but we haven't had to give you, we haven't had to create an education experience for you. Um, and I, you know, I've seen that happen in schooling where the emphasis becomes not on creating education that fits the student, but on just, you know, keeping the student present, but not necessarily gay, if that makes sense. Like, I feel like our purpose is to educate at whatever level that student is at. It makes a
069lot of sense and I and I can speak from the opposite end of it where my child's attending is a a small school that is specifically catering u the educational model directly to student and what ex to your point what excellence equity looks like the equity is defin it's the same for all for all all the kids they they all have access to all the same resources. The excellence portion I would say they also have excellence. But what what excellence means to my daughter and to my family is completely different than to every single other one of those families. So, u I I just don't want the I liked where you were going with with [clears throat] So, they both should be there, but they're not the same thing. May I offer maybe another suggestion?
070Ensure an exceptional and equitable learning experience for all. Period. >> That's what the one I put out. Ensure exceptional equitable student learning experience. >> Yeah. But I would end it with for all >> because I think we have >> we have parents and family members who need to learn. >> Um we have staff who are constantly in the process of learning that to emphasize that we're a learning institution. All of us have to go. We use the terminology continuous improvement a lot internally. Part of being one of the dispositions you have to have to be a strong continuous improvement organization is that everyone is willing to learn that learning to me as I've re as I listen to that vision means that you also have a certain mindset and that you have an open mindset
071and that that open mindset means if you have to go into a a a junior conference meeting that you're going to listen to your your you know you're going to listen to your child say I want to go to Iowa instead of going to mass. Uh you're you're going to you're going to be willing to listen to the principal say your student is misbehaving or not getting to class. It all takes a learning disposition. >> I mean to the career planning a lot of the challenge we have is helping parents take on the piece that they need to take on. >> And I'll bring it full circle back to our inservice. I think one of the main challenges that the governing board has is that sometimes we have stakeholders who are not committed to learning.
072Um and and when and that makes all of our jobs more difficult when it's not a mindset of being curious. >> When you are a learning institution, you're curious and you don't you don't just walk in and say this is it >> because that that's not what you're expected to do. You know, people are coming to you saying we want you to be curious. Well, it has to be a two-way street >> and so that vision does it. We are unique too. I don't this falls under his perview but we run the rec department. >> Yeah, the rec department. I see that that I mean lifelong learning, right? I mean we have >> that's interesting. It's an aspect that >> we're thinking about. >> We do but we're not super involved in it. >> So
073learning would encompass all of that. >> That's why you said ensure an exceptional and equitable learning experience for all. >> If you If you have the word student in there, then that focuses. I love how you're bringing in me is it wasn't enough. It wasn't. >> It's a good point, Jason. Your thought. >> All right. How does that feel in terms of the process that you and have gone through? Does that still capture? >> I don't think there's no misalignment at all. Mhm. >> And as you've stamped, Lynn, and this is this is yours. This this is the more definitive you are in this space, the the more I can be more definitive in carrying out what you want me to do. >> Yeah. Yeah. Learning for all >> learning experience for all. >> Learning
074experience for thinking. Meanwhile, as as we had in saying, we don't want want a definitive here's here's your stuff that we we need done, but we don't want to keep narrowing in >> and it's memorable [clears throat] >> and it ties into the theory of action. >> Yes, it does strongly. >> I like it. >> So, we got the vision. Can you read that back one more time, please? Ensure an exceptional and equitable learning experience for all. >> Responsibility number one. >> Well discussed. Thank you for digging into that. >> Um mission. We've had an idea of taking this and reworking it a little bit. And maybe sometimes the best way to read work about it is to say what is on there and doesn't feel like it fits into a mission or we could
075say what we feel like does fit into the mission would make a good mission. Um question in regards to like how how this is marketed and the way you were presented. Um, it almost feels to me like the mission is always going to be a longer statement. >> And if I'm looking at this really quickly, my eyes are probably going to gloss over the second half of the paragraph >> vision statement as to your point very succinct. >> Is is it weird to say, you know what, if it makes sense to put the vision before the mission? >> No. Um, I've seen texts where they're interchanged and in our pace and cadence has been like vision, vision, and values in our district. It we're not hurting anything by leading with the vision. The vision is
076the outcome. We >> most organizations I've been in actually with the vision >> and the mission is how how we're going to approach that work. >> Yeah. You get the what and then you get the how. >> I think if you have that first and then you have just a little bit more flexibility mission. >> Yeah. So if you take your north star for example. >> So how is this a how? >> Yeah exactly. So yeah to your point Dr. I think strike anything that doesn't align with the vision or maybe doesn't seem like a how >> right on here I remember the first part. Yeah come back about the insure part actual excellent request. I'm not 100% sure. >> I think you academic I'll ask the question on the first one. Is it academic
077achievement or academic success? >> When I go to the inclusion piece, I the word >> I think success is better. They're they're both not not bad because achievement doesn't necessar >> Doesn't have to mean test scores or ACTs. It can be personal achievement. It can be >> um whatever. It's a tangible outcome. >> It might carry a little more baggage in that direction that >> right >> I don't know. I mean I I'm just throwing out >> I think for me like just the listening to our community on there >> achievement needs to be in there. >> The achievement part feels like it weighs more is that people say whether they're taking away things are watering down. >> No, I'm fine with that. I just wanted >> whether it's that word or any other word
078but I think there's something there with that. >> Yeah, it makes sense. So back to your point or your request to me like if the what we're doing is trying to ensure ensure a learning level for all. So how do we do that? We have a relentless commitment which includes excellent educators that we then that then support all right we wouldn't necessarily say students in that case ensure all grow to their potential >> and we educators and resources are two ideas in ensure we probably don't need if you're saying the they need to thrive in that part or would you take the resources part out because it's in the third one. >> So we we have the commitment to academic achievement all students. We will ensure excellent educators in our schools. We'll hold ourselves in
079the district accountable by developing the resources, structures, and systems for and we it won't just be children because we talked about the lifelong learning >> or all too that last sentence there we changed children to all >> but I think it's important to keep support and resources Because if our educators don't have support and resources, it it's harder to >> sure they have the support resources, but this but then do we need you to keep it or I mean it does I'm not arguing way to asking if it takes away from these two very strong >> I mean that that sentence that you're covering up there basically is a not as good version of the vision statement, right? >> Yeah. >> So maybe it it could though it is redundant. [clears throat] >> If you
080you could put a period after and the resources they need because the need implies equitable allocation of the resources because really the most basic definition of equity is getting what you need. It doesn't mean everyone gets the same thing. You get what you need. Here goes the masking tape. And thus it name it will now mask. >> Erase marker. >> Put a period after being just more sens. So that again you want your mission to also be your how to also be memorable that people get While Dr. Means is is masking the words and the first part we believe in I missed just a little bit. Are we are we keeping that all the same or is it achievement for all period >> up on the top? I think it's for all period. Okay. I
081just wanted >> and the four >> instead of Oh, it's four. >> I was going to write you the word for here. >> Here you go. You just throw a little piece of paper. Put on the back of that. So it's what do we believe in? What are we doing? How are we doing it? So >> the right size. >> How are we how are we doing it? >> Perfect. And so I would just instead of I would instead of saying developing I would say monitoring >> even adopting quite a bit >> because you adopt resources >> but you I think the board wants to say monitor monitor the resources you've given us the structures that are in place to make sure and that's the structure they have is to evaluate the superintendent [clears throat]
082>> and the systems what systems you get that during those those check-in And it it then it because there's there's always this belief of is the board are you watching what's happening? Well, if you put it in the mission statement, you've made a commitment to doing >> Yeah. I mean, developing suggests that we're going out and and gathering things, which isn't really what >> or we do allocate. >> We do allocate. >> So, you could break it up and say allocate resources and monitor. >> Right. When we think about the major >> you could allocate >> it's the finance piece >> and then the monitor and holding accountable. So we will hold ourselves we will >> or we will allocate accountable to allocating >> or monitoring >> we'll hold ourselves in the district hold accountable
083for monitoring the resources structures and systems >> but we're not holding the district >> so we'll hold ourselves in the district accountable >> we don't have to start with we will hold >> I think that's kind of like throw a lead where we started with them. >> Yeah, >> that's how it sounds. >> You could actually eliminate several of those words then like >> we will allocate resources and monitor the progress within our structures and systems or something. >> Say >> I just I'm trying I was trying to make it more concise. >> Well, but if we wanted the we if we want to keep the we ensure that we need a short hand on the third one, right? Um, we will >> I don't like the hope. >> We could just take hold of
084>> you could simply priority monitor. >> Yeah, >> we will monitor the resources allocated and the structures >> and systems. >> Say that one more time. >> Uh, we will allocate the resources. No monitor. >> I guess we should take out the dot dot dot >> just make statements rather than having a >> subitor. >> Yeah. >> Yes. So we will monitor the resources, >> The allocated resources. Thank you. >> And we will monitor the allocated resources. and structures and systems. >> Seems so passive to >> it doesn't seem like and everything else in here feels like Yep. We could read it for ourselves as the board, but it also feels like everybody like we as a district, all adults could a kinds of all all of this so far. >> So we want the
085end goal is all adult practices improve students. So if we're going to hold ourselves accountable to this then I think it's not out of the question to say well we and unofficially we kind of expect all the adults to help themselves to the same kind of same same thing. >> Yeah. So, how is there a way to hold our system accountable? Like, but is there a verb that could be more inclusive beyond just the board? Collectively, well, it could be collectively we will develop a system that does everything mentioned above, right? So, it could serve or we could end with we will develop a system that then does this. >> We'll develop develop, monitor and improve or [clears throat] >> we will regularly evaluate. We will continuously improve. >> I think you could use evaluate
086though. We will evaluate the allocated resources and the systems. >> I think in monitor because if evaluates but feels stronger than monitor. >> Monitor feels like you've taken a glance at it. >> Evaluate >> or check you're checking it off kind of means you're reading. You're just watching. Yes. One word just keeps getting here just a case here that doesn't there's parts of this especially the ending of the same mission here but I feel like we're going toward that action voice for all of those practices better resources structures and systems >> should be in [clears throat] place for It's going to be mostly the system but for all of that space. >> We will evaluate how the resources structure resources resources and structures and their allocation create a system for all sides. How how do
087we get to our vision? >> I don't like that we kind of eliminated um the social emotional learning opportunities from between the two that the vision and the devised north star. We you put that in place of the mission then there's really no mention of social emotional learning but we have social emotional structures and systems within an organization >> as long as I as long as I'm able to someone says what about this I say oh that falls under structures >> resources structures and practice those two tied to it >> because systems is a different I >> not the same category as resources resources, structures and practice which brings in the culture. >> That's good. >> I think that works. >> So we will evaluate the resources, structures and practices within the system. >> What
088do you have so far as a statement? Well, we have we believe in a relentless commitment to the academic achievement for all. Period. >> We will ensure that we have excellent educators in our schools and that they have the support and resources they need. Period. >> And this is where it's getting a little trickier. Um, we will evaluate the resources, structures, and practices I'm adding for the consideration within our school district. And then we need something to finish it, you know? >> Well, how does it bring it back then to the to theory of change? I was even thinking too the just how does it lead it? How does it connect back to the vision in order to ensure >> the vision in order to fulfill the >> in order to fulfill the vision? >>
089Our vision. >> Yes. Because if the vision needs to be tweaked, then we're we've got room to do that. But >> that's a continuous improvement. Yeah, that is continuous. >> Okay. I think I participation in your mission. >> No, >> that's unique. That's unique. >> And I think it actually places us under the microscope even more because we're saying, okay, our mission is to make sure that the vision is happening. >> It's often implied, right? is >> it's pretty it's pretty explicit if you actually put the vision reference the vision in the mission. >> So we will evaluate the resources structures and practices within the system in order to fulfill. >> Wow it's pretty neat. So going back to what you said 10 minutes ago Sarah that is the that's not passive >> right. Yeah
090monitoring is passive. >> Yes. and to say that you're doing that evaluation to ensure that the vision is happening. So, it's tying it back to you're just not doing it to walk in the park. You're doing it and bring it back to your vision statement, >> comments, questions, >> missing a few words, but I just like Jenny's words here with the empowering every student to thrive passionate and productive creative systems. >> Oh, those are not my words. They're all >> Well, you could go in order to empower. I mean, you could take that instead of fulfill our vision, it would be to empower >> and continue on your >> Oh, to take the end of the last mission statement. we start >> which technically is really >> or well you could end it to empower
091every student to or everyone to thrive that which is what we had here >> resources structures and systems are for >> in order to empower >> everybody else in the system right >> everyone >> to just then we read we will evaluate the resources, structures and practices within a district in order to empower everyone to thrive. That feels wow >> feels so >> we want our we we want our students to thrive. We want our educators to thrive. We let our administrators thrive. >> Community. >> We let our parents. Wow. >> It's bold. >> One more time. >> She's in a dream about it. All right. We believe in a relentless commitment to academic achievement for all. We will ensure that we have excellent educators in our schools and that they have the support and
092resources they need. We will evaluate the resources, structures, and practices within the system in order to empower everyone to thrive >> to be all to thrive instead of everything. >> All thrive for this world. >> Yeah, man. >> Okay. Well, good, good, solid work. Thank you. >> We'll make those changes and bring it to you on the 11. >> Good. Thanks for being open to this work, too. >> This was outstanding. >> And I guess I I would conclude by saying and and Miss Bach, would you say it is reminiscent to the work that I've been watching you the entire time. This is the type of work you've done with every other group. So it's only appropriate that the the governing group have the opportunity to do the same work. Is that accurate? >> Absolutely.
093>> I know I back it up. I'm going back to the goal statements. >> This instruction here. We we're um giving teachers a collaborative planning to ensure a high quality instructional delivery. Is there a way to also highlight not just the teaching but the learning part of that to again bring it back to like coming I know bringing up the word learning a lot is can feel redundant but It's not just my instructional practice. It's also knowledge. >> Can I think on it and and throw something? >> Yeah, just a thought to me. >> My initial response, Sarah, would be I believe the reason why we did not add that component that you're raising is because the theory of action focuses on the adult practices. And so, >> right, the goal is are about what
094adults are going to do. the outcomes are how we know that the adult practices have been successful. >> If I remember correctly, Jenny, that that's the reason why that was not too. >> Okay, >> that entire goal is actually rooted in educator effectiveness standards two and three of the teacher practice. >> Okay, >> thank you. Okay, the time is 9:08 p.m. May I have a motion to adjurnn? >> May I have a second? >> Second. >> Okay. Who second something? If you make a motion, I have a second up there. [laughter] Roll call. This is for adjourning. Yes or no? Miss Rosinski? >> Yes. >> Mr. Bower? >> Yes. >> Mr. Morris? >> Yes. >> Mr. Rollins? >> Yes. I'm a Yes. Mr. White. >> Yes. >> And we are a journey.