001No, take your time. So, I guess I need to pull up this. >> Are we Are we really discussing without the and I started designing. >> So, do we sign this Jason's conflict of interest? >> Um, >> there were like four X's on it and I started signing them. calling uh meeting to order. Do we need to stand and say our pledge of allegiance again, Dr. Henel? >> Yeah, I think we already did that at our previous meeting. So, um as the law states, we have to allow for public comment. Any public comment hearing? None. Moving on to business discussion of the strategic plan. >> Yeah. So, we obviously scheduled it and you may want to not go too deep into it and give Mr. Kelly an opportunity to >> have that input later. I
002did get an email from Carlotta Coupriter today and she gave me kind of the final documents as she has them there. Um, and maybe I would just say if there are if there are things at this point that you say I really don't like this or this is glaring or this is omitted and it should have been in there. Um, you can raise those issues now and we can work with administrative assistance to see if we can tweak it. They're not going to get that out of shape uh about that if we do, are they? >> Um, I don't think so. Okay. >> I was kind of, if I'm being honest, um >> I was confused as to why why they kept bringing back up the referendum. >> Yes, >> me too. Um, not Carita,
003but um, >> Rob >> um, I would say I'm trying to remember the context >> probably because he's been a superintendent and he knows a little bit about >> the anticipated impact of SEA1. And so I think he's just laying the groundwork that the point may come where we need to consider that. And I don't I don't think we ever totally slam the door shut on it, but I think our policy analytics study told us that we can probably weather the storm and the the really high needs things we've addressed already. So I don't I don't feel the same sense of urgency as if our policy analytics study had come back and said you're going to see a million dollar reduction in revenue year over year over year. I think the thing that I would
004say is just to to keep the focus on the fact that it's a five-year >> plan and there are aspirational aspects of it that we want to keep those things in mind that okay, we're not going to be able to do every single thing on the list in year one. And if you don't have anything that jumps out right now, we certainly have opportunity to discuss it again next month. From a parent standpoint, Dr. I'm struggling with um I know this is partly my fault um but with some of our new curriculum with especially the vocabulary for our elementary kids >> it is now like thematic based content based off of >> a theme and not >> study >> and so yeah or like a unit of study and for my daughter who had three
005years prior of more um I know that we were lucky like her teachers were using their own thing but >> she's always like well what's the rule there's no like consistency among the words >> and and I know like I've heard some other parents that >> because the words are thematic rather rather than >> well the spelling is >> the spelling words yeah there's not like a theme or there's not like a rule for the words you know and so in her head she's trying to go back through her >> Orton Gillingham rules or you So, um I and I don't know. I didn't know if there was a way that we could Do do you feel that this is going to pay off the curriculum that we did decide upon is going to pay
006off down the road or do we need to review and add in more? Um >> yeah, what I guess what I can say is that I think I admit and not having listened to all of the episodes that sold a story, you know, >> me. >> Um, >> but there was definitely some uh societywide push back on this con three queuing especially and >> um some of the stuff that we had invested in and moving toward the science of reading. What I would say is I I can respect the process that we used to get to where we got and and CKLA amplified I think is probably the program that the majority of schools have adopted have made the change. You know, eventually you had to you had to adopt something that was on the
007state's approved list. Um I don't know that I would say our program was hopelessly broken before. I think the challenge that our teachers felt was the fact that it was a it was an amalgam of lots of different approaches. >> And I think it was because with some of the training that we had invested in the the philosophy was that our teachers had the ability to use the best of several different approaches and blend them together successfully. And I and I think that's true. I think it was an incredible amount of work. >> Yeah. >> For people to do it. And so the appeal of Amplify was that it's an all-encompassing package and it was approved by the state and teachers overwhelmingly endorsed that in the process. So what's that mean for achievement? I think
008is really what you're asking me. And I think we'll see as we move forward through I read and of course uh iLearn is being adjusted yet again. But um I I don't I think there's always opportunity for continuous improvement, >> continuous revision. Um I don't I don't see us going through a wholesale process of throwing Amplify out and starting over in the short term. But if we see that we've got deficiencies and we're and we still have Orton Gillingham in place as a tier support. So >> yeah, it's a and and I mean you know this now the state's focus has shifted to math. >> Oh yeah. And you you're absolutely going to see the very same process come through which >> I again I'm I once was a curriculum person and I don't know
009if I am anymore especially elementary >> but reveal I think is held to be a good math curriculum and maybe we were a little ahead on the curve on that but we'll see where the state comes out. >> What was the one that was reveal the one that Muny the former teachers develop? What was >> that? I don't know. >> We need Dr. Sturgeon in here. >> Yeah, she knows. >> How are we on possibly posting the assistant superintendent position? Um, I have developed or I have accumulated several job descriptions from other HHC schools as well as some other similarly sized districts, places that I know. And my plan was to go through and try to >> create one coherent job description in the next few weeks. My view would be that if we're having
010that ready to post in March, >> that will give us adequate time to >> search and have somebody in place over the summer. And >> I think you said a year ago that was about the time >> because people are going to they don't have to do this at the district level, but they're going to be able to finish a school year somewhere. And if it's somebody that wants to leave the building level and go to central office level, they're going to maybe feel some duty to finish a school year somewhere. So that's my thought. People are going to be more likely to look in March, April, and May than they are in October, November, and December. >> We just have this conversation. >> Assuming it's going to be like a sliding scale based off
011of years of experience, >> I think. Do we have a range yet or? >> No. >> Okay. >> I mean, you'll want it to be competitive. And >> again, it goes back to the enrollment discussion of >> if we had had some growth with a 2% per pupil funding increase, I'd feel a lot better about it than being down by 50 >> and trying to figure that out. Have you thought about your um minimum must possess this uh background versus and maybe also inclusive preferred is this? Yeah. >> Must have this what that what that will look like. If I had an ideal, it would be somebody that came in with probably district level, even superintendent experience in a smaller district or similarly sized district to come in and say, you know, I'm and and
012those there are some of those people out there. Now, whether they would apply remains to be seen, but I think Yorktown is a desirable place and especially if it's somebody that has an east central Indiana geographic base that okay that could be a place that could be fun to work and uh weather some of the storms that are harder to survive in other places. Um >> are you thinking minimum at least someone candidates should at least then a district level a seuite if you will somebody that's been an assistant superintendent at the very minimum >> I don't I don't I don't know that you want to say that that's a minimum requirement I think that's preferred um if you found a super high performing principal somewhere but I think the board's view of this position
013is that it's somebody that's going to have the versatility to be able to handle this and then handle this and then handle this. And a lot of that is just accumulated >> on the job experience >> of you know on any given day in my world I can take a phone call of what should I do about this and you know I'm reflecting through legal requirements case law special ed law financial ability board policy and if you have somebody that's just done that as a matter of daily routine, they're going to be able to come in and hit the ground running. And not that's not just because sometimes you can find people that are more ambitious that are at a different state professionally and they can learn it. But um so yeah, my my my
014ideal would be somebody that could just come in and absolutely do the job in every respect and and have um a professional understanding of all maybe all the unspokens and unwrittens of how how do we address this issue and be a good human relations person too. So I think that's the number one um dimension over time. You can disagree with this, but I think a good superintendent has to have an understanding of of the human condition and be able to make accurate snap judgments about the people that you're interacting with. And that might sound that might not sound uh super positive, but on any given day, I face a lot of people telling me a lot of things about a lot of different topics. And you have to weigh out, okay, is this is this
015version of events accurate? Um does this person have a good handle on this? Did this person handle the situation in the right way? And that's kind of an in an intangible commodity, but I think I think once it's put out there, you'll have you'll have a fair number of people that are interested. So, that's on my list. >> Um, on this um, you know, the strategic plan, I wasn't probably um I wasn't as enthused and excited about I wasn't against it and I stated that and just probably from experience and think you know I was worried about you spend a lot of time and energy you get a fancy document nothing happens right and so you know one of the things I I'm not sure that it really told me anything I didn't know which
016is okay right I mean maybe that means we get a pretty good pulse on So I don't know that it uncovered that which is false but the question again is and you were a big believer in this right and so what do you what do we do from here with right and you kind of carry that forward when Ryan's around but I I know I've talked to him and to some extent he shares that it's like you got a 17page document it's a lot of words and but how do we how do we get ROI out of it? Yeah, in in my mind and that's kind of where I was I was going to go is is uh you know it should tell you where you are a little bit about who you are and
017where do you want to go and then what's the plan to get there right and so taking my most recent experience uh with ISBA on this so again organization that was trying to become transformative become more relevant to to the constituents which are other school boards Right. Um so when we developed our strategic plan and I think we had five major strategic objectives that fell under that that came out of the plan and then each one of those had you had a strategic objective one and then you had a 1A 2 A 3A. you had five four or five key uh uh strategies or or key action steps to achieve whatever that that vision goal was for strategic objective number one, right? And then we prioritize those. So we have some of that here. To
018me, I think you have to prioritize what those are, define what they are, and in what order you're going to take them and what's reasonable for the board and Dr. Henshaw and our administrative team to execute, right? So like on let's say communication and that's one of our our our strategic objectives, right? We need to get better at communicating. We were just talking about website here a minute ago uh about it. It it needs it needs a a facelift, right? Where does it fall uh in the priority of uh of our communication plan? Is it and I don't know the answer to that, but to me that would be one. um how we is it the primary tool is it the only tool we use to communicate with uh the general public it's probably the
019easiest accessible but it's probably not the only one so to your point I think out of this process and we we did we did a retreat so we we we did two we did the strategic plan we went through the planning process we went through it we did a retreat for that it was a half day event out of that with our consultant came the plan and then we came back and then we did another half day uh offsite with with our board to identify what are going to be the key tactics that we're going to we're going to uh prioritize to get us to achieve whatever that strategic objective was. We prioritized them and then we tracked them on a regular basis. We said, "Okay, this is these two we can achieve." And it
020was a three-year plan. We could achieve these two in year one. We we agreed to and then uh every meeting it was uh and we met quarterly but every quarterly meeting we had our agenda for the meeting and then part of that agenda at the bottom was how are we proceeding on the the strategic plan objectives? How how are we coming on those? And in both cases with the two strategic plans we executed while I was on that board um we finished them early. uh we we we got the first three-year plan done in right about two years and the second one in maybe two years and a quarter. Uh so I I think that's what has to come out of this and again I it doesn't have to be this way but I found
021getting offsite for you know a half day what whatever it takes uh with your board with your admin administrative team and identifying what are those key tactics going to be to to get those and prioritizing them and then it's up to the board the responsible people to execute those and then to track them and make sure that we're we're getting there. Can I take a crack at it? Yes. >> And I I'm a I'm an outliner, so I look at this and a lot it sort of hits me like an avalanche of words, a blizzard of words, but what's here I really see like four things. So they've given us this this core foundation. So what they're saying is that's just your operational foundation. Those are the things that you have to do for sustained
022operation as a school district. And that underlies everything. That's that first one. And it's not numbered. So when you first look at this, you go, how does that relate to this? And I think what they're saying is this is just what a school district should do. And if you look at it, it's good stewardship and growth and demographic study and tax job with blocking and tackling. >> Yes. Right. And then they say and they gave you some action steps in that core foundation thing. And then they beyond that they say okay so everybody should be doing some form of that. Every every school district should be doing that. So what are your your key large areas that you're going to focus on in the next five years? and they gave them to you as high
023academic performance, student experience or transformative experience and then communication. And so what my sense is, what they're saying is those are the things that the feedback said um gave Yorktown its identity that people want from the school over and above just the basics and in some cases see as deficits. And so if I'm looking at this from my perspective, my expectation is going to be that the board's going to say, "Okay, well, we really need to do whatever it is fill in the blank." This becomes a screen to say, "Okay, does that fit in here somewhere? How does it fit in here? Is it one of our three areas or is it a core foundational thing?" And if not, then it might be something good that we might have the ability to put it off
024to the side and say if we get to it, we get to it, but it's not in our core goals. The other thing I say, so sorry if I'm hedging here, Tom. You can you can box my ears if you want to. There's aspirational pieces to this. I love it. The ISBA finished their plan in three year early in three their three-year plan. They finished it early. I feel no pressure at all from that really. Because I look at this and and there there's a lot of moving parts >> rigor. We're supposed to all >> but I say there there are some things that you're going to go well the situation on the ground is going to change. That's why you're going to be doing a review process and maybe that's not exactly what you
025want to do on reflection. I I don't have anything in mind but something under one of those strategic priorities. But what I my sense is and again you can tell me I'm misinterpreting it but okay hey Dr. Henshaw you've got some extra bandwidth or you've got this new person you've got some extra bandwidth from that or the principles you you're going to try to establish some goals for them. It's probably going to fall in one of these three categories. So, high achievement, transformative experience, and clear communication. And not to say that putting a new chiller in somewhere or whatever because that can be a foundational thing because there was a facilities thing in there, but that's the way I see it. I don't know if that helps, but >> yeah. I mean, I I I
026was asking the question that I mean, I kind of knew the answer to from I suppose experience in my own business. if you don't, you know, come away with some key takeaways and then there's accountability and followup and it's just, hey, we met off site for a day and we came up with these great ideas and never happened. So, in your mind, somehow in the next 60 days or something, we've got to take this, put it actionable in some way. >> I I'm with I'm with you. Whatever that ends up being, I think we have to have measurable. >> Yeah, >> you can call them KPIs if you want, but under each one of these, you gota have things that are measurable that that Dr. Henshaw and his team can be working on. Some of
027those will be board responsibilities, but that we can track and you know, to your point, Jason, you brought this up many times. What's the scorecard, right? How did how did we do? Have we have we achieved these these, you know, key tactics to get us to whatever that goal was for for that objective? I If we can do that, it'll be really good. Like it'll be valuable. Not only dollars. It wasn't >> super super expensive, but the time invested by people going to meetings and different things. >> Like I I feel some um accountability to >> drive some results based out of that versus oh, it's great. you know because the way the structure of these board meetings work don't really allow the kind of review of this like maybe might happen in private enterprise
028just the structure of the meetings doesn't lend to that I mean there's a whole you know agenda full of other business and if you're not careful you're going to wake up in 12 months we haven't even touched this thing >> yeah and and having work sessions you have to do it in in public obviously but having work sessions as part of this is is probably going to be part of the feel right to be able to check in and see how we're doing, to review on some of these things. Um, I will say that that in digging into this a little bit deeper, >> um, this one just struck me as a little odd, but looking at at uh, strategic priority 2, the transformative experience. I am on page 14. >> Oh, >> on page
02914. >> 14. >> Yeah. So strategic priority two transformative experience. So the very first one out of the gate um is recognizing the student >> mine is clear communication. All right. All right. Try again. >> Are you there? >> 12. >> Okay. I'm sorry. 14 on on the the electronic document. But the very first one there listed is activities coordinator and community investment. Recognizing the student development is a communitywide effort. we will seek to expand the middle school athletic director role >> into a full-time activities coordinator. So, if you read those next couple of of paragraphs, >> um I mean that sounds great. Um but I don't know. I I find it interesting that that is a role that they've identified I don't know what you think, Dr. Henshaw as a key role that we
030need to expand upon and that that is like a lynch pin and maybe it is a lynch pin for us creating this transformative experiences to expand our middle school ad position to all of a sudden becoming um >> a unifying uh person who's responsible for collaboration civic responsibility mental wellness create a seamless experience experience where students encounter this. I I don't know maybe are I don't know if they're thinking that that transitional period of transitioning kids from middle school to high school. What what what's your what's your take on that? >> So the original draft of this that was even more emphatic and what I first saw and I I pushed back on it a little bit. I think it's a reflection of if you were at the community meetings, they really they were seeking
031information about student experience. That was one of their questions that they asked. And the nature of those kinds of meetings is you're inviting people to critique you. And so I think I think there was an undercurrent and I guarantee you they got some of this when they were meeting with staff that there is a perception that okay we need a full-time middle school athletic director. He's basically halfime now as the ad. And I think there's another separate but maybe related issue of well what do feeder programs look like? How do they align into the varsity program? Who is looking who has this holistic global view of creating organizing um managing student experience activities, especially K8, but to some degree K12. And so I think that was a here's an opportunity. We've got this position. We
032could refine it. you could justify the added expense to it by doing this. My reaction to it when I read it was, I mean, this is a great concept, but there's a price tag to it. >> Yeah. >> And every decision and increasingly so as we go forward is on the basis of the of the costbenefit analysis and the tradeoff. And I'm not sure that the board or the principles if I said, "Do you want to spend this extra education fund money to make this position full-time and make it an activities coordinator, or would you rather add a special ed position >> somewhere?" I I know what the answer would be, but I think they're trying to synthesize feedback that they got and say people people in the process identified this as a need. that
033part of what makes Yorktown unique is all the different opportunities for student experience that you can have at different levels and you know not just athletic, not just drama, not just music, but all these different things and trying to emphasize that even more. Well, it also to me felt a little bit like, okay, we recognize you're a smaller district and having this activities coordinator role, which is is almost like a combination of a counselor and, you know, a lot of different things that that's probably not an affordable staff position. So, but you also need a full-time AD. So, we're going to hybridize it and marry these two positions together to create >> not ones to marry together. No, it just seemed to me that seemed >> that seemed like kind of an odd I'm not
034trying to nitpick it. I'm just saying that that one when I think of >> a strategic priority for our district K through 12 that >> that role and what they're defining it to be seems I don't know. >> And if you notice in the key action steps, it says via sustainable community dollars. And I'd have to go back and look, but I think it was originally written as like this was this was just going to happen. It was just going to be a a step. And so they their workaround was if the foundation if private donors step forward to almost endow this position or something like that that you could then have that position exist. >> Yeah, I I like bullet point number four. makes a whole lot of sense from, you know, a a
035corporationwide standpoint. Um uh yeah, it's just that the item the first three bullet points were about kind of creating this hybrid position with a middle school ad and like how does that really affect you know K through five and and and I >> I don't know that that that one that area seems a little odd to me but um >> again I I that's that's I don't want to >> and I would say I mean this is valuable feedback back. So, some markup and comment I think is helpful. >> Here's something that I found really odd. You know, like we were applauded for being the one to one with devices and then there was all this stuff about child's mental health and the but yeah, every article that you read about device screen time in
036children and what it does to their mental health, it contradicts the Yeah, >> the need for wanting to be onetoone, but we didn't even remotely touch on that. I found that kind of >> Yeah. >> And I know that we can't just abandon technology like walk away from it, but >> I would guess it's probably a reflection of the current context, >> which is I don't know if you're watching any of the legislation that's moving through right now. So, there's all this legislation in the general assembly that's we just emailed about this. just emailed about this today, >> but it's about putting the safeguards in, putting the restrictions on, but it's not about >> taking it out. I mean, the the school devices, the private devices. Yes. >> And because I've I've done some of
037the same thought process and I think I've probably shared with you that when I left Randolph Central, we were one to one, six through 12. We were not K to five and just philosophically that's not something that I wanted to do. The train was not all the way out of the station on K5 when I got here, but it was moving out. And Yorktown had a very different support structure in place >> to create that. But I wrestle with some of that too. And then you but you try to put that in the context of how do you how would you go back and untangle all of it? to be a huge task and I think that's what that reflects is to say this is a reality under which we're operating but we're going to
038try to emphasize the safeguards where we can so you know this I mean when I when I came here the program was called snow days snow problem and they had gone out and done presentations on this and it was very lauded around the state and when would hit. We We were much better prepared than many other districts, >> but you know, you got to evaluate. >> I think I told you I was like I was all for it. I mean, I was one of the first teachers when we had the opportunity to be one to one in our classroom. Signed me up. I was all over it. Created all digital content and curriculum and I wish I would have never done it. I I think this is helpful. And I guess what I would say
039is let's get it to a point that you feel good about it, not just affirm it and move on because otherwise it's going to be wasted effort. I I think it's a good framework and it's it's a document that has provided us good feedback from a lot of the stakeholders, but then I think it's up to us as as a board and and an administrative team >> to really dial in what we think makes sense within these. Some of them do. And like I say, that one to me didn't make a at least for me doesn't feel like a like a huge priority. And so I I think we need to we got to drill a little bit down into this and and decide what's what's best for for us. >> Yeah. >> Which great.
040>> Do we need to schedule like I hate to say it, but like work sessions on a monthly basis to get this? How do how do we like what Jason said, I I don't want to have a document or a binder sitting on your shelf that never gets utilized or implemented. >> Well, I do think what Tom said to do the retreat or a half day with the admin. So admin meeting the principles from every school >> deans too or >> Yeah, I think our leadership team I mean I think Dr. Henshaw really needs to decide who who needs to all be at that table. But I that's what I think we need to do. It'll help us really clarify what are what are real objectives and and tactics going to be. What are we
041going to get done? what are we pri prioritizing and saying this needs to be done in calendar year 2026 uh 27 and you know for the next three years at least and and now we got something to track and to work towards >> and it's also underneath the core foundation components of a successful district a facilities planning committee is mentioned in the majority of the >> yeah that's more of an advisory group the board is responsible for >> for approving recommendations But >> you form a facilities planning committee. >> Yeah, I think it's it's definitely going to be >> I think came off of one >> RDC goes on to that. >> No, no. >> Yeah, I mean redevelopment tax dollars. >> I think two of us volunteered for spots. >> I volunteered for parks.
042>> I think I think this is again probably based on feedback and a facilities planning committee if it's for a specific task and it's sustained is absolutely necessary. So every renovation project we've done has had some teachers, some board members, some administrators that are going through that process and the design. When you're trying to do long range, high level facilities planning, to be very honest, who gets to decide at the end of the day, who gets to decide the board, >> right? And so the problem with those is that you can put a lot of work into that and then once board members change, once um staff changes, whatever. And I mean I can give you concrete examples of this here. Nobody's bound to respect what the committee has done because somebody else gets the
043right and ultimately you are the court of last resort. You get to decide. And I think some of that I think we're past this. You can tell me I'm wrong, but we've got a good plan in place for softball. Football's done. The sports performance facility is done. We've got some cosmetic stuff we need to do. We probably got some building envelope stuff we need to do. We already have a study from Skilman on that. I don't know what a comprehensive facilities committee is going to tell us. And frankly, um, if it isn't a committee of the whole as a board, the board's not bound to respect what the committee recommends anyway. >> Yeah. We've I mean, recognizing that we've invested 75 to85 million in facilities improvements over the last eight years. And we do have
044a recent very recent facilities plan. Uh probably just folding that into our strategic plan. We kind of know what's on the docket of immediate nature. We know we still need to do some work to the pool. We need to do something with the auditorium. There's probably needs at PBE and YMS and Y, right, that need to be on the on the list as well. >> Not to the same degree, but >> yeah, that aren't on there now that maybe we didn't touch with the other projects. So, yeah, I I think that's a good point. >> I'm living proof of that. It came on here was this list that was presented to me before my January 1 meeting or whatever. and like these are the projects and then we we completely off not not anywhere near
045what was on that list in that order. So yes, I think I'm proof. >> I would guess if they were in the room, their their response would be we're trying to create a long range view >> and the idea that the board is going to accept that and buy into the concept of whatever we put on the list, we're going to follow. But again, I don't mean to be a cynic, but experience tells me that new people come on the board, they've got their own ideas, and it it's like any other planning document, it has to be able to be amended because that's an expectation. >> I will say this, I think if you take our facilities plan that we have now, and if this board as it exists now along with Dr. Henshaw and
046and staff prioritize what we've got on there. Yeah. >> Yeah. >> Plan it out for the next three to five years, maybe beyond that, and probably share that also with the foundation who could bring sponsorship and and private dollars. To me, the shuffling then becomes more, hey, we've got we found a sponsor that wants to to it's really high and hot and heavy to do this project, but it's further down the line. Do you want to move it up? Do you want to adapt your your plan based on that because we've got immediate money that someone's willing to commit to the project, which is for future discussion, but anyway. So, I guess here's what I would say I think would be most helpful. And I don't this these are PDFs. I don't know if I
047can get it to you in Word, but at a minimum, take it and mark it up. >> Okay. >> And if you say, "Oh, that that rubs me the wrong way or I really like that or whatever, let's let's do that and get it to the point that we feel good about it." And for me, I'm fine with this. I do I think they have left it intentionally. I don't want to say vague, but open. >> Yeah. >> Because there is a recognition that things change and you need the ability to be flexible. It's a little there's a there's a little intimidation of if you're going to come back in five years with this document and go, "All right, Dr. How'd you do on these things?" You know, there's a lot of stuff, a lot
048of moving parts in there in addition to just the daily operations. And so I want it to be something that really reflects what our real priorities I >> and realistic what we can accomplish. I agree 100%. >> I do too. >> Okay. >> So, we're going to mark it up, do some editing, provide feedback, and then maybe we're looking to schedule a a board retreat after that. Maybe a halfway session coming up in the next >> I I'll see if I can get it in >> maybe prior to spring break. >> Spring break. >> Yeah, the last full week in March. I'll see if I can get it in a in an editable format or comment or something where you can put your comments in and see what we can do. >> Okay. Any other
049comments, questions? >> I move that we adjourn this this >> I don't need a motion from here. We are at the bottom of the agenda. >> Done. Ever since she became KP, >> he had no idea what that power would