001I call this board of trustees work study meeting of the Carolton Farmers Branch ISD board of trustees to order at 6:00 p.m. on April 9th, 2026. For the record, board members present are Kim Brady, Iliana Garza Rojos, Marjorie Barnes, Paul Gilmore, Randy Shackman, and myself, Cassandra Hatfield. Uh, Miss Menvitas is unable to join us tonight due to the passing of a family member. So, our hearts go with her. Um, as she goes through this tough time as a family, we constitute a quorum and may conduct business on behalf of the district. Our next item is audience for guests. Persons who wish to speak during audience for guests must have completed an online form for this purpose and submitted it electronically by the posted deadline of 1:00 p.m. today for this meeting. based on policy beed
002local. Each speaker's comments will be limited to the posted agenda items. Before we begin, I will remind our um audience members of the board's procedures for handling audience for guest as we do have one speaker tonight. Each speaker will be allowed to speak only once during audience for guest and speakers designated as a stakeholder will be allowed a maximum of three minutes and speakers designated as non-stakeholders will be allowed a maximum of one minute to address the board as dictated by board policy beed local. We want to hear from as many as possible. So while keeping the meeting running efficiently, if there is a group of more than five people who want to present on a particular viewpoint of a topic, they should appoint one person to speak on behalf of their group. Please remember
003the board cannot deliberate on any subject that is not included on the agenda for this meeting. Board members will listen to comments but will not respond or answer questions. Recognizing that students are at the heart of our work, we ask that speakers model respectful, constructive behavior that we expect from our students. Please keep your comments civil and courteous and avoid profanity or personal attacks. Refrain from discussing students who are not your own child. Yelling, disruptive behavior, or discriminatory remarks will not be permitted in the event that your comment in the judgment of the presiding officer constitutes a complaint or charge against an employee um or sorry, an employee or officer. It may be necessary for me to interrupt you and ask you to stop and direct you to proceed to the school district's formal grievance
004procedures. If a speaker is seeking board resolution of a specific complaint, that concern should be addressed through the district's grievance process, which can be found online and include policies DGBA, FNG, and GF. Grievance forms can be obtained online through the district's website. In compliance with the Texas Open Meetings Act, please be reminded that the board will not respond to the public directly and will address any agenda items as deemed necessary when they're listed on the agenda. The timer will be shown on the screen in front of you and you may begin when you arrive at the podium to speak. The presentation is limited to three minutes. Nico Ornelis, Nicholas Ornelis, 1117 East Vender Drive, Carolton, Texas, 75006. Agenda item 3C, report discussion regarding February Thompson Leadership Institute attended by Cassandra Hatfield, Kim Brady, and Iliana
005Garza Rojos. So remember, Mr. Gilmore and Miss Benvites attended a conference in DC a few months ago. Saw a lot of their pictures from the capital and then they presented I think it was at a work study. Is this is 3C similar like a similar ordeal? What's going to happen here in a little bit? You're allowed to respond with facts. You don't have to. Is 3C similar? That's all I'm asking. This is your time. You may continue speaking for 3 minutes. >> And I'm using my time to ask you a question that has facts. >> Can you really not answer that? >> Do what? >> Mr. Shackman, I've got it. >> So, you just broke the law. >> Mr. Arnell, contradicting, >> you may continue your three minutes and I'm not going to bait with
006you. Do you have your time? >> Okay. It's not a debate. It was just a question. You don't have to answer the question, I guess. Um, I'll ask another question. Did any other board members attend the same event? Okay. Uh, did Wendy, did you attend? Did Miss Elders attend? >> Miss Hatfield, did >> Mr. Anelis? >> Yes, ma'am. I will respond to the agenda item when it is at the time and the time for me to respond is not right now. Okay. When we talk about that agenda item, I will respond to your questions. >> Perfect. Okay. So, just going forward for anybody who wants to present at the work study meeting that we can only >> address agenda items. If we have a question about agenda items from that agenda date, we can't have
007those answers. Okay. Well, um I hope she did attend because it was required, but I guess I guess we'll find out. Thank you. >> Thank you for your time. >> All right. Our next agenda item is item 3A. Is that right? Yes. Um, district goal progress measures for third grade and fifth grade math. Uh, Miss Dr. Julian, it looks like you have a team with you tonight. We're excited for some math progress measures. So, I'll uh Dr. Eldridge, do you have anything to add on that? Well, I just want to remind everyone this is our new procedure to address our goal progress monitoring for third and fifth grade and um state if we're on track or what how we can shift gears to make sure our students are performing. So I know they've prepared a
008great presentation. So Dr. Julian, >> awesome. Good afternoon. Um President Hatfield, Dr. Eldridge, members of the board. My name is Chris Julian. I get the honor to serve as executive director of assessment and accountability. >> And I am Toued Hune and I have the honor to serve as the executive director of multilingual and academic programs. >> And this evening we will be looking at our third and fifth grade math board measures. Because this is a work study, I'm going to need a couple of volunteers. Um, if somebody could read through the definition of the board goals. All right. Board goals are the long-term student achievement targets set by the board of trustees. They define where we want students to be in key areas like early reading, early math, and college and career readiness over the
009next several years. >> Awesome. Thank you so much. And so tonight we'll be looking at two of those board goals as well as our growth progress measures towards those board goals. As you are recall, our growth progress measures are indicators that lead into those board goals that if we hit these marks, we feel fairly confident that we will hit our board goal as well. So they're progress measures that we check. The borg the progress measures that we'll be discussing tonight are not the only measures that we look at. We follow it many measures as we're looking towards these goals but just a few that we've identified that are really essential to track. A couple of key information keep couple of key things to know is um we will be talking about the MAP test. So,
010I just wanted to remind you guys that 2025 was a new norming year for NWA MAP growth. And what that means is if you think of it like this, like students perform on MAP a certain way, they get a RIT score and then NWA looks at how those same students perform on STAR and they make sure that those are lined up. And so this happens every 3 to five years. NWA goes out and does a reorming just to make sure that we're getting good accurate measures. The next thing to know is that this was a year when NWA introduced a new algorithm. This is if you think it's an adaptive test. So for example, if I'm a third grade student, I get a lot of questions right, the questions keep getting harder and harder. They
011move up to fourth grade and fifth grade. This new algorithm just essentially caps how far that goes so that it stays in the grade level. It'll go up a few but it doesn't keep going up to say where we have a third grade student being assessed on sixth, seventh, eighth grade standards and that's how the new algorithm works. The next one is DCFAS. Um DCFA are summitive assessments. They are administered in March. The math assessments were administered in March. The questions are aligned to star questions and that there are interactive question types and responses. The performance levels are also aligned. So for example, if the performance level on star for masters was 78% of questions are correct, well the performance level on our DCFA is also 78% of questions correct. Um and then all of
012it assesses all of the standards that were taught as of March. So there are some standards that are taught in April and May that might not be assessed, but these DCFAs follow all the standards taught through that point in the year. Our first goal that we'll look at is the percentage of third grade students who meet grade level or above on STAR. The target is to move from 49% to 65% by June of 2030. And our first growth progress measure focuses in on our emergent bilingual second grade students achieve achieving meets on their winter map growth and we're looking for an increase from 22% to 37%. So looking at the chart you can see here these are the targets. So on every chart this gray line is our target. The first red box is going
013to be our 2425 performance. And our next red box is going to be our 2526 performance. As you can see, for our second grade emergent bilingual on winter map, our target was 25% and 25% of emergent bilingual students were and meets projected proficiency. So for this one, and that was an increase of 3%. we would say we were on track not only because we had an increase but because we met our target of 25% for this year. Our next goal growth progress measure was second grade students projected to meet on winter map growth moving from 35% to 45% in 2030. Again that's all students second grade winter map. And as you can see here, we did see a slight decrease. It went down 2% from and we missed our target by 4%. So for this
014one, we would say we were off track. And Dr. Hune is going to talk just in a minute about what are some of the um things that we're doing to get back on track knowing that we had this measure where we weren't on track. Our next growth progress measure is our percentage of emergent bilingual third grade students meets on the DCFA, district common formative assessment, looking for an increase for emergent bilingual third graders from 21% to 41%. And as you can see from this chart, we moved from 21% in 2425 to 25% in 2526. Not only was that a 4% increase for our emergent bilingual third graders, but that also met our target of 25%. So for this one, we would also say we were on track. I will turn it over to Dr. Hune
015to share a little bit about the bright spots and growth areas. >> Great. Hi there. I want to share that our math and our multilingual teams have been working very hard along with our teachers and the campuses. And so as a result of that several bright spots came about. And the first one is the consistent EB which is um our emerging bilingual students. There's a consistent growth across both MAP and our district common formative assessment known as known as our DCFA with gains of 2% in MAP and a 4% as what Dr. Julian had mentioned earlier on our DCFA. The second bright spot is that 90% of our campuses in third grade fall within the high growth quadrants on the fall to winter map um math map growth report. This indicates that our students are
016responding to the coaching cycles as well as the core instruction. And then for our third bright spot, we have u a gain of 3% in our reporting category one. Now reporting category one is about building the number sense and the foundational skills. So for context if you look there in that visual there are the our math standards are organized into four reporting categories as shown and this is how they are organized based on assessment as well as on reporting purposes. So in reporting category one all the math standards that pertain to number sense to numerical representation um falls into that. Then in reporting category two is all about the operations about the computations. This is where the word problems come in and the multi-step and so the students need the fluency in order to gain
017um the success that they need. And so with the reporting category um in the comparison here, this shows that our students are responding to the intervention provided for them. So overall, these bright spots tell us that our instructional systems um are producing results given that we are providing the consistency and the intentionality. Alongside with those growth uh bright spots um are the areas for growth. And the first area for growth we have is building instructional capacity, especially leveraging and also empowering our master veteran teachers who have that skills to support our new teachers with our coaches. In third grade, we have about 41% of our teachers who have less than two years. And so that building capacity is crucial for us to leverage to help with student outcomes. Along with that is our academic and
018language support and that's where we're strengthening that there's a need to strengthen the vocabulary through uh focal walls through student discourse and in writing and this is supported by the coaching and the aligned instructional support across content areas. So this matters because if students cannot fully explain uh their understanding then they don't have the language uh to be able to do that and we have a lot of word problems in math and we had the opportunity to visit uh all of our elementary campuses on calibrated walks and in those walks in addition to those we had um additional walks as walkthroughs as well. the trends that we were seeing is that there were missed opportunities for our students to have that discourse. So that is a reason why we chose that as an area of
019growth. The third um area of growth is strengthening numerical fluency. And fluency is the um fluency is where students work with numbers accurately and fluency. And without that students often struggle to apply their knowledge and problem solving situation because they're spending too much energy with the basic computation. And in our DCFA the reporting category two which is involving the problem solving and the operations it's showing a decrease of 9% and so this is why we are also focusing for that area of growth. >> Can I jump in real quick? >> Yes. Go ahead. >> I just want to make a a quick connection. So if you think back to that second grade chart where we missed our target two and three, these growth areas are where we dug deeper into that data and then asked,
020okay, what do we need to do next? What are the pieces that where we need to tweak and adapt? And that's where growth area two and three really came from was that analysis of that target that we missed. So I just wanted to draw that attention to the draw that connection to the board's attention. So together these area points us to strengthening the quality of of the instruction as well as supporting our students ability to access uh and apply their learning. So next are the items that highlight the strategies that we had put in place. So, as you hear third grade strategies later on in fifth grade, you'll also see hear some commonalities between the two because these are district-wide initiatives that are implemented across grade levels and these shared efforts show that there al
021are positive indicators of impact. However, this work does take time uh with greater results um developing over years. So with that in mind, the first strategy that we had focused in on was the um understanding providing the understanding for our teachers in the instructional instructional supports for our emerging bilingual students through targeted coaching cycles through the targeted professional development and with Miss Carlen Thomas who is a guru in language development. What happened is that we did see an improvement on the understanding of the supports for emergent bilingual such as the bridging between languages to support the skill transfer. However, we did see also from that the inconsistency of the implementation. So we adjusted it to prioritize and uh monitoring the implementation of the EB supports to help reinforce uh the delivery of that. The second
022strategy we have is the refining and strengthening of tier one instruction through the professional learning community PLC's and instructional practices such as lesson internalization. And lesson internalization is a process where teachers go they take a deeper dive into the standards where they break it up into what the students need to master as well as how the students are going to master that. And in this the the teachers they anticipate misconceptions. They plan how the students will engage with the content. And um this we saw that there was alignment in the objective to the standards which is the framing the lesson. As we go into the classroom the teachers are posting this and the task that the students were doing align to the standards. So there is improvement in the lesson internalization. However, what we also
023saw were missed opportunities where students were um were not having discourse. And so this right here is is crucial because students need to be able to explain their thinking to help them with the word problems. And so what we did to kind of adjust this too is that in lesson planning we had provided structured routines to embed in the lesson plans to help with the outcomes of the students. The third strategy is that we focused on building coaching capacity through targeted professional development and the aligned supports where we are speaking the same language. So the math department and the multilingual department are co are co-presenting they are seeing the same thing they are aligning uh the supports and so there were improvement and the outcome is that the coaching supported with the alignment and however
024we saw varied student um impact across campuses due to the campus needs and so we had expanded coaching support to to those high need campuses to ensure that the mastery of standards occur. So, and so these strategies they strengthen the uh system of support to ensure that high quality instruction is occurring in the classrooms. >> All right. You want to stop? >> Yes. Can we pause and do third grade first? >> We could stop and do third grade >> because that's a lot of information. >> What questions do you guys have? You might just let us gloss over third grade and only talk about fifth grade unless we stop. Just kidding. Okay, awesome. Um, so board members, questions about the report on third grade and everybody has to have time to process, you know, our
025>> question. Yeah. >> Do you think that the new math adoption will address many of these issues that we're having? Did you hear me? >> Do you think the new math adoption will address many of the issues that we're experiencing? >> The we had the vendors come and they had the opportunities to also model the lesson as well. And so we were able to see explicit teaching and within the math adoption we saw components that supported with the academic language the proficiency level sentence stems the visual that we're we're going to address that on to place on the in the learning environment to support that academic language. Uh there are a lot of components of the the math the the top two math adoptions that vendors that we have seen uh they have those components
026in place. Uh the there are explicit teaching in the uh teacher edition as well as in the student consumables. There are again lots of visuals for the students to be able to have discourse. And so yes, the strategies that we are put that we have implemented are also shown in the new math um textbook adoption. >> I hope that answered your question. >> Okay. And I think too, if I can just add on, I think it it's definitely going to help in some areas, but it won't necessarily the curriculum changes won't necessarily help in some of these development and and the PD development pieces that we're working on with the teachers or the fidelity like with the with the conversation. So, we can have great curriculum and we can put the best curriculum, but it
027still comes down to like what is the student action in class? And that's why you kind of have to have a twofold. So, will it help? Absolutely. Will it will it address all of this? No. Right there. We've got to have other layers of professional development and growth for our teachers as well. >> So, GPM 2A, the percentage of emergent bilingual second grade. >> One more. >> Yes, that one. So, um, kudos to the district first of all for 22% and 25% because you actually met your targeted goal. My question here is what do we attribute the success of that? >> You go first. >> No pressure. >> Okay. So, it the all the strategies that we have uh implemented contributes to the success as well as of course the hard work and the efforts
028that our teachers are doing. education is very challenging and the heart that our teachers are putting forth as well as the district team here u together that there's a saying it takes a village to raise a child. So the strategy especially with the um our coaching cycles with Miss Carlen Thomas uh and the targeted PDS that she is also providing with the specific emerging bilingual bilingual supports that we are also giving to the campus uh teachers to implement that also contributes to this um as well and I think to just having clarity and the understanding of just where the our emerging bilingual students are. Even though we have students who've been here for over two years, three years because, you know, they started in preK, it doesn't mean that they have that full language. So
029providing ample opportunities for our students to be able to turn and talk, the visuals, those are things that we have put in place. And so all of that contributes to this as well as the hard work that our teachers have put in. I like this part where I have a little think time. Um, also >> always gonna have a co-presenter now. >> Um, that I I think our instructional coaches are a huge part of why we're seeing this success. Um, they're working with and coaching and growing our teachers. Um that's really foundational especially um when we have quite a few new teachers um new to the profession and their ability to come in and help. I think that that really accelerates the learning and the growth and we see not just the performance but there's
030we we have really great growth as Dr. Hume pointed out and and that really contributes to that. So, I think we got to give some credit to to our instructional coaches and deans who um are in helping and supporting those teachers. >> Thank you. >> You've mentioned a lot about the small group and fluency and I'm assuming that's talking to each other, students learning how to speak to each other about problems. Is that okay? So what are some of those strategies to really grow that? Because as a parent in my mind I'm thinking small children you know like if they don't want to be there then they don't want to be there. So what are some of the strategies some of the strategy one of them was the areas uh of growth and that's strengthening
031academic language support. So with that we need one of the strategies utilizing the vocabulary. So having the learning environment to have vocabulary visuals, having sentence stems, uh turn-in talks, just more opportunities where students are able to have frequent small group purposeful talk. The question that the teachers provide for them needs to also be higher order thinking uh question because we can have different variable levels of questions but we need to also balance it where the students have productive struggle. So the strengthening academic academic language to support uh some of those strategies involve the vocabulary visuals, the sentence stems, turn and talk. So there's very structured ways to have students be able to speak to each other and hold them accountable in speaking those vocabulary words. So it's one thing about having the vocabulary visual on
032the wall. is another thing on having and holding the students accountable in using it in their discussion and and conversations. >> Miss Brady, >> um on GPM 2B, what do we attribute the 35 to 33% decline? And I asked this so that we can strategically deploy our resources if needed. this one. >> Yeah. Um I so that that's all students which it's interesting we had such a focus on uh we had our emergent bilingual student performance went up. So as we dug in um the biggest area that we saw was a focus on fluency and then and and and that's really why that has been kind of a growing area is building that numerical fluency. Um, as far as what are the um, best strategies, I think I'll I think I'll call on Shawn if
033you want to share a little bit like what I got to go to a math content expert here, right, to uh, help me out with this one. >> He's phoning a friend. >> That's the That's essentially the question to what can we attribute that decline to? And I see I see it's a different cohort. So I get that part. >> But just >> so one of the reasons we are seeing a decline right now is because we're looking at all students and we know that our current curriculum is 19 years old. And as we're building um fluency in our students, we've noticed some gaps. And so it's in those gaps that we think that once we have that new curriculum, those gaps will be aligned. So you have a better vertical alignment. we won't have
034as many kids coming in below level where we're trying to grow them. But when you look at that data from cohort to cohort, so those kids where they were last year to this year, we're actually seeing progress in our second grade students. It's not So when you're looking at it from 24, 25 to 25, 26, those are two different sets of kids. But when we went and analyzed that data down to that fine grain to see like are our students really growing, we were able to see that those students who were sitting in first grade last year actually have made improvements. Also, you have to remember that this is the MAP test where in K1 students have the test read to them orally, but by second grade winter they're reading on their own. So, we're
035also looking at those two components as well. How is reading impacting their imp their um their math scores as well as that language support that we've been talking about with EBS? We also need it for on level students as well. >> Does that answer your question? >> Yes, ma'am. Thank you. >> Thank you. >> Very nice. >> Um on that same vein with 2B, um since we are seeing the growth in our emergent bilingual, is there a different another subpop or specific campuses that you're targeting based on this data? phone a friend. Give one more. >> And also, if you don't know, that's okay because I recognize that's a very that's going deeper. And uh so it is okay if we don't have that off the tip of our tongue, but it is a a
036question that I was pondering when thinking about it. >> Can you ask it again? >> Uhhuh. Um, we saw that our emergent bilingual students were on track, but then when we look at all students, we see offtrack. So, is there a specific subop or specific campuses that you're targeting as a result of this data? >> Yeah, I think it I think the answer to that would be yes. I don't really want to go into like exactly where and the what, but um yeah, we as we're breaking through the data um and going through it. One of the things that we do spend a lot of time working and looking at too is um what is the experience of that teacher in the classroom um as well as like and then how are we deploying our
037coaching resources to help to support those students and and yeah I would say that's exactly what we're really digging into is okay who who needs the most help and where is the help needed the most urgently and all of that's really focused on just developing every teacher to be the best that they can for every kid. >> Yeah. And we have also collaborated with other departments because as we are looking into those subgroups, there are subgroups that are outside and so that's where we are collaborating with uh specific accommodations to support all of our students. >> Thank you. I would also say I am so proud of our teachers and I've got to participate in instructional walks and I will tell you as they do small group instruction there's another component to that and with
038our teachers being so young with not much experience we also have to focus on the classroom management piece and so as we want to always focus on academics um there's always another component and so I guess what I would like to challenge you all with is how can we support those new teachers um in a different way other than just you know sometimes just PD you know what can we do think outside the box of how we support them so they feel you know successful teaching and managing but I will say the instructional walks that I've been a part of our teachers work so hard and I will say and I'm not blaming it on the curriculum but I think we give them materials that are not up to date and then they bring in
039their own material materials and we saw that a lot on our walks that they want the students to be so successful but they they get materials that may not be accredited by what we're really trying to do but again they want to teach correctly and so I think that um and I think we were in the same group we saw the same thing but um I think there's more than just teaching the academics it's really working on the management piece and and and I think the other beauty of the instructional walks is at the end of when we complete our instructional walks for math reading, we all go in the library and the principles to me have been amazing taking the feedback. It's not a blame. It is a it's a working village as you
040said um that we they give them specific strategies. So when the principles are doing their walks, they're looking for the things that we need to help them with. So I don't think we just send coaches out. It's very strategic. And I I just want to thank you all for all that hard work because it's been such a team oriented um instructional focus this year and with all the new teachers, what else can we do for them so we they stay and they feel successful because I know they love kids. So >> awesome. Thank you. >> Um I have one more question. So on the superintendent strategic interpretation with the built coach capacity um how are we measuring that the building of coaching capacity is impactful. >> Thank you. That's a great question. So the coaching
041capacity that's where during PC's uh we have the opportunities to kind of sit in on those across campuses and through that we are through the observations we are able to support the coaches and observe that. So it's through the informal data that we are seeing those trends. Um along with two with the feedback of our coaches um working with our multilingual team, they are um providing feedback in the effectiveness of that aligned support um and also what does that look like in the classroom when they are co-presenting and the impact of that coaching support is like I said it's is through the observations is through their feedback that they provided back to device. >> That's really helpful because I know like we have limited resources and limited availability to send these coaches out. So, knowing
042that you guys are monitoring the coach themselves and observing the coach, not just observing the classroom, um I really appreciate that. That's very helpful. >> Yes. And we also have also beginning of the year, middle of the year evaluation where our coaches also set goal settings to help improve their own professional. >> Awesome. Can I add something on that one? >> Of course. >> Um part part of the process is also that our coaches have gone in and worked with other coaches um from other department. So having that crosscurricular piece, we've also had um an a focus on like our essential five strategies. So one of the ways that we measure that is not only when we do our walkthroughs, we're looking for that. Are we seeing small groupoup purposeful talk? um are we seeing
043these strategies implemented across the district, but then that is also embedded when we're doing campus walkthroughs with administrators. So having a real centralized focus, there's a lot you can focus on. And so just narrowing it down to here's a few essential things that if we focus on these things, we know those are levers that will help all students. It also makes it easier for us to measure, okay, are we getting that? And if we're not, we need to go back and we need to practice doing it in class. So part of it is is the focusing helps us to get more crosscurricular connections. >> Thank you. Board members, any additional questions on third grade math. All right, let's keep it going unless you guys have any other insights. >> All right, next we turn our
044attention to our fifth grade math target. This looks at the percentage of fifth grade students achieving meets on Star Math, looking for an increase from 51% in 2025 to 61% in 2030. The first growth progress measure, that's growth progress measure 4A, is the percentage of emergent bilingual fourth grade students achieving meets on winter map. So that's fourth grade emergent bilingual winter map will increase from 28% in 2025 to 43% in 2030. As you can see here, we increased by 3%, we also met this first growth progress measure at 31%. So, we would say for growth progress measure 4A, we are on track. Growth progress measure 4B. This looks at the percentage of fifth grade students with projected performance of meets on winter map increasing from 49% in 2025 to 61% in 2030. And while we
045did remain consistent with this measure, we did not increase to the 52%. So for this me growth progress measure, we would say we were off track even though we did remain consistent from last year. Growth Progress Measure 4C. This is our percentage of emergent bilingual fifth grade students achieving meets on the DCFA assessment, increasing from 28% in 2025 to 43% in 2030. This year we were at 30%. That was a 2% increase from last year. However, was 1 percentage point shy of our target of 31%. So for this one we would say we were progressing. >> Okay. I love bright spots. So this slide right here shares some bright spots in fifth grade. First we are seeing some growth within cohort. A cohort is the same group of students that uh are tracked over time.
046And with this right here, we have our subgroups such as emergent bilingual and our African-American students with gains of 3%. So this this really reflects the positive impact that our targeted supports are producing results. The second bright spot we see is the uh increase of 2% in our reporting category 1 and a 12% in our reporting category 2. So just uh a little reminder that category 1 and category 2 are the are the foundational skills that our students need to support them with the word problems. And so this right here indicates that our interventions are producing results too. The and the third bright spot is that 62% of our campuses in fifth grade fall within the high achievement and high growth quadrant. um high growth uh on the high on the growth quadrant on the
047fall to winter map math math map growth report. So this also shows that our campuses are not only growing students but that they also are maintaining the levels of performance for our students. Overall these bright spots show that we have strong practices in place that are supporting our student success. At the same time, there are areas for growth. You'll see also again building capacity. In fifth grade, we had we have 42% of our fifth grade teachers who are new and or who are new to the grade levels and or new to the grade level profession. And so with that, we are looking at intentional targeted professional development to help increase their content knowledge. The second area for growth that we were looking at again based on our calibrated walks um to all of our elementary
048campuses we are seeing that there is a need to increase the visuals in the learning environment because this is where it's supporting our our students. The learning environment is not just visuals but it provides it provides as a tool for our students in understanding and explaining their thinking and transferring their learning to the word problems in math. The third area for growth is the lesson internalization. Again, lesson internalization is where the teachers are taking a deep dive into the standards. They're breaking it apart. they are looking at what the students need to master and how they're going to plan for it as well as if students understandings are not there then how will the teachers pivot and how will they adjust the instruction. So this is a very critical lever because strong planning leads to
049stronger instruction and better student outcomes. And so together, these areas for growth help us to focus on improving the consistency and quality of instruction across the classrooms. Here we have our strategies which are pretty similar to third grade and it focuses on strengthening tier one instruction as well as developing the language. One key strategy is the implementation of our adaptive programs in addition to progress learning which we've had in previous year. This is a grade level starline practice where students are able to also have intervention support. We this year have thanks to you have allowed us to purchase the magma math which helps students produce that thinking visibly as well as help them with their discourse and extra problem solving and then we have Moby Max which supports with the foundational skills and the fluency.
050So with these adaptive programs we have seen increase in student engagement. However, again, while it is being implemented, there are variable usage across the CL classrooms. And so, we are leveraging the platform's data to incentivize the the the campuses to help them see where they are at um based on the district. And so, another thing that we are we were seeing is the students were not able to show their thinking. So the assessment and instructional practices were developed to help them with screen to scratch where they are able to organize their thoughts onto the scratch and then take that and align it to our assessment purposes. The next two strategy focuses on uh pretty much the third grade where we are strengthening teacher support as well as as well as looking at tier one and
051ensuring that it is consistent across the classroom. So these action help us to advance the instructional practices to help with better student outcomes. >> All right. So we reviewed um our two goals and you probably picked a couple of themes up um as I was listening. A couple that I overheard that I hope you picked up was we talked a lot about consistency across campuses. We have the practices, but how are we helping our teachers to implement those consistently? We talked a lot about growth and how we're helping our teachers to grow in their instructional practice because as tier one instruction improves, right, so does achievement follow. We talked a lot about foundational skills, which are if you think about it, you you got to know how to add and subtract and know what the
052numbers represent before you can start to manipulate and do geometry and do algebraic equations and all the pieces. So, building those foundational numeric fluency. And I think all of this comes together for the saying that we like to say a lot, which is growth precedes performance. You probably picked up in Dr. Hun's analysis that we talked a lot in our strengths about the growth that we're seeing for our students. Um overall, for example, our second grade students, 62% met their fall to winter projected growth, that number is supposed to be like at 50%. So that's an amazing jump. It was very high. So we're seeing a lot of growth, but we also accept that these measures which look at overall performance, that growth has to precede the performance. So, as students continue to grow, so
053will the performance follow. Are there any questions we can answer on our fifth grade data? >> Questions on fifth grade data? >> Go. Yeah. >> I'll look at the superintendent insights areas for growth. The first one we have 42% of fifth grade teachers, fifth grade math teachers were new. Do you know how many teachers are returning? And then how much time do we spend training? uh teachers especially new teachers on this math curriculum. >> I don't have the answer to the first uh question in regards to retention but I can get back with you on that. >> Perfect. Thank you. >> The second one is because we have 42% and that is a high number. We are intentional with differentiating our professional development in that we have what we call math unleash where new teachers
054come and we support them with the upcoming new units and show them how to break up that standard, how to use manipulatives, how to uh provide strategies to support their students. We also have the uh math coalition where it builds on pedigogy because our new teachers need to understand that to support them in that tier one instruction. Uh along with that we have building thinking classrooms where our teachers are also learning how to support our students in uh discourse to help with their explanation because math is all about reasoning and about justification. Along with that too we have coaching cycles. So our coaches are in the classroom, they are doing in the-moment coaching. Uh we have ongoing support for our teachers as well. And so it's from our coaches to our principles and building that
055capacity because again it takes a village to raise a child. >> Thank you very much. >> Um when are the the trainings that you talked about when are those offered? Is that like when? During the school day, after school? >> Yes. So it is after school. Um and like Dr. Eldridge mentioned uh we're in a time where there's a lot of factors that are obstacles and so we we are ready to take that challenge and think outside the box so that we can provide different more creative ways innovative ways to support our teachers but they are mainly after school and then also during our district PDS at the beginning of the school year but they are throughout the school year. >> Thank you. Do you have any data to support which targeted supports are working
056best for our kids or giving us the most bang for our buck so to speak? >> Yes. So the implementation of our adaptive program as well as the coaching cycles um are contributing to the uh gains in our reporting c category one and two. And those two right there, that's where we were targeting the support because we were building the foundation of the numerousy and the fluency to support with the word problem which are multi-step in the reporting category too. So yes ma'am >> additional go for it. >> I don't have a question but I want to be a cheerleader for a second if that's all right. I want to say great job to you and your team. Um, in my traditional job, uh, in the team I lead, they they laugh at me because
057I have silly sayings, but I think there's lots of value in them. And two that come to mind, uh, right now is the first one is we is bigger than me. And I always tell them we expect, we measure what we inspect so that we live onto it. That's what we're doing here. And you got to be proud in what the team has put together. It starts from up here and goes all the way down to the parent as far away. Uh they can get answers to that. Um this is the stuff that takes us from a B- rating to an A rating and I mean I've been in some forums here lately and that question keeps coming up. This is what is going to do that. Um, and just think what we could do
058if uh the legislation uh legislators got off of their hands and actually gave us some money and we weren't having to fight about that and we could actually really fund this to do what we really know we could do. So, the board's committed to going and getting more money uh so that we can uh fund the future of our country through public schools. That's it. It's >> like a proud moment. But like, okay, so just to echo what he said, I mean, you guys were at TMCFB yesterday and this is what we were talking about connecting to legislation. You are the you are the holders of the stories. You are the keepers of the keys and this information that you're sharing with us better equips us, but you have even more data to show that
059our coaching is effective. And so I am again going to ask you to help us as we craft the legislative priorities so that we can tell the story. We need to be in Tan Parker's office, but I could go and I can't explain it as eloquently as y'all can because y'all do the work on the day-to-day basis. So, as we craft our legislative priorities, I need you to anticipate that I'm going to need someone to go with me that's better at this than me because we can get the appointment, but we need y'all to help with the data because these coaching cycles are working. We have evidence of it. Progress monitoring is working. Um, the questions are are making us all think in a little bit different way. And so I just want to thank
060you guys so much because um I also see some changes in the report from the last one to this one. So I also want to acknowledge that I saw percentages in the superintendent's bright spots or in the insights. I saw more strategic placement of the values of the data and increase. So I want to thank you for that too. That's very intentional. Um and it really helps us to see it. Um, and so I appreciate you bringing that up because I I agree this is where the heart of the work is and this makes board work feel like we're not behind a dis just making decisions. We're engaging in something and we know we put you guys on the spot, but this is going to make us all better. And I'm so thankful that we
061are are in this together because ultimately it's going to produce better outcomes and the the public is going to be able to see how it's producing better outcomes from the top down. So with that, do you guys have any more questions or any comments about um Mr. Shackman? >> Um one of the things that becomes apparent as we work through this is the integration of our objectives. Uh one of the things that our board has been uh encouraging Dr. E and our staff to work on is to grow our teacher retention. And it seems to me every time we walk through any piece here, teacher retention is huge. And so I would encourage y'all as you do your walkthroughs, as you work with the staff, especially with the newer staff, anything that you see as
062a board we can do that supports and strengthens our teacher retention processes. I think it's going right to the heart of what we're trying to accomplish. Very good. >> Other comments? >> I have one comment. I appreciate board members. Um like um Iliana, thank you for calling today. And when you know that your board is asking for data, you know, they're actually concerned and they're reading the materials. So that doesn't happen often um when they care about the kids and where we're progressing. So um kudos to you all that you you're wanting to see what we're doing. And I think, you know, just from the instructional walks to you asking for data and our teachers welcoming us and I will tell you they have fancy walkthrough electronic forms that everybody tallies and you know I
063go in and talk to the kids and hug the teachers and thank them for coming. But it's very strategic and I think it take it it takes a team and I think we have a very good team. So thank you. >> Thank you. >> All right. Thank you guys. We really appreciate it. Looking forward to next month. I know you are too. >> Bring more friends. Yeah, phone a friend is a good thing. >> I will add one thing. And I I appreciate seeing these goals. It's always nerve-wracking, especially when you're coming to the board saying, "We didn't hit a mark, right? We don't like that, right? We want to hit every mark." Um, but I appreciate the transparency and your willingness to help us think through and be there to support us. Um, and
064it being safe and it being okay for us to say, "Yeah, we're we we got this one, but yeah, we fell a little bit short. So, here's what we're going to try to do." So, we appreciate you guys being open to that and allowing us to have a dialogue. Um, and it feels like a safe place, right? Which I think is what the goal of this is for us to work collaborate. We truly appreciate it and thank you. >> Thank you very much. And please share your kudos to the math department for all their hard work, the coaches, um everything you do on a day-to-day basis. As a former math coach, there are things that I heard today that I was like, I don't think we did it that well. Look at this. Um so
065the intentionality is really I can see it. I can hear it. Um and it's exciting. So thank you to your team because um I know everybody loves reading, but I love math, so it's just as important. So, thank you guys very much. All right, our next agenda item is item 3B, which is subcommittee reports. So, board members, we uh transitioned from having our um subcommittee reports in the board meetings to here to allow for some additional dialogue um if we needed to have it. And so, um do we have any updates from the governance subcommittee, the leadership cubs committee, or the f um infrastructure subcommittee? And if we don't, that's okay. Um, but I just wanted to ask and see if anybody has any updates. >> Anyone? Miss Brady? >> Yeah. >> Um, I was
066going to say both the infrastructure committee and the finance committee have met. Um, however, we've had board meetings since then, so you all are pretty much aware of what we discussed. Um, so there's probably no need for me to go into what we anything further. >> Miss um, Barnes. The governance subcommittee did not meet officially, but we did um do some of the work to revise the BOP and presented that to the board which passed on our next uh our last uh board meeting. Thank you. And the leadership subcommittee has not met recently. Um and so but we are gearing up as we said for our legislative priorities. So um we'll be working on those pretty shortly. >> All right. Any um other questions or comments about subcommittees? Okay. Our next agenda item is item
0673C which is a reporter discussion regarding the February Thompson Leadership Institute which was attended by myself, Miss um Brady and Miss Garza Rojos and we went with Dr. Eldridge as a guest of hers because she is actually in the Thompson Leadership Institute and we went to a weekend of the Thompson Leadership Institute um based on the topic. So Dr. Dr. Elders, do you want to share a little bit about the institute? >> So, the Thompson Executive Leadership Institute is not a requirement. It is an elite program that you have to be nominated to attend. It is a year-long and it takes place on the weekends um with 19 other superintendents. This is class 35. And so, there's 19 superintendents that were nominated and elected to attend this. Um we are wrapping up our our institute
068and one of the um not requirements but suggestions was that each superintendent bring their board officers to attend um to learn what we've learned and also to meet other board members um from other superintendents and school districts. And so it was um the presentation was a lot on innovation, measurements of what we're doing, but also a big component of AI and how other districts are using AI um and just collaboration in a a time that we the board can meet with other boards to see what are the ways that they are accom accommodating or accomplishing tasks for students and teachers. So that's the summary. >> Thank you. Um and so we had a really great time really stretching our minds and we looked at some data um that mirrors with the Senate um interimm report
069that just came out with the enrollment in public schools declining uh while even though population is increasing and they talked to us about the different um ways that the data were have being impacted but that it's a statewide trend. Um, in addition to that, one of the things that they gave us was this one-page document. It was a one-pager, and at the top of it, it said something to the effect of, "Go back and talk to your board about these things and have a conversation." And so, um, the three of us got together and said, "Hey, well, why don't we turn this into an activity?" Because just staring at a sheet of paper isn't as fun. And so, what we have for you today is we're going to do a little activity. If you'll pass
070that all the way down to those two, and then this is for y'all. um is um in your pair you will work with um your partner and we have the statements but I put the statements on little um cards so that you could put them in a bucket and the buckets are um should we keep doing this thing because we already do it really well? Uh could we grow in this area? Is this something we could strengthen or do we need to rethink? Is this something that we're not doing that we maybe need to consider doing? And so it's just a little sorting activity. There are I think about 10 statements that came from this one pager. And then while you're working through that, I'm anticipating that um you can see under the number three
071reflection like an insight, something that you notice that made you pause and think as you're talking or maybe a tension like maybe one person was like, I think we do this really well and the other person was like, I think we need to grow in this area. And so we'll just come back together and share um an insight and attention. And the main goal is to then take this and identify if there is something that we as a board can do um to maybe strengthen one of these areas because I think you'll find that some of them are something we do and some of them may be things we don't do. Um so with that, there we go. kind of district work studies have been >> to an extent but this may be more probably
072could grow. >> Yes. Yeah. >> Yeah. >> We don't technically do that, >> right? >> And give the community All >> right. So, what are we doing? Putting them in. >> We could strengthen this. >> That's gross. What's that? >> Oh, just set them on there. >> I think we get specific training this year. background. I read that. I said >> I think we do. I wouldn't say agree. every one of them. >> Yeah. I don't know that we do that well. Thank you so much. Okay, so we have sorted our things and now we want to just talk about what's something that you guys discussed that you noticed or you realized as a part of this or maybe something that you're still wrestling with and if you can share the item number and read
073it so that we and so others can hear kind of what we were talking about. Do you all want to go first? >> Sure. >> Okay. I think one of the things that gave us pause, I guess, is um number five, every organization is designed to produce what it produces, including low performing campuses. If you want to improve a consistently low performing campus, you can't do that with the same people and the same organization that got you there. authorize the superintendent to make changes necessary to improve student performance on that campus, even if it means ruffling some feathers. Your one and only job is to educate kids. If doing that inconveniences adults, so be it. Expect resistance and don't let it deter you. And I don't think this was us disagreeing on the statement. I
074think it's that feeling that you kind of get when because it's hard and because over time you do develop relationships. You develop these certain ideas that things run the same way and this is how it works and so it can be really scary to try something new and to go into the unknown especially when there there is a risk of failure. But um you know on the other side of that, you never know if something's going to succeed or not until you try it. And um no one ever probably hardly anyone has ever succeeded at something without some failures and some going back to the drawing board. >> Oh, okay. >> So what categories y'all put that in? We actually kind of put that in between our growth and our rethink because I do think
075we are moving in that direction of growing in it. But I think it has taken time and has probably taken a lot of effort um on a lot of people's parts. So we put that also in the grow area >> because when then we're reflecting on the you know campus improvement plans for Mcquarter, Sheffield and Pulk which you know we're getting underway but we still think we agree need to keep working on things like that. >> Yeah. >> Uh we put that under the rethink area as well. We toyed with grow as well, but we do believe we're increasing our abilities in that area, but it is something that we got to continue to grow in. I think on that note, it's one of the things that came to mind is like it's one thing
076to authorize the superintendent, it's another thing to um I I don't know if it's the right word, this open dialogue, like understand it so that when we are approached, we're able to support the reality and get maybe getting more confident as a board member and being able to have the words to say like, "Yeah, change is tough. But we have to make the best um we have to move forward in the best way for students. And I think getting better at finding that voice sometimes, but it's like I need I need to work the muscle and like practice it with somebody. Um and so I think that's definitely an area I agree where like how do we work together to make sure that even when we do authorize that we're we are okay like we
077can talk to it, you know, if needed. Any other ones you guys want to share about or discuss? >> Yeah, I do. >> Yeah. >> Encourage innovation and risk takingaking. Sorry. Encourage innovation and risk takingaking. Celebrate, train, even if it's some fail. We can't get to where we want to go if everyone keeps doing what they haven't always been doing. And that was on the very like rethink uh because it goes with that same comment in the middle where we're headed in the right direction. And so I think that's something that we can rethink that it's okay if things don't always go because we're trying we're trying new things. You're trying to be innovative. You're trying to change. Uh but things that we already do well is remember the board's job is not to fix
078problems. That has been something I think that for all of us, you know, it's habits that we've been shedding and things that we've learned and it's past behavior. And so now it's setting an expectation for future board members and even for ourselves to be the board period and let administration do their job. So >> on the one about innovation and risk-taking, I but I also saw evidence of you doing that tonight because you acknowledge the hard work and like recognize that we fell short. But however, we see the work that you're doing. And so sometimes like I think that us verbalizing it to them is part of what makes that safe space that does allow for the innovation and risk-taking to feel like it's okay. I mean, he vocalized that tonight. >> Well, and if
079you think about it, that's why our staff paused because sometimes praise isn't there. So, they were hoping for the worst. And it's that mentality is backwards, like expect the worst kind of thing. And that's probably why they took a deep breath and were like, "Oh, that's not what I expected tonight." So, I'll share that um as Leanna just pointed out number seven about our job is not to fix problems but our job is to set expectations for the district and I think we're definitely moving in that direction um and not to fix things as you stated but that we're setting expectations and measure the progress towards those expectations being met. Same with the superintendent evaluation. Um, you know, we're working on it. We're growing on that. Um, we've come a long way in the last
080two years than where we were on that. So, I think it's a grow. >> We put in the grow the host quarterly board sessions on where we are going or need to be going as a district and spending time talking and planning specifically about those things. uh and we may want to invite outside facilitator to assist you during these discussions. I think we're getting there. Um I think the work studies have been propelling us forward in that. But this might be something simple to add that it communicates with the community better and keeps them informed and uh so the more we communicate the better. So, are you saying like we've been ti spending time with ourselves working on some of these things but transitioning to effective communication with the community as we've been growing now
081it's time to take it to the next level. >> We did use the phrase town hall. >> Town hall. Yeah. Okay. So with on that note, unless there's another one you guys want to discuss, then I would say let's go to the the last point which is of these which one are we most interested in exploring further and did we just get the mic drop from Mr. Gilmore that the one we want to explore further is how to share the message and Mr. Shackman echoed that with town halls. That's my vote for voting >> Without officially voting, I think it's clear the public wants to hear from us and wants to know where the district's going and we owe it to them to do what we can to do that. >> How do you all
082feel? >> So, I kind of take some of this statement as I guess I kind of it could be taken two different ways. I kind of thought of it as like our goals and planning and all of that like almost kind of what we've been doing during work studies where we have been setting goals and and working on GPMs all that stuff. Um, but then there's another side of it which is where we want our what we want our district to look like in five or 10 years. And maybe that's not even that that could be a little bit bigger than just uh you know students and their uh outcomes, but also like what do we want the district to look like? where's the you know and so um I guess my question is kind
083of which what version are we talking about it as a whole or is it two different things? >> Well I think to that point like that could be the reason why we want to explore this one further. >> All of the above. All of the above like this idea that we are hosting these work sessions but talking about long range future is one thing and then how we engage the community in the work or in knowing the great things about the district and where we're headed is another thing and like both of those I agree kind of fit into this >> well and I feel like sometimes maybe you know from an outsers's perspective on everything that we're doing we might seem to feel more reactive and you know reacting to situations versus these are
084plans and these are strategies and these are taking us to something a goal that we have um for the betterment of our district and for student outcomes and um so I think in that way it could be beneficial as well. I think too we're building that and I think with the um raise your hand community program um and our state of the district I feel like we're building that and we're learning um and Ilana you probably can share you know a tidbit like what we're learning through Raise Your Hand Texas that you're a part of um how do we build our community program um we've got our community ambassadors we now have our uh you know raise your and learning how to conduct purposeful communication in meetings about our district. And I didn't get to
085chance to sit through all the training, but I know that you probably can share in that capacity. >> Well, raise your hand. Texas is just trying to help support as a community community advocacy to try to help support our any community member that's a part of the group to try to teach them what is happening in public education, why there's so many changes coming down the pipeline and then the effects of the legislature and what does that mean for a public education system. So any ISD um and the reality is that a lot of our board a lot of our members on the committee may not understand or may not know what that means because we see this as a board member. We understand we take training we do this we're immersed in it and
086they don't know that. And so that's the exposure that they're going to receive for them to understand and then in the future hopefully can go advocate on behalf of CFBISD and say these are the needs that we need. This is what we have. this is what why we need it and kind of piggyback on our um legislative goals and hopefully they can help support us that way. So >> issue. >> Yeah. So it's like putting it all together and really exploring this more and even when you talk about like going into the community maybe a town hall. I think one of my questions is what does the community want to hear from us and like also understanding the flip side of like we could prepare a lot of things and we could spend time designing
087things but really do we need to listen first to what they need to hear from us to know that they have confidence that we're moving in the right direction. So maybe there's some way to to build in both sides of that of listening and sharing. Um okay. So, are we settled on this as the one that we kind of want to dig into further in the future? Because I think this kind of sets us up to be able to think forward even within ourselves, but then also strategically. Does anybody want to add anything else? >> No. >> Okay. Um, Miss Brady, I think you had a question about the board self-evaluation. >> Yeah. Like, could this could this Yeah. >> So, could we incorporate our board self-evaluation in with this >> exercise of hosting quarterly
088meetings? I mean, we're going to evaluate ourselves on that, seeing where we want to go and if we're meeting those goals. >> Like a a board progress measure. >> Yeah. But that essentially we are start board self-evaluation. Have we met these goals? Are we meeting these goals? No, >> no, specifically this one. >> Like if this is our one thing we want to work on, we could also evaluate our progress on that one thing. >> Self evaluation. >> Tam's in the audience. >> Yeah. >> So, what do you think? >> Or or admin evaluates us. >> Admin evaluates us. >> The community evaluates us. >> Even Brian laughed at that. I mean, it seems like it's cheating when you're self evaluating, >> right? True. Well, and I but like the TASBY self-evaluation is the one
089that we officially say we're going to use, but we say unless the board agrees to use something else. And so, I think that's what Miss Brady was also getting at is like we can use a tool that's like very official and has 40 markers on it or we can use something else and say like this is the one thing we're working on and let's march, let's focus on that. So well maybe >> I agree with that and I think that we would get answers to what the community wants to hear from us if we ask. >> Yeah, >> I think they would willingly come forward and tell us. >> We could certainly come up with progress measures to see if we're meeting our goal um which could contain listening circles if that's where you want
090to go with this um with our community for those who want to participate. Um, but I'd also like to point out that we have been working on this with commit. Like we've been doing that for a while now, almost two years I believe. >> Yeah. Holding work sessions, meeting with outside providers like commit um which at no cost to us who are helping us keep focused and move forward as a board. So I think we have been doing this um honestly quite well. But I would propose that we use something like this, come up with some GPMs um to measure our progress and use that as our self-evaluation tool. >> That sounds innovative. >> Thank you. >> You're welcome. So that was one one of >> taking a risk, right? >> That was one of
091the things we put as not happening. So I'm glad we can we'll move >> that over to Yeah, we're growing. >> Um love it. So yeah, there's my two cents and I know we're not voting but right >> throw it out there. >> Okay, I agree. >> Well, um, with that, does anybody have I think that that was our way of summing up the Thompson visioning weekend that we went to. Um, because we looked at the list and when we initially looked at it, we were like, "Hey, we do this really well. Hey, we do this really well. Hey, wait, we could grow on this." And so, um, that was kind of our activity to sum up um what we brought back from the weekend. So with that, unless there's any other comments, I'll move
092on to the next item. The next item is agenda item number four, which is a closed session as authorized under Texas Government Code, including but not limited to section 551.071, consultation with attorney 551.072, Real Property. 551.074, Personnel Matters. 551.076, Security Devices. 551.082, School, Children, District Employee Disciplinary Matter or Complaints. 551.0821 personally identifiable student information 551.3084 investigation. Um item 4A pursuant to section 551.074 personnel discussion. The board will now move into close session. Audience members you are welcome to remain in the boardroom as we recess and move into the conference room for discussion. The time is now 7:26 p.m. We are back in open session. The time is now 8:44 p.m. And we'll move to agenda item number five, which was the reconvenance. So, which takes us to adjournment item number six. At this time, the
093meeting has ended at 8:44 p.m.