[0:00] We have a motion to move into a public hearing for the approval of school fees. I'll make the motion to move into the public hearing.

[0:12] All those in favor? All right. Motion carries.

[0:19] So now the Miller School District Board of Education will hold a public hearing on Thursday, March 12, 20, 26 at 3.30 p.m., Miller School District Office Building, our address to receive public comment.

[0:30] on the following 26 27 approved school fees the floor is open for any comments

[0:41] no pressure you guys have anybody to come up can we speak from the chair

[0:46] whatever we trust you from the chair is pretty concerning when the state has

[0:55] as canceled all our fees, right?

[0:57] That was the big deal.

[0:59] The music, the music, you tell music

[1:04] at your Peter's Association, rallying at grassroots

[1:07] deals to combat that.

[1:09] And through the state, a amendment on that same bill

[1:13] last year, two, would you remember the number?

[1:15] Yeah.

[1:16] You and I talked about it a lot, but I already don't remember

[1:18] now.

[1:19] Whatever it was, two something, 49-ish.

[1:22] The bill passed amended that we could collect fees for curriculum classes such as band and

[1:31] orchestra, which was the main thing, which didn't happen this last school year, which

[1:37] is fine because the state kicked in 80% of what we normally drew in on fees.

[1:45] So that fee money pays for a lot of our repairs and a lot of our basic maintenance stuff like

[1:52] Valboil, Strings, Oddball Things, Bridge Repair,

[1:57] which is like 80 bucks, sought of violent on a base.

[2:00] It's like $250 repair, and these things happen,

[2:03] especially with middle school kids,

[2:05] because they can very well walk down the hall

[2:08] and not trip.

[2:09] Yet alone carry an instrument.

[2:10] That's worth $5,000 or $6,000.

[2:13] That's the fact.

[2:15] We had Blake drop his base earlier in this year,

[2:19] and he just totally, he's like,

[2:21] it just flew out of my hand.

[2:23] And I'm like, well, if your hand is closed

[2:27] and you're holding onto it, it can't fly out.

[2:29] So, but I mean, that was a $250 repair

[2:32] that his parents paid for, which they should pay for

[2:34] because that was his negligence.

[2:37] But all the things that happened,

[2:39] especially maintenance and repairs that we do during the summer

[2:44] to get ready for next school year,

[2:46] just things where it's like shoelaces.

[2:48] You tie your shoe every day and you bend down that day that your five minutes are ready late and you pop a shoe lace

[2:54] Well, if you don't have funds to buy that new shoe lace, you're making a knot in the middle of your time or your shoe and going for it

[3:01] So the ability for us to collect fees, especially in the music programs, is vital to keep me everything going

[3:09] Otherwise we have to turn to another way which is fundraising, which we do do

[3:14] But the fundraising is not meant for that. That's for the extra things that shouldn't be covered by the school.

[3:20] Like after concert treats, we just decorated 90 something offers for our band festival that we're going to on Saturday.

[3:27] That money for that fundraiser pennies for those things, which I don't feel like these, should pay for.

[3:34] So that's my tick on that one. I know Mrs. Bunker is concerned about woodshop fees.

[3:41] wasn't that an issue as well? Yeah, but Mr. Bassett just said he would come around. So I just...

[3:45] She doesn't need money so we can go. Oh!

[3:49] He said you guys just find the money.

[3:52] Please don't go bug them off. I'll figure it out.

[3:56] 20 years ago when I started teaching there was a few years where they rose everything

[4:00] and fees was the only money we had. So if you had to get something fixed

[4:05] it was only the only dot fee money because our budgets were so tight

[4:09] and that was like in 2006 and 2007 and maybe eight and I think they stayed

[4:15] froze for like three years we'd have to drag Keith Griffiths here and go look

[4:19] up history but it is vital especially to the music program to collect those fees

[4:26] especially on that I mean maybe we're still on link-ball years but I don't know

[4:30] what would you what is a what number would you say would represent each year the

[4:38] the amount of the cost and the reconditioning,

[4:42] the servicing of all of your reconditioning.

[4:45] With our current inventory, our last year was $2,800.

[4:48] The year before that was like $3,000,

[4:52] and Corey can correct me if I were.

[4:54] Mr. Holyoke can correct me if I'm wrong,

[4:56] but our building usually gets a $10,000 music capital.

[5:02] Yeah, to spend, but sometimes that like the violin room

[5:07] that has a cubby's for all of my lives is completely trashed.

[5:10] It's from 1994, when Mrs. Rathley started the Works Program and that's never been replaced.

[5:17] And I give a day, the trim came off, the little bit of the buyers for the cubby's are falling

[5:21] out.

[5:22] I put tape in it.

[5:23] I tried to band-aid it together.

[5:25] That alone to replace is going to be $6,500 to $8,000, and I have that bit out with Brad

[5:31] Wither's Carpentry Shop and then also Royal Christianson.

[5:35] So, to do that capital and I, and Jimmy, and I don't feel like that's where that money

[5:40] should go.

[5:40] That money should be to replace instruments.

[5:43] I have violas that are splitting apart from the, it's just time and age and it's an incredible

[5:49] amount of tension on those strings to make it sound and make it play.

[5:53] And so, that money should really be used to replace our aging out inventory.

[5:59] But the recondition were about $3,000-ish dollars a year.

[6:04] And I do a bunch of that myself, which is freebie, because I just sit there and do it.

[6:10] So that is the things that I can do.

[6:13] I can only do minor staff, Mr. Hunter, so that's really hard.

[6:16] I mean, obviously I was there the other night and what you're doing is not, it's not an

[6:25] average.

[6:26] No.

[6:27] This is not an average work, so.

[6:29] No.

[6:29] And his freebie is the housing.

[6:31] You deeply understand that.

[6:35] It's at a very high level and it's incredible.

[6:42] And so we will, we need to make sure that we're providing what these kids need

[6:49] without you having a huge extra burden on that.

[6:53] These aren't things, you're not asking for things that aren't needed.

[6:56] it's not like, in a way, it's not very traditional to see the winds and, you know, you're

[7:13] doing all phases of music. So it was very impressive. And I can imagine that there's a,

[7:21] If middle schoolers are still the same like they were two years ago, they're hell on things.

[7:29] They're very hard on stuff.

[7:31] We have two or three branded tubas that we bought last year, and I like cringe every time I look at it.

[7:38] I'm like, you've got to be more careful with this, but it's so hard for them because they're hitting that growth spurt.

[7:43] They don't have control over their own body, and they don't always realize.

[7:47] But for the most part we talk about being careful with everything a lot and trying to make everything last and like

[7:53] I bad made a lot of stuff together to get by and and I tried to do some of the stuff myself because

[7:59] It's not like we are in Orham and I can just zip over on my way home and drop stuff off

[8:04] We utilize Gary Losey. He goes up almost weekly and he stops at Bird Park and that's a great service for us because I can

[8:13] and pile stuff to him, he runs it, he brings it back

[8:15] to leap or two after, whenever it's done.

[8:17] And that's a big thank you on the music program

[8:21] with Mr. Losey's help in that one out.

[8:25] We do, we do run a really good music program

[8:27] at the middle school.

[8:28] I was trying to organize, there's no music festival

[8:32] for our district kids anymore, UBU,

[8:34] used to host that every year and they quit last year.

[8:36] They said they would start it up this year,

[8:38] they said they're not.

[8:39] So I've soldered that one myself

[8:42] because I have the time to organize that.

[8:46] So I've been following all of our same size school districts

[8:49] and specifically our middle schools

[8:52] to organize an orchestra festival for our kids

[8:55] to go participate at, because our second standard

[8:57] is to create sound.

[9:01] And then our second one is to perform.

[9:02] And our third is to reflect and respond

[9:04] to that performance.

[9:05] We have to do all of those things.

[9:08] And to go performing in the gym from Amandab

[9:10] And once, you know, I remember a parent, I got done with our concert 27 years ago, I'm like,

[9:16] holy crap, that was rough, we got to be in, but I was thinking, here they come, the parents

[9:24] are coming to talk to me and I'm like, I want to die, because I'm going to be like, what

[9:27] happened?

[9:28] Like when my kids section, the clarinet's played, my heart's 12, so overflowing at a nearly

[9:34] first, and I thought, this is back to the funny musical, the music man, even though it sounds

[9:40] terrible. They're so proud of their kids. It's different playing for mom and dad, grandma, grandpa,

[9:45] versus playing for an official adjudicator. Our band is going on Saturday. We're playing for

[9:50] the professor from Boise State. Big name, Marcelis Brown. And he's going to not only listen to us in

[9:57] the auditorium, he's also going to clinic with us afterwards, which is a huge deal. The kids won't

[10:04] recognize that. But maybe later in life, we'll be like, oh, we have this really high up guy

[10:10] coming to speak with us and talk to us and teach us about how to be just that much better.

[10:17] And we've got to try. What I was getting at with the orchestra thing, I'm like, how many people

[10:21] are in your groups? And they're like, five, ten, I'm like, this is why? I don't say that to them,

[10:27] but I think it. Why are your programs so small? Why are you not recruiting? Why are you not retaining?

[10:32] you've got to work it. 200 years ago only the aristocrats studied music. No

[10:39] idea to have money, you have to be royalty, you have to be something. And no, music

[10:44] should be for all. And I think that's a disservice we do in this day and age if we

[10:49] don't present it as such because it is so good for your mind. It's the mental

[10:53] gymnastics you need to do everything in life and to stretch and to really think

[10:58] out everything. Have a quick question, what percentage of your students would you say invest in

[11:04] their own instruments versus provided by this? At least half. I teach 228 kids. We have 167 instruments,

[11:15] and there's a few dozen on the shelf that we're using for spares when something breaks.

[11:22] What are

[11:26] some of the things that you feel,

[11:31] when you just mentioned that you were talking

[11:34] to other schools and the size of their departments, I'm coming from a school district that is

[11:43] like that, and it's super difficult to find good music teachers and even harder to find

[11:49] those that have personality plus and so you're very much valued and you can tell

[11:59] when you go to a performance that you're impacting a lot of people in a good

[12:04] way so thank you. Thank you. Thanks for noticing. The teacher makes the program, the

[12:09] coach makes the program. You want something to go well and you've got to look at

[12:14] leadership and going down. And I would love to say that the kids are leaving my

[12:21] program and matriculating all the way through college to become professional

[12:24] musicians. The reality is, if a half a percent is doing that, it would prove

[12:30] we're on track. The thing is, if you read the anxious generation that we were

[12:36] encouraged to read a few years ago by our state superintendent, everything in

[12:41] that book that they recommend that solves the problem of our young generation is resolved

[12:47] in my classroom. Everything he talks about building a tribe, building a unit, building

[12:53] a collective group where you feel like you belong. Working together, clapping at the same

[12:59] time. These things that we did back in the jungle days, maybe our cave van days when we're

[13:04] around the campfire is what happens in my room on a daily basis. Beyond that, though,

[13:11] I make an effort to, we watch the kindness videos from Steve Harman, kindness 101. We watch

[13:18] those on Friday, and we talk about them throughout the week. What did we just talk about?

[13:24] Our little video last week was on, looking out for others. Our video last week was, can

[13:30] Can you find a something of kind as to can you hold the door?

[13:34] Can you hold the door for your classmates at the classroom?

[13:37] Can you spend some time organizing or fixing the chroma station

[13:42] or the chairs that are stacked?

[13:44] Little things like that goes a long ways.

[13:46] To be honest, I love them to be able to look at music

[13:50] and on Sunday in church and they crack that handle

[13:52] and be like, that's in their sharp.

[13:56] But beyond that, we need to build a whole studio.

[13:58] And I think that is the key.

[14:00] We get all hung up that they're not performing this, that, or the other ride.

[14:04] And it comes back to what we've talked about building relationship.

[14:07] If you build relationship with those kids, they will do anything for you.

[14:12] They will try and they'll try their best.

[14:14] And when you tell them that you're disappointed and you look at them hard,

[14:17] they will feel that disappointment and try and do better.

[14:21] And the knowledge is being able to express that they could have done better without crushing them.

[14:26] Just like teaching a horse if you put too much weight on his back in the beginning you're

[14:30] going to break his back.

[14:31] You're going to break that force.

[14:32] That animal will never live to its full potential.

[14:35] But if you little weight and increase as it goes by in time, then it increases in strength

[14:42] and endurance and ability to perform.

[14:44] Just the same thing in music.

[14:46] If you've got to know your levels, you've got to be personable.

[14:48] You've got to know that these kids are not just musicians.

[14:52] They are wrestlers, they're volleyball players, they're soccer players.

[14:55] There's got to be a little bit of give and take with everything, it can't all be one way.

[15:00] Our school size is the perfect size for the kids to be involved in everything. We are not 1200 kids per grade level where these kids are bad kids, these kids are bad kids, these kids are athletic kids. No, we are the perfect size to make the most well-rounded individuals if we get a lot of activity. And by shutting those doors, by not letting them participate in many things, we shut those doors on them. And why do we do that?

[15:29] the service. You know, it would be nice if we could take state and football every year and

[15:36] music and and and but it doesn't work that way because if you're well-rounded for chances are

[15:43] you're probably average everywhere but if you're average everywhere with a large enough roof

[15:47] you can hide a lot of sins especially in music. If you've got enough players one can plan around

[15:52] know is not always sticking out like a sore thumb. The person the teacher makes

[15:58] the programming. If you are having life at energetic and engaged in your

[16:05] classroom, the kids are drawn to that naturally. If you're burned out, bitter,

[16:10] and miserable at your job, the kids take up on that too.

[16:18] Thank you.

[16:24] That's

[16:25] Just here to listen, just want to hear what you're passing.

[16:29] If we're going more or not.

[16:32] Rob, how many did you get there?

[16:34] Yeah, two or a 20 kids, little school kids and all kinds of plays.

[16:39] Hey, listen, I met, he can control them.

[16:43] No one's ever made my husband more happy than his Christmas ban concert, and he got after him.

[16:50] Hey, it's the most impressive thing.

[16:53] I know it very well.

[16:54] But music is so good for kids learning for their brain.

[17:00] I mean, it's just, it helps cement so many things.

[17:04] When you draw your phone, you have it out,

[17:06] and you're advertising, you don't have a little song going in the background.

[17:09] It's amazing.

[17:11] It's amazing.

[17:12] It's amazing.

[17:13] It's amazing.

[17:14] It's amazing.

[17:15] It's amazing.

[17:21] It's amazing.

[17:22] It's amazing.

[17:22] you're crossing the head of seniors at front back side to side. That's why when you go to the

[17:28] dementia center and they will ram on to the piano and you start playing with her all of a sudden,

[17:33] she can't talk but all of a sudden she can play again and that's sometimes the same and then it

[17:38] brings her back to the top.

[17:43] Have you seen this before Nana? This is what it is. I know I was like you

[17:46] should pull it up so she can see it. Yeah I was like we need to pull she's here we need to pull it

[17:51] she could see it.

[17:55] So this is what it looks like. Now this is the summary of all the yeah

[18:01] Cory take it away. Yeah so actually the senior collects all this information

[18:06] from the schools they propose which things they would like to charge and you

[18:12] know we're getting old. So what you see there is basically the summary page of

[18:19] If everything that's been submitted from the different principles at our schools, and that is going for a few.

[18:27] And it will show the higher numbers. So if you click on, so the higher of the two, right?

[18:32] Yeah.

[18:32] Because it has both or three schools of SBL submits a number.

[18:36] So if you click on one, so, but what should, if we click on one, if you click on band, orchestra, six, seven, eight.

[18:43] And now feed there was only established for the kids that are using the school instrument.

[18:48] No one's ever even student.

[18:50] And that would be a question I would ask you because I don't know the final rumor that I submitted for my programs.

[18:56] Yes, so let's look at it.

[18:58] So this is new for me.

[19:01] And so when I look at that, let me explore technology for me.

[19:06] I was assuming that they collaborated with Miller's middle school also.

[19:11] Well, yeah, we can click on it because it will show the separate schools.

[19:14] Which one are you trying to do?

[19:15] Going technology.

[19:16] Exploring technology.

[19:18] Oh, so the guest's not letting me click on, I'm trying to explore it, one, two, three,

[19:32] four.

[19:35] So one thing they did change with the fees, like you said, Mr. Andreid, is last year the

[19:41] legislature essentially said if you can't charge fees, there's been some additional information

[19:47] given where now we're allowed to charge fees but they have to be too we have to

[19:54] have an expense to support that like there's going to be a shown expense like

[19:59] item I you can't just charge a blanket fee like it would yeah yeah so

[20:07] you want to be itemized okay so can I ask a question yeah okay so what I see that

[20:12] that they have submitted $36 on top of the $15 for money.

[20:17] Is that like guarantee they don't have to be more than that?

[20:20] Or when you guys approve that?

[20:22] That's guarantee that we can't charge the kids more than that.

[20:26] Unless it's for a special project.

[20:28] So like your projects, you do.

[20:30] Yeah, so because that's my question.

[20:32] So if somebody signs up for my class

[20:34] and they see what shop you're going to have to pay the $15

[20:36] and then only the $36, like I have one kid right now

[20:40] who's project is larger than I'd like him to make, but that's something he's

[20:46] picking right? This is required. Okay so they could and it's okay they pay less

[20:52] because they won't all have to pay $36 extra. Right but if they choose a special

[20:57] project of their picking they could pay more. But for curriculum you can't

[21:01] require them anything. And it was specifically for classes like woodshop where and

[21:07] And like art can be as big as you want.

[21:10] I want to go.

[21:10] That's work.

[21:12] And that's what it's all about.

[21:13] It's so ambiguous.

[21:15] And that's what I was anticipating.

[21:17] But I just really wanted to come over

[21:18] and make sure because I never gave the final numbers

[21:21] to the did for me.

[21:22] This is what was submitted for you.

[21:24] So you have this ish.

[21:26] This ish.

[21:27] You have $3 a sandpaper.

[21:29] I wish you well.

[21:30] Yeah.

[21:30] That's what I said.

[21:31] I get it.

[21:31] They said they cover everything else.

[21:33] I go, well, then we're going to go with sandpaper.

[21:34] Nine pieces.

[21:38] But I think this state not only did they do that but didn't they want because like there's

[21:45] different it's not realistic in my opinion well and there's different types of

[21:48] I think that's what we can do.

[21:49] Yeah, as a whole.

[21:50] That varies.

[21:51] Like it's $10.00 a 4 foot.

[21:53] That's $10.00.

[21:55] That's $10.00.

[21:56] That's $15.00.

[21:58] That's $15.00.

[22:01] That's their choice.

[22:03] Yeah, so.

[22:04] Okay.

[22:05] Okay.

[22:05] This is a really.

[22:07] Sorry.

[22:07] It needs to come here.

[22:09] Oh, you're good.

[22:09] No, so.

[22:10] Okay.

[22:11] No, thank you for showing me this.

[22:12] Yeah.

[22:12] Because I'm like, I thought she wants to see this.

[22:14] We got to click on this for her.

[22:17] I'm like, if she's in here for this, I'm like, this is what I would.

[22:19] The first time I came and watched one of these before I was on the school board, I'm like,

[22:22] this is number.

[22:23] This is the stuff I wanted to see.

[22:25] So I'm like, I bet.

[22:28] Is there anything else anybody wants to see?

[22:30] Did you want to see numbers on again?

[22:32] This is...

[22:32] I'm going to have to remind the signs.

[22:34] The $50 was supposed to be for a free business school instrument.

[22:39] Can we look at his?

[22:43] Yeah.

[22:44] Just because I'm like let's look at like if you guys want to see him let's look at him kids

[22:50] You're here and that's what I believe one that I remember I was like oh my kids

[22:54] Can we look at that because then on the sports ones? It's interesting to because then it will say like what the estimated

[23:00] Fundraisers bring in so like kind of what they guess per player

[23:05] Subtracting the fundraisers like so you can

[23:08] And it kind of shows up break down for school. So it's just it's interesting how they it's it's informed

[23:13] Yeah, but a lot of people don't know where I'm going to be on this middle school one-up

[23:18] All right there you go

[23:22] Community now and it's actually worse than for ducks believe it or not

[23:32] Which was really bad

[23:38] Yeah

[23:43] Yeah, no.

[23:43] Yeah, try running the meeting.

[23:45] I know.

[23:46] Well, I'm always like, where's the email under the update?

[23:48] I'm just like, click on it to even find how to access it.

[23:51] All right, do we have any more questions?

[23:54] Yeah, I think next, probably because we're too far along

[23:57] in the process, but next year, we should reinstate

[24:00] the $10 class fee and then the $50 if they use a school.

[24:05] Yeah, and so to do that, you'll have

[24:07] to demonstrate an expense that has to be-

[24:09] It has to be.

[24:10] It has to be.

[24:11] There you go.

[24:11] Okay, yeah, so it just has to have, it just has to have a, it can't be a blanket.

[24:18] Itemized. Yeah. It needs to be itemized. Yeah, it needs to be, we charge now, has to have an X.

[24:24] So, think of all the little things because I think, you know what I mean, like it adds up and it shouldn't be

[24:28] incurred in a burden for you. So, it just has to be a sign, something it can't be a blanket.

[24:31] Go back to the film or middle school would show us, because I think they are actually identified like

[24:40] and they did mail.

[24:44] And I just got my car's clay paint and it was crazy.

[24:49] When the seller asked her she goes, just like, and I go well, send favors, one of the

[24:51] biggest things they waste the most.

[24:53] So, but you know what's funny is they both say 36.

[24:59] Even though there says 11 at the top.

[25:02] Oh, but there's this 11 at the top.

[25:04] So it's like 11.

[25:07] So you have to be eleven just to take the class, and then you'll take, and then the,

[25:13] with growth and everything else.

[25:14] But then it says grand total 36 in your grand total.

[25:18] But mine, but mine says 15 when you went to the previous one.

[25:21] Oh, okay.

[25:25] Okay.

[25:25] That's 44 if you had it straight down.

[25:27] I know.

[25:28] So I'm like, maybe I'm, yeah.

[25:31] I think there's a type of, right?

[25:34] There's got to be, there has to be.

[25:35] I'm like, is nice.

[25:36] Is it $3 a piece?

[25:38] Is it what it would be?

[25:42] Because it's supposed to be $3 a piece, right?

[25:45] Well, no, it's not $3 a piece.

[25:46] Oh.

[25:47] Sarah, that's expensive sample.

[25:49] No, no, no, no.

[25:50] We want that very best for our children.

[25:53] We want to do.

[25:55] Yeah.

[25:57] So it's probably, because we would only...

[26:02] Okay, but is there a type one there?

[26:04] Side though.

[26:04] There's got to have been, well, can't you say,

[26:06] we'll see, 36 at the bottom.

[26:08] Yeah, the board should be 44.

[26:10] That's right.

[26:11] You're adding 11, 25, and 8.

[26:13] Right.

[26:16] Shouldn't fillers be 44 at the bottom?

[26:20] So yeah, these are submitted from the principal

[26:22] to the senior chief compiles.

[26:25] But on this one, should it be 24?

[26:28] So what did the board give me for with the math?

[26:31] I mean, I just have to be helped in math,

[26:34] I'm not a math teacher and I can talk about math as well.

[26:38] Yeah, we'll check with a math teacher.

[26:42] I don't touch this.

[26:46] But you're a numbers guy.

[26:47] I am a number.

[26:48] Please tell me that should be 44.

[26:50] I'm trying to look.

[26:51] I can't see.

[26:51] This one works.

[26:52] It's a 35.8 is 44.

[26:55] Cory, you're like the number guru.

[26:59] He's like, listen, I'm trying to keep all of you guys.

[27:01] I don't know, I might just say 15 right there when it didn't mean to be the worst because I mean, I swear.

[27:06] But maybe this is something we need to go through with the last person, anyway.

[27:10] Yeah, I mean, I have plenty of time to submit.

[27:14] Talk to Matt. Talk to your principals about it. You know what I mean?

[27:17] Yeah, because when it's because we want to get this.

[27:20] I don't go hard. Yeah.

[27:22] Well, I got kicked off.

[27:25] See, that's why I like it out here, too, because then I can see it because it's harder to see over there.

[27:33] But this is on our new platform.

[27:36] Next, clear.

[27:37] Next, clear.

[27:38] Well, no, I know.

[27:38] But yes, you can access to off the agenda.

[27:43] Yeah, this is under the community.

[27:44] And it's under the public caring.

[27:48] It's under the public caring part.

[27:50] But you can click on it and access it.

[27:52] But I think it's worth a conversation.

[27:53] If there's discrepancies or needs,

[27:56] please make sure we know.

[27:58] Oh, you far along to make sure.

[27:59] But we're supposed to approve it today.

[28:00] It's got to be approved today, we had the first year in the last time and we got this

[28:05] second year.

[28:05] This is a second year.

[28:06] It has to be approved today.

[28:11] But like you can access it.

[28:13] Okay.

[28:14] So.

[28:15] And then you can like go look at like volleyball basket, like all that stuff's on there.

[28:19] So it is.

[28:21] Anyways.

[28:22] Oh, you are going back to the back of the building.

[28:25] All right.

[28:26] Do we have a motion to come out of a public hearing?

[28:32] Close the public hearing, excuse me.

[28:36] We have a second, all those in favor?

[28:40] Aye.

[28:41] Motion carries.

Public Hearing

Transcript