001You've got a presentation. Oh, this is in This is just Jenna. So, we're going to do the this part first? Sure. So, we have the board evaluation or the board assessments, which is part of our governance policies say that we evaluate how we do governance each year. Um there's surveys, but if you look at the responses, um there's some interesting numbers. So, first of all, you have last year's, which is uh you'll see they say 24 at the top, and then you'll see some that say 25. That's the current one. So, if you want to compare to how we did last year, um we have some different board members, so it's not exactly the same comparison. Um we're And again, we're comparing ourselves how we did on the BSR, the board superintendent relations, and the
002GCs, the governance commitments policies. Um and Laura, do you want to explain the responses? We have 12, and we have nine. Yes. So, I'm thinking there was um one or possibly a couple more that maybe didn't realize they did complete the survey already, and did it a second time. So, that's what's skewing the results a smidge. And I kept it per the request of previous boards, all of the survey results came to me anonymously, so that's why I couldn't go back. He has no idea. >> if I did it twice, but He has no idea. So, I did it once, so So, if that's okay with all of you, I have in the past like written the same piece of feedback twice, like almost word for word in a paragraph. So, it's not impossible to
003think that I did. So, the we'll start with the GC packet for 2025. Again, you can look at 24's for your own reference. Um again, looking at our first uh GC1, the board purpose and philosophy. Um uh 2/3 uh say that we consistently meet expectations. Um It looks like an individual said we consistently exceed and a quarter said uh sometimes do not meet. Um I I'll just say for starting discussion, I usually went on most of these consistently meets cuz I don't really know how you exceed these policies. If you did them, you met them. Like I don't know how you exceed them. That's That was just my own thinking. So, um I don't know if that uh um people not saying we didn't exceed if that is anything to anybody. The comments are here.
004Um uh for you to read as well. There were three responses. Um Any further input on this anybody wants to add comment? Are these Two of these responses are look to be the exact verbatim from 2024. That's what I was noticing. Are those responses from 2024? Yeah, if you look Laura, if you look at the two responses from 24 in the bottom two here, they're identical. I wonder if that's somehow Was it Was the whole evaluation copied like like um flown from the previous year and it brought the responses with it? I sure hope not. Kind of I might need a do-over. Yeah. As as Dr. Sprague mentioned, he sometimes writes the same comment. Verbatim. Year after year. I mean, that's impressive that scale. So now we know who wrote these. Sometimes I copy and
005paste. Yeah, I I remember. It's the same. I mean, it is the exact same. See if that happened on another question. That's the exact same. No, that's not the exact same. Why is it? It's not the specifics, but the feeling that Same thing happened on number two. Yep. So, that is very possible and that is completely my problem and fault there. I apologize. And it also happened on the BSR. It's just everything. I think it just got stapled. Do we just want to do this over again? I think Because it seems like it's I think we have nine. He did it last year. I don't know if seven Seven from last year. And then 12 this year? So it >> were added. I think five more were added. Laura and I can troubleshoot the form
006and see what went on there. There's maybe a way to disaggregate it so we get the right information. But if we only have five, it might make sense just to reopen it back up to figure out what rest of them are. Yeah, let's >> be me as one of them. How many want to consensus how many want to do over? All right. Question is can we do it No, that's it's technology. It's technology. It's a combination of some of us missing it in our email with this, you know, with both of those things going on. It feels like starting fresh might be best. >> that out to us this week, we could maybe do a workshop. Could every Would everybody be willing to commit to do this like pronto so we could look at this
007on the 20th? Is that possible? I'll get it out first thing tomorrow. Thank you. Thank you. I'm going to put a timer on my phone. Yeah, everybody put a timer on your phone. That's Beautiful year. Okay, well, moving on in the workshop, we'll move to linkage summary. Laura is just going to say >> really expedient here with our time. Sometimes I need >> Laura, don't feel bad. I spent Oh, I don't feel bad. I don't want to make to make extra work for folks. I missed that linkage that you asked me if I was coming to because my phone died. My phone died and I was like, I guess I don't have anything else to do today. I literally like two years ago I was like I think it was like, "Yeah, I can be
008there." Then my phone died. No, we we talked about this. >> observation at school. I'm sorry. And by the time I got it plugged in, the meeting was over. So, Dr. Engel has kind of helped us here. Um you know, we've looked at the linkages throughout the year. Um we could look, you know, we could print them all out and look at them and noodle them over tonight, but what he's kind of done is he's gone through and looked for some frequent themes that have come through and he's already got some responses on that. So, This is just the standards-based grading stuff. So, the general stuff from the linkages linkages, what I see is it mirrors a lot of our staff focus groups. So, elementary teachers worried about behaviors. Uh and uh also kind of
009the pressures of the pacing guide and the curriculum that's required to get through. So, those are the two big things that I noticed out of elementary focus groups and it I hope it mirrors what you're hearing. The success of our early childhood programs, 4K, has been exciting. The all-day programming uh they mentioned positively. Uh at the middle school level, um kind of more simple com- concerns about being heard. At the middle level, it's a same it's not an uncommon complaint. There's this focus on graduating kids and getting them started. Oftentimes, the middle gets left out. Um and then at the high school level, um concern about standards-based grading and the friction from implementation. And that's what uh some of this is here that I handed out. Uh they're very proud of the diverse educational pathways
010that we offer and the dual credit opportunities. Uh and uh there are a few minor concerns about safety and technology that could be uh improved upon. Um we've already worked with Joe Ludvina to kind of survey some of those more specifically. And then generally speaking, some district-wide themes. Uh staffing and compensation, having enough TAs, um being paid well for your work, and then communication was both a a complaint and a positive, um better communication, but always seeking better and more. Uh so, those were the broad themes that I took away from all the linkages this year. Uh you may have seen or other things might be elevated based on your reading of it. Um and then after a generalized thing, we wanted to take an opportunity just to talk a little bit about standards-based grading
011specifically as we know that that's continued to be a hot topic for some. Are there other linkage thing I I've I think for the most part the linkage concerns that we've had, we've kind of done workshops on like the behavior piece of it. Um the concerns that I've picked up in the linkages are um Trevor and I have talked about the enough money in the nutrition program. The students at the high schools, I mean, we just don't want kids going hungry and um high school kids eat a lot, and so how do we how do we do that in a way, and what do we have to do budget-wise to address that? Um and I think Yeah, go ahead. Sorry, I wasn't here for that um meeting. I just had a handful of things. Um
012a lot of the times it's not that the students aren't getting fed, it's just not that it's that they're not getting the options that they particularly want. We've we've heard both, to be fair, a little bit. Like three three pieces of lettuce and a peanut butter sandwich. Where? For the for the for the late lunch. >> For the late lunch, okay. Interesting. Um and then a lot of the budgeting for this school nutrition comes out of a separate fund. Like they put into the the district budget, but I Right, I'm not misunderstanding this. Uh it is an it's a separate fund, but then the school nutrition program also puts into like this general school district budget without seeing a whole lot of that back. So, as far as I'm No. Okay. Oh. It kind of
013pays for itself. Is it? Okay. Okay. And I think the question is do we need more general fund to consider for that program. >> Okay. And what would changes look like and cost? >> of Lots of things about that. And then I think um as you've mentioned, you know, enough staffing with TAs to support and then the comments tonight about the specialized areas um looking at the feedback on that linkage are some of them that I've picked up on. Anything else? Oh, go ahead, Don. Yeah, I would just say with the regard to um uh student services support um that's something we'll be looking at as we kind of re-look at staffing for this next year as we consolidate and really honing in on what the ratios and support needs to be. Um we have
014this weird legacy of having uh social workers and school counselors that were once assigned at a 0.5 per building, but then were consolidated into one person per building in an effort to have more consistency, but then it put people in roles that they didn't necessarily feel comfortable with. I got here and was shocked that there was such a thing as school social workers cuz I hadn't experienced them in the rest of Wisconsin. Uh they're also common on the East Coast of Wisconsin. Um but um we're going to be re-evaluating all of that so that we're ready for the kind of different size schools we'll have this next year. Any other comments on the linkages that you um want to bring up that I think I like that we've been able to discuss them at each
015meeting and as issues come up, we can kind of put those into a workshop theme, so I like that, too. Okay. Then I'll let you move on with the handout that you have. Yeah, so I wanted to take the direct feedback that we heard from students and staff and then our focus groups to kind of curate the specific things that teachers were saying and group them into themes. So we had 29 comments over three linkages and four focus groups with middle and high school staff as it related to to standards-based grading. Um they came in some buckets. One was the implementation and and the frequent changes. Um that's certainly frustrating, you know, for folks. You do things one thing way at one year and then you have to shift things to do it another way
016in another year. And those constant like changes are are certainly frustrating for folks. Um we do involve teachers heavily in what those changes are going to be. There are committees of teachers that are help driving these changes. And when we see something isn't working, it's often teachers that are initiating a change for a different path. But that doesn't mean it gets any easier for anyone, right? So um those are certainly some concerns there. I think we're finally landing, you know, on some pretty consistent practices at the secondary level there and uh hope that that will be alleviated here in this near future. Um when you're moving to something new, there's often more grading and time that takes place. And that's certainly a concern, especially as we initiated the initial rubrics and other um grading criteria.
017It took a little while to to build that out. Um fortunately, there's a a number of teachers who are able to leverage their expertise on behalf of others or use use tools like AI in some cases to help make the work a little bit easier. Uh and so there's certainly a concern there and we're able to provide time on professional development days this year so that staff could work on some of those things in their PLCs. And so that's been a benefit in alleviating some of that impact. Um the next two I I think are interesting, a lack of consistency in student understanding and academic impact. These have been perennial complaints of grading systems for as long as grades have been handed out. To English teachers, students feel this one's fair and this one's tough.
018You know, I don't know why I got my grade here or they won't explain it to me. Um, you know, these uh relate to perennial administrative challenges in helping teachers navigate the classroom experience with their students. And so, um I take these seriously, but I also see them as wouldn't matter what grading system we had, those would be challenges that we would have to navigate. I didn't really know what math teacher I wanted. Yeah, absolutely. I mean Jim Begnofsky >> our class I mean, it's absolutely correct as far as your grade in a class depends in many cases under the old system which teacher you got. And that's unfortunate. Yeah. And then the last category was technical systems and inefficiencies. Um, you know, our systems don't work the way we want them to, even when
019we work with the manufacturers, they're unable to get the right changes put in place and that is a perennial frustration. We're currently looking at a new student information system and may we will change to something new. It could be Skyward's new version or it could be Infinite Campus. Um, but hopefully uh one of our criteria as we're evaluating these systems is its ability to do this type of grading as we move forward. Um, our teachers recommended a number of changes as well as our students. Um, and so there's a a number of different things that they said specifically, but generally professional development adjustments, providing time in PLCs on PD days, um improving our technical and software clunkiness uh will be uh helpful. And then, you know, we did switch this last year from um uh
020numbers to letters or we did at some point we always stuck with letters, didn't we? Yeah. So, that we're trying to use a language that's familiar to parents, that's familiar to most people involved. Uh we've there's points involved, but they're rubrics instead of accumulating. And I will say having just sat through uh my daughter's um uh uh parent-teacher conferences and seeing like a point system in place again, it's it's totally like arbitrary and arcane and it's really hard to understand. I was like, "Well, how much how well do they know it?" That's what I wanted to ask. It's like, "But they got 642 points out of 700, so they're they're getting an A." I was like, "Oh, okay. That's That's weird. I guess that works, but as opposed to what's their proficiency level on these
021standards? How well are they doing at reading, writing, arithmetic, etc.?" So. Um that's uh my assessment of the workshop and focus group feedback and kind of a high-level summary of what our plan is moving forward. Um Stacy, if you wouldn't mind talking just briefly about bringing in Mario Acosta. Yes, if if I'm looking to the future and solutions to to satisfy, you know, questions and concerns that our staff has or our students or families or we continue to bring great researchers and trainers to You have to turn your microphone on. Sorry. Do you want me to start over? Okay. So, we continue to bring researchers to our district as Dr. Engel mentioned, um very popular researcher in this area is Mario Acosta, who has written several books including one that I believe we are the
022schools our students deserve, schools our students deserve and um book studies and Mario will be a part of our curriculum and PD planning for the next school year and beyond. Mario kind of captured all of us that have been traveling to the Marzano Institute conferences. We're all very impressed by him. He just really elevates the understanding about standards based teaching and and learning assessing and grading. Makes it very simple. So I think that will be an inspiration to our staff. And that has been our practice for the last couple of years is bringing trainers to the district. And taking teams to the conferences. So we try to offer professional development to teachers in a variety of ways just like our students in the classroom. Adults learn in various ways. So we're trying to make sure
023we have something for everyone in the way that they are comfortable in learning. Well the central students really kind of did their some homework and they said that the teachers that had gone to the San Antonio training really seemed to do the grading system better and they were much pretty uniform around the room much happier with it though and so I'm excited to see you bringing that in so that everybody who didn't get the opportunity to go has that opportunity to learn and um I I again it's a it's a good way for us to be able to go back to the students and say we heard you we're doing it. So thank you. I heard from the team that went to Marzano and they found it really useful. They got good stuff out of
024it. I'm glad to hear that. We we certainly feel that way too. You know I I think in our positions and some of you may feel this way in yours you always think well you can bring that training back the train the trainer model but there is something so different and valuable about going to a conference that's nationally known nationally recognized. You're there with a thousand plus people that are all wrestling with some of the same concepts and concerns that we are in La Crosse Wisconsin and so even as a principal years ago I would say we're going to go as cucumbers and we'll come back as pickles. You know, just you're just never the same and you do bring that a excitement back with you and I believe that does help us with the
025train the trainer model. While we might not be able to send every single staff member to a Marzano Institute conference and and that is just one example of good research out there. This isn't about becoming Marzano Marzano Institute themselves will say we are a collection. We are a plethora of the best research of best practice out there. So this is about doing what is right for students in the classroom in the year 2026. I have a question on the software. So when we did our workshop last fall there was talk about fitting the grading system with Skyward is clunky do you use the word in here? And I understood that you were moving to a different software and now So like what's the timeline around that? We just had I guess feedback presentations from the
026software companies that we're examining. One is Skyward. They're transitioning to a new platform called cumulative. We will have to transfer to a new system regardless and so we thought we would take this opportunity to survey the market see what's out there. The other viable company in Wisconsin is called Infinite Campus that can handle a school district like ours and so we had presentations from them as well. We had dozens if not hundreds of staff attend sessions and parents I think we had an opportunity for to see presentations and provide survey feedback. We intend to make a decision by July 1st. That will give us one year to implement a new system as we transition to something new. So we'll have a 1-year long rollout of training and transfer so that we would be prepared the
027following July 1 to make the switch. So, similar question to the timeline, not just on the tech side, but everything more so in general, how long do you think it would take to fully implement some of these changes? And is it going to, since we've heard teachers have said they feel as if they've been repeating the second year over and over, it feels as if they're everything's being changed constantly on them, or are they going to be able to do it in a way not to give them a a shock blast towards these changes? Sure. So, there's so so much to that. Um for example, if a teacher is concerned about whether or not the technology is going to change, that's what Dr. Engles talking about. Teachers and and others had an opportunity to listen
028to the two two systems and decide, do we think that Infinite Campus could do something different for us than Skyward does? Uh the jury's still out on that, right? Um we're still I maybe we'll have more knowledge tomorrow after a couple of meetings that take place, but we're still sorting through how uh participants in those demonstrations responded and how they felt about the demonstrations. At this point, there won't be any change to the technical system unless we indeed would decide to do something different next year. Um and actually, it wouldn't be next year, it would be the year after. Next year would be a year to play with whatever decision we we go with. So, and it's interesting. I certainly won't deny anyone's perception of of how they feel about the changes over time, but
029I would to one person's, "Oh my gosh, this is too much change. It seems different every year." to another person might feel like this is good revision. Thank you for receiving our information and making the adequate adjustments. So, we we I think one perception out there would be administration listened to the concerns of what wasn't working in the original setup and base the next year's iteration the changes on that feedback. Now, to another person that is maybe not as aware of why the changes were made would feel like the change was put upon them. So, I'm certainly not denying any teacher of the stress of change. It is difficult. But, I think there's there's been conscious decision-making about the changes in the iterations that have occurred with the the technical side of the gradebook. Um
030one piece I think that is often misunderstood and I read it in the linkages, too. We made some practices um we we addressed some critical changes to the ways that we grade in terms of our beliefs and philosophy. That's very separate from like a gradebook. So, for example, um Dr. Engel brought up points. We've we've challenged ourselves to to think of different ways to measure learning, right? That's not about the grade. That's about measuring what we see in terms of evidence of a student's learning and not solely relying on points. And that's difficult. I mean, if if you know, even at my age, if I went back to the classroom, I I would be where are my points? I would wonder how to do that. That has been a challenge for us, but a good
031challenge because it's good and best practice. That's very separate than the gradebook challenges that people have had and noticed the changes of of how we use Canvas, the learning management system in the digital classroom, and how we integrate in the gradebook. I think um in general, teachers have been really stressed about how am I supposed to assess learning differently and how does that translate to a letter grade in the gradebook? And that does take time. That that takes time for a teacher to um work with their colleagues and come up with plans together so that our classes that we have in common um do feel consistent to our students. Uh that isn't something that's going to take uh that's going to happen overnight. And I think some of the researchers that we rely on, such
032as Mario Costa, believe it or not, would say a change like this can take a school district 7 years before you will really feel like it's fully implemented and everyone feels like they understand how to make that change effectively. So, I would say we we might be in a close to that 7-year mark, not quite, um but we see change in teachers. Uh in fact, today uh working with a group of teachers that are leading this cause, I see people um very comfortable with proficiency scales and knowing how to measure learning differently. Uh I don't know that I would have said that 2 years ago, 3 years ago. Yes. I'm actually going to continue before I go on there. No, I'm I think I answered your question. Yes. And there's a lot of thoughts about
033there, too, but I'm more I'm also kind of curious here. When we have Mario Costa in the school district, are we able to hear his perspective on these things, to hear more from an outsider perspective coming inside? And then also, I would love to hear if we have a next workshop on standard-based grading, can we hear from some of the teachers who are part of this process as well? One of the biggest concerns I've had from this is that I mean, it sounds like you're alluding to this again to solve right there, is that a lot of teachers felt like they just weren't involved from it. I'd love to hear their perspective when we're going through the workshops on it. Yeah, I I've mentioned this a couple of times. I sometimes when I go to
034conferences, whether it's statewide or national, board members are sometimes there with their school district. So, I'm not sure how you feel about that. As a board member, you might be thinking, "Yeah, not my not my thing." But, it is it is common for a board members to to go and hear the big picture. So, that when you're hearing concerns from families or community members or >> When he's coming, send us all an email. >> Absolutely. We'll do. >> conferences. I'll go to San Antonio. >> We'll do. Me, too. And you know, each researcher such as Mario will address parts of this change differently. Like Mario's expertise might not be the grade book. And in fact, what you will hear many experts say is stop talking about grading. Uh talk about the assessment of learning and
035how to teach um to proficiency and look for evidence of learning in different ways. That is really the focus. But, what happens to us naturally as educators and teachers in the classroom, especially at the high school level where grades are forever, right? And they're high stakes. There is a very um teachers are very concerned to get it right. So, it is important for a teacher to know how how do I translate this now to a meaningful grade that I can defend. And that is our teachers have worked very hard at the high school level. And while I'm always sad when a teacher is feeling uncomfortable or angry or concerned, um our teachers have worked really hard to put this together. And in schools, you know, we rely on what? Three to four at best professional
036development days um in the school of a school year that isn't always enough for all teachers to to understand and and to feel competent. Uh and there's very little collaborative time for teachers. In a given day, we we say that teachers at the high school level, middle school level have an hour perhaps to collaborate. But, we we don't know um how often a student interrupts that or what might be interrupting that time. So, hence it can take 7 years for I think a school district to feel like, yeah, we got this. We are not any different than our neighbors who are also trying to accomplish what we're attempting. Jim? Are new teachers going to the University of La Crosse and Viterbo, are they coming out with a better understanding of what grading should be? Well,
037Jim, you started that back in the day, so I would say Viterbo's doing a darn good job. Yes. Yes. I I uh for example, um have been invited a few times by the university to talk with our new students, uh student teachers, um but it's as we all know that experience that we have at the collegiate level does not always translate to everything you need to know um as you're starting a new role as a teacher. So, but yes, I I see secondary schools um partnering with universities differently. One of the concerns I think we've all heard as, well, is this really what prepares students for college? And some of you um would know that better than I do, but I recently graduated from Viterbo in a doctorate program and uh my professors were talking
038about this very concept of how to evaluate learning differently and moving away from that traditional 100-point scale. We talk about it in our classes, but students have a very difficult time conceiving of Yes. >> an alternative path, right? Because they've had so many years of experience Yes. >> own. And so yeah, it's a struggle. I know with my If you give them the different things and say, which one of these helps you understand what the student can do, they can easily pick out descriptive grades. Like when I was teaching overseas, we did descriptive grades, which means you just write a paragraph about what your what the child can do, right? What the middle schooler or high schooler can do. They're very good at analysis, they're great at summary, they need to work on their public
039speaking, or whatever it is. Right. Um and that's really time intensive. I think another thing that runs into it is kind of like the problem with the pacing guides, right? Is that and I have heard this complaint, too, that like those numbers that we use, those recommended ratios of 18 to 1 are great if you're using older grading systems or working with students who don't have a lot of special needs or a lot of needs for acceleration to to meet the place where we might have expected them to be when they entered kindergarten, but they're not great if those ratios are off, right? And so I don't know. I Yeah. >> It's time consuming Yes. to be descriptive about what children learn. And now I'll confess even myself as a a student, um right along
040with my peers, it was common for us to say, "And what's what's our grade? What's my grade on this?" Um rather than accept what a teacher gave us for feedback, professor gave us. So, it is it's it's not natural for us yet, but it it may take a generational change here before we think about the assessment of learning differently. But it is powerful and it is equitable. It is an important direction for I I believe all schools. So. I I appreciate your report on this and taking this um I I can't imagine how difficult this is for you and and Stacy. Like this has got to be the bane of your existence some days. Um We as a board hear this feedback. We need to do something about it. Um you know, when we had
041our workshop last fall, we said good good improvements. We'll see once what the linkages tell us, and they said, "Well, you still have room for improvement and so it's good to see you still have plans for improvement." And I think that that kind of addresses what we as a board need. I don't know that we need another workshop on standard-based grading. Um at this point, I think um maybe the middle of the next year we can kind of talk about how how did how are these things going? How's the implementation of the software? How how what was the feedback from the training? I think that kind of stuff is helpful to to tell us. Um and then we'll be getting the feedback from the linkages and I think um this is a a progress as
042you said um part of implementation. I As a board member, I don't love this idea. When I was a director of an organization, I loved it. So, um I you you have different perspectives depending where you're sitting. The when you do an implementation, there's a beginning and an end, but there's a whole bunch of stuff in the messy middle and they call it the messy middle for a reason. And you go forward and backward around and around before you get to the end. That's just part of implementation. Um as a board member, I want to see progress. Um but when I'm directing a process, I'm begging people for forgiveness and understanding of the messy middle. And that is what we have to be patient with as well. I I would also add that, you know,
043when we look at results school board, us, we all want improvement. We want things to get better. We want kids to be able to read better and to do math better and to demonstrate more social studies proficiency. And if we do exactly what we did last year we're probably going to get the same results that we got last year. And so, if we want to improve the results that happen with our students, it requires doing something different at the classroom level. I don't teach kids directly. Our teachers do. And so, it's our job to help them change those practices and sometimes it's uncomfortable and some people like change and some people hate it. If we're going to shift our practices to meet our own expectations of improvement, there's going to be friction. It comes with
044the territory. If you didn't have any friction, if you didn't hear these things were happening, there's we couldn't even provide hope that grades would change or outcomes would change or results would change. So, Okay. Thank you. Anything else on the linkage um part of our workshop to the board members? Laura, here's my check-in for the summer thing. I don't want to forget that. Um if we're done with that, we can Oh, I have to read my official paper. Hang on. I got to find it. Do you have it? I have too many papers. I have to read the official going into closed session. >> Otherwise, they have a copy here as well. I don't know if I have it in that file. Oh, it's in this file. Do you have a folder for me? I
045do. Thank you. I will officially read this then. The La Crosse Board of Education will consider a motion to move into closed session on Monday, April 6th, 2026, immediately following the Board of Education Workshop, Central High School, Room 232, pursuant to Wisconsin Statute 19.85 {paren} 1 {paren} c for the purpose of considering employment, promotion, compensation, or performance evaluation data of any public employee over which the governmental body has jurisdiction or exercises responsibility to its superintendent's evaluation. Do we have a motion? So moved. Second. Second. Motion second, we have to do a roll call vote? >> Yeah. Mr. Alberts? Aye. Mr. Bignellski? Aye. Ms. Folks? Aye. Dr. Garcia? Aye. Mr. Jackson? Aye. Mr. Menke? Aye. >> Mr. Neumeister? The receipt screwed me up. Absent. Oops, sorry. Dr. Sprague? Aye. Ms. Supple? Aye. Okay. We'll now move
046into a session. Thank you. Okay. Now I'm screwing myself up on my papers. three quarters of the machine.