[0:00] Okay, I am recording.

[0:03] I've got 6.33, going call the meeting to order. We'll start with a roll call and start west port and board member. We'll start over there.

[0:15] I was in a swap here, David Aldrich, board member, chair, short, or member, chair,

[0:21] can I be a board member?

[0:23] Chandie St. Mary, board member.

[0:25] Colleague, board member.

[0:27] You can go there here.

[0:29] Carly Thompson, is this a character?

[0:31] I don't care.

[0:32] It's just a bit of a character.

[0:33] Colleague, memory, secretary.

[0:35] All right, welcome everybody.

[0:37] Let's go ahead and start with the vision and mission statement.

[0:39] I think that probably might be the vision to take care of the students and independent

[0:46] lifelong learners who are respectful of other cultures, who are co-productive and stewards

[0:50] of our environment.

[0:53] Awesome.

[0:53] Thank you.

[0:54] Mission statement, we treat every student as a whole unique person providing individualized

[0:59] instruction in a community model with project-based learning to nourish their talent, skills, and

[1:05] desires.

[1:06] Awesome.

[1:06] all right that we'll go ahead and roll into public comment if there's anybody

[1:11] here that would like to make public comment that's a good time all right

[1:17] nothing heard we'll go ahead and move on so now first off is there any ADA

[1:21] accommodations for you this evening good okay all right we'll move it over to the

[1:26] executive's office for Dr. Campbell we're gonna stop remember Dan I need to go

[1:31] first sorry guys I'm

[1:40] so ready does anyone have any questions on the big

[1:43] register the financial statements. I hope you guys looked at them because I gave you a whole

[1:50] big old fat stack. Okay the annual program report that looks like this. This is something that the

[2:01] state is requiring that I give to you every quarter. So I'm going to start giving this to you every

[2:05] quarter. What it is is the information by program. So it gets a special education restricted fund

[2:14] It'll show in here how it will spend, it will show Title I plans, it'll show all those kind of things.

[2:24] So mostly right now, this is what I just gave to our auditors, this is to kind of get you familiar with it.

[2:30] And as the year goes on, you'll see if we have a lot of leftover money or not a lot of leftover money based on the budget for that.

[2:42] These financials show what could have been your hand before the auditors didn't have any questions.

[2:53] Anything stood up to you at all?

[2:56] We just did great.

[2:58] We just did great.

[3:01] Thank you.

[3:02] So thank you for any questions, and I'll move on to the next.

[3:08] On laptops for teachers, we've got two in two quotes.

[3:14] One from Spectre, one from Dell.

[3:17] The Dell is actually, or the Dell quote, is actually a little bit cheaper and it's got touchscreen.

[3:24] Some of our, some of our teachers and mentors need a touchscreen underneath assessments.

[3:36] It's the touch screens, like you said, are from Dell are less expensive per unit than

[3:44] the ones from Spectra that are not touch screen.

[3:47] So I'm kind of on your side there too anyway.

[3:50] The one difference, what I understand, the one difference is that the WWAN is a little less

[3:57] with the touch screen. So I did reach out to Spectre and say can you get touch

[4:04] strings? Can they have this? They haven't been gotten back to me yet? So in the

[4:10] vote, if we want to do the no more than or up to a certain amount, I like to get

[4:16] But the when is like how fast the internet is on it.

[4:24] So we voted for a bit on laptops here.

[4:32] We did.

[4:33] We voted actually at the end of the fiscal year.

[4:37] We voted on laptops however, because it took so long to get together

[4:42] and get that voted on, we were only able to get five laptops of the watts that we wanted.

[4:50] So we went ahead and wanted those up to that amount that you could have proved.

[4:55] And now this is to which we want everybody else to have ones that they need.

[5:01] So everybody, the new ones, you're going to get touch screens.

[5:04] Everybody can want the old laptop.

[5:06] Yeah, that's true.

[5:07] You know what?

[5:09] I'm graceful when I have.

[5:18] So 14 total, what's the biggest difference between the PCI numbers and the 14 plus?

[5:26] The, the, the 12 are, we would get to the teachers because they have more guests.

[5:35] The last is fermenters and like kitchen staff, not only needs the big one, she wants the big one.

[5:46] What would it do if we just got all high power because you were going to $2,800 difference?

[5:55] If, are you looking at the spectra or the delta?

[5:58] I'm looking at the delta.

[6:00] The delta quote.

[6:01] We could, the only difference is just a little less ram.

[6:09] So what we're wanting to do with some of the not-as-old teacher laptops

[6:14] is we're going to recycle them for the mentors.

[6:17] So they kind of will get some of those.

[6:25] I mean, it's up to the board. I mean, it makes sense. It's looking at what's a $400 difference

[6:31] per unit, right?

[6:35] On that question, one discussion, if we went higher, and then when we swap out computers internally,

[6:41] there isn't such a limitation that this can't be a teacher computer, right?

[6:45] So you have to iron, and you can use it as a mentor and a teacher right now.

[6:49] You can have two products out there and if this one goes down we're kind of oh, that could only be with this

[6:54] So it does open it up for us to just have a device and that freezes up

[6:59] We're trying to be frugal with our money, but if it's the difference is so small

[7:04] It could be actually helpful. So there's our

[7:10] That was just mine for consistency. I mean it makes it soft a little bit easier. So we're all saying but I

[7:15] Just my thoughts

[7:20] We usually would say two is just two, $800 difference, two computers and, you know, which

[7:25] would be?

[7:29] They're operating the 800.

[7:31] You should be done with that.

[7:32] I don't have to worry about it.

[7:34] You okay with that?

[7:35] I mean, let's get 14, let's get 14 of Del Pro plus is, above Bravo, 14 by zeros.

[7:42] And that's all $800 difference.

[7:45] Unless we can get the higher one.

[7:46] Unless you get the higher one.

[7:48] Yeah.

[7:51] It's, uh...

[7:52] It's, uh...

[7:52] Even though it's both processes all the way here.

[7:55] But, here, your RAM or...

[7:57] RAM?

[7:59] I've always stood at like this.

[8:00] What, it was something that...

[8:01] Oh, my God.

[8:04] It's what people do when they can't do it because they're playing.

[8:06] This is what RAM is.

[8:07] But you've got RAMs.

[8:08] Okay, I'm sorry.

[8:09] You know what?

[8:09] I know what LAN is.

[8:11] I just think I thought I heard RAM.

[8:12] I was like, you know, uh...

[8:14] what's the one.

[8:17] I'm not ready to write anything today.

[8:21] All right. Any more discussion on you mentioned maybe saying up to a certain dollar

[8:28] amount about how much you want to pay? Well, the higher when on Spectre's quote is 2000

[8:39] where it is on the Dell's 1800s so maybe an extra 2000s you think?

[8:45] not to be seen.

[8:46] Not to be seen.

[8:47] That is.

[8:47] And we just have to go vote for the Senate.

[8:51] Not from Spectre, not updated.

[8:54] But our teachers did.

[8:56] Yeah.

[8:57] On the clock.

[8:59] Yeah.

[9:01] Well, that's not the point.

[9:03] I think that was something like a review said that when he sat in a couple of times.

[9:10] Yes.

[9:10] Yes, with the higher land, we can get that up to you.

[9:16] Any discussion on laptops?

[9:19] All right, would that all open it for motion?

[9:23] Okay, since we were just mumbling about it.

[9:27] I know that we accept and move forward with the laptops from Dell

[9:34] with the change of having all 14 be the computers that they get.

[9:42] And if we can get that iron man up to $27,500.

[9:48] We have a second.

[9:49] Okay.

[9:51] All in favor?

[9:52] Hi.

[9:53] I was curious.

[9:54] Thank you.

[9:55] I forgot to mention it first.

[9:58] We had an emergency and because of the updated limits that our administration could do.

[10:07] We were able to buy a water heater, so thank you.

[10:10] Oh good, letting us know.

[10:11] I love that water.

[10:13] Thanks, 48 before we had students in lunch,

[10:16] the water heater went out because you let us do our shopping.

[10:19] We're going to report that we did by a $10,000 water heater

[10:22] that we do have to wait a month and saved us.

[10:24] So you guys, that's how it works.

[10:27] That is how it works.

[10:28] That was a win.

[10:30] I appreciate knowing, because I didn't

[10:31] want her at the school night, why we had

[10:44] I'm going to skip for a second down to the iPad minis.

[10:48] I think I took this on the agenda cover sheet.

[10:56] Even though we can get from a little bit cheaper, we would like to go with ETS.

[11:01] Yes, Hammond has worked with ETS for years and they're very supportive, they actually got us in touch with the vendor and the support to get our big screen and the audio and all of that.

[11:16] So we already have an existing relationship with them, I guess, but we are current tech people's spectra, they don't want to touch Apple and ETS is willing to.

[11:28] And so we would like this service that goes along with ordering from so then say it's about

[11:34] $1800 of services.

[11:36] Right.

[11:37] That's the benefit of ETS is they do a pre-work on the device and they support it.

[11:49] Very late in, I don't know, but they have come out to us, but that's the difference in

[11:59] I've had many are for our secondary art to teach digital to our students that's what

[12:25] I don't know if I trust them, but they're reading.

[12:28] Where's this going?

[12:30] In the secondary art class to teach virtual art tonight.

[12:34] Max are known for their creative capabilities.

[12:38] The other pieces we've tried to last year

[12:40] with the Chromebooks and the program just

[12:42] doesn't do it justice.

[12:44] So the students can teach so much more on their phone.

[12:47] And it's just kind of like we're just folding back.

[12:49] Give my device actually works that can produce items.

[12:54] and then we'll learn the next levels of digital automation.

[12:59] It makes sense with the service as well.

[13:02] I'm not surprised to spend the one in touch with my brother's 19 guy.

[13:05] He won't touch that either.

[13:06] So, again, but there, I think it'll be the intent.

[13:09] Any other discussion from you about the board on this?

[13:13] How regarding the service is that for the life of the units?

[13:16] Or I want to say it was a three-year, three-year, a three-year.

[13:20] here. These backwards is miles on them for years.

[13:28] The discussion on the IPA base is

[13:33] now

[13:33] open up to the floor for a motion. The motion that we purchased the dirty light that we

[13:46] All in favor? All right. Can you pose? All right, most carries.

[13:52] Thank you.

[13:55] Do you want me to say? Okay. We... No, no, no, no, I just need to...

[14:02] I'm not sure what you're going to do. No, no, no. So, for SLP proposition, we have...

[14:10] We've been in contact with a couple of different schools

[14:12] and a couple of different vendors throughout the state to try to figure out what would be best for our students here.

[14:18] And one of the areas that we have identified that we could do better in is to have more SLP presence for our students.

[14:29] I think we're up to 75.

[14:32] I don't know if you know what SLP is, so that's what's going to back up a little bit.

[14:35] So, special aid department, we work with our assets in our school that we have a high

[14:39] number of special aid is speech.

[14:42] We have an on-site SLT, so they're an associate, but they have to have some of us supervise.

[14:48] We have a contract with Ashley Medical, and they are only able to provide 7.30 a.m. to

[14:58] and

[15:00] On Thursdays, support. One of the reasons is the new person is so good, their workload has doubled where they have a hundred in case and a hundred in waiting and they're hiring two more. So we are at a high number of meat required by the law. We want to meet that meat. We had a meeting with buzz all through it with our administrators.

[15:26] And I spoke to Alicia, they're okay to maintain their contract.

[15:30] So we have what we already have.

[15:31] What we need to do is augment in order to provide the required supervision and time.

[15:36] And when you do an IP, this is the answer where you have to bring in parents, teachers, admin

[15:42] and the expert.

[15:43] And not everybody can meet Thursdays from 730 to 10 A.M., so we need to contract.

[15:48] We found a support contract that does lots of special education and he wants to offer everything

[15:55] what we agreed is we could carve out just that specialty to get the supervision and keep

[16:00] our on-the-ground tech and they would provide supervision.

[16:05] So what that does is it's going to allow us to test all the students, provide the supervision

[16:10] for our tech person on the ground and then be compliant because there's a lot of documentation.

[16:18] So it's just a portion of the spend offering me these companies.

[16:22] So that's what we're offering you.

[16:24] We need to expand.

[16:26] And I feel like we get a good job when we talk about the hospitals.

[16:30] They support it.

[16:34] Do you have three contracts that I provided?

[16:44] The Ashley Regional is our current contract showing the dollar per hour

[16:48] that we're paying, and then we have one from Hedges Enterprises and one from Utah

[16:59] Speech and Language Solutions. These are the front of the other two. It looks

[17:05] really boring. This one looks really boring is the one that we actually like a lot, okay?

[17:12] So I did actually have a question looking through the boring one.

[17:17] It mentioned having supervision fee that equates to about $1,500 a month plus the hour

[17:24] and the extra.

[17:25] So when we talk to all of them, every one of them, they want to bring their own SLC,

[17:33] a good technologist, a good technologist, what is it?

[17:36] Speechless test.

[17:38] So they want to bring their own.

[17:39] We have ours, we don't want to get rid of them, they use their license to supervise her and that's where they make the money is how it so that's that's part of their service because we're not taking that we figured an hour we rate of $10 an hour for however many hours our tech is is on site and that's what they came up with that.

[18:06] Oh, that dollar.

[18:08] Like I was kind of a, he really would love to sell his whole services but he was willing to support us in this one facet.

[18:16] And so we kind of negotiated what that would look like and keep our person with us.

[18:22] You said all your team, and then we have to, and then we have the extra person, and we don't need it.

[18:28] Would you be more expensive?

[18:34] That's a good question.

[18:36] I was trying to compare questions like are we apples here or so we did talk to the others

[18:48] also even in the hospital and they they just kind of threw it in but then we also realized

[18:54] it they may not have as much skin in the game I don't know if it's skin in the game or it's as much

[19:05] Yeah, they just have other things that are going to make it more of my gut than what so they don't specialize in school.

[19:13] Yes, and this, the hedges has 30 schools right now that they're contracted with.

[19:20] A couple of the churners that I've worked with for 10 years, they use the hedges.

[19:25] And that's where we got that contact information.

[19:29] So we're asking for approval to move forward with a contract with Hedges in the speech language

[19:36] that's a special education.

[19:38] So what's the largest delta to have the biggest differences?

[19:42] All the contracts I know between what we have now and the edges.

[19:47] I think I got it.

[19:48] The big lines issue.

[19:49] The big other big one is we will fall out of compliance and then we'll have all kinds of issues

[19:54] because three hours has been out enough for the need of our current students and we know we're getting more students.

[20:02] So we have to be summarily out two SLPs somehow.

[20:06] So this is the second SLP that we would have and then we can adjust hours that work for us or use

[20:14] whoever's available on the day.

[20:16] So just gives us freedom of movement in the whole work of the future.

[20:21] And I noticed with head as it mentions something about traveling out here so they're willing

[20:26] to do that.

[20:27] If they need to.

[20:29] It says COVID, we've all learned that we can do a lot of things remote, so we're going

[20:33] to try and do as much as they can, but they are willing to come out on site for the supervision

[20:37] and things like that.

[20:39] Up where it's needed.

[20:40] Mitchell, now is the first one.

[20:42] Yes.

[20:42] It's

[20:47] interesting if you go to page C,

[20:58] page 4, above the 9, it's very top 1, are we okay

[21:04] with 2, like if they're saying they won't type anybody for 2 years, if they really

[21:12] like somebody that is working for you, then...

[21:16] if they're willing to join the three hours

[21:18] in a way they probably have it.

[21:20] Well, I was saying, so if two years

[21:22] is sufficient, that's one thing.

[21:25] I don't know.

[21:27] I understand he's right, that they're

[21:28] going to bring materials and things like that,

[21:32] or is that something that we already have?

[21:34] We already have.

[21:36] There's a few assessments that we get annually that we use.

[21:48] Any other discussion from the board?

[21:49] Questions?

[21:50] Do

[21:57] we feel confident ready for a motion on the contract?

[22:02] Is this ruffle failure?

[22:04] It might, but it's all so perfect.

[22:06] It's out of town.

[22:08] That's all I'm asking.

[22:09] Well, that's what we met with Buzz and Alicia and we talked, and they have already given

[22:13] him a primer that we need to meet this, and they understand that they're growing and

[22:19] we're a small piece of their financial piece.

[22:22] So it's not going to impact them.

[22:23] It might even free them up, to be honest.

[22:25] And yes, I can't control people in the morning but we've already done the work of meeting with everyone explaining where we're headed.

[22:31] So really tonight, if it's ratified and go back and say, hey, we appreciate your support, a board made a decision.

[22:37] Now let's look at what that looks like, which is why we're keeping the actual image of contract.

[22:43] They have not lost anything and they're okay with that and they will be able to meet our students in a lot better.

[22:48] They were very supportive because they are run ragged.

[22:52] Yeah, there's a desperate need in this town right now.

[22:55] I do think the compliance issues are the strongest.

[22:57] Oh, so maybe you don't have it out of compliance.

[22:59] I don't know if that could be in the future of thousands of problems, right?

[23:03] Because we have to bring you out of yours just to get very quickly out of control.

[23:11] Is it, what are you concerned about?

[23:13] Do you have a hospital most of the area?

[23:16] No, I just think sometimes in Bernal, we get tired of people coming out of town coming

[23:22] up and thinking like everything I agree with you.

[23:24] Yes.

[23:25] I should have bought it.

[23:26] I thought you'd made it.

[23:30] You made your face right out of your mouth here.

[23:33] You got to move here.

[23:33] You want to move here?

[23:35] I'm going to pass it right here.

[23:37] I'm going to move here.

[23:37] I'm going to go see that things are going.

[23:39] I made it pass right into two weeks.

[23:40] I'm slightly okay now.

[23:43] We did.

[23:44] We did.

[23:44] We get engineers, we get realtors, and we get all of these people that come out, sometimes

[23:51] it rubs a lot of people in the community, so is that something that is going to happen?

[23:57] Because there's such a need,

[24:01] because the hospital's hiring people from out of town to come

[24:03] out to.

[24:04] It's nice.

[24:05] We are keeping an eye on it.

[24:06] We were going to have to survive for my son.

[24:09] And in other pieces, there are a lot of hurt in King.

[24:12] So he said, we'd worked very hard.

[24:14] Maybe we were all like they've worked with King

[24:16] rural and charter schools.

[24:18] We felt really comfortable.

[24:19] We talked to King, know our needs, our size,

[24:23] kind of how our demographic is.

[24:27] But thank you.

[24:27] Any other discussion here?

[24:30] All right, with that, we'll go ahead and open it up

[24:31] for a motion of the Congress.

[24:38] I am motion to accept the contract of a hedges enterprises.

[24:43] Do I have a second?

[24:45] Second.

[24:46] All in favor?

[24:47] All right.

[24:48] Opposed?

[24:49] Please.

[24:55] I think that's my last word.

[24:59] I think Ms. Holmes has something.

[25:02] Did you come for, did you say something?

[25:04] Sure.

[25:05] We moved ahead fast because I'm sorry.

[25:08] Concert tonight.

[25:08] So we moved ahead fast.

[25:10] Did she have one second?

[25:12] Will this public comment?

[25:13] Yes.

[25:14] Oh, yeah.

[25:14] Yeah.

[25:15] The board's okay with that.

[25:16] Again, hold on.

[25:17] We're going to take a step back.

[25:18] So it's just, um, thank you.

[25:20] Thank you.

[25:21] Thank you.

[25:21] Thank you for the coverage.

[25:23] Thank you.

[25:25] Please come see our classrooms.

[25:26] There's not going to be one teacher that doesn't take you in the room and say,

[25:30] It was wonderful.

[25:31] The week that they came, it was more than Christmas.

[25:35] And I wrote you a note to say thank you.

[25:37] And the word was giddy.

[25:38] It was ridiculous how silly we were.

[25:41] Or this guy.

[25:43] All of us were like, you could put a dead body in there.

[25:45] It was great stuff.

[25:49] Well, they said that.

[25:52] That's how big they are.

[25:53] They're great.

[25:54] And I'm pretty bad because I've talked for 35 years

[25:58] and I have a lot of stuff, and you wouldn't know it.

[26:02] That's great.

[26:03] So, come on down and see the classrooms.

[26:05] People will love it.

[26:06] We're very proud of our rooms.

[26:08] It makes us feel very proud of terror.

[26:10] They can look as good in the classrooms as it does outside.

[26:13] That's great. Thank you.

[26:14] Thank you.

[26:15] Thank you.

[26:15] Everyone, we have visitors from the state

[26:17] from the height of your troubles.

[26:18] Yeah.

[26:20] Yeah.

[26:21] Talk a job.

[26:24] Yeah.

[26:25] Thank you very much.

[26:26] It's very kind of you.

[26:27] All right, so moving on, Dan is good, enjoy the concert.

[26:31] Thank you.

[26:33] We'll go ahead and jump back into the agenda

[26:34] and head towards the executive director report.

[26:38] Okay, first item is students, and we

[26:45] have one esteemed high schooler

[26:49] who changed his life.

[26:50] So kind of the report that I wanted to share is,

[26:53] I was reading through the last minutes where we anticipated

[26:56] that our numbers would be strong,

[26:58] and you never know if teachers are going to come back to work until four days

[27:03] because that's when we started and students have to come back to school and that

[27:07] registered. When we did back to school and our registration was pretty

[27:11] starting and right now this thing will never be accurate and wide but it says

[27:15] 595 but I think we're actually cresting 600 that she's still in pretty

[27:21] some schools. Like we added someone yesterday and in kindergarten is doing the

[27:25] open house. So, I'm very, very happy when I see a lot of you to do this, a lot of current

[27:30] students that stay, but also the enthusiasm of the parents, back to school and I, so kind

[27:36] of shifting the community. I was at the info and I think it was community information, but

[27:43] I just had a roster with Blank, and now it's fallen in and it has a second club board. Are

[27:49] you interested in being volunteer here at Terra? And I would say, not like in the classroom,

[27:55] to work with your teacher, obviously long-term,

[27:57] whether it's a committee, whether it's a board,

[28:00] those kind of things, and that was quite a strong interest.

[28:03] And so that we lead into a data discussion

[28:04] or how, because if you looked at the agenda,

[28:08] we put your ten years that we could be,

[28:11] you know, wind flowed that.

[28:12] But students are doing well, faculty and staff,

[28:16] just kind of a shout out.

[28:17] This summer, when we did more professional development,

[28:21] that I see in my career, I don't know about what,

[28:24] But we really put that out and offered and supportive folks and as they went it kind of

[28:31] inspired them and Lisa Ferry went out on her own and kind of received a STEM grant 7500.

[28:37] I think it's 22,000 for over three years so that's just this year and she's going to be able to use.

[28:43] My cell at Adams went to the governor's wife and he was called

[28:56] But I was just going to talk a little bit about this Fed Department with a short fall

[29:02] on our speech.

[29:05] Which goes right into why did we learn that, which we didn't know that before, well,

[29:10] we were doing pretty good.

[29:11] When we brought Michelle on, our new Fed director, if you remember that was a contract, she's

[29:17] So, Pitbull, and she's getting into the records, and she's finding things, and everyone's

[29:23] kind of having a moment of like, oh, my family stuff was pretty good, and I can see where

[29:27] I can prove, or this is really not good, and we do improve immediately.

[29:32] And so, that's just where the area is, with speech, you initiate with the kinders, even before

[29:38] they arrive.

[29:38] And so, that's kind of why that's on the front burner of identification.

[29:42] We have a large number, and there was a high need, and so, that's why you see it today.

[29:46] And those are all coming from the interactions that she's had with this special education team.

[29:52] And that we continue to work that relationship.

[29:56] Jim Tittleman, she's out of town, so there's the little sketch.

[30:00] This is a man. And even today, I saw some really good work from our folks that have been here a long time and that this is how we do it and her meeting their needs and say, this is how we have to do it. Like, that doesn't mean everything you share or know is out the door. It's just that we have to say sustain or improve the military. Like, keep those things but we can always improve it. So I really encourage to see the dialogue. I think the stress of the first three days

[30:29] a school entry, kind of added to a friction there as we try to implement everything in the

[30:35] last week. And I went by and sat with some of our sub-ed teachers the last two days and they're

[30:41] kind of coming down realizing, oh, she's here to support. It is a little bit different. She likes

[30:46] this report this way and she can let my notes. And so I think really good. And then just like I said,

[30:53] I was going to talk about the speech and how that was like, interesting area I didn't really

[30:56] identified, and I think we'll continue to go around, not in the notes, but in the community.

[31:05] We had a small room about the size of two of these, so it was not much larger than

[31:12] office.

[31:12] That's where special education element was last year, Ms. Miranda and four assistants, so

[31:19] five adults with desk and trying to help our most needy students learn in a room with that size.

[31:27] Not good. What we did is we re-did some things in the building and we put that room right here

[31:33] on this side. So it's a full-size classroom. We spent a little money on some tables that are

[31:39] you, whiteboard, top, and then we were able to outfit that room and let us call this a sensory room.

[31:46] We're calling it Safari Time, so that it's not, I don't like stigmatizing anything.

[31:51] That's your own thing.

[31:53] But what it does is it frees out that anybody can ask for a time.

[31:56] There's not to be a special education student that is utilizing, it could be anyone that

[32:00] has it.

[32:01] We have some really cool things in there.

[32:02] So if you want to go and flip, jump, flip yourself on the crash pad like the students you

[32:06] could do that, or the speed chair, there's a cuddle canoe, there's some foamy rock and chairs.

[32:12] And so that's another area that we identified that we could improve so what we're doing is kind of moving on the

[32:18] Spec Department in the meeting. You already know this because you approved it, but I want to echo a phone that's saying we finished the

[32:27] bathroom in the self-contained area. So that was something we asked to talk about months ago. I remember June and I started

[32:36] Oh, shaking, because it wasn't getting done with like, there's nothing that matters to me except for that because I said it would get

[32:41] timing. You know, where do we get computers or not? You can always, and it did, and that's just

[32:48] light changing, right? If you're an individual, a set of trying to go down the hall, you can just use the bathroom right there.

[32:54] It's big enough that we can serve the students. So I just really appreciate your support, and we're kind of going around, it takes a little bit of time, and

[33:03] We're touching on that.

[33:06] Community, we're poised as we have had our third day.

[33:11] And we're building out our calendar.

[33:12] We're looking at Fall Festival.

[33:14] I mean, that's the next big event.

[33:15] I think we had a real success last year.

[33:17] So I appreciate everybody's support.

[33:20] What we talked about, because I just think that's like,

[33:22] could be accurate.

[33:23] We had the supporters.

[33:24] It was like, hey, you get your name in the lights for one year.

[33:27] And then we pulled out to go out and get new sponsors.

[33:29] So when we started that campaign and utilizing all those parents that signed up, they're interested.

[33:35] And also in community, I don't know if you were able to see our first KSL article that you guys approved.

[33:41] It was a $5,000, we got three sponsored articles.

[33:45] So we sponsored and put in the data and then they respond and ask questions so they can have a quote or they can have winners.

[33:54] and then they produce it.

[33:56] I don't know if you saw it, but I thought it was great.

[33:59] I had a picture of the dome from the Capitol,

[34:01] and it talked about how our students tied

[34:03] with the 215th anniversary of May history.

[34:07] And that's kind of all of that community outreach.

[34:11] Next Thursday will be our first town hall.

[34:14] The idea was that the PA system and the screen would be working

[34:18] on amazing audio in the gym, so I can do a thing.

[34:23] but the screen didn't get ordered.

[34:25] That way it switched companies, not us,

[34:28] but the vendor because they're on backward.

[34:30] So we may not have a screen, which is fine.

[34:33] And what we're gonna do is it's setting up for success

[34:35] in the beginning of the year

[34:37] and we're gonna have Dr. Shane Whitey.

[34:40] He's our counselor to talk about some things

[34:42] that he's asked if I want a little bit of time.

[34:44] What I'm gonna do is talk about volunteer opportunities.

[34:47] We're giving snacks to the first 100 folks.

[34:50] So not dinner, because I don't know if you have

[34:52] allergies up, you know, close chips and drinks, I'm not going to say where they might be coming,

[34:59] but it's a really popular place in town that everybody wants to go to the beach and enjoy,

[35:03] I mean, like that. And so, we hope that we get a good crowd and make that connection with

[35:10] the community at large, but certainly our school community. So, anybody that has a students,

[35:15] student, or interested in how to have a successful computer would be advised, so we'll post that.

[35:21] And that's kind of some of the things we're doing on community right now.

[35:26] Lastly, we have the trail going in behind.

[35:28] Okay, that was approved and decided on before I came.

[35:32] I was a little concerned because it looked like it was way on our inside of our face or way out there.

[35:37] It's right where it's supposed to be.

[35:39] I just didn't know because I wasn't here when we did these months with them.

[35:42] I saw an email where they're choosing the color or we got to choose the color of the slats.

[35:47] One thing I wanted to bring up, and I don't know if it's a voting item or just a awareness

[35:51] we can get emailing or something, it's like, ask if we could get a gate, one of the

[35:55] workers did is like, you can just walk down and think, it would be really helpful if

[36:00] he's had a small gate, I don't remember, I don't know if you could reach him, I believe.

[36:05] We talked about that in the original.

[36:07] I think so because I met with the Winter Wrap, and they were like, that was discussed, his

[36:13] This recommendation was, it was voted no or decided no because they would have access

[36:17] because you could put a lock and I was thinking, if we're really that concerned, we could

[36:21] always put a lock but it would facilitate our students just going right out versus going

[36:25] out to the street which is going to somebody have full traffic and we can utilize that track.

[36:31] We used the gravel trail already to run the mile and then out to here to the road.

[36:35] It just seems to be safer and just easier to start using that trail right there.

[36:41] So I asked that he is considerate and then maybe I don't know if we just do an email to the city and say yeah

[36:47] We're okay or can you send us plans?

[36:50] They wouldn't have it done by October so that would be in September, but I think I just a small-foot gate would be great nothing

[37:03] You're gonna keep a lock

[37:07] Yeah, we just kind of think of all the reasons maybe, you know, the pros and cons, and I think there's some ways to do that

[37:13] That would work. So just that from

[37:17] Proposals

[37:19] So last year and I pulled it up so I can talk more officially

[37:22] The state created what's called a salary supplement for high-needed educators. It's the shine program. We have to develop a policy like every district

[37:32] it outlines what we feel are our highest need teachers.

[37:37] We outlined all of our teachers

[37:39] because we didn't create them all.

[37:41] Apparently all the other districts of the state did too

[37:44] because now they say it came back said,

[37:46] you can only fund the top three to five, right?

[37:50] So we had everybody, everybody,

[37:52] because this is additional money.

[37:54] So we thought why would we keep something

[37:57] from someone they're helping us?

[37:59] It's not in our budget, we're gonna get money

[38:00] once we input them.

[38:02] So what we're doing right now is, I'll just read it to you

[38:04] because this was already approved and it's

[38:05] in our shine policy, is we have literacy specialist

[38:10] certification K through 12.

[38:13] So that's a very specific designation

[38:16] that if a teacher has that certification,

[38:18] they'd be eligible for, they'd be the first

[38:21] on their shine at 4,000 secondary literacy

[38:25] interventionists, 4,000 mathematics,

[38:28] endorsement, secondary, 3,000. Secondary science, 3,000, and I'll read the fifth one.

[38:36] Career technology, education, 3,000. So the point of bringing this is so that we can

[38:42] have a vote, so that it's just ratified on a documentation that the board is aware that

[38:47] we have the policy, we're okay with those five, that we said last year, it can change,

[38:56] but

[38:57] literacy or focal areas that we should work on.

[39:00] And then what happens is I put in the teachers that we have

[39:04] and there's a little check mark that I mark

[39:07] if they qualify as a shine

[39:09] and then we'll get the funding for that teacher.

[39:11] So like I said, it doesn't have anything

[39:13] on our current budget, it's an additional funds

[39:16] and it doesn't look like there's any limit.

[39:18] So if every teacher with a literacy specialist

[39:20] or a person doing that job,

[39:23] I think the state would then give us money

[39:25] for every single one.

[39:26] So our task is to identify who they are, rightfully identify them so that we can get that

[39:33] additional funding, usually comes later in the fall.

[39:36] So that is why that's on the board agenda.

[39:39] I'm open to any questions, if you want to ask, if not, I would ask a vote just to say we're

[39:43] comfortable with those five, but I can read them again, that way, you know.

[39:51] And I was going to make a copy, but I thought I was.

[39:53] Science. So literacy, secondary, mathematics, science, and career technology would in the top five

[40:03] bases, I think, especially with this new.

[40:07] Because this replaces the TSSP, right?

[40:09] Yes, so what do you think you're correct? What it used to be is there was a program which is the state decided who the special teachers that were in need.

[40:19] And they offer some extra funds, often employees, math and special education, nothing wrong with that.

[40:25] But then about it two years ago the state realized we don't know the needs in each district or school

[40:31] So they allowed us to submit and then now they're kind of dictating

[40:35] Because I think everybody submitted all of these issues. I don't know when you were that wounded

[40:40] And so I think that's why there's now a new limitation of the top three to five

[40:44] I said we just do that five

[40:55] I'm happy with the consistency of how we select the teachers for those top five.

[41:00] So I think as long as that stays consistent and solid throughout,

[41:03] because those are the questions you're going to get, especially when everyone's super important,

[41:06] I think as long as the procedure really outlines why those top five are moving forward,

[41:12] especially how this is going to work now, I think we're going to be just fine.

[41:15] Yeah, and I think things, but I know that we want to so those could have the board involved in each of those,

[41:21] because we have our own opinions and we might want to say well let's review having just put

[41:26] that in last year or less than a year actually that's why I'm saying let's just go with what

[41:31] we established at that time not very much has changed and make sure we might do it in just

[41:37] a minute.

[41:40] It's a question from the board.

[41:44] You're looking for a vote to accept those five?

[41:46] Yes please.

[41:47] That way it's documented exactly that so one teacher does to say why am I not on the list

[41:52] What we're going to do is now, I'll be putting those in.

[41:55] It is the tomorrow, and then we'll be telling our teachers

[41:57] to do the five that were listed and ratified.

[42:01] And next year, it might be different.

[42:03] And it will be, like you said, I think it will be helpful

[42:05] to know, we thought about it.

[42:07] We didn't just really need to measure the data

[42:09] of purpose and reason.

[42:10] Unfortunately, that we can do all 12 or 15

[42:13] out of 10 in the middle where we had a comment, please.

[42:15] Is there any written document about the standard?

[42:20] So it's actually, it's, it is at the U-Tested Board of Education's Co.

[42:26] Okay.

[42:27] And then for our standards?

[42:29] Yes, so last year, so I think I can answer it.

[42:32] They put out the framework and then they let each LEA develop the policy.

[42:38] And then the board had to vote on how we apply it in there.

[42:41] So we have a purpose, a little policy purpose.

[42:43] Yeah, last October we voted on it.

[42:45] and the purpose, definition, identified, outlined, hosted.

[42:50] Yeah, sure, but we also need these in the past.

[42:52] It's not supposed to be easy, but it should be in a little bit.

[42:54] It outlines the criteria, it outlines appeals process,

[42:58] like if someone feels like they shouldn't,

[42:59] it outlines the verification steps,

[43:02] and then the recording requirements to say.

[43:04] So we did follow the state framework

[43:07] to heal the health of the concerns.

[43:09] What we're doing right now is just

[43:11] cementing that yes, the five that we put last October

[43:14] over what we want to put for this year also.

[43:18] I'm just gonna make sure that's true,

[43:21] those cases.

[43:23] Yeah, good question.

[43:23] So it's a plan on ratifying each year.

[43:27] Yeah, each year, it can be,

[43:28] each year we can adjust how we stack those needs.

[43:34] And that state also comes out and says,

[43:36] you can't go higher or lower in the amount.

[43:38] So it's not like we just make up those amounts,

[43:41] they give guys,

[43:42] is, and then what we do is face on our policy, we adjust just the selection of the individual

[43:47] cases. And so the policy doesn't necessarily change. The teaching certifications are

[43:53] a focus area, so you can't change.

[43:58] You will notice none of it was happening, so that's

[44:00] please be prepared to choose.

[44:05] Any other discussion?

[44:06] Do you have any other policy numbers on it?

[44:10] I have the draft that, so I pulled it up on my computer, I didn't have the policy. So

[44:16] So I don't know what was truly the two, once it was fairly important.

[44:21] Well, the free just called the Shine Policy.

[44:23] Yeah.

[44:27] All right, so all that's, well, we should look at that.

[44:30] Any other discussion on the Shine Policy?

[44:32] In the best case, we'll go ahead and open it up for a vote.

[44:36] There's a new motion.

[44:41] The motion will be approved by

[44:46] five employees for the Shine Policy.

[44:49] Let's discuss.

[44:50] Second.

[44:51] Second.

[44:52] I'll hear it.

[44:53] I don't know why.

[44:55] Great.

[44:56] Thank you.

[44:58] I'm going to if it's okay.

[45:00] I see that it says the State Charter School Board 5-year conference. We talked a little bit about that last time. I think I want to switch that with the remarks about organization at the time. The reason being, really on the 5-year, all I'm going to ask is, can you identify a committee? Maybe a smaller group from the whole board that we could start tearing into some of the suggestions that were brought up. But I think membership, my key, the key to talk about that, because it would be

[45:30] He's silly to say we're going to be a three and then we go into the

[45:34] committee's broken out.

[45:34] They could follow any other governance, right?

[45:36] Or would that fall in East?

[45:38] What do you mean by that?

[45:38] Absolutely, yes.

[45:40] And it's out of that.

[45:41] Yeah, maybe you could buy the academic and governance and then

[45:44] that's a great plan.

[45:45] And if anybody wants to do that, I don't want to exclude anybody,

[45:47] either.

[45:47] Okay.

[45:49] That will help me know.

[45:50] And then what we can do is share the document.

[45:52] And it would, it was two parts that really were brought out to

[45:55] to remind everyone, um, Kim was named, sorry about that, but he brought up the point

[46:01] that most charters, when they go to get chartered, they kind of had the application with wonderful,

[46:09] amazing things. And then as they go, they're so busy going that they don't really realize

[46:15] they're not meeting the tenants that they said, and he goes, we didn't come five years

[46:19] ago because it was COVID, so that's on us. But here at the 10-year mark, I can tell you, you're

[46:25] not doing one of the things that we had was 80% of the students by September 1st will have

[46:30] an individual map of education because that was really popular at that time. We don't even look

[46:37] for that, but you still have that in your script. So if someone like us to say where to come and say

[46:44] when are you doing that and you weren't meeting that, you'd be out of compliance and that

[46:47] So I think you should update to what you're actually doing and redraft and just kind of identify,

[46:55] are those the same goals 11 years ago and how we apply them and then work that as a community?

[47:01] That's good to know. Let's do this then.

[47:04] Because of the nature of it, you're talking about the fundamentals of this.

[47:08] I think all of us, especially, this is going to dovetail with the next discussion we're going to have.

[47:16] But everyone on here that's still on here right should probably be involved in that. So as far as who's going to do it

[47:21] I'd recommend and we just all do it.

[47:24] Because there's only one.

[47:27] Seven of us?

[47:28] I come to this ground.

[47:30] Oh my God.

[47:30] You're going to share that.

[47:31] Seven of us are going to be here.

[47:32] We want.

[47:34] Zero five.

[47:35] Everybody's going to have a piece of that.

[47:37] Where there's no standing evidence.

[47:39] Zero five five.

[47:40] Yeah, my discussion was just that maybe the committee was through just the

[47:44] here's what we're working on versus because it's things that we are doing or want to keep

[47:48] out of it.

[47:49] And it helps you to part that.

[47:50] So right now everyone's involved, so go ahead, back to class as a buddy.

[47:54] It's like you're only going to have a handful and then we can identify section to work

[47:58] something.

[47:59] That's what we've been doing on the policy, so I think very similar.

[48:02] Yeah, so that's the reason why.

[48:05] Okay.

[48:07] Board membership.

[48:08] Timeline.

[48:09] And I asked Balinda to put up the top from now on so we can have her visibility of what

[48:14] people are coming and going, and then she also pertinent for me and highlighted our own

[48:19] policy in what, you know, it's a three-year term, how do we bring people on, because I have

[48:25] quite a few people interested, if we needed to ask people to move on all of this that we were

[48:32] discussing.

[48:34] Wes, you've been here a long time.

[48:36] Yep.

[48:37] I mentioned that, you're like, what?

[48:39] I didn't know with that law, but I could feel it.

[48:41] So, unfortunately, but fortunately, there is a cycle of life.

[48:46] And what I was noticing, so I'm just going to,

[48:48] and then I'll let you guys talk, is my concern is,

[48:51] you're overdue, so that's one.

[48:54] But my biggest concern is I like is this coral,

[48:58] Allison, I'm just looking at Jared and Jared.

[49:01] All would come up on the same year.

[49:04] And so I think what would be ideal is it seems kind of obvious that we're going to have

[49:10] to do a transition with you as the president who stays, but also as I'm looking to invite

[49:17] people and then you guys to the application.

[49:19] So what I did is my part is you can just look at it just to drop.

[49:23] I just kind of say, hey, this is what it says you have to say you're interested in doing

[49:27] your expertise, your experience, and your interests.

[49:30] I can send that out on behalf of the board when they come in and you guys can review because that's your job

[49:35] Maybe in September we could do short interviews. Do we have I think I think do we have something on the website?

[49:42] That's remember

[49:43] I know that the policy is there, but it doesn't have like applied here now

[49:50] per se and that might be

[50:00] access to our community councils actually too, is what I read. So Miss Allison also has been

[50:06] pulling extra activity for like an extra year so I just realized we might be saying goodbye

[50:12] in the next month or so, or work today, which is safer. She's calling for a vote in the next

[50:18] month. And this leads into some other things that I'm just going to bring in. Our community council,

[50:23] So, which is, it really helps, we don't have a PTA, and they really help the one thing

[50:30] that I've done and the state requires is you talk about the school and land trust and

[50:35] how we're going to use those funds and then you guys ratify what their decision.

[50:39] Only two members are coming, we're essentially out of compliance if those two don't come

[50:43] because we have to have two members more than any faculty or a member come.

[50:48] So I always pretend I'm not, you know, I'm there, but I'm not a voting member.

[50:51] So we're merely, what it allows, the state allows us is in the case because they're having

[50:57] this all across, that your community council is dysfunctional enough functioning up.

[51:01] The board can function as the community council.

[51:05] So I've talked to the two members because the community council is right about now because

[51:09] we bring the schools on interest review in September and ask, do you have any interest in becoming

[51:16] I mean the community council rep at the board

[51:19] or perhaps just becoming a board member.

[51:22] They both said that they're interested

[51:23] in supporting the schools.

[51:25] So if you can interpret that with that means,

[51:28] but that's where I think this application

[51:30] and if we're doing this, we can send that to them and say,

[51:33] follow the same process.

[51:35] But since they've already applied the service,

[51:39] I think we could almost just invite one to come up

[51:42] just like Alice was invited.

[51:44] And then if the other ones still wanted to do it,

[51:46] have them do the abbreviated interview, that makes sense.

[51:49] So why would we be the community councilor at?

[51:51] The other could just be, in a way,

[51:53] this is not to community council, although our documents

[51:57] do say up all the pieces, if we were to go at five,

[52:01] one, if we go above eight, but not to exceed nine,

[52:04] then you have to issue community council.

[52:06] So we're in parameters five to nine.

[52:09] So we could have two, there's nothing wrong with it,

[52:11] it's just, if we took two, we have nobody,

[52:13] and maybe they can do other things for the school.

[52:16] So that's kind of the discussion point is,

[52:18] I'm asking what's your disposition and maybe asking,

[52:21] do you wanna stay and we keep working

[52:24] or if you're thinking, I need to bow out,

[52:26] that will we know by September,

[52:29] what we should do as far as every applicant

[52:32] or maybe there's a pre-screen,

[52:34] like when we do the applicants,

[52:35] we open it up, we get all the applications

[52:37] and we read through, we say,

[52:38] these look pretty good, let's talk to them,

[52:40] and then from there we select it and employ.

[52:42] I think it's similar for the board, but you guys will be doing it.

[52:46] Yeah, that's how we get in the past.

[52:47] So usually, either the vice-chair or the chair

[52:51] had to be there, for sure, and then it would sit down

[52:53] with the respective member and just ask you

[52:55] a regular interview questions about all this stuff

[52:58] based on what they submitted to a resume, right?

[53:03] So two heavens of points.

[53:07] So I will be making the board chair of almost time now

[53:13] The way that it's set up, we're actually out of compliance, and so Carl's going to start taking it over the duties, again at the end of this reading, right?

[53:19] So, I'll still be available on where I was supposed to, because he's the one of this.

[53:26] And so, I'm leaving, because I've got to have done some tires for a long couple of years.

[53:32] But that being said, I think the first thing we need to do, three things.

[53:35] Number one, we need to figure out who still wants to do this and drive on, because I'm looking at this,

[53:39] You're looking at at least one more year for the 2024 Peaks.

[53:43] David, you're coming up on one more year, right?

[53:47] And I think that the rest of you are sure we're going to get something here.

[53:50] You're 2022 as well?

[53:52] 2024.

[53:53] 2024.

[53:53] All right.

[53:53] So when we went from a five-minute return,

[53:56] yeah.

[53:56] And instead we went from a five-minute return.

[53:59] And so that's the question.

[54:03] Is there anybody?

[54:03] So three things.

[54:04] One figure out who wants to stay, right?

[54:06] to the disposition of the question the admins coming up bringing individuals up.

[54:11] And then the three, we are going to have to look at the responsibilities of the four members based on the specific committees that they're running as well.

[54:21] Don't have to do that last one tonight. We usually think about it.

[54:24] But we do need to figure out who's going to stay in here for the next longer.

[54:28] Who wants to exit? Who needs to exit? So what we do know is that I need to exit.

[54:32] So I'll start exiting right away.

[54:34] Is there anybody else who wants to stay because I'm looking at two years and three years with people that's left here

[54:38] So Allison, I think I got do you want to get your act two years?

[54:42] So I think you're actually with me. All right, so you're actually with me. So Allison, I got what about

[54:49] After-go or do you think you go to

[54:52] According to I think it's two years, but I don't think it's consecutive

[54:56] Yeah, so it's interesting is a board member

[55:00] it says not to exceed the executive three.

[55:03] It doesn't say that for the committee, that,

[55:06] but I think the intent is that there's a rotation,

[55:08] so that's why I say she's already pulled 1.5 of duty

[55:13] and we have a lot of degrees, which I'll tell you to.

[55:16] Thank you, member, that you could take a big amount of time.

[55:20] Thank you.

[55:21] Or you seek to get a salary increase

[55:23] because now that you've been a board member,

[55:27] So I'll just ask point one, David, you're good for another, I'm good for this year.

[55:35] Good for this year, good for another two.

[55:37] Jerry, good?

[55:38] I'm good.

[55:39] You have to say.

[55:40] All right, so that answers that question.

[55:42] So we have at least a five out of that eight.

[55:46] By great fear of coming to September, we would be able to do fractions.

[55:49] So I think it will be good.

[55:50] Let's do it.

[55:51] committee questions. So the way that the way that the policies are written is designed to

[55:55] go from, from bottom, voted on to go up, right? Because there is no really community council

[56:02] that is, as you've said, dysfunctional, it's not there yet. It makes sense to me to have

[56:07] one of them come up, to be that to replace Allison, and then I would ask outright through

[56:12] the process that Amick lined out, but the other one that's interested, and have them, and

[56:17] then I would ask that you and whoever the new vice chair, or just you and another board member

[56:21] talk to this individual and then what happens is it comes to the board and they just do a vote on it.

[56:26] So you could have a vote by, the board's not going to vote, doesn't vote for the committee, the committee decides that.

[56:31] So between two of them, they're going to rock paper scissors and they get up here, right?

[56:35] So we will vote on the person, the other person, it's not the committee person.

[56:39] That'll help with your offset as well because it's two years versus three years and you've got one, two and two.

[56:44] So that's going to help offset with the offset as well.

[56:46] So, are we okay with that?

[56:50] And then I would also recommend that we put it back on the website and start getting

[56:55] word about it.

[56:55] Hey, we're open up to nine.

[56:57] The reason why we went to nine is because we had trouble getting a corn for a lot of

[57:02] times.

[57:03] And honestly, that nine with all that is because of our schedules, it's saved our baking.

[57:08] It really has.

[57:09] This retirement has been in each end.

[57:10] And Jerry just made, you know, and then I've been gone.

[57:12] So having that number pass our ability to have a quorum so I'd recommend

[57:18] To keep that a little bit higher

[57:21] But what are your thoughts open for discussion?

[57:26] The nine's worked well since we've started because I remember at the beginning we were on there

[57:30] We're like oh crap like what do you want for a person to show up and whisper in advance? I remember that. Yeah

[57:33] So

[57:35] We've got seven concurrently but you're it's open to

[57:39] And I've seen some more

[57:46] I think it was very interesting, the chargers,

[57:49] administrative board members for other chargers.

[57:52] And because of that, they had the time

[57:55] and they had work with them.

[57:56] And I saw very functional five.

[57:58] But I personally do like the seven

[58:00] because it gets a more flexible.

[58:02] I think that having that is a good number.

[58:05] So unless you have a super committed five

[58:08] that you can pull it off, I think seven

[58:10] is probably the optimal number, exactly.

[58:12] So, by two cents, if you're good with seven, those two that's already said would backfill

[58:21] Allison and I give you back to your seven.

[58:24] Just how the affidavit's going to be in view, and then we can kind of decide how to, you know,

[58:29] I guess I'll try to avoid it, if you want to keep this seven, you want to blow it's nine?

[58:34] Seven to five.

[58:35] Because you're able to pay the reigns on that as more, really, aren't you?

[58:44] There was a lot of discussion with regards to attendance and you're bringing that up.

[58:50] So I can't remember if we discuss this, I don't think about, hey, you miss the next number

[58:57] of meetings.

[58:59] I don't know if that was this, but I think that was another, so I'm going to let you wrap

[59:02] it up.

[59:03] The point out in here, and we, I've talked to the water cooler about what does that look

[59:09] like, and I had something similar in my other school, since they paid someone to ea liaison,

[59:16] they really did all good job. They had an investigation inquiry, resignation,

[59:24] you know, dismissal.

[59:25] They had a little clause, and I was like, you know what we could do, it was probably blue,

[59:29] the funds we get, the new board. We probably should go into this and make sure we have those tenants

[59:34] because I was thinking, yeah, well, what if someone didn't come for four months?

[59:37] That's probably, or whatever that is.

[59:39] You're absent in your duties and you just start coming in there.

[59:42] There should be a mechanism that allows for that.

[59:45] Sounds like we set a pause.

[59:47] The board members, if they were fulfilling their duties in some sort of way.

[59:52] Yeah, I think what we left below, we left a little too vague,

[59:56] is what does that fulfill duties mean?

[59:57] There's an example with this image.

[1:00:00] So, I'm trying to find the policy now. You know what I would say is that it is a lot easier to

[1:00:08] serve as the people that are committed. That's not, you know what I mean, like so.

[1:00:18] I agree,

[1:00:19] I think that's, that's fun, Jared.

[1:00:24] So, if that's something that you guys want to talk about,

[1:00:26] what that looks like, I'd recommend having a policy discussion in your next board meeting

[1:00:32] What are the mechanisms? I think we have a mechanism for dismissal. We have a mechanism for the consistency of, you know, does that mechanism of dismissal grab what we actually need?

[1:00:45] That's why I would recommend that we take a look at it.

[1:00:50] You said, we're in, I don't know, yeah, I'll call her, I think, good luck.

[1:00:57] Definitely, but the fondest love for you is the higher future applicants are, it's gonna, you know.

[1:01:07] It's a tough gig and you guys have really served and I've really appreciated the board, so I'm kind of, you know,

[1:01:15] Turkey's all here and then it's like bands all back together now you guys are

[1:01:45] I mean, because you can act as the vice and the state and tell us, set so you can hear people in place.

[1:01:52] Yeah, I think, Jennifer.

[1:01:54] The title that I was kind of into is, we have a discussion now.

[1:01:58] We've opened that September as the board meeting to flesh out new membership or not.

[1:02:03] I'm not sure that you'd be swearing, but then there's that exhibit A and have to do that.

[1:02:07] And by October, it is swearing.

[1:02:09] It would be that swearing in and that's soothing.

[1:02:12] I think that would be fair to individuals that are changing their life.

[1:02:16] Your employee tasks really are too.

[1:02:18] Once we get the information to talk to the board,

[1:02:20] the gets to Carl Setsenna,

[1:02:23] has that meeting with the names come to the board in September,

[1:02:27] float on them,

[1:02:28] and then you got your new board in place in the October meeting.

[1:02:32] You vote for it.

[1:02:33] And this is where you can throw in the treasurer, the board chair,

[1:02:36] the bias, all that kind of stuff,

[1:02:38] and look at the committees again,

[1:02:39] to kind of start from scratch.

[1:02:41] No, Christian Carl, do you want those interviews and stuff

[1:02:45] before that September meeting so they need you?

[1:02:48] Yeah, I think that's going to be planned.

[1:02:50] So like, pretty much the next two weeks you want to interview.

[1:02:54] OK.

[1:02:55] And we don't know if all would be there.

[1:02:57] And whether, I mean, if there's not,

[1:02:59] it has to be two board members, right?

[1:03:01] Yeah.

[1:03:01] At least one to the second board member.

[1:03:04] And another has to be you, man.

[1:03:05] So like Friday probably.

[1:03:08] of Friday would be great.

[1:03:10] And whoever wants to.

[1:03:13] I know we have a couple of people already,

[1:03:14] but is there a way to say things out with your parents?

[1:03:19] Yeah, because one will have to be community, right?

[1:03:22] And the other one could be.

[1:03:24] Yeah, so we can send it to all parents immediately.

[1:03:28] I also have that list that I was going to share

[1:03:31] the variety of opportunities to serve.

[1:03:34] But I wanted to make sure this was open and clear

[1:03:36] We first started saying, hey, the board is going to like, well, that doesn't happen.

[1:03:40] So committee council is an option, the board committee, such as any committee for fundraising

[1:03:47] for all festivals.

[1:03:49] And then just at large, you don't have to be a parent.

[1:03:53] I think that's important, but I was also important to have a diversity on the board.

[1:03:57] So as we shoot that out, you know, we get to people and then just like any application you

[1:04:02] have their HR and the person that knows what it requires, review, select, and then what

[1:04:08] we can do to do the interviews.

[1:04:09] And then I had the appointment September, that small pool of essential leaders that folks

[1:04:13] have been coming.

[1:04:15] Share with the board there two minutes of what they wrote in their application, and then

[1:04:19] right there we can do that and open comment, and then you can go to a closed session for

[1:04:24] it.

[1:04:24] I don't know if you can go to a closed session before it actually.

[1:04:27] But I don't think you can.

[1:04:28] I don't know.

[1:04:29] I think it's just a discussion.

[1:04:32] So you come out of the closed session.

[1:04:37] So I think we've got a marching orders, right?

[1:04:39] So what we're going to do is Amazon get all those people.

[1:04:44] Carl's going to take the point on giving interviews to other people.

[1:04:47] And the next two, two of the people is going to send it out.

[1:04:50] Carl's going to get the name.

[1:04:51] So he backwards plan out the two weeks and it's not a big turnaround time.

[1:04:54] Carl's going to get the names, get with one of you, set it up.

[1:04:57] It can't be a phone interview.

[1:04:58] can be a person that works that you can bring those names to September for

[1:05:03] all of us. I'll be discussed. If you want to discuss candidates going to

[1:05:08] close come out to your vote and October they come in you squareman once they're

[1:05:12] swearing and you get a full board and you're going to decide the decisions so I

[1:05:16] think we got. I'm glad I was here. I'm glad I was here on a Friday in

[1:05:31] So we made a schedule last year, and I think we'll come right at the end of that so we

[1:05:36] need to make an encounter.

[1:05:38] And what we can do is talk about, I don't know, I think last time I proposed, this guy's

[1:05:42] agreed, and kind of did some flex there where we did a little bit more, a couple of trying,

[1:05:48] We took one of them off near the holidays.

[1:05:52] What I thought, everything worked really well,

[1:05:54] except for it's kind of weird in June and May

[1:05:58] where we have to tighten it.

[1:05:59] Sometimes you do one in May and you still

[1:06:01] have to do it in June because the end of the fiscal year

[1:06:03] for us is at the end of June.

[1:06:06] So it's kind of tight, but it also helped us

[1:06:08] because we were able to get some purchases that,

[1:06:11] I don't know, I guess we assume that you know

[1:06:13] what the bathroom got done and the cabinet's got done.

[1:06:15] the audio visuals going in, the spinner was purchased.

[1:06:19] Like, there was a lot of heavy lifting,

[1:06:21] and we got it through the summer,

[1:06:22] so that's why a main attune kind of technique is good,

[1:06:26] so you can close out the air

[1:06:27] and then also do that with the linings.

[1:06:30] We'll just do another scare,

[1:06:31] but I think we're up for it.

[1:06:33] But next, I mean, we're still talking about it.

[1:06:35] Yeah, I think it's been this one.

[1:06:36] Yeah, September 10th is the last one on October,

[1:06:40] might be a little issue for us to try and plan something

[1:06:44] in person due to the fact that our teacher conference is on the 8th and then the week after that is fall break.

[1:06:51] So, yeah, well, so, so, wasn't that for me?

[1:06:55] I said number 10.

[1:07:00] So, pretty much like three weeks.

[1:07:03] Well, this one got pushed back because of that just going on.

[1:07:06] And I think that's, you know, first run at it,

[1:07:10] take into account those things where maybe we do it July,

[1:07:13] what we did in July or at the end of the very beginning of August.

[1:07:16] We might have to a couple months get off of the second burst of distance.

[1:07:22] The school is calendar's changes yourself.

[1:07:25] Any other discussion on that?

[1:07:27] I think we got our, what we need to do, what's in the minutes or should we get?

[1:07:30] Yeah.

[1:07:31] Just go on to the next one then.

[1:07:32] All right.

[1:07:33] Can I just ask a question on 3.2?

[1:07:37] Yeah.

[1:07:37] These grants that they have gotten, I guess, how do you, how are you using that money?

[1:07:46] So what do you, how's that look after they go?

[1:07:50] Okay, so Lisa Mary has come and proposed doing a fifth grade, so she's going to share

[1:07:57] them on funds with her peer teacher, and they're going to do in the day they have a budget schedule.

[1:08:03] So instead of doing it after school STEM ITV, they have a STEM hour, and so they're going

[1:08:08] to be using us for them to buy the products or the support materials with her and her

[1:08:13] partner teacher.

[1:08:14] So, so the people that went and got those funds are kind of going to be in charge of or

[1:08:20] or.

[1:08:21] So what they do is they put up a proposal to get, so the money comes to the school accounting

[1:08:25] department, Dan.

[1:08:27] And then they put up a proposal to say, I want to use this funds for those purposes, and

[1:08:32] And we know that it's coming out of that to plan to be said about the general fund and

[1:08:37] we approve it.

[1:08:38] I mean that's what brought us to you.

[1:08:39] Yeah, I guess there's, there was a teacher that he went to, that got a 9.6 million dollar

[1:08:46] grant.

[1:08:47] And this is, or intended, and the academic director said, when they, when he was trying to get that

[1:08:53] grant, they're like, oh yeah, good luck, you know, didn't help, didn't care, he got it.

[1:09:00] and then they sent him an email that said thank you for all your work I'll

[1:09:06] be taking it from here I'll call you when we need you help. So please don't

[1:09:11] do that. I have a question it sounds like you are do they have to adhere to

[1:09:17] the proposal that they submitted to get into the grant? Well even before the

[1:09:20] proposal we knew that she was applying so we've been talking to the teacher and if

[1:09:25] But I don't want to do none with it, we just have a little ear mark for the rest of the school of 10%.

[1:09:30] I think it's up to their date right away.

[1:09:32] But like, yeah, I think that you know what I mean.

[1:09:34] You know what I mean?

[1:09:35] Like, don't do that to our people.

[1:09:37] Yeah, don't wait and get out to see us.

[1:09:39] Okay, no.

[1:09:39] It's taking a few minutes.

[1:09:41] Speaking of on, since we're on 3.2,

[1:09:44] I know we did the, for Dr. Wilcox contract,

[1:09:50] we had like, as so many things.

[1:09:52] It is October.

[1:09:53] It's October.

[1:09:54] Yeah, that's our October. So we requested like an annual report. 90 day annual review. So I've been putting that together.

[1:10:04] She's going to touch on the pre look. September I'm going to give. September.

[1:10:12] So we are tracking that.

[1:10:18] I really like that.

[1:10:21] I just heard you were learning like that.

[1:10:23] I really like that we have a video to go.

[1:10:25] What do you do at traffic points?

[1:10:27] That's my guess.

[1:10:29] I guess that's too much.

[1:10:30] Anything else on this?

[1:10:31] Anything else on 3.2?

[1:10:34] 3.6.

[1:10:35] College of View.

[1:10:35] I didn't see anything listed.

[1:10:37] Oh, no.

[1:10:38] Okay.

[1:10:38] We do a lot of good work in the numbers.

[1:10:42] I just drive on to for this headed to the Assistant Director of Curly.

[1:10:46] This has been a great first couple of data school.

[1:10:50] We had a lot, we would gather my feedback from our staff so we did change our back to school training

[1:10:57] and then our back to school night.

[1:10:58] So we got a bunch of feedback from teachers.

[1:11:00] They were super thankful that we did back to school night a week early,

[1:11:03] so they were a couple days earlier than school started.

[1:11:05] So that was one big takeaway that we've gotten.

[1:11:08] And then like Amin said that we have quite a few new students in our building which is super exciting to see new students

[1:11:13] But it's not a great first couple of days teacher not feeling super overwhelmed

[1:11:17] We're definitely the hey can we try this?

[1:11:19] It could we try this?

[1:11:21] So we've done a couple of things where we're just trying to make sure students are coming in the building

[1:11:26] Where we're supervising a little bit better and then rearranging some of the schedules

[1:11:29] So it's been a great first couple of days. I know like I said since we changed back to school night teachers

[1:11:34] didn't feel as burnt out when we started. Tonight was kindergarten's back to

[1:11:38] school night. They finished up their testing, so they're super excited as well.

[1:11:41] Like Anna said, most of our classes are full, which is super, super exciting to

[1:11:44] see as well. So just a great start. Instruction code to her office is right here,

[1:11:50] Marke. She is quite impressive. We are definitely seeing what she's made about, I

[1:11:56] want to say, because she made it a point to tell our secondary teachers, like, hey,

[1:12:00] I've always worked in elementary, but I'm coming for you. So she's been in

[1:12:03] in classrooms every day, and she's already working with our spread, trying to help them

[1:12:12] manage some of our behaviors so we have quite a few new students, so she's in every

[1:12:16] classroom, she's already starting to set up plans with teachers and doing observations

[1:12:21] so far, and then she's also doing our letters training because the state is, they're offering

[1:12:30] but she already has that background. She's being very, very quick to jump in, so we're super

[1:12:34] excited to see what she can do on our elementary side, and then also on our secondary side,

[1:12:39] because some of them are like, wait, she's for us too. No, she's, she's record-footed me stuff.

[1:12:43] She's doing great, but the password. I don't remember what it's supposed to say about the shop.

[1:12:47] Just, it's a pretty curious, final report, just how are we doing?

[1:12:52] How are you? So she, she is quite impressive. Her communication for her not physically being here,

[1:12:58] it's like she's here in the building. She's in people's conversation. She's very much quick to

[1:13:03] answer emails. She's great at answering phone calls. She's very directional in how she's

[1:13:08] reminding, hey remember this is what we need to do. This is how we're getting clients to communicate

[1:13:12] up to teachers. So she's very much here even though she's not physically here. So it's been impressive

[1:13:16] her leadership in directing our season teachers and our branded teachers that we've brought on as well

[1:13:22] as our new mentors that are in our set department. So she has been great in her communication and very

[1:13:27] active like that English was not physically in a building so I mean it's a

[1:13:31] kitchen it has been a great I want to shout out to our kitchen staff we have

[1:13:37] had amazing breakfasts and lunch and our students are kind of shocked and today I

[1:13:43] got to experience it like we got seconds today and the kids were just so

[1:13:47] ecstatic so we changed our middle school and high school lunch schedule toward

[1:13:51] it stop the bite and have 40 40 minutes to go get lunch and so they were trying to

[1:13:57] This is enough time, and it is, like, the deals have been great.

[1:14:02] The staff and our new staff, the way that Nellie is running the crew, has been impressive

[1:14:07] in the students' same thing.

[1:14:08] They're loving the variety.

[1:14:09] It's actually homemade food, so it's been a big deal for our students and for our staffs

[1:14:14] for the kitchen.

[1:14:16] Maintenance, holy moly.

[1:14:17] It has shines throughout the entire summer, all the projects that we had with new teachers,

[1:14:21] cabinets was one of the biggest ones.

[1:14:22] our gym floor, painting, preparing, they were quite impressive in moving

[1:14:28] everything, getting everything done. So we weren't waiting on anything, any big

[1:14:32] projects. Our gym, we're gonna have to redo the sticker in the middle because it

[1:14:37] wasn't lacquered. They did the floor, then they put the sticker down and was like, oh

[1:14:42] guys, so we're gonna have to redo that. So I don't remember when he's gonna be able to

[1:14:49] to do that. But our school is pretty pristine for how much we have our staff do over the

[1:14:55] summer. And then LA licenses for secondary electives.

[1:15:00] Let me touch on that. We have so many that we're going to have quite a bit in this next week. We just could have put it together because we're still shuffling something. So that was just a shout out. That would be up in coming. No, no, that's exactly what I was going to say. There's quite a few because we've added so many electives. So just to remind everyone we did is we shaped it off the half hour at the end of the day that teachers and students really were doing what was intended. Created six full periods. It was a little bit shorter.

[1:15:28] and then asked all teachers to go for a passion project and go for things which then

[1:15:34] and I think I showed you last time I just showed to the new students hot pink all your life.

[1:15:40] I think we have somewhere about 15 new electives instead of the four standard we had.

[1:15:47] And so what that requires is Kevin Graham that's licensed but now he seems

[1:15:52] in this other class, he has to get licensed by the LEA.

[1:15:55] So we will sign up.

[1:15:57] Janet, who had multiple requests of cooking and sewing,

[1:16:01] it was called the grandma class, it's called.

[1:16:03] So she's leading that, well, she's got the qualifications

[1:16:07] and experience where she is at LEA license.

[1:16:10] So what we'll do is we'll have that list,

[1:16:12] and what you guys do is ratify that,

[1:16:13] and then we can move into the cactus and state,

[1:16:16] we'll recognize students will get the credit.

[1:16:18] But what it did is we have students who are enjoying

[1:16:22] I mean at least the last three days, going to do new things and exploring and it's not

[1:16:29] art, art and oh, I'm supposed to be art again in the band and so that's been real, I get

[1:16:36] excited, but that's what that is is a lean-in to just be prepared, there's gonna be a lot

[1:16:42] more than last year, actually like two or three because you have to decide if this will be

[1:16:46] almost every secondary teacher, in fact, I think you will.

[1:16:51] So character head is no longer.

[1:16:54] Character head, caveat.

[1:16:56] It is still half the curriculum.

[1:16:58] And what we've done is Sam has insured

[1:17:02] that it's still up-to-date on the links.

[1:17:05] And what we told the teachers is, rather than this set time,

[1:17:08] you're going to do character head on those low-density.

[1:17:11] So if you've ever taught a class

[1:17:12] or tried to hold attention, you either go long on some days

[1:17:15] and some days you go short.

[1:17:17] And so the lessons are there program from September

[1:17:20] or August to May, but we're not doing a second.

[1:17:23] You must teach this lesson on August 10th

[1:17:25] and you must teach this lesson for it.

[1:17:27] What we are sitting is when you have those times,

[1:17:29] you can see that this lesson has 20 minutes

[1:17:31] and this one takes 10 minutes.

[1:17:33] Also there is the two days before Thanksgiving,

[1:17:35] the one day before Christmas, the other day after.

[1:17:38] And so Sam has sat down with the teachers

[1:17:40] and instead of doing nothings, this is what you do

[1:17:44] when you had a unit completion.

[1:17:46] So that's how we're catering to our character Ed.

[1:17:50] So following up with that, I know last year with character Ed,

[1:17:55] been my son turning his volunteer hours

[1:17:58] to his character Ed, teacher who are the kids turning

[1:18:03] in their volunteer hours to now with their service hours.

[1:18:05] Or is that not a thing for you?

[1:18:07] It looks on, but I can, from last year, like, really?

[1:18:11] So I think people did it, but I don't

[1:18:13] I don't know if there was an outcome.

[1:18:15] So I think it's kind of like a tiger strikes program.

[1:18:18] I heard about today and I don't know what that is.

[1:18:20] So it might be on the way out.

[1:18:23] I have not been tracking anything about our service.

[1:18:26] It could be great though to have them

[1:18:28] turn it in somewhere, and then recognize it.

[1:18:33] Recognize it would be a well-service service.

[1:18:37] So that's not on the discussion.

[1:18:38] We have a PES project behavior system, and so we're not a versatile just like I think it kind of got

[1:18:47] I don't know if teachers are all collecting or not, and that was a problem in fact here. It was very

[1:18:52] Dis it wasn't uniform, but what we can do is we are looking for opportunities to recognize individuals

[1:18:59] We have a new program called the uplift wall, and it goes live tomorrow

[1:19:03] You can take a picture and it's on the closed circuit, so it doesn't matter if you're taking it because it's a six-dune

[1:19:08] You just look high and you put this into the coolest kid.

[1:19:11] He just helped his friend and it will go live and kids can submit there by these that

[1:19:15] help them and it's paid by a giver state and it's just on our close circuit.

[1:19:20] So we are doing things like that and the service could be a person.

[1:19:24] I saw someone that there was a teacher and there's some memes and it's just kind of fun.

[1:19:29] It's not real social media but it's our social media.

[1:19:32] So absolutely not averse and we're looking for things but I don't think we were collecting

[1:19:36] person.

[1:19:37] I was going to say just asking if we do do it then let's make something you know clear

[1:19:44] so if they know what they're doing, then we're here, I'm all done, thank you very much.

[1:19:56] All right, drive it on so Nancy is going to go on board governance and there's a couple

[1:20:00] different minutes that we need to approve.

[1:20:05] We weren't able to approve some last, last year because I wasn't at the ones before I

[1:20:08] don't think all of us were, so we didn't have a quorum if we didn't that way.

[1:20:11] That's why you got three on there.

[1:20:13] So go ahead, four, two, four on there.

[1:20:15] So let's go ahead and any discussion about, any discussion about the minutes?

[1:20:23] I made a mistake. I put June 16th and June 18th on your Google Docs. It's June 18th, it's June 18th.

[1:20:32] I'm going to point that out. Thank you.

[1:20:36] Let's start with March 12th. One of them. Is there any discussion on March 12th?

[1:20:42] No discussion. I'll open up the motion for Google. Motion over to March 12th.

[1:20:47] I'll open it up for a motion.

[1:20:48] All in favor?

[1:20:51] Aye.

[1:20:52] What's your carries?

[1:20:53] Any discussion on the May 14th?

[1:20:56] No.

[1:21:02] All right.

[1:21:02] I'll open it up for a motion.

[1:21:05] I'll open it up for a motion.

[1:21:05] We approve.

[1:21:06] Second.

[1:21:07] Second.

[1:21:08] All in favor?

[1:21:09] Aye.

[1:21:09] All right.

[1:21:10] Okay.

[1:21:11] What's your carries?

[1:21:12] And then the last one, the approval minutes, the June 18th.

[1:21:14] Any discussion?

[1:21:17] Open it up for a motion?

[1:21:18] I know that we approve the motion.

[1:21:20] minutes from June 18th.

[1:21:22] Second.

[1:21:23] All the favor?

[1:21:24] All right.

[1:21:25] All right.

[1:21:26] The taxes.

[1:21:27] Okay.

[1:21:27] With that, is there any reason we need to go into executive?

[1:21:31] Two and 25.

[1:21:32] Oh, shoot.

[1:21:32] Sorry.

[1:21:32] I didn't see that.

[1:21:33] All right.

[1:21:35] That's a discussion on June 25th.

[1:21:39] All good.

[1:21:40] Our motion.

[1:21:41] I move that we approve the minutes from June 25th.

[1:21:44] That was second.

[1:21:45] All right.

[1:21:46] All the favor?

[1:21:47] All right.

[1:21:48] All right.

[1:21:48] passes. Okay, with that, is there any reason we need to go into closed session this evening?

[1:21:52] No, but I do have a comment or just a request if we can. I would love it if the student body

[1:21:59] government, maybe even the president, would attend one of these meetings and give us just an

[1:22:04] update in the start just from the student perspective, or our perspective, just a student perspective.

[1:22:12] Not what's that? You want the whole government? No, just one representative.

[1:22:17] to make the president do it.

[1:22:18] Can I say, it might be a good idea to do when we first get the board members.

[1:22:24] And you know, that might be nice introduction, but that's so do you want to October?

[1:22:27] I would say, put them on for every meeting during this school year, in that way the one

[1:22:34] that President or Vice President could just come in, nothing that we're expecting from

[1:22:40] just to say, just to give them a new piece.

[1:22:44] Are you okay if it's like the representatives

[1:22:47] to like your freshman and do that?

[1:22:51] I didn't know if he wanted to.

[1:22:52] I used to think it would be something good

[1:22:54] for the student government to do it.

[1:22:56] Put them at the end and put them at the end.

[1:23:01] Anyway, it also connects us.

[1:23:03] I mean, I don't remember.

[1:23:06] Sometimes I don't remember if the president is.

[1:23:11] All right, so with that, I just want to say it's been a heck of a ride, it's been a crazy

[1:23:15] few years.

[1:23:16] I think we've all been so thick of thin with some of the different decisions.

[1:23:20] This has been a very rewarding, difficult, challenging position, and I just appreciate

[1:23:25] serving with all of these.

[1:23:26] It's been awesome to, to look again at the candid conversations, the perspective.

[1:23:31] So with that, just thanks for what I do, aside from seeing the community and makes you take

[1:23:35] care of my kids.

[1:23:35] I think it's still got at least 4 of them.

[1:23:37] I think it's still here.

[1:23:39] Do you say you have 1 more meeting?

[1:23:42] Yeah.

[1:23:43] You say you have 1 more meeting?

[1:23:44] Maybe.

[1:23:45] No, I won't be here.

[1:23:46] No, I'll be down in the...

[1:23:47] I'll be here too.

[1:23:48] I'll be here too.

[1:23:49] I'll be here too.

[1:23:51] So you, Wes, thank you for the help.

[1:23:53] Yes, I'm going to say I feel like we should.

[1:23:56] Nope, no, I don't.

[1:23:56] I don't think that.

[1:23:57] I'm being a photocopy.

[1:23:58] That's the matter for you too.

[1:23:59] No.

[1:24:00] It's not the same.

[1:24:01] It's the same.

[1:24:01] It's Sam's.

[1:24:02] I literally have to put my quarter-side looking.

[1:24:05] I'll open up for a motion to adjourn, meeting.

[1:24:08] Motion to adjourn.

[1:24:09] Okay, second.

[1:24:10] Second.

[1:24:11] Meeting adjourned.

[1:24:13] Thank you.

[1:24:14] Thank you.

[1:24:15] We at least get out.

[1:24:17] It's not for one point.

[1:24:17] That's it.

[1:24:19] How?

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