all won the Liberty Blue Division and were undefeated in their division for the second time in four years. And Play Unifi just had their last soccer game. So, congratulations to all of the high school athletes. Our fall play will be Pride and Prejudice. Ticket information
is posted on the district's website. The showings are Nove Thursday, November 20th, Friday, November 21st, and Saturday, November 22nd. And for those of you of of you who have not seen the play, it is completely worth the price of admission. It is wonderful, and all
of the students are so talented. So, please come and see the Washington Halloween parade and all of the schools, elementary schools Halloween parades were a huge hit. If you'd like to see pictures, they're on our website. Everyone looked wonderful. And in particular, the Washington parade was
great. ECLC Garden Terrace and the CHS marching band and cougar crew all added to such a special community event. So, thank you to everyone. Uh for those of you who are interested in helping with some of the families in our local area or in the district that are struggling
with food insecurity, the district is partnering with helping hands and we'll do a stuff the bus initiative at each of the district schools. So, you'll hear about that shortly. So, thank you to everyone who's willing to send some in some food for their with their children for local families in need. And finally,
I'd really like to thank the CHS and district art department for the phenomenal work that they did with the district art show, but also in particular with the board of education conference room artwork. Um, basically in the spring when we had the art show,
there was a superintendent selection of student pieces throughout the district of all ages and the art department throughout the district framed the pieces. They looked wonderful. And right before the meeting, we had an unveil at the conference room and it was just a wonderful event. The kids were
phenomenal. The families were great. And I cannot thank Lawrence Muner and the art department enough for their tremendous work with everything. So, thank you. And finally, we're on to Dr. Donna Hughes testing report. So, I'd like the board to join us in the crowd, please.
Uh, good evening everyone. This is a required presentation by the New Jersey Department of Education to share the results of the district state standardized assessments. I just realized I forgot my clicker. So tonight I will be reporting out on four of our standardized assessments.
The 2025 New Jersey student learning assessments in English language arts, mathematics, and science. The access, which is the assessing comprehension in English, state-to-state for English language learners. the NJ GPA which is the New Jersey graduation proficiency
assessment and the DLM or dynamic learning maps. I have also taken this opportunity this evening to share some additional information on student achievement on our AP tests and the seal of biiteracy and national merit scholarships. Just as a point of reference, I wanted
to share some background on the on the um history of our state assessments. So, state and federal law require that states administer assessments that are aligned to our state standards and the results must be valid, reliable, and comparable statewide. New Jersey has been administering statewide assessments
since 1978. The most recent history of testing in New Jersey includes the transition from NJS to park in 2015 to NJSLA that was administered for the first time in 2019. Um students did not take NJSLA in 2020
and 2021 due to the pandemic. In this coming year in the spring of 20626 the assessment will change once again and become an adaptive test with a new vendor Cambium not Pearson for ELA and for mathematics.
The structure of NJSLA is such that ELA is administered in grades 3 to eight. Mathematics is administered in grades three to eight as well and in the areas of algebra 1, algebra 2, and geometry. And as you will recall from previous years, science is only administered in
grades 5, 8, and 11. We report out on assessments to see how our instruction and programming is aligned to meeting the expectations of the New Jersey student learning standards. We gather data across ELA, math, and science to gauge how our students are doing, meeting the goals and objectives in each
content area. And we engage in this process to identify areas of strength as well as areas in which we could improve. It is important to note that we do not rely solely on NJSLA as we know it represents just a snapshot of our students learning and we rely on
formative assessments, summitative assessments, performance tasks, and anecdotal records gathered from daily classroom observations, interactions, and discussions. In analyzing the results, we recognize that NJSLA is a single snapshot of a student performance in a controlled environment. It is one
data point in a broader summary of our student learning. All of these assessments are evaluated comprehensively to see that our programs are meeting the needs of our students while also meeting state standards. And as a reminder, there are five
performance levels for ELA and math. One being did not meet expectations. Level two is partially met expectations. Level three is approached. Level four has met expectations. And level five is having exceeded. As we dig deeper into the presentation, you will see that Chadam's
performance exceeds that of the state in all three content areas. With this in mind, there is a wide range of skills assessed with the ELA test. Students are asked to look at literary text, informational text, text text that incorporates other content areas such as
social studies and science and related vocabulary. The writing stand strands assess um assessments include written expression as well as knowledge of language and conventions. In regards to writing, it is always worth noting that this process is vastly different from how we teach our students to write. When
we write in the classroom, we teach students that writing is a process. We encourage them to brainstorm ideas, strategically craft a story, gather evidence to support a point, evaluate what they've written, dig back in for editing, elicit feedback from a teacher or a writing partner, engage the
effectiveness of the piece. However, in this controlled setting, students are told what to write about with time constraints. So, it is not an authentic um piece of work. As you look at the data on the slide, you will see that we are meeting or exceeding it at a noticeable rate as compared to the
state. For each column, Chadam's performance is in yellow and the state performance is in red. As we begin on the left side, we see level one which is not meeting expectations. So, this is where we would want to see low numbers in the columns and that is indeed what
we see. Our numbers remain low in the level two column which is partially meeting expectations and much lower than the state. As we move across the slide to move to levels four, which is meeting expectation, and five, which is exceeding, you will see that our numbers are high and we exceed state performance
in each grade 3 to nine. Chattam's comp performance compared to the state is better highlighted on this slide with a sidebyside comparison for each grade level and the percentage of students who met or are exceeding expectations. As you can see, our
performance stretches up to nearly 30% when comparing Chadam's performance to that of the state in ELA across grades 3 to nine. And when you take the average of all of our tested grades in ELA, we outperform the state by roughly 22%.
As per the state, we are required to share the assessment data broken down by subgroups. For confidentiality purposes, if there are less than 10 students in a particular subgroup, we do not report the results. In mathematics, the strands assessed
include major content, supporting content, and students are asked to demonstrate the ability to reason mathematically and model real world problem solving scenarios. Comparable to the slide showing our ELA performance at each level, you will see a similar trend with Chadam showing low
percentages of students in the level one and two ranges as compared to the state. And then we see a reverse as we approach the opposite side of the slide with higher percentages rates for levels four and five. Our performance compared to the state is
slightly easier to see on this slide where we identify that we outperform by approximately 31% in grade three, 33.7% in grade four, 31.1% in grade 5, 33.3 in grade 6, and 32.9 in grade 7. Um, as we
do each year, we do point out that in grade 8, the majority of students were enrolled in geometry and not in grade eight math. And we will discuss this um as we engage with questions with our math supervisor and myself following the presentation. On this slide, we hone in on our
performance in our higher level math courses. For geometry, within this overall number, 216 students at Chattam Middle School took geometry. And of that, 57% received a four or five for passing scores. 75 students at CHS took
geometry with a 20% pass rate. For algebra 1, 257 students at Chattam High School took algebra 1 and 67% received a four or five. And there were 15 students at Chattam Middle School who took algebra 1 and all 15 received a score of
a four or a five. Once again, here is the subgroup overview. any any NAS indicate that 10 students um or less were um identified for that group and therefore the results are not shared. As we shift to science, we will um
you'll remember that we have four performance levels, not five. Level one is below proficient, level two is nearing proficiency, three is proficient, and four is advanced. in science. The our this assessment is designed to measure student proficiency
in the knowledge specified by New Jersey student learning standards for science. Students are required to demonstrate their ability to utilize the science and engineering practices to examine scientific phenomenon appropriately and it covers content in life, physical and
earth science. As we saw with ELA and math, this slide indicates each performance level and how our students performed as compared to the state. Here, once again, we are looking for low numbers on levels one and three and looking for higher levels for three and four.
In a side-by-side comparison, this is what our data looks like. Looking back at last year's data, the state largely remained the same. While we improved our fifth grade scores by approximately 5%, eighth grade remained primarily the same. And in 11th grade, we did
experience a dip with our results. And we are examining um as to why that may be. This slide shares our subgroup data for students scoring as proficient or advanced proficient. So once again the access stands for
assessing comprehension and communication in English state-to-state for English level learners. The access for MLL's 20 is an assessment is a series of language proficiency summitive assessments given to all students who receive ESL services. There
are four tests that are given in the categories of listening, speaking, reading, and writing. And the proficiency levels range from one, which is a new entrant, to six, which is reaching. And it is recommended that once students in the ESL program achieve
a score of a 4.5 or higher, that they are exited. And in the spring of 2025, there were 48 students who were administered this assessment. Our results are as follows. We had 8.3% who were still in that entering um uh
stage. We had 6.2 who were in the emerging range. 23% were in the developing range. 4.1 in expanding. Over 16% were bridging and we had uh strong success with over 41% of our students
who were reaching. The DLM stands for dynamic learning maps and it is an alternative assessment for students with significant cognitive disabilities to show performance on essential elements of content standards. For the DM, there are four specific
achievement levels including emerging, approaching the target, at target, and advanced. This past year in the spring, we had 14 students who participated in the mathematics test, 14 participated in the ELA, and there were eight who
participated in the administration of the science assessment. Students are not compared to other students, but evaluated for their own individual progress. And you can see on this slide that there were 66% who were in the emerging
approaching target for ELA, 44 for mathematics, and 22 for science. And students who are identified as at target or advanced for English language arts were at 33%, 55% for mathematics, and 33% for
science. The New Jersey Graduation Proficiency Assessment known as NJGPA consists of both ELA and mathematics. It is administered to students in grade 11. It is meant to be a means of meeting the um identifying students who have met the
state graduation requirement and the cut score is a 725. You will see in TANTM we had 96.3% of our st of our students who met the graduation requirement for ELA and for math it was 88.2%.
Just a reminder for students who are not meeting that requirement, there are various pathways um for which a student can be successful in meeting that requirement. And here is our data for the GPI subgroup. This year I did want to include some of
our data regarding the AP um enrollment and the performance of our students. So last year at Chattam High School 1,367 AP courses were taken and of those courses 1,157
AP exams were taken. So the total number of students enrolled in AP courses 85% took the exams. On this slide, you can see with the exception of 2023, we had a significant jump in the number of APs being taken by
our students in 2025, up by roughly 100 students. And the data on this slide shows that 97% of students who took the exams passed with scores of three or higher. And you when you dig deeper, you will
see that among the students who received fives on their exam was 43% and those who received fours 36%. Another worthwhile data point to share is that we had 28 students who were awarded the seal of bioliteracy. The
seal of bioliteracy is an award given by the New Jersey Department of Education in recognition of students who have studied and attained proficiency in at least one language in addition to English by the time of high school graduation. The students who received the seals of biiteracy this past spring,
we had 18 students who received it for Spanish, five students for French, three for German, and we had two students who received the seal of biiteracy for American Sign Language. Um, we have maybe have seen in the news, we had four Chattam High School seniors
who have been named National Merit Scholarship Semi-finalists. And that's in addition to the 27 seniors who receive letters of recommendation from the National Merit Scholarship Program. So moving forward with all of these data points, it's incumbent upon us to
disagregate the data to identify specific student subops and areas in which we need targeted intervention which will allow us to allocate resources more effectively. With this data, we also um look closely at the professional development we're providing
for our teachers. This year so far, we've had AI um professional development on the topic of building AI literacy among our students and redefining assessments and personalized learning. Our world language teachers on October 13th had an entire day dedicated to
world language proficiency. In our ELA program, we're focusing on patterns of power. We heard and early bird by imagine learning is our newly administered dyslexia screener. We are in the process of revitalizing our
gifted and talented pro um program for which we did provide professional development for teachers in grades three, four and five. And we continue to have a high number of teachers who do take advantage of professional development conferences in all content areas. We will continue to use this
information to uh combine with our benchmarking, formative assessments, and teacher observations so that we can make instructional decisions to support the growth of all of our students. And thank you I'm happy to answer any questions from
the board. Um, Mary, I have a question. Sure. Um so I noticed that u from English, math and science, eighth graders seem to be compared to other grade consistently underperforming.
We I would agree with you on that. So we have been looking into that um Yingloo to identify what specifically the areas may be. Um, we've touched upon the fact that when we get to 8th grade for math, it is challenging um to hone in on
exactly what our eighth graders are capable of because they are in various levels of mathematics. Um, Katie Harms is with me this evening and we have been reviewing the data for a particularly eighth grade ELA. Um, I think you will recall last year we had um identified
that there was a dip. Um, we actually reached out to the state to see what might be the cause of that because it seemed to us there were 25 testing questions and when we received our data reports, five of those questions were identified as only one student answering that which is not typical for the
testing environment. um things that we're looking at to remediate on the math side for the um middle school. As you know, this is our first year where we've re reversed our sequence and we do think that that will help us improve our outcomes. We are also working actively
um Katie and the team and I to examine the minutes that are allocated to ELA at the middle school and seeing as we develop the schedule for next year, adding more ELA time. As we've said many times with ELA, we're essentially teaching three subjects in one with our
reading, our writing, and our grammar and conventions. And we think it would be beneficial um for our students to have more um time to focus on development of their ELA um skills. Dr. Donghue, I think an important point that you made at the beginning is to say
that this is really an assessment that is just a snapshot in time. And as as this um testing moves more to an adaptive format. Is it fair to say that, you know, not less value, but it'll take some time since we won't have year-over-year comparison. So, it'll be
even more important for um you know, support to be given real time in classes versus depending on some a test like this. Yeah. Um we definitely always like to highlight that, Susan, and thank you for um bring circling back to that. Um, our teachers on a day-to-day basis have a
very very extensive knowledge of what their students are capable of. And as we recognize that this is given on one day, um, it's a snapshot. We really, it does factor into our decision- making, but we like to look at the totality of what our students and how they're performing, how
they're engaging with the content, their ability to receive feedback. Um, the reason I did include in the presentation the history of our state assessments is if you consider the fact that NJSLA was first administered in 2019, then we had
two years off due to the pandemic. Now we're three years back into the data and the the assessment is changing again. Um, and we are in the midst of doing the field testing right now for that which you know we're not receiving any results. So, I do think we're all
anxious to see what the test actually looks like and what our results look like and then what our decision- making will look like. I have a question. Uh Dr. Donnie, could you explain um you mentioned that in levels
one and two we were looking for lower scores and then levels three and five we were looking for higher scores. Um, can you explain that? I'm not sure I understand what that means. Sure. So, when they talk Mike about students who are passing, it's our
students who are receiving fours and fives. So, five is four that you're meeting the expectation of the grade level and five means you're exceeding it. So, that's where you would expect to see our highest numbers. students who are scoring ones and twos. Um we what we
look to see is that that's a smaller percentage because that's students who are not meeting expectations at all. And what we do find as we come upon these assessments when we go back and we identify those students that are in those categories, we're gratified to
know that in most cases those are students who are already on our radar. Um, and if there does seem to be a discrepancy, we're able to look back and see how are they performing on a daily basis. And sometimes it does work out that they're simply not great test
takers. But we do really try and make sure that the numbers in the categories of one and two are on the lower side. And it is interesting when you look at a level three um that in many cases they're literally three or four points shy of being a level four which means
they're very close to meeting the expectations of the grade level. Another question. Sure. U how long have we had the biiteracy assessments? Oh um for a very long time. Long before I got here.
Okay. So if they're at the high school, they have to apply to take that assessment. It's not something that's given to all students. If they feel that they have the capacity to do well on that, then it's um that opportunity is available to them. They sign up for the assessment in November and then it's
administered in January. But it's not something that's given to everyone. For for the classic language, I I get we've had those classic languages. I've I get that we've had those. But what about the sign language assessment? How long have we had that availability?
Um, as long as the ASL program has been in um since it's been established. This year is the first year that we're running ASL 5, but even students who were taking ASL 4 were eligible to take that assessment.
Any other questions? I don't have a question. I have a I have Sorry, I just have a comment. It's no, it's like the worst kept secret in town that I I hate these standardized testing. I don't even know how you can call them standardized. If you've the time I've been on the board, there's been five different standardized testing. So, I I think they're a huge
time suck and uh you know, ticks away from the teachers. It certainly does not highlight the depth of our programs, the deliberate nature of our process or the rigor of our programs. It doesn't capture the achievements of our students by by any stretch of the imagination.
And worst of all, it doesn't reflect the extraordinary commitment of our teachers. The daily pursuit of excellence is what sets us apart. And it's it's the educators, and this just takes time away from them. And these everchanging standardized tests will never reflect the hard work and
achievement that our educators accomplish every single day. I appreciate that you have to do it and I appreciate the time you put into it, but as as some predecessors have said, these tests are garbage. Um, but I hope I hope you can derive some results from it that are helpful and steer you in a
direction, but a snapshot a point in time is ridiculous. Well, um, the board always recognizes the work of our teachers. We have our Lafayette teachers who've been in the weeds with testing for many weeks now. So, it's it's wonderful to hear. I know you feel like that, Jill, and I know the
board echoes your sentiments, but hopefully it's information that our teachers will take back that really it's the work they do every day um that reflects the achievement and pro progress of our students. So, thank you. Abs. Absolutely. Thank you. It's not the testing, it's you guys.
Thank you, Dr. B. Thank you. All right, I'm going to turn it over to Peter to give us a construction update. Another sure this went this Thursday and Friday when schools are closed, the metal work uh will be completed at CMS where they
did the brick work by the auditorium. Um and been working with the finance committee on uh capital projects to be included in the 2627 budget. I'm proud to announce that with the help of uh synergistic uh both the high school and
southern boulevard achieved energy star certification for 2025. So, thank you for the schools for all their cooperation and synergistic for filing all the forms. And the we did our semianual evacuation drills at the high
school on October 16th and 17th, the middle school October 15th, Lafayette on October 15th, and Southern Boulevard and Washington Avenue School on the 14th. That's all I have unless anybody has questions. Any questions for Peter?
Nope. Okay, Summer, wait for you for the student liaison. Okay, so I just have a quick report for today. Um, for our sports, most of, if not all of our fall sports have entered into the state tournaments. Uh, just a quick congratulations to our boys and
girls soccer teams, uh, girls tennis, and our boys cross country team on winning the county, um, tournament. Awesome job. The boys and girls game was crazy. It was back toback. I know Dr. Certino talked about this, but they played the same team and then they both won. and it was just it was awesome. So, congratulations to them. Um for schools,
so something kind of interesting is that we are going like in order like to try and like coincide with um the New Jerseys general election tomorrow, Chattam students ranging from um grades 4th to 12th grade have the opportunity to vote um in a mock election. This is
really a great opportunity for students to understand our local government better as well as learn how voting works. Um and something kind of fun. So in events at the high school, they do an annual Halloween costume contest. So on the 31st, last Friday, students were invited to dress up in their most
festive Halloween costume, and the top six uh best costumes were chosen as the winners and received a prize. And lastly, um many of our college rep visits are coming to an end. These visits gave an opportunity for juniors and sen and seniors to learn more about
the colleges they might be interested in and it gave a lot of clarity on um some postsecondary plans. It was really helpful. That's all I have for today. We're going to move to committee reports first to Miss Weber for personnel. We have not met since the last meeting
but we will be meeting again on November 12th. Um I'm going to update on curriculum. Same story there. We have not met since the last meeting, but our next one is also on November 12th. Um, finance and facilities. Is that
Oh, no. Jill. Okay. Do it. Thanks. Mr. Smith was at the committee meeting and just couldn't make this meeting. Uh, we talked about uh several capital projects that need to be completed in the upcoming spring. We also talked about potential projects in the fall like the turf fields, which we've been saying are in need of
replacement. Um, we discussed the resignation of the assistant business administrator. Interviews are ongoing with that. Do we anticipate an end date or not necessarily? Peter, do you have a target end date that you'd like to settle that or no? It depends on the candidates. I've already lined up seven interviews
for this week. Wow. Good for you. Excellent. Thank you. We discussed a concern with um regarding benefits um in how we reimburse and recoup um some things from from teachers
and a a potential contract loyalty which I thought was interesting in that you commit to um Under Armour or Nike or Converse showing my age um and there's you get a discount on the uniforms. Is there also um money back or no? It's
also some money back. So, more to follow on that. It's, you know, we have to see what what the discount is. And Darren Darren is pretty much spearheading that. This close to saying new Darren, you have anything like that in place ever before? No. No. No.
Um, and also, oh, then the possible return of the Strauss estimate for policies. I didn't realize that was a possible. Is that a I thought that was a definite. possible. Okay. Possible until it's definite. So, those are the highlights of the finance
meeting. Questions for Jill? All right. Thank you. Policy and planning, Mr. Ryan. Yep. Policy met on October 29th. Uh we did have a discussion regarding transferring policies back from New
Jersey school boards to Strauss Esme. Uh we discussed the violence and vandalism policy and those two are on tonight's agend agenda for adoption. Uh the attendance policy was updated. This is a required policy from CUAC that's also on
tonight's agenda uh for adoption. And we also have a first reading of the visitor policy. is being edited uh to include language about the new uh visitor management software that we're going to be
deploying in the district. Can you remind us about that? Is it your your license now gets scanned? Yes. Okay. If you don't have a license, you can't enter. some some form of government ID needs to be scanned and it's scanned against, you
know, possible criminal threats and other things that may be in your in your background that may require somebody to accompany you throughout the school. Understood. In case there's a flag in the software.
Okay. Any other questions for Mr. Ryan? No. Okay. Great. Um, liaison reports. Does anybody have anything to report on? I quickly have something for CF. Just a reminder that trivia night is going to
be Saturday, November 14th. Um, I'm sorry, 15th. There are some tables left available. So, if you haven't gotten your trivia team together, now's the time. And Jill, just a quick for Veterans Day. The burrow is having a ceremony downtown on
Veterans Day, November 11th, um at 1 pm. They're also going to put up their hometown heroes banners. So, that's kind of the commencement of that. So, if you're available in downtown, uh please stop by that. Great. Anybody else? All right. If that's it, I'd like to
make a motion to move the minutes of the October 13th um public session minutes. Second. Great. Um, all in favor? Think we're
duly noted. The minutes pass 5-0. Right. All right. We're going to have our first opportunity for public comment. Um, hearing of citizens during the public commentary section of the agenda is an opportunity for any member of the public to be heard about issues which are or are not topics scheduled
for the current meeting. To help facilitate an orderly meeting and to permit all to be heard, speakers are asked to limit their comments to a reasonable length of time. And please make sure you just sign in um when you get to the podium. Good evening, Bill Heap. Uh, something
very quickly since the next meeting is in December. Uh, just want to make everybody aware that the JC's are gearing up for our 58th annual tree sale. Uh this is our major fundraiser and last year we were um had the
pleasure of giving out $50,000 in scholarships and uh grants to various organizations around town. Um I think everybody's got a vested interest in this. This is a great community event. We get help from the Boy Scouts, the Girl Scouts, the Key
Club, uh various other people around town. And where else can you buy a tree and get your money back? Uh, our overhead is near zero and everything we collect goes back into town. Uh, so we would um appreciate it if you could stop
by and and uh purchase a tree. And our trailer will be rolling down the road on two brand new tires this year. So, we hope that it won't uh collapse. Uh, but I would like to make everybody aware that corporate naming rights are available for that trailer. if you would
like to have your name on the side. So, thanks and we look forward to seeing you uh sometime after Thanksgiving. Thanks, Bill. That's a lot. My uh my Boy Scout and my Key Clubber will be there to volunteer, but thanks for the generous give back to
the community there. All right, so we're going to go through the agenda now and then there'll be a second opportunity for public commentary at the end. Um I'll turn it over to Miss Weber to move the personnel items. Excellent. Thank you, Susan. I'd like to
move items A1 through A23 on the regular agenda. There's no addendum. Thank you, ladies. I'll second Agenda items A1 to A23. Miss Ross, yes. Ms. Peek, yes. Mr. Ryan, yes.
Miss Weber, yes. Dr. Zang, yes. Agenda items pass 5. Right. Great. I just need somebody to move the finance and facilities. Okay. To move action items B1 to B20 on the
regular agenda. Need a second. a second. Just want to point out the donation from the Lafayette school PTO of nearly $5,000 to purchase library furniture which has been very generous.
Yeah, there are quite quite a few. Agenda items B1 through B20. Miss Ross, yes. Miss Peek, yes. Mr. Ryan, yes. Miss Weber, yes. Dr. Zang, yes. Agenda items pass 50.
I'm going to move the curriculum um agenda item C1 to C5. Second. Agenda item C1 through C5. Miss Ross, yes. Miss Peek, yes. Mr. Ryan, yes. Miss Weber, yes. Dr. Zang, yes.
Agenda items pass 50. And then I'll turn it over to Mr. Ryan for policy. Yes. I'd like to move action item D1 for a vote. Regular agenda. Second. I have a question on the third policy.
The I just want to make sure we frown on violence and vandalism. That's that. We are frowning on it. Frowning. Okay. As long as we're we have a policy to frown on that. Agenda item D1. Miss. Ross. Yes. Ms. Peek. Yes. Mr. Ryan.
Yes. M. Weber. Yes. D1 passes 5 Z. Great. Anybody else have any board business they'd like to mention? Nope. All right. This is our opportunity for
the second public commentary. So, if anybody has anything they'd like to share, come on up. Doesn't look like there is. So, um we will um be having a uh executive session after and action will be taken. So just
wanted to note that and otherwise meeting is adjourned. I get to hit this. Thanks guys.