001Heat. Hey, Heat. Baby, down. Heat. Hey, Heat. Nat. Heat. Heat. Heat. Heat. Heat. N. Good morning, Madam Chair. >> Welcome. Welcome to our special call meeting. It is important from time to time that we do something like this. And when we have documents that's due at a certain time, then we may have to call a special meeting so we can get our work done and get that's why we're here. We have a uh several items that we have to get ready at a certain time. The public will be a part of this meeting through YouTube.com Edgecom County Public Schools. And at this time, I will declare our February 27th, 2026 special call meeting to come to order. At this time, I will ask everyone to stand as we recite our pledge of allegiance. I pledge
002algiance to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible with justice for all. Thank you so much. May you be seated. Hope everyone has an agenda. We will follow it to the tea. Our next item is to approve this agenda. Dr. Brian, do you have anything that you may need to add or change? >> No matter. >> Okay. So, I need to hear a motion to approve the agenda as printed. >> Madam Chair, I'll make a motion to approve the agenda as printed. has been moved and properly seconded that we will approve our agenda as printed. Any other discussion on the motion? All in favor of the motion, let it be known by saying I. >> Opposed, same sign. The motion carries. Thank
003you very kindly. Item three, items for information. We do not have any at this meeting. Our consent items, we do not have any at this meeting. So we will start with item 4B items for action. And this section will be presented by Dr. Felicia Whitaker. Good Afternoon, Board of Education, Dr. Brian, everyone here in the room. Um, I am a representative of the curriculum and instruction and student support services team. And the purpose today is to talk about some changes we would like to make to our alternative education program here at Nashville County Schools. So, as you're aware, we currently operate CLA, which is our connections learning academy, and that is the academy where we have students who are in alternative ed um who are now receiving their educational services. Currently, CLA operates as a
004program. The purpose of this meeting is that we would like to apply for CLA to operate as a school, its own separate school where students are enrolled there. we have teachers assigned there and as we go along in the presentation we'll talk about the why behind that. So, the purpose of CLA um with CLA is going to be our non-traditional educational service divided um designed to support our middle high school students who are having some academic behavior or social needs um problems where they may need to be taken out of the regular setting and put into the alternative setting. Our key outcomes are offerings. We want to offer these students structure structured and flexible learning. We want to allow students to be able to come to school and receive the academic credit that they need
005for promotion or to receive the credits that they need for high school graduation. We're going to provide them with individualized support that's going to be around behavior, academics, and social emotional. And we also want to make sure that when we have students in the alter program, we're setting them up for success in the future. So a big part of this program is going to be to offer career and transition prep. We want them to be ready for careers and life outside of school. So our instructional model, what we would like to do is we would like to have two educational program um options. The first will be what we have now, which is our CLA Connections Academy, where students come to school during the day. They get their daytime instruction, they're um completing their coursework,
006and they're getting personalized support. We want to add a component to that, which will be called the Twilight Academy. This will operate after school hours where students who cannot come during the regular school day will be able to come for evening classes to recover credits that they've missed to help them progress towards graduation. That's going to increase our graduation rate and also make sure that we're preparing all of our students for success after high school. the outcomes, post-secondary outcomes. Again, we want to provide that rigor for students. We don't want it to just be a place where they just come and sit and get, but provided them the rigor that they need with their academic courses. And again, offering those day and evening classes so that students if they're in middle school, they can get
007the um credits or the grades that they need to be promoted and if they're in high school, they can earn their diploma. We want to provide them with opportunities to receive industry recognized certifications and credentials so that they'll be ready for a job once they leave. So for our high school goals, we have some educational and behavior goals for our high school students. Again, one of the main goals for high school is to make sure students have the opportunity to earn credit towards graduation. We find that some of these students have fallen behind in um acrewing credits and so we want to make sure that here in this space we give them the opportunity to gain those credits that they need to graduate. Again, giving them industry industry certification so that when they leave us
008they'll have the opportunity to get a job or career in a trade that will make them productive in society. Postsecary readiness. Some of them may want to go to community college or four-year college. And we want to provide the same opportunity to the students in our alternative programs that we're providing to students in our traditional schools as well. And then we'll have the individual individualized learning plans. Each student will have a plan based on what their needs are and we will support that plan academically, behaviorally, and with social and emotional supports. Behavior goals for our high school students. We want them to learn to be more self-disciplined and responsible because they're getting ready to go out into the real world. So, making sure they understand what it looks like to set goals and to work
009to achieve those goals. We want students to have a good concept of themselves and we want them to have a place where they feel free and safe to socialize as well. Social emotional growth again teaching them skills of self-regulation and how to resolve conflict in a safe way. Middle school goals are similar. For our middle school students who come to our alternative school, we would like to make sure that they're ready for the next grade level. So, we will provide them with the instruction that they need, remediation and intervention to set them up to be promoted so that they too can stay on track and be ready for graduation. They will receive core content and mastery. We're going to provide them um with their ELA, math, science, all of the content instruction that they would
010get in the traditional school. And again, with our middle school students, they too will have those instructionalized or individualized instruction plans where we will provide the support they need with instruction and behavior. Behavior goals for middle school. Again, regulating their emotions, understanding how to resolve conflict safely and effectively. Also attendance. We're finding that with some of our middle school students, attendance is a big issue. So putting in targeted interventions to make sure that the students are coming to school. And what we're finding that for some of our middle school students, that smaller environment at CLA has made the difference to help with some of the int attendance issues we've been seeing. Self-discipline and accountability. teaching them how to be accountable for their actions, how to be self-disciplined, how to regulate their emotions, and how to
011make good decisions, and then a successful reintegration for students in middle school. They will have the option um to go back to their base traditional schools. And one of the goals that we have here is to get them ready and prepared to successfully transition back into their base schools. student support services. So, we understand that with our students that we have in um CLA or in alternative education placement, there are a lot of supports that we need to provide for them. So, we've talked about the individualized comprehensive plan of support that each student will have. We're also going to have mental health partnerships. We partner already with local providers who provide our students with therapy, treatment, medication management for those students who are eligible. and we will continue that those partnerships as well. Clear behavior
012expectations and we're going to monitor progress along the way. Um we're not going to have students to enter the school and then they stay and we're not monitoring to see whether or not they're going academically, whether or not they're meeting their behavior goals. It's going to be very important that as a team we monitor the success of our students. Eligibility criteria. How will students be eligible to attend the school? We're going to look at academics. Are they underperforming for our middle school students? Are they lacking credits for high school students? We're also going to look at behavior and attendance concerns. Have they had several out of school suspensions? Have they had issues in school that has prevented them from being successful as well as other students? We'll look at their social emotional needs. We'll also
013take recommendations from our school staff. This would be our administrators, counselors, our intervention teams. They can make recommendations as well. Students square the IEP team has decided this is a good placement or an appropriate placement for this student. And we'll also um take into consideration student and parent student parent guardian requests. So the referral process. So there's going to be a team to decide about whether or not the student can actually attend the school. But we're going to start with student and family choice. So referrals may be initiated by the homeschool, by district staff, parents, guardians, or the students. We will review each referral. we will talk about the um the needs of the student in order to determine whether or not the student needs to be placed there. That will be done no matter
014if it's a student family choice, if it's an administrative placement. But before administrators or schools refer students for placement at the alternative school, there are several things they have to do at school. We don't want them to just say I think alternatives will be a better placement for this student without going through some steps and processes to see whether or not that's the best placement. So in our schools we're asking principles to make sure they have provided tiered behavior supports academically and behaviorally. So basically what that means is that if a student is struggling beha um with their academics, schools need to make sure they provided tier 2 support which is they provided them interventions in math, science, reading or whatever subjects they're struggling in and also what have you done to help them with
015behavior? Have we put behavior um contracts in place? Have we um talked with parents? Have we done some things to help mitigate some of those behavior problems that students are having? They have to make sure they've done these things and it has to be documented. That documentation is going to be really important. And also, there are times when we have students that need to enroll in our alternative program um and they're coming from a non-traditional learning environment. Um they may have some credit deficiencies. They may be off track for graduation. but also we will look at documentation to decide if that's the best placement for those students. And often times those are students who may be coming to us from um their own group home or they may be coming from a medical facility those
016type students um it would be open for them as well. School accountability. So right now with our accountability model, the students who attend CLA, their accountability for their EOCC performance, EOG performance is tied to their base school. If CLA is its own standalone school, it will have its own accountability model. And what we're proposing is that the alternative schools will operate in alignment with the North Carolina's accountability model for um alternative schools. So you're aware that North Carolina has an accountability model for schools, but there's a different model for um alternative schools and we are requesting to follow under that model. We're going to measure student success, student performance, growth, and program effectiveness um and alternative indicators. We're going to use state approved accountability indicators to make sure that the students are growing and that
017we're meeting proficiency. So the student enrollment plan it is our goal to enroll at least 100 students because according to guidelines in a school like this the student teacher ratio has to be 10:1 and in order to meet that ratio we need 10 teachers at least. Um, so we do note that staffing may be phased in as enrollment grows. So if we find that we have to go above 100 students, we'll always make sure that we include the teachers needed to keep that ratio or that balance. So starting this year um we may start on a smaller scale. The goal is to have 100 students, but we may not start with 100. One of the things that we would like for you all to keep in mind is that we're trying to phase this in
018with the year one and a year two which I'll talk about later in the presentation. So year one we won't necessarily have that 100 students but that is the overall goal. So here's our staffing. So, we're asking for a principal or facilitator, daytime facilitator, a Twilight Academy facilitator, and that person will be there in the evenings to support and make sure students are logging into their courses and that they're doing the coursework that they need to obtain their credits. We would like a guidance counselor to help provide the SEAL and behavior support, an EC teacher to provide um make sure IEPs are being followed, the goals and IEPs are being followed, and students are receiving their exceptional services. And of course, we need content teachers for our middle and our high school in all of
019our content areas, English, science, math, and social studies. We would also like to hopefully get to the point where we will have a physical education teacher so that students can have that physical activity, one CTE teacher which will help us when we're talking about getting the um career technical credits and those credentials and another elected teacher. Um it could be art and music or another elected that students may be interested in taking. As far as our classified staff, we will need one EC teacher assistant, two twilight academy tutors, and those will be the um tutors who will work in the evening along with its facilitator to help those students who are coming for evening classes, a custodian, and four bus drivers because if it's to be a school, they have to have their own buses
020and we need those bus drivers to travel across the district to pick up the students who will be enrolled there. We would also like to have a resource officer and we may need two additional teachers, two to three additional teachers as we move increase in our enrollment. So year one focus, as I said earlier, this is a lofty goal and we're excited about it, but we sort of want to break the work down into manageable chunks. So for year one, we're focusing on getting the connections or this getting the school up and running. It's already running as a program, but we want to run it as a school, including students enrolled grades 6 through 12, offering those flexible daytime classes. The Twilight Academy, we also want to begin that in our first year. However, we
021don't want to begin that until the second semester of the first year around about January. get in, want to get in, get our feet wet, and then start with our Twilight Academy where we can bring those students who need those evening classes in. And we decided to have evening classes for grades 8 through 12. And the reason we did that is because we have some eighth grade students who are older students. We have eighth grade students who have maybe repeated some grades and they they've ended up now in 8th grade and maybe 15 16 and they need to transfer to the high school. So offering the evening classes to these students will give them the opportunity to come in and take some high school um classes to give them some credits, some foundational credits so
022that they'll have some credits once they transfer into the high school mid year. Okay? and given circumstances and risk. Again, providing personalized instruction and supporting students with their scheduling, their career opportunities, what it is that they want for their futures. Our year 2 focus is going to be heavily um centered around getting students prepared for careers and pathways. So in year two, we would like to partner with um the community college, bring some of those classes in, have students taking classes where they will begin to earn some industry credentials and some certifications. So the second part of this is talking about connections and I've had virtual academy there because that's what it's currently called now. But I want to keep in mind that Connections, our virtual academy is a part of what we do with
023Connections Learning Academy. It's not a separate school. It's a part of it. It's just all virtual. But there are some changes that we would like to make to that going into next year as well. We wanted to share that with you. So right now um we have lots of students who are probably about the last count we had about 95 students who were enrolled in all virtual classes. That's they're taking their classes at home. They don't come to campus. The only time they come to campus is to take their EOCC or EOG test. Um, and what we're finding is that for a lot of those students, that's just not um, the best placement for optimal placement. Um, as we go through and look at their grades and their work completion, a lot of students aren't
024completing their work. Um, we're having attendance issues and a lot of them are struggling. It's because they don't have that face-toface instruction or that face-toface teacher that can help them. So moving forward, what we would like to do is the students who are on virtual, all of our students who are on virtual, we would like to require those students to return to in-person learning to inface traditional learning beginning next year. We will still keep the virtual option, but we would like for that option to be for students who have severe medical needs where they may not be able to physically get to school and for those students who have felonious or severe charges where they can't come onto a school campus. So, those are the main two groups of students that we would like to
025keep virtual open for. But there's always, you know, one or two, you may have some different situations where you still may have to look and say, "For this student, they may need virtual." But what we want to get away from is having the bulk of our students on virtual without a real need to be virtual and then they're not being accessible. And these are the considerations for placement. um if they're not medical medical medically fragile or if they're not um have charges against them, we would look at the same type criteria that we do for CLA. if they're underperforming, if they're recommended by the school, behavior issues, IEP team decision, social emotional issues, and student and parent request, but those will be limited, very limited, because we feel that our students need to be back
026in face toface learning. And again, if students are referred, it will be a district decision and then we will do periodic reviews. The instructional model for virtual will remain pretty much the same. Students will log on to our educational platform where they will get standards aligned curriculum. There's a pacing we work with them on pacing. There's a pacing guide to when they need to finish their instruction. We will have oversight of teachers. We do have certified teachers now who provide tutoring and support for students who take virtual classes and we'll continue with that. We'll look at our data to see how well students are doing and if that's a good place for them and we'll build in some supports for them as well. Okay. So with the virtual model there still there will still be
027accountability. Students will have to log in daily. They will continue to get weekly progress reports which they get those every week. Now um we will ask teachers to have mandatory conferences. That's something we're not doing now, but we would like to do that moving forward. And of course, um, a stronger parent guardian relationship or partnership. Okay, we are happy to answer any questions you may have at this time. >> Um, it's it's a great plan and I like it. I I just have some questions. One is, are we financially able to fund this? >> Great question. So that's why we said we were going to break it up in phases because we may not be a we're not able to financially fund the 100 students, the 10 teachers right now. So that's why we're saying
028for year one, we may not be able to support a 100 students, but based on what our aotments are and where our budget is, we will determine the students based on that and the teachers based on based think what we can do um fiscally >> and and is it legal and I and I'm I have no idea the answer to this. So it's not a question. And I know the answer and I'm trying to trick you that if we have a that we can share a position from one school to the CLA. I mean like like if we have >> I think we can. >> Okay. I'm I'm just thinking I'm just thinking in my head how we can make things happen. >> Um if we have low enrollment here, can we use those? Okay.
029Um, and then the the CTE teacher, if we have multiple interest, how how would we kind of work that? You know, it says one CTE teacher, >> but that could be more than one teacher, I guess, doing like one class. >> Yeah, we could have that more than one teacher. Depends on what their certification is >> and what the interest would be. We're starting off small with that one CTE because we do want to have that partnership where they can get some of those um community college classes as well. So, starting slowly with the one CTE and seeing again everything depends on money and how we can move forward. So, hopefully we'll get to the point where we can have more than just that one CTE teacher since a big focus is on career um
030preparations. And I and I like trying to transition virtual students back to the classroom, particularly if they're not being successful. >> Yes, ma'am. >> Thank you. >> You're welcome. >> Any other questions? I don't have a question but the idea of having a their own school is very important because basically um I'm just thinking about you we you've all tal we got kids virtually you know basically we we got a big problem with that anyway cuz it's virtually who going to supervise them at home >> and um alter alternative means they have some problem so they need to be supervised all the time. >> Uh, the program looks good. It really does look good, but it's a it's a real >> it's a mountain. Now, I know you all have thought through it, but I
031know the important thing is to have the right teachers to work with these students because everybody can't work with students who are at this. And um, it's it's very very y'all are very creative. It's really creative. uh you know especially in these days and I can imagine you probably got more than 100 children out here now already. So where are where are alternative school students now? >> Where are they? >> They're at CLA. >> Yes, ma'am. >> Yeah. >> Okay. Cuz that's going to be very important for that. That would be their place. They're more productive when they feel like they are a school rather than just somebody pushed, you know, pushed in. I I really do like the structured organized approach to alternative education that you've planned here. Uh rather than a dumping ground
032for kids that high schools and middle schools don't want and they never get their needs met. We're not meeting the needs of these kids. We're we're warehousing and holding sales. >> I I like this. This this meets the needs of the kids that we have. One question. If with the all of the processes I've gone through, there's a kid who doesn't want to go. >> So what would we do with the kid who doesn't want >> who really needs to go? >> So I think we will do the same thing that we do now. I mean even now we have students who are recommended for alternative and they don't want to go and so that's where the team approach comes in. Yeah. That's where we have Dr. battle and Dr. Goer and the as a
033like we meet every week. >> We have a standing meeting where we're discussing students who are in the alternative program. They're either coming in or they're transitioning out. And so we have those conversations. So having those conversations with students and parents and getting them to understand this may be the best option right now because in this smaller setting, this is what we're going to provide them. instructional and academic support, behavior support, which will hopefully help them get back on track for graduation and promotion. >> This is a win-win situation in all way >> and that's what they need to feel like they belong. >> Good question, Dr. Pivot. Under the board policy, you know, even if a parent ultimately disagrees with the team decision to place a student at the alternative learning program, they you
034>> we missed the last part. The parent can appeal that decision I believe. >> Okay. Thank you. >> I I do like the program. I I like it and it's uh it's a win-win. >> And the components you got in here really basically what you need to have in schools anyway. You know, the key to it is not it's not a dumping ground. It's a it's a structure. The structure is very very important because many of the students feel like they're pushed away when they're pulled like that. But I think with the focus on this, the way you have it designed, it makes them feel like this is really school and they really want me here. Not just because I'm bad or I haven't been successful, but because I I ran all terms to school
035here. And that's one of the most important things >> is to get kids to feel like they are in a place >> where people really care about them and they're not separated from the school system. So it sounds real good because the step the the components that you have in here are so important because that's what all students students need but especially these since they've been having difficulties anyway. Do you have any kids that are currently in the CLA Academy that has done re-entry to the traditional schools? >> Yes, ma'am. Um, so we had students who and there are specific times of the year that we do re-entry. We try to transition them um between semesters or we try to transition them at the end of period so that they're just not bouncing back and
036forth. So yes, throughout the year we've had students who trans middle school and high school students who've transitioned back to their base schools, but again the team gets together and the team consists of the the principal of the alternative school. Um the principal of the base school, teachers, CIS staff, and in some cases parents to decide and let them know, okay, your child has met his or her goals. We think that it'd be advantageous for them to go back to their base school. Okay. Some of them probably don't want to go back. >> No, we have some who really do not want to go back. They say, "Hey, I am doing really well here. I like this small environment. I like the structure. I really don't want to go back to my base school." And
037we try to take it um we don't want to just throw them back. For some students it may be, you know, we'll ease your back end. So, it just depends on what the students needs are. But yes, ma'am. >> Very, very good. Any other questions? I have a couple. >> Yes, ma'am. >> Um, when you speak of the twilight, >> I think of real real late when you say twilight. Uh, do we have a time frame? >> Yes, ma'am. 4 to 6. >> 4 to 6. >> Yes, ma'am. 4 4:00 p.m. to 6:00 p.m. >> Okay. Mhm. That's good. 4 to 6. Okay. Now, uh, parental involvement is number one, I would think, when you're developing the plans for each student. Yes, sir. Do you are you successful in having parental uh parents rather to
038participate in in the discussion period? >> Yes. >> It's not your committee telling but >> I believe currently we do um involve parents in decisions when students are referred but we're going to strengthen and tighten that up. Um what I didn't put in the presentation but is present in the application to the state is that there is an entire section that talks about parental engagement and involvement and a big chunk of that is bringing parents in and giving them voice in the actual plan that we would like to put in place for students. Give a students voice as well. And then we will have um progress monitor meetings sort of kind of like what they do at the early college. Well, at the early college they bring their parents in um throughout the year to
039talk about where students are academically and behaviorally. We're going to follow that same model with this as well. Excellent program. Thank you. look forward to the success of it and you can invite us over sometime for some of the activities or participation in >> uh the work that you all are doing. >> Madam Chair, >> yes and just recognize a few people who have worked on this. >> All right. >> Thank you. So what I wanted to say is I am up here presenting today as a representative but this is a heavy load and I want to say that um our entire team worked on this proposal for hours and I would like for our team members to stand um Miss Dr. Latasha Dove who is the director of elementary education who did have a
040a a pony in the show but decided to help us and we thank her for her expertise as well. Um, Miss Annie Pierce who kept us straight budgeting and finance and some legalities of everything. Mr. Joseph Hayes. Yep. That technology piece and just giving us Joseph is always a good solid person who's going to tell you I don't think that's going to work. So, we thank Joseph for his input and Mr. Thomas Holland who gave us information on the account accountability side what things would look like there and just logistically and procedurally. Um Dr. Battle is not here but she was instrumental with the behavior support um and Megan Cy is not here but of course she um came in with the EC part of it and providing supports for them as well. So thank
041you for the entire team and thank you Dr. Brian for the opportunity. >> Thank you for your work. You're welcome. >> All right. Thank you. >> Thank you and your team. Okay. All right. Um we will move forward with this first item for action. Our recommendation. We will need to have a motion for the recommendation that we have for the alternative education. Madam Chair, Madam Chair, I make the motion that we move forward with the uh approval of this uh application to the state department. >> Second. >> Has been moved and properly second that we will approve the approval of the North Carolina Department of Public Instruction alternative education application. Any other discussion on the motion? All in favor of the motion, let it be known by saying I. >> Oppose the same sign. The
042motion carries. Thank you very kindly. >> Madam Chair, is there a timeline that we're looking at uh with the state department giving us something? >> Um so the application is due on the first. Um I don't necessarily know. Thomas, do you cuz you and >> Yeah, they they have to let us know by August. >> Okay. >> But typically it'll be a little quicker than that and then we just have to determine the accountability model that we will use based on the alternative school model. So once the schools >> I was I was just concerned with planning for next year. >> Yeah, we should be fine on that. >> And that would come back to the school as well. >> That's right. That you you've all actually approved I'm sorry. You've all actually approved that
043once before when we were very close to doing this and we talk about there's three different models that accountability uh uses for alternative schools and we are most likely going to fall under B. Uh so it's already a model to be pretty straightforward but we'll come back we'll present that to you and and let you approve that that is the model we use for the school once we know that it is actually you know approved and ready to go. >> Any other concerns? All right, we'll move forward on the agenda. >> Madam Chair, may I take that one at the retainer? >> Yes. >> Uh, >> yeah. As everybody knows, the uh the board uh entered into social media lawsuit uh over a year ago and there have been some changes with the uh with
044the council that requires your attention and your approval. Um Miss Robinson, would you like to add any context to the to the changes and the board making and approving that? >> Sure. As Dr. Brian mentioned you all approved entering into the lawsuit with multiple other school districts both in North Carolina and around the country. Um it is structured similar to class action lawsuit litigation I believe is happening in Maryland but that type of lawsuit requires that a local North Carolina attorney also be involved. the local North Carolina attorney who was involved passed away a couple months ago and the other attorney who worked closely with her on these changes move to another law firm. So the proposal before you is simply to update the retainer agreement to substitute with the name of the new law
045firm that we recommend to have been experiencing the matter approving on your behalf as North Carolina. There are no other changes to the retainer agreement other than the substitution of the business offer. And just as a reminder, this is a contingent retainer agreement. You will not any please. >> Okay. Um board members, when you read the document, did you have any other concerns other than the nature? recommendation. Um, I recommend approval changes. >> Madam Chair, I make a motion that we do the amendment to retainer agreement for social media lawsuit. Second >> has been moved and properly seconded that we will approve the amendment to the retainer agreement for the social media lawsuit. Any other discussion on the motion? All in favor of the motion, let it be known by saying I. >> I oppose
046the same sign. The motion carries. Thank you very kindly. Okay, we're continuing on our agenda. Uh, Miss Kent, is your would you please take us into close? >> Yes, ma'am. Uh, Madam Chair, I make a motion under the North Carolina Open Meetings Law Section 143, 318, A1, A3, A6, and A9 amendment to retainer agreement for to go into closed session to consider personnel matters to consult with the attorney to pro with the attorney to preserve attorney client privileged information to prevent the disclosure of student records rendered confidential under the family educational rights Privacy Act 20 USC 1232G and the disclosure of personnel records rendered confidential under GS15C 319 through 321 and to discuss and take action regarding plans to protect public safety. >> Second. >> Has been moved and properly second that we go into
047close session. Any other discussion on the motion? All in favor of the motion? Let me be known by saying I >> I oppose the same sign. >> Motion carries. Thank you very kind. We will now go into close. Yeah. Belle baby. Heat. Hey, Heat. Hey, hey, hey. Bunny feeling. Heat. Heat. N. Heat. Heat. N. Hey, hey. Heat. Heat. Hey, hey, hey. Hey, hey, hey. Heat. Hey, Heat. Heat. Heat. Heat. N. Heat. Heat. Down. Heat. Heat. N. with me. I love you. Wow. our agenda for this. I can't stand Special meeting. Y'all have a meeting? A question? >> Okay. All right. We need to have a motion to approve our personnel management. Personel management. >> Second. >> It has been moved and properly second that we will approve our personnel management. Any other discussion on the
048motion? All in favor of the motion, let it be known by saying I. I. >> Oppose. The same sign. The motion carries. Thank you very kindly. Now I need a motion to adjourn this meeting. >> So move madam chair. >> Second. >> Has been moved and properly second that we will adjourn our special call meeting. Any other discussion? All in favor? Let it be known by saying I >> I >> oppose the same sign. Motion carries. The meeting is adjourned.