001present. Uh, next is the adoption of the agenda. I would entertain a motion. >> I would move to adopt the agenda as presented. >> Second. >> Okay, it's been moved and seconded. Please cast your vote. Motion passes 70. >> Thank you. Uh the next item is public comments. Public comments will be allowed for a duration of three minutes per speaker to be timed by the board clerk. Speakers must sign up for in-person public comment by 1 p.m. the day of the board meeting. Casey, do we have any public comments? >> We do not. >> Okay. Thank you. Uh number four, consent agenda. Uh the consent agenda is considered to be routine business and can be um let me find my line here. Approved with a simple motion, second, and a majority vote. Uh what are
002the wishes of the board? >> I move to approve the consent agenda as submitted. >> Second. >> It's been moved and seconded. Please cast your vote. Motion passes 70. >> And I do want to acknowledge some contributions or donations from the community. So, thank you for supporting our students and our programs. That brings us to item 6A, uh, primary resource materials for EHS reading intervention course. >> And Cheryl Leadeds, interim assistant superintendent of teaching and learning, is going to come and present this item. >> Good evening. Um, we would like to u propose uh the EHS high school has a reading intervention course to assist students um that need additional support in reading. After reviewing the materials for this course, we recommend uh the purchase of Read 180. Read 180 will facilitate the use of
003small groups and direct instruction to help students uh with their reading in the reading intervention courses. Uh we request the purchase of 121 subscriptions to read 180 along with uh supporting uh resources and professional development that would be provided for the teachers um in the utilization of the resource along with a continuing it's called coachley. It's available uh 24 hours a day, seven days a week. They can log in and someone will chat back with them or they can set up a weekly appointment where a they will have a Zoom meeting with someone that will sit down with them and talk about instructional practices, using the resources, um making groups, analyzing their data. So, it it there's a lot of uh power to the resource. >> What questions do you have? Um I was wondering
004how you landed on 121 individual um subscriptions. Does that represent the students who >> That represents the students that are currently enrolled. Um when I talked with Mr. Fiser, we kind of these are the students that are in the two um at risk classes and then the two special education classes. And that's the number of students that are enrolled. And when I talked with the representative, she said, "You can get that and then if you have students move in, you can add people without a change in the U cost." I mean, you would have to pay for that one license, but it wouldn't be a the whole amount. It would be the >> That's good. Yeah, I think that leads to my next question really is um if if we know we view that this
005program is successful this year, could this sort of be a reoccurring expense that we might see year to year? >> The um the reoccurring would be the annual subscription per student. Um the library and those resources would not be a reoccurring um the coachley if it was needed. The reason Mr. Fischer and I talked about did we go with a one-year or with a a multiple year and we felt like if we saw the gains we would renew and they would give us a a discount. So, and this would be using at risk funds. So, >> um I can go next. Did you have any more questions? Okay. Okay. Um, I was wondering what other high schools maybe if there's any other high schools around our area or in Kansas that use Read 180 and
006what success they have seen with the program. >> There are there are other districts that use it. Um, they've seen gains. They've seen that uh students have closed the gap. So, it it's possible that they could close the gap within a year. It may take, you know, a year and a half, two years, but they said that they can make the gains. >> Okay. Um, and then I was looking over the proposal and it talks about the like twohour getting started session for teacher professional development. Is that something that the teachers will be able to do like during the school day? Will they be doing that on their own time? How will that work? >> They will they will do that more than likely. Um, I was talking with our sales rep and it could
007possibly be done during a PD day. Um, either the early release day or an all day PD day. >> Thank you. Y >> I will add that I'm very familiar with read 180. Um it was an intervention program that we utilized in my former district for several years and and we continued to renew it. So I believe we were seeing the results we wanted. >> One more question just out of curiosity. Is this replacing a current in inter intervention program we have or is this something just completely new we're bringing? >> It is to layer on top of the current HMH. The HMH that they have right now is not geared for the students that are at risk and they've really the teachers have tried really hard to make it work and they said they
008weren't making the gains that they felt like they needed to make >> well because we um love to use those at risk funds especially um for the evidence-based um programs. I am excited to say that I will move to approve the adoption and purchase of student and teacher resources for the reading intervention course at Emporia High School as submitted. >> Second. >> It's been moved and seconded. Please cast your vote. [snorts] Motion passes 70. >> Thank you. Item 6B, the 2025 initial Kansas state assessment results. Cheryl will stay up here and Dr. Cargula will uh join her to uh go through our our initial state assessment uh results. As you know, um Kansas did a um restructuring of the cut scores and we had a new assessment. So, there was no way we can compare
009to last year's uh to the year before's um data. Uh KSD sent a key message um saying that quote, "We've been living in a misaligned system. concurrent cut scores didn't reflect the actual student success. The proposed cut scores represent a more precise measure of student achievement. The deeper that we've studied individual uh student performance on state assessments against other measures like ACT performance, AP coursework, dual credit, graduation rates, and post-secary success. We found that Kansas assessment performance standards were misaligned. Today, only about one out of four Kansas high school students score at the level three or four, but more than half go on to succeed at college or in career pathways. The misalignment means too many students are told they are not proficient when in reality they're thriving. The new cut scores provide more accurate
010datainformed picture of what success really looks like. Kansas assessment proficiency standards are out of step with the national benchmarks and it has created uh a confusion for students and their families. Kansas state assessment results didn't align with the nationally norm tests making them difficult for educators and families to interpret or trust. In fact, research shows students uh often must score in the top 25% of the of nationally just to be labeled proficient in Kansas in the old um manner. That's not a fair or realistic measure and it distorts how we identify success and support our students. We've been uh we've seen students who score in level two on the state assessment and go on to score a 22 in the ACT. That doesn't add up. So that is what drove the uh recalibration of this
011of the state assessments. The next slide gives you an overview of our district um results for ELA. Um you can see that we are very close on um all of the reading assessments. Some of them we are just you know two to three points from being at at uh state average. Um in the box next to on the right side of the slide it has the cut scores that shows you what the scores are. To be a level two would be a 510. to be a level three would be 540 and a level four is 609 and the highest score that you can get is a 700. And I will tell you we have we've dug into uh some of our data and we do have some students that are very close to the 700.
012So um the next uh slide shows you how our students at each grade level break down into the cortiles um so that you can see how we are doing in comparison to the state results for the cortiles. Um a level if a student scores a level one that shows that they have limited ability to demonstrate their knowledge and skills for the third fourth fifth grade etc. um in ELA math and science standards. A level two shows basic ability to demonstrate their knowledge. A level three is proficient to demonstrate their knowledge and level four is advanced. So level three is on grade level and four is is above gradal grade level. The next slide is our math. Um, when we look at our math, again, we're very close on most of our uh scores. As we
013have been looking at our assessment results with our building administration, some things kind of jumped out. It was like, gosh, we get them almost equal to the state average in fifth grade and then there's a drop in the sixth. And so, we talked about what could be possibly causing that. And we talked there's a lot of different um ideas. It might be a change in the testing environment. And it may be that they're used to being in one classroom and doing all their testing in one classroom. And when you go classroom to classroom, that might uh change or cause some students some anxiety. So, there's some test anxiety they're thinking. But we're going to be doing some things to help alleviate that. Um, and as you can see, once they get to the high school,
014we're closing the gap again. We're within 10 uh points of being at the state average. on the next ask you a question really quick on that one. Um on the middle school, I know, you know, I was be I was part of IBB this last year and we talked, you know, with the middle school and and the ANA reps about doing a little bit more differentiated instruction and a little bit more le leveling in the middle school, especially in math. Do you think that that's something that could help with these math scores as well over time? >> I think that's definitely something that we're looking at. We're looking at a lot of different approaches. um to meeting our to identifying what our students need and how to address them. So, uh Dr. Carella will be
015talking more about what we're going to do with our next steps to to help our kids achieve better. Um on the next slide, it is the again the performance indicators um the performance level descriptors. It goes with the same as what it did with the ELA. And you can see that we have um some work to do. Um there are things that we're going to be looking at and Dr. Cargill is going going to be talking about what specifically those things are using our data. Um if you'll go to the science um when you looked at your math and your ELA, you saw that you had third through 10th grade. Um our science, you see that there's only fifth and eighth. there's no 11th grade and the 11th grade took it. Uh KSDE sent out
016a note that while students did take the 25 2025 uh grade 11 science assessment, the results did not provide a full range of scores needed to set the official cut score. The cut scores are points on a scale that identify which performance level a student falls into, such as levels one through four. Without the range of scores, the state cannot report results in a usual performance categories that families and educators understand that the students are performing. So, they didn't give um students scores because they were all too close together, too packed together. So, they're going to be doing some things of realigning and and that sort of thing for next year. So that's why we don't have um the 11th grade, but as you can see, we're very close to the state average on those.
017Dr. Cargula is going to talk about our next steps. My water cough, that's all right. Um I'm getting better. So I get to talk about next steps which is exciting. Um we have been we started to roll out these performance level descriptors. Um what they are as they described for each standard. So if you look at this one that Miss Leadeds presented this is standard 4 and this was specifically chosen because on the next slide we have some questions that go along with it but this is a standard and we have evidence statements and then the state gives us targets. So to be at a level one, that's what a student needs to be able to know and be able to do to get be a level one. Then level two, level three, and level
018four. Um what this is what's what this is important is it allows us to understand and interpret what the standard means. It gives us a kind of a target of what students need to be able to do in order to score a level three. So these have been out for the first test. We didn't use them as much as we should. Um now moving into the new test, these are out. We're going to put we're going to put these into play a lot more to help us with our curriculum guides to help um our teachers understand exactly where they need to be teaching so we understand um what where we need to spend time and where we have time where we can find extra time to put somewhere else. Um it'll we'll combine this with
019our curriculum guides so it helps identify our standards and align to the subjects. It um ensures alignment ensures that we're teaching the right thing when we're supposed to be teaching it. Um and they're grade level specific. So we'll start introducing like right now we're working on a lot during data talks with our principles making sure they understand what they mean and how they how they can be used. Um we need to make sure that we understand what it means to be at a level three which is important. That's where we want our instruction to be is at level three. And then it'll also help us figure out um when we start looking at the data from our assessment scores or from our kite assessments that we're going to talk about in a minute. we start
020to figure out how to provide intervention to our students at level two at tier two and tier three. So if you the next one um if you look at these questions and actually can you go back one I just want to show something. So if you look at level one level one talks about a range of 1 to 20 on the factors um level two goes up to 50 and level three goes up to 100. So you're looking at numbers level one no bigger than 20, level two no bigger than 50 and level three no bigger than 100. And in level four, you start to getting into explain why they're factors. So it be it ups that cognitive level to explain. So if you go to the next slide and you think about those different
021levels and you think about that first question. Um and these are the these are kite mini tests. Um this is something that they the kite portal is where we take a state assessment. Um the K KSD also provides mini tests which are items that are similar to the items students would take on the on the real test. Um they're released and we can use them instructionally. We can give many tests for them. We can also construct interim type tests which tells us say at the end of the first quarter how are we doing? Are we are we reaching our benchmarks? Are we are we where we should be after this instructional period? And we can combine mini test with neurom test to kind of know if we're on on mark. But if you look at
022these questions like question one there says which numbers are a factor of 48. So that number is 48. So it's less than 50. So that would be a level two type question. So the students are getting that one right. Then they're on track at level two. Then you look at that next one. Some factors of 28 are given. That's a little bit different one, but that's still a level two type of a problem. And then question three would be more of a a level one because it's eight and 12, but it's beginning a little bit more complex. And then level four would be getting close to I'm sorry, question four would be getting closer to a level three type of a question. So those are the kind of questions that we can use for our
023our uh mini tests, which the goal would be that we want to use these as a common assessment. And the nice thing about these is these are pre-made. They're aligned to the standards and our teachers if we use these correctly can save time in creation of tests. So we spend more time using the data to figure out what our kids know because through the kite portal we can assign these tests to our classroom. The the teacher would then assign the test to the student. The student would go to the kite portal take the test and then the results are immediately available to them through the kite portal. They can and they can download item by item. So, we do an item analysis to kind of see which kids got which questions right. So, if you're
024looking at um you're looking at uh question three there and a few kids choose the first answer and the few kids in the other part of the class chooses four, you can have an a conversation with the class about okay why did you choose the first one? Why did you group choose this first one? Why did you choose why did that group choose this one? So you start to do some uh error analysis with a class because these are really um instructionally based. They should be used instructionally. Teachers can show them on the board. They can go over them and they can use them to modify their instruction and make sure that they're teaching to the level they should be teaching. So it's really exciting to to to do these things. Um plus it really
025allows, like I said before, allows our teachers to use items that are created to construct a test and then spend time using the data to inform instruction. We want them to be tired of using the data, not creating. And that's kind of where we want to be. So that's I think I think that's for me that's a big piece is we really want to use that data to make sure that we're instructing at the correct level and that our kids can learn at the correct level, which if you go back to the PLDS, that'd be the level three. So I think that's pretty pretty much what I got. Um, do you have any questions for us? I I will say as a as a mom, my kids are a lot older now, but as a
026mom of two kids who really had some hardcore test anxiety, I love the idea of the mini tests um and and taking those over and over and getting closer and not having so much like I love the hype that we put around the test, but that also heightens that level of anxiety for so many kids. Um so them knowing that, oh well this is I've done this before, like I've seen this, I can do this. Um I think that's really really great. And I love that that we can get that feedback so quickly and break it down. I just think it's really good. I'm I'm encouraged to hear about that. >> And and the nice thing, like like I said before, is these items are taken to the kite portal, which is the exact same
027tool they use to take the real test. So, they're going to become more familiar with it. Plus, if they use a they have accommodations on the kite portal, those same accommodations will show up when they're taking these tests as well. and we we show math, but if a student has an accommodation for ELA, it would show up through that as well. So, they can use all their accommodations on these tests just like they would on the real state assessment tests. >> And our goal is to work with our administrators and instructional coaches um from this point forward this year to really get them embedded in the practices and using that so that they are comfortable so they can roll it out to the teachers, get the teachers using the mini tests. Um, and then we'll
028spend time this summer really looking at, okay, here's what we say we're teaching. Is it aligning with the state standard and then create our many tests around that? Because um, KSDE will actually create an emporia interim test which will take all of the many tests that we give those concepts and create it. So we'll do some mini tests so we can can kind of do dipst sticking and are they getting what they need and doing the rete teaching and then when we get to the interim we know okay how are we doing with those and chunk it so that when we get to the state assessment it shouldn't be a surprise. So I'm excited about it. Yeah, the goal the goal would be to, you know, get to the point where we develop these interim
029assessments that are common across the district by grade level, by by course. And, you know, it even helps it even helps us it helps our principles kind of watch the pacing of instruction and learning across the classroom. If if we're going to be taking this particular interim test on October 12th, you know, then we need we know we have, you know, we need to try to get the students ready for that point of time. And then and then like you said with with the students students and teachers alike start to look at assessments in a different way. Um it's it's assessment for learning, not always assessment of what's been learned. And you can make the adjustments. It's just like when I do my Dolingo, you know, if I miss something, it goes back and it
030wants me to do it again till I till I understand it and get it right. And that's that's what we're doing here. You know, you can you can assess for the learning. If we don't get it, let's go back and see what we didn't get until we until we understand it and can get it right. And it will allow teachers to sit down with their instructional coaches and their administrators and look at their results and say, you know, as a class, my class really didn't do as well as Dr. Carela's class did on this problem. and allows us to have that colleial conversation about the practices and why that might have happened or mine might have rocked it and he would come to me and ask or we but hopefully everybody's rocking it and we
031just know that we're doing the right thing. So, I've seen the power of of this type of of thing really have an impact on student achievement. One question I had looking at these results, um, and kind of going back to the the last item with the high school 180 reading tool, do we need a tool for the elementary kids or do we already have one? >> I we have a lot in place. We haven't really looked at the elementary yet. We're still trying to figure out what do we have and what are we using consistently from building to building. >> Um it's taking some time to make sure that we're using the same resources and that sort of thing. But that's one of the things that I've I've talked to um Mr. Burns about is
032possibly that it might be a resource for the middle school. >> Yeah. >> If it if it works well at the high school. So that maybe next year we wouldn't need 121 licenses at the high school because we would fill the gaps when they were at the middle school. >> Thanks. >> I had a question um probably for Ryan possibly, but how do they use in a simplified manner? How how are cut scores used to determine the different levels of proficiency and so forth? Well, they did they do standard setting and I I'm I've never been involved with the standard setting, but it's kind of a a bookmarking where they line up the items from like this is an item where a student should score level one all the way up to level four and
033then they use the performance of our students to figure out the bands where kids score and every kid gets a standard score based on how many items they get right. I think and I don't really know the complete background behind the test, but it's based on their standard score and the items they're getting right and they're getting wrong. Does that make sense somewhat? I I can do some research on that and share some more. >> That's fine. Thank you. >> Um, thanks for doing all of this. Um, I keep going back to something that KSDE said, you know, in their opening statement that, you know, a student can score at a level two and still get a 22 on their ACT. So, and I'm I know that that's happens here also in our district for
034sure. And so, maybe this is just a thought. I don't think it's a question, but how do like could we ever get like a portrait? I mean, confidentiality is most important, but we have those kids and and I know that they go on and succeed. I've had, you know, other parents tell me or grandparents be like, "My kid got this on the ACT, but this is their state assessment and this is their GPA." So, I feel like there's a lot of like data that could be pulled together to really help us better understand how our students are succeeding because they are and that's what we need to uplift, too. And the thing we have to remember is this is one data point and the the state assessment results. This is one data point on one
035day well two days as they take it and it could have been a bad day. It could be that they stressed out. Maybe they didn't get the sleep. Whatever. It's one thing. So that's why we always try to triangulate data is okay. Are they doing well in class? Are they getting high on the ACT or the SAT? ACT or SAT and maybe they don't do this as well. This is one one data point. So >> ideally we would end up with with a dashboard that has a lot of different measures, CTE, um you know, credentials, all sorts of things that we we need to identify what what's do we feel is showing student success? And this is just one measure. There are lots of measures. I'm not going to name them off here because I
036I'm not as smart as a lot of the people that would help us to do that. But that's what we we need to really get to the point where you know we can just pull up a dashboard on our on our website and all this data various data points are there and how our how our students are doing. The first thing we have to do is identify what are all the ways we want to measure that we feel we me we can measure their success and identify those and then start tracking the data. >> I'm glad you brought that up Jamie because that did come up at our table last night at cost containment. it wasn't really, you know, cost containment related, but people who are participating in that are still very interested in student
037success and and um a lot of conversation does come up around the standardized testing. So, thanks for bringing that up and you reinforce pretty much everything we talked about. Um and you know I think it was last year we um we had a study session on our state assessments where you really did just disagregate the data and it was so helpful and so enlightening as a school board member to like to see that and so I mean maybe we could do that you know our plan >> to do that the KSDE the state board hasn't um have they accepted >> if they did it's just been very recently that they released them for consumption. So, we just went with what was released to kind of get a a beginning point. But, yeah, we've we've talked
038with David about having a a work time to really look at what subgroups, what are we doing, what things do we have in place, maybe what do we need to look into. So this is just a putting our toe in the water and our data talks with our administrators, instructional coaches are going to be ongoing throughout the year, not twice a year. So >> all right, thank you very much. >> Thank you. >> Okay, that's going to bring us to item 7A, board reports. So, the Emporia Rec Commission met um this past Monday, and we didn't have a a whole ton of business. We were doing some research on credit card processing fees to make sure we're getting the best bang for our buck because that is something that actually racks up pretty quick uh
039in terms of cost. Um we got a pretty positive update about Rec Extra and then Barney and Associates um did our audit and we had a clean audit. Um I've never not had a clean audit at the Emporia Rec Commission. It's a pretty well-run place. Uh very proud of our staff. Great. Thank you. >> Uh yeah, the wellness committee had our first meeting in a very very long time. Um with Heather um having taken some time off last spring for for baby and um but we had a great meeting talking about current registration numbers. >> [snorts] >> Um the number enrolled in the wellness program is really really it's the highest it's ever been but participating in all the different things um has been a bit it's been okay but it's been a bit stagnant
040since 2020. So discuss a lot of the challenges there with participation um including in the things that um in their partnership with ESU. So um just really struggling to get participation in anything that is offered in person back up anywhere near where it used to be. And so just discussed that a little bit. Um all the different checkpoints and just making sure um employees are being communicated with all the different meetings. Um discussed incentive ideas because that can make or break what they participate in and uh the upcoming biometric screenings. So pretty much so all the all the standard things. >> Thank you. Uh that's going to bring us to item 8A superintendent report. >> Yeah. A few items this evening to uh celebrate. We had uh girls state tennis results over the weekend. I
041I I'm not sure whether it's Cali or Kaylee. Kaylee. All right. Kaylee Kio placed fourth in the singles. Payton Chanley and Kinsley Hines placed sixth in the doubles. So, congratulations to them at the state tennis meet. Um Kansas Star recognitions came out recently. Uh we did receive recognition from from KSD as part of the Kansas Canstar recognition. Uh we received a copper award for post-secary effectiveness, a bronze award for high school graduation, and then the commissioner's award which is designated for outperforming the district's statistically predicted post-secary effectiveness rate. So they look at various things like poverty, mobility, so on and and predict what our success will be and we outperformed it um enough to receive the commissioner's award. We did have our second cost containment team meeting last night thanks to our three board members
042who were able to uh come and do their duty and and add to the to the discussion. I felt like I really feel like um everyone I mean we're we're you know everyone's coming back from from meeting to meeting. The energy when they get to talk and discuss issues is really high. Uh it's sometimes you know it's it sometimes you have a hard time getting folks to talk. This group you have a hard time getting them to stop. And so I really appreciate that because after after a full day's work that uh isn't always the case. So, um they and I won't read through the details of everything they went through there, but just to remind folks that um we do have some opportunities to to access all of the data and information um that
043uh the team is is looking at. I know I have a message coming out that'll go on the website where there will be a link there as well that they can they can grab on to to see all the data that's being discussed. Um, this week is school bus safety week. We we were able to go out and and Michelle allowed allowed me to speak to all the drivers. You don't get them all in a room. They're usually driving all around and all over the place. So, she let me have an opportunity to go out and show our appreciation. I appreciated them on on behalf of myself and all of you. And so, uh, they were enjoying some pizza and scones and and, uh, shirts that, uh, they they received. So appreciate all that they
044do to keep our kids safe. October is uh National Principles Month and so several of our school principles and assistant principles joined me on the KVOE showcase on Tuesday and uh I listed the ones that were able to make it out there. Stephanie McCracken, Walker Ayes, Joyce Salsbury, and Matt Bombwart. some of our principles and assistant principles and as always they they they acknowledge that they're just a representative of the whole group and uh we appreciate all that all of our principles and assistant principles are doing to make sure that our schools are run successfully. And then I'll just mention the sixth grade walk-athon. Congratulations to our sixth graders who raised over $19,000 in their 11th annual walk-athon. They've raised over $152,000 since that event began. And there are several local organizations listed there that
045uh that they are donating to. I was interested in in the Street Cats Club. Um actually, that should say club. I wrote cub. Uh Casey, you didn't catch that for me. [laughter] Street Cats Club. Yeah, I I'm assuming that is a street rescue or a street cat rescue kind of uh mission. So, I I didn't figure it was like a group of folks that called themselves the Street Cats, but uh but if you think about a bunch of sixth graders over the course of 11 years, um they've raised $152,000 to give to a variety of organizations. That's they're they're learning a lot by doing that, you know, and and I think that young people um get more of a kick out of being able to give than we realize sometimes. And I know that they
046enjoy that event. >> All right. Thank you. Uh, next item is 9A, executive session personnel. >> I move to go into an executive session for 20 minutes to discuss personnel matters of non-elected personnel in order in order to protect the privacy interest of the individuals to be discussed and to return to open session at 6:58 p.m. Superintendent Dr. David McGee, Director of Human Resources Dr. Erica Mickelson, and interim attend Assistant Superintendent of Business Operations Josh Schwarz are invited to join the session. >> Second. >> It's been moved and seconded. Please cast your vote. Motion passes. 7. second. >> It's been moved and seconded. Please cast your vote. Motion passes 70. >> I move that the board of education approved the stipens for Cory Nichollet and Kate Cape as submitted acknowledging that the duties outlined in
047the additional duties acknowledgement document define the ongoing expectations tied to the stipen. >> Can we get a hand vote please? Or after I get a second, sorry. >> Second. I would like to state that I'm going to be voting in such a way because I believe that process and procedure was not followed in this and I am not going to be tied to a vote that does not follow procedure. >> Okay. All those in favor, please raise your right hand. All those opposed, same sign. >> Motion passes 5 or 51, I'm sorry. Thank you. That brings us to uh item 10A, future board calendar dates. Our next board meeting will be November 12th. And then we will have the annual Kansas Association of School Boards convention from November 14th through the 16th followed by our
048December 10th meeting. And now I would entertain a motion to adjurnn. >> So moved. Second. >> Please cast your vote.