001Good evening. It is October 28th, 5:31 p.m. Welcome to the regular board of directors meeting. Please join us for the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Director Perkins has our land acknowledgement. >> Evergreen public schools resides on the traditional lands of the Shinukan peoples and the Kowat tribe. They have lived on and cared for this land and its waterways since time immemorial. We thank them for their stewardship and make this acknowledgement to open a space of recognition, inclusion, uh, and respect for all indigenous students, families, and staff in our community. >> Thank you. >> The first item on our agenda is to adopt the agenda. Is
002there a motion? >> I move to adopt tonight's agenda. >> Second. >> Director Bogener moves to adopt our agenda. Seconded by Director Grwalt. All in favor? >> I. >> Opposed. Motion carries. We now have a very special performance. Um Karin Orson. Good evening. >> Good evening, members of the board and superintendent Maloney. The Shiloh Rush Combo is an exceptional group of student musicians who represent the very best of our district's jazz program. Each member also performs in the award-winning Mountain View Jazz Band, which has been selected to perform at the worldrenowned Midwest Clinic in Chicago this December. Now in its 79th year, the Midwest Clinic is the largest music education conference in the world. It draws more than 18,000 music educators from all 50 states and over 40 countries. In the clinic's long history, only
003three jazz ensembles from the Pacific Northwest have ever successfully auditioned to perform there, making this an extraordinary and historic achievement for our students and our district. Beyond this national recognition, the Shiloh Rush Combo shares their talent locally, performing at community events and venues throughout the region. Their musicianship, dedication, and passion for jazz exemplify the excellence of our music programs and the transformative power of arts education. Um, Ray is going to introduce their ensemble and what they'll be performing for you this evening. >> Bella Fitzgerald on guitar, Harrison Mat on piano, Benton Hassel on bass, and Shiloh Rush on the drums. Today we'll be playing September in the rain and there will never be another you. [Music] The leaves came tumbling down. Remember that September the rain [Music] went out. [Music] That's September in the rain.
004To every word of love I heard you whisper [Music] seemed to play a sweet refrain. Though spring is here to me it's still [Music] in the rain. [Music] Hey, hey, [Music] hey. [Music] Hey. [Music] Heat. Heat. [Music] The leaves are brown tumbling down. [Music] That's September and rain. The sun went out just like a dying ember. That September [Music] to every word of love I heard you whisper. The raindrops seem to play a sweet refrain. Though spring is here to me, it's still September. That's September. In the rain [Music] in the rain. [Applause] [Music] There will be many other nights like this and I'll be standing here with someone There will be other songs to sing. Another fall, another spring, but there will never be another you. There will be other lips that I may
005kiss, but they won't throw me like yours used to do. [Music] Yes, I may dream a million dreams, but how can they come true if there will never ever be another you [Music] There won't be many other nights like this. And I'll be standing here. There will be other songs to sing. Another falls, but there will never be another you. There will be other lips that I may kiss, but they won't throw me like yours used to do. [Music] Yes, I may dream, but how can they come true if there will never ever be another [Music] Thank you. >> Wow, >> that was amazing. >> First off, congratulations on the honor of being selected to go to Chicago, right? That's exceptional. Congratulations. This program has produces such amazing students and this was like being somewhere
006like I don't know in New York listening to like it was amazing. Thank you. >> Your group played at the last year's foundation dinner, right? >> Yes. I remember it well because you had the timely drum for the for our comedic relief out there. Yes. I thought I was in a swanky nightclub, so was I wanted to get up and dance, but >> pretty much I was thinking like Norah Jones, but a happier key. And uh Oh, that this kind of music is exactly my kind of music. And and I I participated with the Mountain View Jazz Band back in the 1980s, and it's come along so far since then. and just to be invited to Chicago. That's it's a great city. You're really going to enjoy it. Get some pizza while you're there, but
007not at the airport and have a good time. Make the most of it. >> That was amazing. Thank you so much for taking time out of your evening to bring us just a little bit more joy in our day. We appreciate you guys. Thank you so much. We can next item on our agenda is public comments. Any community member wishing to address the board may do so during the designated time on the agenda for public comments. Comments are to be directed to the board of directors as a whole and may not be addressed to any individual member of the board, the administrative staff, or the audience. Although the board will not engage in dialogue, the board chair may ask a speaker clarifying question or follow up at a later time on an issue raised during
008public during public comment. The first um speaker we have tonight is Jacob Smith. Good evening. >> Uh evening board and uh superintendent. Um what's that? >> All righty. Uh evening board and superintendent. Uh this is the last time I get to say this. Um elections. Um next week I'm on a candidate for Evergreen School Board on this year's ballot. Um today I'm going to be talking about lians. Um, I find it appalling based on what I heard at our last meeting. Uh, do I only hear that we have three leans for Evergreen School District? Vancouver School District has 14 leans. Two even for the Chukanese language. Micronesians are good folks. I worked in three different manufacturing companies and they are good folks. One of the funniest guys I met, his name is Cage. Yes, Cage
009Fod and I all worked together five years ago. I miss his comedy where he would say, "Joey, Joey, please." or pretend to cry over a music video in the break room, which almost made me spit my coffee out due to the comedic effort. Cage also moved like the Tasmanian devil, pouring in various products into our blender so that we could have a three-day weekend and get out early on Thursday during CO. At one point, my fellow worker Raina was from Micronesia and he and I were doing the job with five to six different people. When our blender broke, uh, Cage would sing hum and we'd all hold hands with hold hands trying to make it work. And I also got the logout tagged out certified for our machine. And I learned a lot from them.
010I'm fed up with reiterating this point. Our district does the opposite of what Vancouver School District does. We cannot rely on only three less. As someone who's gone through three diverse schools, Silverstar, Covington, and Heritage, I got to hear my friend Felipe do a speech in both English and Spanish. Both low-inccome and very diverse schools. I'm appalled that we only have three lions between our 38 schools. My classmates who former Southwest region representative for FBALA is born in Ukraine. I'm appalled our board didn't consider getting another Ukrainian or Russian Asian given the situation going overseas over the last few years or when Clark Countyy's Latino population has skyrocketed since 2010. Skyward holds the cards and we as to what classes are to be offered and it builds our master schedule. We cannot act on incomplete
011data and our district hires in May. We shouldn't have to rely on students to interpret. While I appreciate students who come from different culture and speak different languages than I, it makes zero sense that our district has no support for languages other than English during forecasting which is timesensitive. It makes no sense to have three license especially with how diverse our district is and how large it is. How are we building community care and connection with only three less? I'd love to give Heritage FBA and other co-advisors, but first leasins um win or lose for next week's election, I'll still advocate for deck and FBA and our students. Uh we've had four FLA adviserss during my sophomore year and had to leave the district for other positions. We've gone through four different advisors uh since
012Miss Scoville left for WooL and I had a class with the late Miss Wendelott, the former 3D animation teacher at Heritage and she was instrumental in getting three out of five of the top slots for 3D animation. And yes, two of the teams are twins, an Asian girl and a Russian for the other team. This is example of diversity within our district. And quite frankly, before this election is over, uh the pen is mightier than the sword. Don't underestimate a candidate who's under the perception they quote unquote can't win. We've had naysayers say that Jamie Herrera Butler is invincible. She's not in Congress anymore. We've had folks say that Donald Trump can't will never be our president and he's on his second term. Thank you. >> Thank you. Our next speaker is Katherine Fertic. >>
013Good evening. Good evening. Uh, my name is Katherine Ferdick. I'm a parent of four children, graduated through EPS. I'm just a parent with 20 years of experiences between my four children and EPS. I'm just one volunteer who sees classroom teaching and learning conditions. I'm just one of a community and parent group of over 2,000 members that arose out of the frustration of a community during the teacher strike and has only gained momentum and members since. A group who share this of the struggles their families and classrooms have experienced and witness who want to see and facilitate positive change and improve the experience every person in this district has with our schools employees, students, parents, stakeholders. I am just one stakeholder. How many does it take to count as enough to warrant credibility or communication with?
014What criteria? If the criteria is asking for accountability and transparency, does that negate the importance? It is no secret that our employee voices are silenced with our prohibitive staff expression policy, which consequently silences our children's voices as our employees cannot advocate as freely based on interpretation of how it affects district image. designed and successful in that purpose. I and fellow parents and community members do not come only with our few voices. We share the accounts and experiences of many. We bring the voices of those desperately pleading for help to fix the holes in this boat that is sinking only to be met with choosing to look forward and more attempts to minimize and silence the voices of the community. We are met instead with discussions about the loudest voices and factions in the community about
015whether those voices truly represent public opinion. Might I interject in that conversation, it was not long ago, months even, that you very nervously hoped and possibly prayed that your community would pass the recent levy. If those voices you deem loudest and factions have so little relevance to public opinion, then there should have been no worry as to community dis dissatisfaction and discontent and the ensuing votes. Those same loudest voices and factions actually worked incredibly hard to help pass that levy. Those voices did their best to encourage the community to invest in their schools, their students, and themselves. And they did this despite their frustrations because they are looking out for our students and community. I respectfully ask you to consider this as your community members continue to reach out to you for improved collaboration and
016communication. Thank you. >> Thank you. That concludes public comment for tonight. The next item on our agenda is our board consent agenda. Is there a motion? >> I move adoption of the board's consent agenda as presented. >> Second. >> Director Perkins moves that we adopt our board consent agenda as presented. Seconded by Director Wilson. All in favor? >> I opposed. Motion carries. Next is our superintendent consent agenda. Is there a motion? Move to accept tonight's superintendent's consent agenda as presented. >> Second. >> Director Gro moves that we approve our superintendent consent agenda as presented. Seconded by Director Boenegra. All in favor? >> I. >> Opposed? Motion carries. >> The next item on our agenda is our superintendent report. Dr. Maloney. >> Good evening, President Weatherspoon and members of the board. I have four topics tonight
017to share with you and as a reminder I will share the operational expert expectation policy number and title that corresponds with each of the topics I share tonight. So the first um OE um is equity and instructional program those two. So OE0 and OE1. Um tonight um if you've looked um further on the agenda we have a robust set of reports highlighting our ongoing work in teaching learning and equity. and you'll get to hear an overview of our smarter balanced assessment comparison data and learn how this data directly informs our school improvement plans that um our schools have been working very hard on and adjusting and changing as necessitated by the data that they're receiving. So, it's a living document throughout the year for them to refer to and plan their goals and actions around
018that. um these insights um continue to drive our efforts and to support every learner and close those opportunity gaps that we find um within our district and across our district. So for OE9, communication of the public, OE10 and safe, supportive learning environment. So these two go together for this. Um at the at our most recent leadership gathering um that I attended, building leadership teams received an indepth look at the work of our in-house RISE team and you'll get to hear what that stands for etc in just a little bit. This is a group of very dedicated uh people who are providing crisis response, behavioral health support and ongoing resources to our schools and our students. I've asked our team leads to share with you tonight um how the rise team steps up in during times
019of crisis and how their proactive work is strengthening the mental health and well-being of our students as we see this is a definite need. This collaboration is vital to ensuring that each student feels safe, supported, valued, and heard and that they are ready to learn. Okay. Their work is centered on belonging for each. I mentioned some of the work in my last superintendent report um directly relating to mental wellness and I was able to attend the suicide awareness event last night which was a packed house with lots of community resources and experts available in the room and at tables outside um um in the hallway here for attendees to converse, pick up resources and network. This was the first in a series of eight community events that you will hear more about. Okay, next topic
020on OE9 communicating with the public. I got to recently host my first coffee and conversation with Christine for the school year just the other week. And these are small informal gatherings that bring together about 15 parents um for coffee and just open conversation and dialogue. They get to share their experiences that they've had and they can share personal stories with their children or in general experiences and they can listen and provide whatever thoughts they have on whatever topic that comes to mind and their feedback is really important and those conversations are so important. They help me gain an understanding of their experiences and help me as as moving forward to make better decisions as a leader because I have some input and some thoughts and ideas coming directly from parents. So those will continue um
021throughout this year as I did them last year as well. Um the last topic I have is uh corresponds with OEE0 which is equity and this um has to do with the federal government shutdowns and what we are doing to help our community. So since the federal government shutdown began um our students and families within our EPS community, they've begun to face challenges because of that and they're now set to probably face even more challenges starting on November 1. Therefore, I wanted to take a moment to um highlight the vital role of our family and community resource centers, what we call our FCRC's. They're located in several of our schools across the district. And these centers are open to students, families, and staff who need support, whether it's access to food, clothing, essential services, um
022toiletries, etc. Information on FCRC locations and hours is available on our district website. Um, our FCRC's also send out monthly donation requests um for those who are able to give in that position and donation details can be found on both our website and Facebook pages. Um, over half of our 22,000 students qualify as lowincome. Because of this, Evergreen Public Schools participates in what is called the community eligibility provision that allows us to provide free breakfast, lunch, and afterchool snacks to all students. These meals will continue uninterrupted, ensuring that no child in EPS goes hungry during this time. And so that concludes my superintendent report for this evening. Thank you. >> Thank you. >> The next item on our agenda is our teaching, learning, and equity update. Dr. Fox, >> good evening. Give me that potent.
023There we go. Good evening again, President Weatherspoon, members of the board. For this evening's teaching, learning, and equity update, Dr. Heather Fowler, executive director of programs and school performance, will be sharing about how school improvement plans um are informed by the data from Smarter Balanced Assessments uh and our building leaders and how they are developing these plans. And after this, you'll hear a presentation about Evergreen's crisis response team, which is called RISE. This team assists schools in handling the emotional impacts of a crisis occurring in a school community. I want you to think back a few months to February. In my update at your meeting on February 25th, I talked about some of the different kinds of assessment students participate in and how we use the assessment data to inform decisions and take next steps.
024And this is one of the slides from that presentation. I shared that formative assessments are used by teachers during and after lessons. And this data helps them see what students know and are able to do so that they can plan or adjust for subsequent lessons. And that summit of assessments are administered at the end of a unit or at the end of a course. Examples of unit te uh examples of uh summit of assessments are unit tests or AP exams or what's highlighted there the smarter balanced assessment or SBA given across the state. The SBA is a system of assessments aligned to Washington state standards in English language arts literacy which we called ELA and mathematics for grades three through eight and for high school. The SBA is administered in the spring and by the
025fall we have data that we can begin to analyze. This data is big data and the results provide insight about the overall health and effectiveness of our system. But we have the means and we do take the time to drill down into specific questions and find trends. We can also sort the data and find results for different grade levels or different groups of students. And principles use this kind of data to help draft their school improvement plans. This evening, Dr. Fowler will share our district's SBA data with you and show how this data informs SIP planning and also show you trends in the school improvement plans across our district. Dr. Feller, >> good evening, President Weatherspoon, board of directors, and student board representatives. Tonight, I'll provide you with a brief update on two key areas
026of our ongoing work that go hand inand throughout the year. School improvement planning and assessment results. I'll cover four main topics. School improvement, excuse me, school improvement alignment and structure, SBA results, patterns across SIPs, and continuous improvement through PDSA cycles. You may have noticed SIP plans look a little different this year. This table highlights key features and the purpose behind each one. Two in particular are worth noting. Root cause analysis and plan do study act. What you'll also hear shortened as PDSA cycles. These elements aren't new, but this year we're using them in a more focused way, digging deeper into what uh drives our results, identifying the right actions, and tracking how those actions improve outcomes for students. Before we look at the priorities guiding our work, it's helpful to know how these features support
027them in practice. The addition of root cause analysis and PDSA cycles reflects our commitment to continuous learning, constantly testing ideas, studying the results, and refining our approach to ensure every plan leads to meaningful improvement. This year, these three priorities guide our school improvement work. The first priority is flexibility. Our school improvement plans evolve as we learn more about our students needs. While our destination doesn't change, the path we may take, the path we take may shift based on new insights and emerging learning. This is where PDSA cycles come in, allowing schools to make timely adjustments throughout the year rather than waiting for annual reviews in the end of the year. Next is alignment. Each school's plan connects directly to our district improvement plan, ensuring a shared direction and consistent outcome for all students. Finally, collaboration.
028While alignment provides a strong foundation, learning from unique strategies at each school helps us stay responsive and innovative. Understanding these priorities sets the stage for seeing how our plans translate into action. One key way we measure and inform that work is through state assessment data. By examining summitative SBA results in math and English language arts, we can see where our strategies are making a difference and where we need to adjust our focus. Now that we've talked about priorities of how and how schools are approaching improvement, it's helpful to see the student achievement data informing these plans. State assessment results give us a highlevel view of where students are succeeding and where additional work is needed. Tonight, we'll touch on math and ELA trends, which help schools set goals, plan strategies, and track progress. This data
029is just a snapshot of a much larger data set. It helps guide the decisions and actions embedded in each school's improvement plan. This first graph will look familiar to you. It's one that Dr. Fox showed similarly um back in February. This graph shows our three-year trend in SBA proficiency where you will notice that in math we see an overall upward trend whereas in ELA progress has been more limited over the same period of time. This graph breaks down math results by grade level for the 2425 school year with the state average indicated by the dashed line. You see, our district generally follows the same pattern as the state across grade levels, though proficiency rates remain below the state average. This graph breaks, oh, excuse me. Looking at ELA grade by grade, we see a similar
030alignment with state trends, but results are less consistent and predictable than in math. This variability is a focus area this year as we work to identify strategies for more consistent improvement across all grade levels. It's important to note that schools uses high-level SBA data along with many other data points and perspectives to develop the starting points for their school improvement plans. As you review school improvement plans, you'll notice a combination of common elements and unique approaches. Both are essential. A strong district-wide foundation ensures consistency while innovative practices at individual schools allow for responsiveness and creativity. For example, many schools are focusing on meaningful access training and tiered supports for students, creating shared learning across multiple schools. At the same time, schools may approach these goals in slightly different ways. This diversity provides opportunities to share
031innovative practices and strengthen improvement efforts across the district. As the year progresses, we'll continue to see this balance between common work and school specific responsiveness, ensuring that improvement strategies are both aligned and adaptable to student needs. Looking ahead, our work now moves into continuous improvement. The highle SBA data gives us a starting point, but the deeper learning happens when schools disagregate the data, asking why something is happening and identifying the right next steps. Back in February, you may also remember Dr. Fox uh sharing about using both formative and sumitative data. This visual reminds us to use the right data at the right time. And to strengthen this approach, we're engaging in short PDSA cycles to help schools respond quickly to what the data is indicating rather than waiting for endofear reviews. And then we will
032also share successful practices across schools to accelerate improvement. Through these cycles, we're reinforcing the connection between data, collaboration, and classroom practice, ensuring every student benefits from what we learn along the way. Finally, here is a timeline outlining communication and progress updates on school improvement throughout the year for the board of directors. We're excited about the focused collaborative work happening in our schools, all in service of our shared commitment to student success and belonging. Turning to another important part of TLE's department work, I'd like to introduce three remarkable individuals who support our community through challenging times. Jessica Greenwell, Casey Lions, and Melanie Green lead our crisis intervention team, offering compassionate care to staff, students, and families as they navigate the emotional impact of a crisis. Thank you and good evening. I'm one of the three RISE
033leads along with Jessica and Casey and we're going to share some information about our program that supports students and school communities after a crisis. So, RISE stands for recovery initiative and support effort. It's a crisis response team made up of 65 volunteer staff from Evergreen Public Schools, which include counselors, social workers, FCRC outreach coordinators, nurses, school psyches, and more. They come in and assist schools in handling the emotional impacts of a crisis occurring in a school community. We work with the building leadership to dispatch a team to provide on the ground support. Um, and the team could consist of anywhere from two volunteers just to provide additional counseling ef um, emotional support to a team as large as seven to eight depending on what the needs of the building are. We're able to assess what
034the needs are and then respond appropriately. and crisises. Crisis may include anything from a catastrophic injury of a student or staff member, unfortunately deaths, um a terminal illness, community acts of violence, or any other traumatic um event or activity that's occurred at the school or in the surrounding neighborhood or in the community that the building leadership feels like we need extra support to handle this. And so we come in and support those um school counselors so that they can tend to those that most need the support. Um, and so really it's it's flexible, it's adaptable, and it responds to whatever the need may be. And so we're really just there to support a large community. Um, just to wrap our arms around this community so that they can continue on and and heal through this
035really terrible process that they're going through. So last year we were called in to support 12 incidents. Um, unfortunately, we had eight deaths that we were responded to and four traumatic events, including the shooting at Vancouver Mall on Halloween that impacted multiple communities across our school because families were impacted and students were at the mall that day. And so, again, we're able to assess the need and dispatch out those volunteers so that we can provide those supports for those most impacted. Um, this school year within the first two and a half weeks of school, unfortunately, we had five requests for support. So again, we just assess the need and sent the teams out um and really just were there to fill in those gaps and and and just be available. And Casey's going to talk
036more about what those supports are. Thank you, Melanie. Hi, I'm Casey Lions and I'm the coordinator of social emotional learning. And I just want to remind folks to just take a breath. I know that uh seeing those stats can be difficult to look at. Um but what I'd like to go into next is just kind of talk about what it is we do when we go into buildings to offer support. Um we really we work with the building leadership team. We also work with district leadership to create a plan for how to support. Um we do this so that building leaders can continue to do their day-to-day activities while we run um what we call support rooms for students and staff. So, we have a team of about 75 folks, counselors, nurses, um, school psyches,
037what Melanie said, and we rotate through them. There's numerous teams. Um, and we ask for volunteers to come into the building to support, and they are specially trained to just be with people in the moments immediately following hearing a crisis. Um, and they are trained to help both students and staff. Um, so And then we also support with the communication. Um who needs to know what information? When do they need to know it? So we work with our communication department to craft those messages. We often go into classrooms and we read statements when that's applicable and the teacher in the moment can't do it. Um and one of the big things we've been doing lately because our teachers in buildings, our school staff, they are the safe adults for our students. we're strangers that come
038in that the kids don't really know. So, we do a lot of coaching for our staff about how to have these really difficult conversations with the students um because it's not part of education training, right? How do you have conversations when one of your classmates dies? And so, we're just there to coach folks and talk about how to be there for their students as well. Um you'll see here we have some resources. We do have a website um that you can look at. It explains the different teams that we have that we rotate through. We do this so that we don't uh put a lot of tax on a certain building, right? So, we rotate through. We ensure that each team doesn't have team members on it from the same building and then we rotate
039through with these teams. We've also created a RISE incident template that is our go-to place for all information and allows us to keep track of what's happening, what information we've learned. Um, and then of course we also have our student services website. Um, with that, I'm going to pass it off to Jessica. Hi everyone, my name is Jessica Greenwell and I serve as our counselor on special assignment here in Evergreen Public Schools. My job is just to support the counseling work here in the district. Um it's a very fun job most of the time except these calls are usually not very fun. Um but I wanted to um give you guys a practical example of some of the data that we are looking at um to number one make decisions in the moment and then
040number two one of the big things that we try to do is offer what's called postvention care and what that is is in the weeks and the months and the year anniversary following a critical incident. How are we going in and supporting students? Because we know that healing doesn't happen within one to two days. It it is a it's a very layered process for many many people. What you're looking at here um when a student um verbalizes to an adult, a friend, anyone um that hey, I am thinking I don't want to be alive anymore. What will happen is um that student will be brought to a counselor and the counselor will do what's called a suicide assessment. And in this assessment, we are um assessing for lethality and we're assessing for um severity of
041risk. What you're looking at is the data from the 2425 school year. We had over 310 K through 12 students who said, "I actually don't want to be alive right now." Okay, again, let's take a breath because th those numbers are very sobering. One of the things that was very sobering for us is if you look at our fourth and fifth graders, those are actually our students who have our highest numbers of suicide screeners. Okay. What that told us is our normal interventions of doing suicide lessons, suicide prevention lessons for students. Normally those were happening in sixth to to 12th grade, but we're missing our our target population. And so with this data, we're actually able to say, okay, how do we not just respond to incidences, but how are we actually creating lessons, creating
042tier one, tier two, and tier three interventions to try and stop this before it becomes um a student's life that's at risk, right? Um, one of the other things that I think is really sobering is that um, with that decrease in sixth, seventh, and eighth grade, we know that students just aren't having these thoughts. But what we are wondering is our students turning toward to their peers versus telling adults about what's happening. And what that also tells us is that we need to train our young people to know what to do when friends bring these really serious things to to them. How do how are we helping our students um walk through conversations that honestly most adults don't want to have, right? Um so that brought us to last night. Last night was a first
043step in us wanting to not only talk to our students. Um, one of the things that um, Casey and I's team is doing is we are writing suicide prevention curriculum for our fourth through 12th graders right now. Um, it is a big task because um, most curriculum is not geared for nine and 10 year olds. And so that's something that we're just having to um, we're having to talk to a lot of experts about how we do this, right? But the suicide awareness night that we were able to have last night, we um had 90 people show up, um 90 community members pack this room, which was really inspiring to see. It's it's our whole community that wants to know how do we stop this epidemic of suicide that is going on right now. We
044had over 15 organizations, mental health organizations that were out in the hallway here. Um we were able, this one gets me every time. We were able to hand out um 28 gun locks last night. So, we now have 28 weapons that are no longer dangerous for kids, right? Um we handed out over I think it was 10 10 um medication lock boxes. So, um kids are not able to access medication anymore. And I think what's really touching for me is um it's an entire community that is coming around our school district right now to say, "Hey, we see an issue and and we want to help in whatever way we can." So last night was was really special for me. But we have a whole list of different sessions that are going to be coming
045up. So last night was the first of um many sessions and this is through our drug-free communities grant um that we are able to provide and plan all these sessions. The goal is for us to um to see substance use disorders through a lens of it's a lot of complicated mental health concerns that are leading to um substance use disorder issues that are going on in our community. And so you'll see a lot of um our focus is on healthy relationships and and stress management and just how do we have good mental health for ourselves and our students and I believe that is it for us. It's a somber topic to bring to you um but it's a reality that we are working on and I'm actually quite pleased that Evergreen Public Schools have has
046a team like this um available to us. These ladies shared a little longer version of this presentation at a recent leadership gathering where our um elementary, middle school, and high school principles, associate principles, instructional coaches were able to hear uh and see the graphics that you just heard and saw. And I'm just I'm just um I'm I'm pleased with I I've called them calm and competent. And that's who you want in your building during this kind of a a time of crisis. And I just want to again thank Melanie and Jessica and Casey and Dr. Fowler for presentations this evening for the TLE update. And once again, you're seeing a pattern. I know I I would like to remind you of our TLE websites and point out that you can find more information at our
047data dashboard or in our school improvement accountability department or for example down here in student services you'll see uh director of student services Kelp Highland and the social emotional learning story that you heard a little bit about in that presentation will take you to a page where you can see and parents can see and our communities can community members can see resources on our website. Our schools, our teachers, our principles are making good use of the rise team and our parents can make good use of resources that are available um as I've just shown you. Finally, I'd like to uh point out that at your next meeting on November 18th, the TLE update will include a multilingual learners report and data from the focused interim assessment block. And in addition, I've asked Melanie Green to
048return in November and share about the impact of our family and community resource centers. There are many challenges Evergreen families are facing right now. And beginning next week, some families will face even greater challenges in meeting basic needs. Melanie will report on a wide range of supports and opportunities offered to our staff, students, and families through our FCRC's. And this concludes the TLE update. >> Thank you. Are there any questions? >> I have a couple quick questions. The rise information, that resource, is that within the website in the where we were just shown? that's somewhere different. >> Um, it is currently not there and we have it on our internal page, the public facing page. We'll put a blurb there about what we do as well to support our schools after crisis. >> Okay. >>
049It's coming. >> All right. Thank you. >> And I have one other question probably for Dr. Fox. It's about the assessments. >> Yeah. So all of the data that kind of drives the school improvement plans are all for the um SBA right when it comes out in the spring. >> The SBA is some of the data that informs the school improvement plans. So because when we talk about all those different assessments which are really important because I don't think that when we think about the end of the year school test how that defines a student's success by just if they pass or fill that out or what their score is because there's all of the other things that go into it to a students. So many and that that blue triangle that talked about showed
050you formative assessments even the interim assessments that you'll hear a report on in no in November and summitative there's so much other data we just I wanted to bring you the ESPA data and I wanted to see how it show you how it connects with school improvement plans but principles and leaders are informed by attendance data uh discipline data um many other forms of data as well >> okay that I think that's important as we continue to build our dashboard so our community can see that that we're doing well in other areas and it's just not all contingent on how our students do at the end of the year state testing. >> Correct. Very good point. Yeah. >> Yeah. Um you know I just mentioned to Christine uh yesterday I believe it was um being
051on the board for two years we see a lot of positive stories and sadly some negative ones. And the toughest um thing I've had to deal with or see is when we get a text about a a student having taken their life. And um I'm glad that this team is in place and that it's also prevention as well. And yeah, just sad that it has to be there, but it it better to be there. So thank you. and also on the TLE um the assessment. Um, I'm glad you guys had the uh updated for spring of 2025 the math and English uh ELA. And I was wondering if there was a science uh number because typically um OSPI would publish the two sets of uh numbers. uh one being the um the one that I
052was been mostly looking at is the um college level learning without needing remedial classes. And so that was good to see this. It's not there for spring of 2025 like they usually published every other uh update. So yeah, if there's a way to get the um science, I'd like to track where that is too compared to the previous years. So >> I appreciate that feedback. I I appreciate the feedback from each of you and it's informing me that throughout the year as I um invite people to share the data or the evidence of the impact of our efforts, it it means that other data than just smarter balanced assessment data would be valuable. So, the science data would be valuable. Um and if you have specific uh test results or data that you're interested in
053uh me bringing forward, please let me know. I'm taking note of what I've heard from each of you this evening so that throughout the year you're seeing the various ways that we check for impact of our um efforts. >> Thank you. >> I could ask for clarification. Um is the rise uh organization with the teams there um an evolution from the smart teams in previous years? Is that right? >> It is. >> Okay. So >> and you have history. We decided not to use those terms so that it didn't confuse people. But yes, rise is the new smart. >> Okay. Well put. And Dr. Fox and um looking at that the spreadsheets today or earlier. Um yeah, I noticed where was I going with this? Oh, I sent you today and I think I copied
054the board and Dr. Maloney. Um, I imagine you've probably heard of the Mississippi Miracle. Um, it in they were like in 2012 the lowest uh performing state in the country like 50th out of 50 in uh English or I should say um literacy and in a matter of 11 years they through 2023 they are now ninth or were ninth. So a real big increase and I guess it there the main thing behind that was uh phonics. So I forwarded a couple of articles. So I mean it might be something especially where our English as you noted is kind of stagnant at around the 37% the last uh three years. So it might be something worth looking at. Maybe down the road we can implement. >> Great. Thank you. You forwarded that to me. >> Yes.
055Yes. >> I I I'll be interested in reading it. I've also had the opportunity to visit some schools lately, especially during um reading instruction during our literacy time and and have seen uh some of the phmic awareness and phonics instruction as well as the other uh parts of our literacy program. And that tells me yet another topic that I might want to bring in that is our reading and curriculum instruction. So, thank you. >> And I imagine, you know, better literacy would probably help out math and science as well a little bit anyway. So yeah, thanks. >> Um it's a fundamental for sure. Um I I can echo that interest. Um because I know it's I know the curriculum and teaching methods have evolved since we adopted the font font and panel uh before the
056pandemic and how it's evolved is of great interest. I was uh listening to a YouTube video talking about uh sort of the connections between um a person's verbal centers and their reading skills and um just the neurology behind it at a high level. I'm no neuroscientist. We can go to Hila for those. Um uh but it did trigger a question about whether it would be good uh to at least supplement uh the inference reading sort of approach from FNP with uh phonics and just what you mentioned there uh suggests that it does. So I'm interested in what form that's taking for sure >> and and our adopted curriculum FPNC does have a phonics component to it. And so I can I can tell now with this discussion that that will be a topic that I
057can bring so that you can get a better understanding of our reading curriculum at least at the elementary level. >> I just I wanted to thank our rise team. I think it's super important work and I'm glad that last night was well attended and I'm looking forward to some of the future workshops in that data. I was actually alarmed by the numbers in fourth and fifth grade. And so I'm wondering if because now the students are coming and they're talking and expressing that are we seeing themes or trends or things that we can get ahead of in the community around those or is are they just all different? >> Um so and Casey if if I missed stuff let me know. Um we are with our suicide assessment in particular um we after last year
058we're like oh we need to be asking some some different questions just to get um a better idea of what um are there subgroups of students that we actually need to be providing like supplemental um support to. One of the groups of students that is standing out are actually our AP students. um we have significantly higher um instances of suicidal ideiation with our AP students and with our students that are highly involved in band, choir, orchestra, and sports. Um and so um specifically, and I actually see our students nodding a little bit down there, um wondering is there a correlation between high pressure and not knowing how to um how to mitigate um pressure and stress responses for our high achieving students? Um and so one of the things that we're considering is providing supplemental
059lessons to our um AP students after they take their test so that we can do some social emotional work um around perfectionism and around um yeah h how do we um how do we manage our stress? Um also looking at can we provide um some of that learning to our um middle school students as well before they're entering into those high pressure high school situations. You said something else really great during the presentation about uh when the staff comes in, but sometimes when they're older students or maybe they don't come to a trusted adult, but we have our whole student group that can maybe help facilitate some of that. >> Yeah. >> Training and efforts as I was thinking maybe even asking them what they >> thought about this. >> I would love to hear
060your guys' thoughts actually. Yeah. >> Okay. So, we had our um student advisory council meeting and we were actually discussing this as well. Um, we were thinking about sending because we know how like adults can seem like more intimidating to younger students especially and also through my experience of being a student, I know that like students tend to turn to other like friends their age as well. Um, so we were talking about having the student or like two students maybe from the student advisory council go out and like go to like elementary and middle schools and go talk to them about this and like in a more friendly manner. Um, additionally, I was wondering if you guys were thinking about providing like lessons about like to these like regular students because I know um you
061guys are providing mental support to the people who are um struggling with mental health already. But I've also realized that a lot of people in the community don't know how to address it. If they see someone that's struggling, they tend to sometimes call them out in public as well, which isn't very helpful. So, I was wondering if you guys had anything that like how to address that stuff. Um, so I appreciate you bringing that in the space and I would love to continue that conversation. I think it's brilliant. Uh, this idea of having young people go into some of the younger grades to talk to kids. Um, we've already been thinking about getting into middle schools. And so I think that's something we could definitely leverage. So let's keep talking. Okay. Um the other part
062you were talking about I think Jess has created some suicide prevention lessons for students. Um she was mentioning fifth fourth and fifth grade all the way through 12th and a big component of that is how what do we do when a friend tells us um that they're struggling right and so that is in there. Um, I think maybe we could run it by you guys and see if you have some more input on other things that we should add in there. Um, so yeah, I think we'll be reaching out. Yeah, one of the other things that we have been trying um this year in particular at Hila High School is a student wellness group um a mental health wellness group um specifically around how do we um bring student voice into helping a school community
063recover after a critical incident, right? Um, and that's one of the things they're really passionate about is how do like can we go and work with our elementary school students that are down the road so that we can practice. Um, and and also like kids just learn a whole lot better from like other teenagers, right? Like you you bring a high schooler into an elementary school and there is no one cooler in that building. Um, so I I would love to be able to brainstorm with you guys a little bit about that. >> There were posters uh when I visited Henry at Alex this morning uh that said rise along the top. Is that what you're talking about? >> Yep. Yes. Friday I'm getting to go and hang out with a group of students and
064it's really good for my own mental health as well. Um >> but um watching this is all student driven and they are taking over bulletin boards and doing kindness campaigns and there's just like really beautiful stuff that is happening. Um we're able to do it there because they have an advisory period where we can do some of that creative work. Um and we're not cutting into class time during that time. Um, so it's just it's really beautiful watching what's happening at that school. So yeah, >> I don't have any questions. I just wanted to say thank you to your entire team, all your volunteers across all the buildings for doing this work because I know it's a heavy load to carry for you guys as well. So thank you. It's really important. We appreciate it.
065>> You appreciate it. >> I think that concludes that report. The next item on our agenda is our first reading for proposals for action for policy 1111, oath of office. First reading, Director Perkins. >> Thank you. Actually, um uh before we move forward, do the student board reps want to go to their um student meeting or is it too late? You ever passed it? >> Okay. Sorry. >> Thank you. All right. >> Okay. Uh we workshopped this at the last meeting. Um and there's a proposal to modify uh board policy 11-11 uh to incorporate some language that was highly recommended by legal counsel and um by uh I guess uh who else helped us with that? Plazda had a model policy change and so we're looking at the changes to uh more consistently conform our
066policy um about the oath of office with RCW28A 315 and 360 um is it 315 or 343 in uh the paper packets that you should have. Does everybody have this? >> No. uh we can share with you uh the oath of office for school directors is a legal requirement under state law and it's uh 343 360 360. So maybe it's time to uh adjust that reference there as well. Right. Um that it reads in the law that the individual will support the Constitution of the United States and the state of Washington and the laws of the state of Washington um and fully discharge the duties of the office to the best of their ability. So this modification um places that language in the policy consistent with the um with the state statute. Um and there's
067some commentaries here on this document uh that uh I'll show you uh but uh it provides some justification uh by WADA and WASA for suggesting this. Um the rest of the changes uh better identify who is authorized to administer oaths or affirmations. Um and uh it just kind of clarifies language. Um at this point um I'd like to advance a motion to uh bring these uh modifications uh to our next board meeting in a second reading for approval. and adoption. >> Is there a second? >> Second. >> Director Perkins motions to advance policy 11-11 oath of office to a second reading. Director Growalt seconds. Is there any discussion? Well, I know when I was sworn in, I had considered uh making a just a little caveat saying in so far as the US Constitution does
068not contradict or wherever the there may be contradictions between state law and the Constitution or the Washington Constitution. So, I don't know if that's ever come up, but I considered making that caveat in there, but I didn't. that has come up and so according to Wasa a director who refuses to take the required oath or removes or alters any part of it cannot lawfully assume office. >> Okay. Mhm. Is that a new statute or was that in place two years ago >> under RCW28A 34360? >> It's the same chapter and verse. >> Yeah. >> So I guess I'm glad I didn't uh make that copy. It pretty much has to be the oath as given in the law. Um, and it says here, even if a local policy admits these statutory language, the state law
069will control. Uh, and so we just make the policy match the state law and then it's very clear. >> So, were you suggesting that we needed to add another RCW to this? Uh, >> no. The legal reference can be modified uh afterwards. The language we're voting on is just the oath of office paragraph. Um, but uh these numbers change whenever the state legislature changes the codes depending on what laws are passed and what becomes session law and then into the revised code. It's it's Byzantine. So, uh, we just altered the numbers. >> Any further discussion? Let's take a vote. All in favor? >> I >> opposed. Motion carries. The next item on our agenda is the good news report. >> Good evening, Craig. >> Thank you. >> Maybe the small the small one doesn't work.
070My computer cord the cord bends the other way. I was hoping. There we go. Good evening, President Weatherspoon, board of directors, and superintendent Malone, Dr. Maloney, and student board reps. Uh I have the best job, which is to present the good news. Um I'm going to start with uh a story that you kind of just heard. Uh we did a video story on Mountain View High School's uh jazz band one. Um these were just u some of the members. There's about 20 members that h are going to be going to Chicago. One thing I'd like to add and is that they um this trip uh while our levies cover a lot of the program, it does not cover this entire trip. So they have been fundraising. Um, so we um try to promote that fundraising
071effort and uh um there um and we did get some community support, but uh so we want to thank community members that uh did um contribute to this trip and if others want to, I think they're still taking donations. September 15th to October 15th was Hispanic Heritage Month. U we had some great events in our district, including uh Union High School had a wonderful assembly. I was lucky enough to attend. Um they had dance. Uh they had music including uh a guest from Mountain View. The Mountain View Mariachi Band was there to perform. Um they had speeches. This was completely and totally studentrun which was magnificent. They also had a tamalei eaten contest and um I will say that I wrote congrats to Mr. Joyce for being crowned the champ, but as you could see
072from that picture, I'm not sure he was a winner. Uh that was uh I I I'm hope he ca was able to finish the day is what I was uh saying but it was really cool. Uh entire school was there and u it was fun and uh and really well done. um just this week or was it was it last week? But um we had an event here at the ASC and uh I want to make sure um to call out Adriana Ramirez Reyes who is the Spanish family liaison who organized this and this was her first year doing this. Uh this event included music, food, boots of information and I thought the one cool thing and and dance one cool thing is there were multiple events where parents and students performed together u which
073was really cool. Um so a wonderful event here as you can see u President Weatherspoon and Dr. Maloney both attended. Um this was a firsttime event in our district. It was a Confluence landbridge field trip for third and eighth graders across the district. Um they went out to the Confluence uh landbridge where they learned about indigenous relationships with land, water, plants and um the weather was just gorgeous and perfect and this was a this was uh many hours out there. Um so a great event and uh organized here at the district office and allowed for many students to to take part. Um, Ilhi Elementary School has been doing this really great thing. They've had garden recesses every Friday at 10:00 a.m. That's weather permitting, but really um I think this is probably the last week
074we'll ever have sun. But, uh, leading up to it, they have had great weather mostly for for this weather recess. Their garden at Ilhe, if you get a chance to check it out, is awesome. And the school community has um put this together and they take care of it, students, staff, and family members. So, they've been having their recesses on Friday at 10:00 a.m. um out there in the garden where they plant and they eat some of the things they've grown. Um so, that was really uh awesome. We've had some fun runs and the weather's really been holding up for them. And then I did uh finally wanted to mention mention Art Discovery volunteer training. Karen uh Rivera put uh is in charge of uh of our art discovery and they had an event here
075and Karen uh was uh very excited that she said that they had twice as many volunteers come for the training this year than last year. So, I thought that was a really good um good job and something good to mention and want to make sure we thank those volunteers that do just such great work coming into our schools and and uh doing these programs that uh Karen helps to facilitate. And that is my report for tonight unless there's any questions. >> Thank you very much. >> Thank you. >> The next item on our agenda is board comments. Anyone want to go first >> or at all? >> Oh, I just want to say I enjoyed the Shark Tank activity we did yesterday and um I did two of them. Were there four or five? >>
076Five and all. Okay. And yeah, I'm did the survey today and am curious to see the followup to, you know, see what results from it and didn't know who the winner or I guess there was a winner for each school or >> so at the student youth conference yesterday there was a Shark Tank competition where student groups were able to come and pitch ideas to better their school environments. And there were probably like four or five groups representatives, four or five groups of representatives for each from each high school. Per session there were five sessions. Um there was a winner selected from each school. So each school got a winner and the Evergreen Foundation is providing $1,000 to each of those winners to their projects. We don't know yet exactly who they are. They announced
077them yesterday, but they'll send them out to us soon. >> And we know the Legacy winner. >> Yes. Legacy had one group go and they won for their school. >> Yes. >> And I I think they all won. Actually, >> the the ideas were amazing. >> And watching them work together because they had like 20 minutes to come choose an idea, create a budget, create a poster, and present to us. And they were just the way they worked together. I wish more adults could work together that way because they it was just lovely to watch. And I know that they've learned that because what what did you say, Rob, yesterday about how those workshop models from >> Yeah, I was thinking of I was thinking of the uh way that uh the district moved from
078direct instruction into like workshop models, especially in like the fourth grade and forward. Um and how those groups uh would have jobs. And so they they already knew from years of education how to split up their group into different jobs. and uh contribute to the common goal in that way and uh it it seemed just so natural. >> Yeah. I would love to see this an annual event. So >> yeah, it' be nice. Uh one thing I noticed about the uh uh the presentations was just how earnest and sincere all these students were about bringing everybody together. Um it was one of the um I guess one of the uh hallmarks of a successful pitch. Uh but they really ran with it. Um and uh it just came up with ideas that uh they thought
079would bring everybody together. Just like well how about if we all lot time for uh this thing that's already going on but we can enhance it like this like uh club showcases at a school or something like that. uh and it's just um joyful to hang around with them and listen to their ideas. Some really really impressive ideas. >> I was able to be at all five sessions and at each session students at at least one of the schools came forward with a mental health support idea and so it's on the minds of students at every school. Um, and I'm assuming that at least one of those proposals went because some of them were really inspired and very well put together for literally 20 minutes. It's amazing. >> Yeah, it was. >> Um, so I
080spent last was it last Tuesday evening with our student board reps and the um, superintendent advisory council of students for their first planning meeting of the year. So I'm excited to kind of hear their take on that this evening. Um so maybe have is it okay President Weatherspin if they >> Yes, of course. you you have your microphone. >> The students, they were expressing their curiosity on what the board wanted to hear from them. Um mainly during that meeting, we were just talking about our expectations for the year. Um there was definitely a lot of talk about including um students from all aspects um whether it be through language um different sexual orientations or like uh what was the other one? Yeah. And different disabilities as well. Um do you want Oh yeah, wait. Sorry.
081Like we're very disjointed with this. But there's also um like we talked or I talked about earlier with the RISE members, there was also increasing student voice to middle and elementary schools. The um student advisory council, they were very curious about how we wanted to do that as well. They were actually the ones who like came up with the idea of bringing um several members from the SACE council to go and talk to them. Um because we agreed that like maybe adults might be a little bit too intimidating for these students, but having like students come and talk to them would be um a good way to get information out of these students or from elementary schools. >> Yeah. And as for future plans, we were talking about having like talking to dean of students
082and different security teams to get like a wider perspective of like the students or like who's giving input because I feel like we tend to talk to a lot of students that like are already pretty involved. So I think talking to the dean of students because they tend to you know work with those student like students that maybe aren't as involved. So that's like one thing because for sack we don't have a lot of repres representation from evergreen. So that was another thing we were talking about. And then again we were talking about having um high school students discuss with the elementary and middle schoolers since again it's more I feel like it's more effective. And then also our uh student uh Arnulfo he was talking about making a student hub that you know provides
083students with these resources because I know we have the website but he was just we were just brainstorming ideas. So >> I feel like generally though it was just about increasing awareness because for SACE I personally didn't hear about it like unless my friend told me about it and I was like oh I should do that. But um I know like a lot of students that I talked to especially in my school that I was like why didn't you apply and they're like I didn't know about this opportunity. So I think that there should be a lot more awareness regarding this and yeah like regarding the website as well with the resources um again back to like the rise committee they showed the student resources I also didn't know what that like that we had
084those so I feel like that should be a big thing that we stress this year is like that these are accessible and where to access them >> and I uh appreciate the public comments tonight and you know transparency and collaboration is something we can always try and do better at. So, thank you. >> Any other comments? >> Okay, I got a couple of things. Um, was here uh Logan Noel Andress and his assistant Cynthia Oh, I'm blanking on her last name. um uh from the strategic advocacy team were here to see uh Paul Harris. They had a meeting today with him and I was able to accompany them on that meeting and just talk about the general uh sense with uh the ranking minority member of the Senate Education Committee um about the next legislative
085session and what is possible and what should happen. And uh Senator Harris is pretty uh passionate about education and its place in the uh uh in the state budget. And so I know we've got an advocate there. Uh I was able uh with Dr. Maloney to take them on a visit of uh Henry Alax High School, Archway Academy, and uh and Legacy High School. So they were able to stand in those spaces, talk to some of the students. Um uh and in connection with that, there was actually an article in this morning's Colombian about an archway program there, the creature creations. Uh so they were pretty excited when we got there about the publicity uh and and uh excited to show us their programs. So it was a good day for them. Uh and then
086uh Schooled in the Cove, which was the um disappearing task force that uh a couple of retirees uh out of the Vancouver School District had put together in order to in a few years showcase the 100th anniversary of uh uh the founding of Shame Junior High School, which is now the Vancouver Arts and Academy, Vancouver, >> VSAA, Vancouver school. >> School of Arts. Yes. Thank you. Um, in connection with that, I'd like to suggest that uh perhaps our records department has photographs uh or other artifacts from back when Harmony School was the combination of a bunch of farm schools back when Milplane High School uh and Union High School after that uh from the 30s and and so forth. uh if those artifacts could inform the uh Vancouver Historical Society about this set of exhibits
087and activities that are going to take place in a couple of years. They are looking for volunteers. Um and my thought was that the district could uh admit some folks to go through those and see what would be interesting for the exhibits and for the stories. Um, we wondered if students would uh or others would like to take some training about recording oral histories uh and then go to some of the old-timers uh who went to school here. Not me. I'm not that oldtimer. Um but uh uh older than that from our greatest generation and and baby boom generations about what life was like at the schools then. uh and really have the district uh and its people contribute to this project. And there there'll be more to come about that uh because they're going
088to start handing out subcommittees in January and they'll probably be calling some folks. So, if you're interested, there's going to be stuff to do uh to help showcase a 100red years of uh public education in Clark County. Our breakfast with the board at Evergreen High School took place last Friday. Friday before uh and actually uh we were able to garner some interest in uh student advisory committee and safe and some other things. Uh and I think three of those students were referred to the youth um do we call it conference? Yeah. Um, and I don't know whether they attended because there was a lot of students there, but uh, there is definitely an interest at Evergreen High School if the word gets out uh, for students to come and and participate in districtwide leadership. Um,
089I'll be sharing the themes uh, from there with uh, the principal Sheree Hel Shere Sheree Gomez Clark. Thank you. uh uh in a phone call uh probably over the next week or so, just 10 minutes. Then we can talk about some of the things they said about the climate of the school and and uh be uh I think we also have some notes in our s'more about that. So we we can all go read that from the notes that Shel took. >> That's all we have. >> Rob, could you uh keep me informed on that too since we were both at that >> Yeah. breakfast with >> Yeah, I will. Uh, and maybe we could talk for five minutes or so about the themes that you saw so that I can include those. >> Sure.
090>> Yeah. >> All right. It is 6:59 and this meeting is adjourned. Thank you. [Music]