[Music] [Music]
[Music]
[Music] [Music] [Music]
Hey. [Music] Hey. Hey. Heat. [Music]
Heat. [Music] [Music] [Music] [Music]
[Music]
[Music] [Music] [Music] [Music]
[Music] [Music] [Music]
[Music]
[Music] [Music] [Music] Heat. Heat.
[Music] [Music]
[Music] [Music] [Music]
[Music]
[Music] [Music] [Music]
[Music] Heat. [Music]
Heat. [Music]
[Music] [Music] [Music]
I call this meeting of the board finance and operations committee to order. The committee would like to welcome the audience. Hello audience. Viewers may watch live board committee meetings online at tcaps.net/board.recorded meetings may be viewed on demand at the
same address. Do we have any public comment? Obviously not. Um, okay. Draft meeting minutes. Can I have a motion to approve the minutes as presented? >> I move to approve minutes as presented.
>> Second. >> All those in favor say I. >> I. >> I. >> Opposed. We are on toformational items. >> How do you like that? >> Yeah. >> In the lightning round here. >> That's great. >> So, um, we've got some proposed transportation guidelines on here. So,
um you might recall we used to have Niola policies. Um we had a very um detailed policy for transportation with Niola. With Trun, their policies are much more simple. Um and they recommend a lot of the details go in guidelines. We hadn't gotten to a lot of the guidelines yet. Um transportation is one
that Tyson and I have spent some time on. So, we wanted to go through some of the parameters. Um some of you weren't here when the original decisions were made on what we actually offer to students. Um we offer a lot of varieties to students. Um as you know over the years we've kind of struggled with the
number of bus drivers so that does kind of pinch us in some situations. Um we've been fortunate to hire a few. It it's not perfect but um knock on wood. It's not as bad as not running afternoon routes but doesn't mean that couldn't
happen again. So just wanted to review uh before taking um guidelines really are um administrative guidelines. um we take them to the board uh to get feedback. Um it's not really a an item that gets approved by the board, but definitely want your input in input. Um
so we thought we'd go over kind of what's going on in transportation, some of the changes. We've had some pretty major changes with technology and what we're able to do uh to track students, which um has been a huge benefit on identifying where students go and making sure they go to the right place, the
right bus. Um but it's not K12. And so that's kind of another I guess ask I have um it might be a big one, but um looking towards some more student ID protocol. So I want to just have Tyson go over a little bit kind of our current
state and what we're doing um and then show you a little bit about um the transportation software and what parents are able to see. >> Okay, good morning. So uh to start with the the current situation,
excuse me, we we currently let uh every student let we allow them to have two different stops per student. So that means they could ride to a let's say a split household to their uh father's address and to their mother's address
would be a great example. Um or to grandparents in the afternoon, whatever it might be, they're allowed two different stops. Uh so we currently have 251 students that the parents take that opportunity and they do have two stops.
That does add a load to it adds more difficulty to us because we kind of have to have a seat for that student than on two different buses even though they may never use one of those stops in case of emergency
um or whatever like that. Um, so that does allow us I I can give you an example of a peninsula route out of Central High School because we do have a lot of high schoolers that request transportation
yet they do not use it for numerous reasons. Ones they have a car, they have sporting events, they have sporting practices. So, the one bus that goes out on the peninsula out of Central High School, we have 181 students assigned to
that bus, a 77 passenger bus, 181 assigned to it because that's who's requested transportation. And on average, we have 30 riders. So, that does make for a little
difficulty where this tablet that we're going to talk about just in a couple minutes does help out those parents because they'll be able to see when their student is going to get home because we have to route that bus as it does all 181 students. So, they're
scheduled to get home possibly at 5:30, but it never takes that long because we only have 30 riders. So, uh, current and open enrolled students, we have 175 that we transport. Uh, schools of choice, we
have 248 students that still use transportation even though they're open enrolled. They do have to have a stop that's within their school's boundary, but that is not their home address. So their parents could sorry their parents could pick them up from whatever closest
stop is to them or possibly to their work address as long as we have homes. We we do not deliver to businesses, but there could be a current stop that is fairly close to their work address that we could use. Um different I ones like
that. And then for non-public students, we have 97 that currently have uh requested transportation and we do transport whenever they whenever they're at their stop or whenever they get on the bus in the afternoon.
For our count weeks, uh we transport we only do count uh counts in the morning for count week and we're right around 2600. This has been a couple years running right around 2,600 students that we physically transport in the morning for count week. So that is a great
average to tell you how many pe how many students we transport every day. >> Okay. >> How many um students does a bus hold? Our uh our buses hold 77. Knowing that you cannot put 77 high
schoolers on that bus because a seat is split up and you can hold 2.6 students per seat. So that makes three. >> Yeah, you understand what I'm saying here? >> You cannot put 77 high schoolers on that
bus or you cannot get down the aisle because they're sitting in the aisle, >> right? because you only get 6 of a seat. Anyway, >> I'm striving to be 6. I'm 1.3 right now. Striving for that tip at some point. Just saying.
>> So, um, so you you understand >> you average what, 50? >> We we try a perfectly loaded bus is 51 students. The one seat in the back only holds one. Otherwise, it's two to every seat. >> So, that is a perfectly loaded bus to us
is 51 students. That's two to every seat. >> So the peninsula example that you gave with 100 plus kids. >> Yes. >> That means you're running multiple buses. >> No, that's just the ones that have requested transportation, but only right
around 30 students actually ride the bus every night. >> Okay. What would happen if all decided one day they were going to ride the bus? >> It it has yet to happen. And this has been years and years of over not
overloading but over uh whatever the word might be. >> Yeah, we overchedu because the history has shown for Yes. 15 years. Yeah. I mean, as much as we ask people, please please remove it if you don't need it any because a lot of times they'll start in September, but once they turn 16 and
get a car, they just don't remove it. and we try to go through if they haven't ridden in so many um days or weeks, we try to go through and make some calls and remove as we can. The the issue with scheduling is if we're we're supposed to be totally um efficient at 51 students
yet we're only filling this bus with 30 because we don't know that other factor, we're under utilizing our school bus on the peninsula and we could possibly >> eliminate a route or you know have a bus go up some of the peninsula but the whole not the whole way. So, it's not really a great efficient way to route
our buses. They're underutilized. >> Yeah. >> And we do have areas over the past years, we do have areas of the district that we do not do the 180 because we know if they request transportation, 80% of those students
that request it will be riding. So, there are areas throughout the years um that we understand that we cannot do that. Yeah. that the peninsula is an overexaggerated spot that um some parents will tell us,
I I really want the option of transportation just in case I want to take my car away from my student or if they lose their car or it breaks down. >> Um >> but in those are numerous reasons that we in those situations we've tried to communicate you could always add it
later. Yeah, >> it would be a whole lot easier for us to schedule who's actually going to run on a daily basis and then add it later. >> Um, >> but unfortunately that's just not how it works. >> Tyson, what are we There is no legal requirement from the state of Michigan
that we need to bus students. Correct. >> Not general ed. >> Right. >> All right. Have we ever contemplated some threshold, age threshold where we say, "Listen, we will bust kids up to a certain age and then after that we're going to have to
>> We did um I I believe when it was it when West Senior High was built. Is that why we had the issues of the um way it was going that they didn't do high school transportation?" >> I don't remember the reason. It was right when I started though and there was no high school transportation. So,
we didn't offer it 27 years ago, 25 years ago, well, 23 years ago, something like that. Um, it did not go well and almost immediately the board reversed the decision. >> It didn't go well because >> students weren't coming to school.
>> Okay. And we've never contemplated beta as an option for a certain age. >> We use Beta. We actually pay Beta uh to transport high school students. Um, we have an agreement with them. Um, some high school students would prefer to use that, especially at a central high
school. We get a lot of users. So, we do offer that as an option for students. >> Is that more cost effective? >> Um, it's hard to tell. >> Okay. >> I mean, depending on what bus they would be assigning, if there's room, no, but it we haven't analyzed every single
student. It's not that much. >> I don't know if you remember, Julie, but I'd be shocked if it was over two grand in a year. Right. >> Yeah. It is not that much >> pervaded as an option. >> Yeah. >> Thinking in terms of but if we get into
budgetary cutbacks and >> is there a way to refine this to the point where we're busing only those kids who really need to be bus. >> Well, once you offer it, you have to offer it to all. So, you can pick your grade span. So, you certainly could say no high school. Um, but it has to be
grade spans. It can't be age. So, it would have to be elementary, middle, or high school. But once you decide to offer it, you have to offer it to all with parameters. So we make the parameters. Um if you live more than um well we have identified non-transport
zones. So around each building um we've made some areas that you don't qualify for transportation because we deem it walkable. Um so there's things like that and then we make some parameters around you know we've decided to offer it to everybody open enroll schools of choice and it puts some pressure on the system.
The two stops certainly put some pressure on the system. Um we've gotten a lot of feedback about the need over the years. So it's it's a challenge. People expect transportation and the numbers that are uh for count week are really skewed. I don't know why
they only let us do a morning count, but our afternoon routes are way heavier. We have a lot more afternoon routes. So 2600 is not the amount of students we transport on a daily basis. That's just morning. >> Can you guess how many in the afternoon? >> How many more routes do you have in the
afternoon? >> 14. Because we run se in the morning, we run high school and middle school together. At night, we run high school and middle school separately. >> So, I would say it's probably about 3,400. 3,300.
>> Yeah. Cuz 2600 is about a third of our kids. 3,400's. Not quite half, but >> because 2,600 when I saw that, >> it seems low. >> I was wondering if we were happy with that, but 3,400 um
>> afternoon is definitely >> kids. >> Yep. >> 40%. Okay. But we have since co, which I dislike saying that, but it is what it is. Um since CO, we have seen at the schools a lot more parent drop offs.
Well, it's it's multiaceted. Um, we've had some budget constraints and and we've had some challenges getting drivers. So, we've been intentionally making buses longer and packing them and a lot of parents are then the reaction is they choose to drive. So, it's it es and flows. If we ever get to a situation
where um we're fully staffed and we can lessen the times um depending on budget, we might see an influx of students come back. our our sites struggle to handle the number of passenger vehicles. >> Yeah. Because the other obviously
70 to 60% is cars, right? So I mean less than 5% walk, >> right? >> So one last question. Um if you eliminate routes, does that eliminate a bus driver? >> Is it? As long as we can eliminate a
complete route set because our bus drivers, they come in and they'll do at least two routes in the morning. Some buses will run three plus a shuttle. So, if we can complete a complete route set, yes, it does. But if we just if we do an
elementary route, if we're able to reduce one elementary route, it does not necessarily get rid of a bus driver or the need of a bus driver since we still have to transport those middle school, high school students that are on a route before it or a shuttle bus if we don't
have the space. >> We have a three- tier system. So, all buses start with middle school, high school, and they all come in together and we have a shuttle system. And then we run elementaryaries and we're able to do on some of them three tiers because we have some early school starts at 8
8:15 and then some at 8:45. So some buses have three runs and some have two. >> And how many bus drivers are we short right now? Um it it would currently we can run every route that we currently have plus
we have three or four spares spare drivers but it would depend on if we wanted to uh >> give our services expand our services. >> Well we actually have contract language where we're supposed to meet a ratio. So I think in order to meet ratio we're at
least five to six still short. >> That's more to meet contract demands than transportation demands. Uh, it meets transportation demands, too. I don't know how many you have off right now on short-term or long-term leave. >> Two. Two on long-term medical leave. >> Even though we have enough. We have two
off. Uh, long-term leave. So, um, you know, he said we have two or three extra. Well, plunk two in there and now you only have one extra. So, and and we still have, you know, sicknesses and >> we are still to the amount where often our mechanics have had to drive. um you
know so we so I do want to give this you know the the semantics a little bit of the language that you know we we haven't um you know cut drivers we've we've made less routes because we haven't had enough drivers and so we would actually
if we had more drivers within our current budget we would have more routes >> therefore they might be shorter routes then >> shorter less full hopefully less behavior issues. Maybe >> then encourage parents to use transportation more because shorter
routes, less kids. And so that would be right now, as I said, that would be our goal is to try and have more drivers and more routes to shorten times and fewer kids >> and alleviate the pressure at the sites. >> And honestly, it's, you know, the school bus is the safest form of
transportation. I know sometimes in the winter parents get a little upset about the weather and they choose to drive them. it's 99% safer to put them on that school bus. >> And and when we talk about, you know, many of our elementaryaries and the amount of traffic, that is a
contributing factor, no doubt. And so if we were able to have more routes, I do think it would lessen the traffic at those buildings. >> I I'll also point out because, you know, safety obviously ties to our new five-year plan. What also ties to transportation is uh attendance. And you
mentioned it a little bit earlier and I think in April the curriculum the truency officer was here talking about the reasons why kids are chronically absent and transportation was one of the reasons she mentioned. So we spend $6 million a year to Scott's point on transportation. But I I do think it's a
it's a good investment especially if we're serious about getting kids to school. >> So um and and if we're going to dive into this policy I like that it's shorter to be honest um and and and more to the point. Yeah, I'm just asking the questions
because as you get into a budget morass sometimes those are the kinds of things that you need to have on the table at least as an option and it it's I I'm not convinced necessarily that the lack of a bus is one the reason a kid doesn't get to
school but um there may be some correlation there. There are some definitely when we had to, you know, by by not having enough drivers, when we had to temporarily suspend our secondary routes, we had kids not able to get to school. >> Okay.
>> Yeah. I mean, a couple right a couple years ago, I mean, we had a lot of parents step forward to say, "Okay, I'll drive." And we put out that need saying, "If you can take your kid off of a route, >> it would help." And so, we did have that, but then we also had the kids that don't have the options. >> And we worked with Beta as much as we
possibly could. You know, they were great. They were great to work with to be clear. Um but you know they were strapped as well you know I mean so it just again there were limitations to our ability and you know I think that's one of the things as a district while we I I
constantly in Lancing especially harp on you know when you're 300 square miles there's a reality oh yeah you know to all that but I think it's we we've been very prideful of our transportation system and our folks that work in that. Um, and so from a um from a budgetary
priority, I would continue to advocate for that. But if you ever did get to that point, that definitely is a component that's not lawfully required, but it sure makes a difference for some kids only way to get to school and get a breakfast and a lunch every day. Mhm.
>> Do we have an emergency number that they can call to get transportation if hypothetically if they're not on a bus route or that bus route's been suspended? Is there a way that they can get to school via or
>> I mean, yeah, if they qualify and they call, we can typically get them on a route pretty quickly. Sometimes it takes a couple of days because you have to actually reroute a bus to get them on. Um, a lot of times you already have a bus going to a stop that they can go to, so it's pretty simple to get them on, we could do it that day. Um, but if they
don't qualify for transportation, um, then we would give them Beta's phone number. >> Okay. Just asking the question since we're under policy. >> And also that if we have students that are in that situation, that's where the
student support network can step in and help too. >> Yeah. Okay. worst comes to worse, John can drive them. >> You know, I Christine hasn't let me do it yet and and probably for good reason.
Um but I do keep, as I told the board, I have my DOT physical this week. Um that uh >> more often than not, our accidents are related to other people hitting us, and I don't want his picture on the front page of the paper. >> So, it's an emergency kind of thing. if
winter time if a bus ever got stuck, I could go out and get one. Like, you know, it is literally kind of last resort, but >> sure, >> I've got that as a last resort just in case. >> So, um, Tyson, um, so over the years, we've really worked at efficiency and trying to, um, be frugal with our
budget. Um, quite a long time ago, we outsourced, um, special ed to the ISD because of the state reimbursement. Um, and we've been working towards a lot of efficiencies with routing, which kind of ties to software. So, I'll let Tyson give an overview of the new uh, student
um, my ride K12. >> Pause this quick. Did you have a question, Ty? >> No, I was just I was just I was going to get to >> Okay, thank you. >> the ID. >> Okay. Thank you. So, I'll let him go over uh the new uh routing software and what you can do with it and um how it's going so far with elementary students
who are required to scan on and off the bus, which surprisingly middle school students are more of a challenge than elementary, but we're working with elementary students right now. >> It the elementary students it's it's going quite well. So they all they all
get a ID card with their picture on it and it's RFID so they can scan on and scan off the bus which we can see at the transportation office and also the parents can see on the my my ride K12 app. They can see the last time their
student scanned on, the last time they scanned off, what time they got off and where they got off. if they were to try to get on the wrong bus and scan on, it does pop up red to tell the driver that the student does not belong on their bus. Or if they try
to scan off at the wrong stop, it'll do the exact same thing. So, it is a safety function that is helped out um because the drivers, especially when we put subdrivers out there, they do not know specifically where every student goes.
So, it does it helps out a lot. Um the parents can easily sign up uh closer to the beginning of the school year. We send out the instructions on how to sign up for the Myide K12 app and it's fairly easy for them to get on. They need to know the student's ID
number and theu student's first name and we can change those requirements in the system. Um that just seems to have worked well. Um so that other people that aren't supposed to, they can't just sign up for any student. Um,
it also there's a tablet on every bus which gives us GPS. It tells the ones in the office which decreases radio traffic because with 55 buses out in the afternoon, the radio sometimes does get very crowded with one radio.
So, we can just look on the GPS. we can tell that the bus is almost to its stop or it's maybe past the stop and we have to bring it back because student could have been sleeping or whatever. Um so it has increased that it helps us know where the buses are and where they're
going next. Um the tablets will help out our alternates plus at the beginning of the year they help out the regular drivers. It is just like a GPS. It can talk to you. It'll tell you the stop is within 500 feet. So, you're not spending so much time
trying to see house numbers or mailbox numbers and you can actually focus on the road better and or the students that are behind you, the 51 that are behind you. Uh the tablets for a safety function which
allows us to have the tablets on the bus. One of the safety functions if the bus is moving you can you cannot do anything on the tablet. It'll talk to you. It'll show you where you're at, but it does not allow you to punch any buttons. It just it shuts off the
ability to do anything or try to go to the next stop or whatever until you are completely stopped. So, that is a safety function which allows the state police to inspect them and it allows us to have them on a school bus.
Um, can we go to the next? Yeah, that one. So, the My Ride K12 app and every I shouldn't say every most parents that call that have an issue with their stop or want to change stops, we always
promote the My Ride K12 app. And there's a few good reasons for it. Uh you'll see that the the second one in it will tell you where your stop is located at. You can see above the last scan of the your student. So that'll tell you when your
your student last scanned on or off the bus. And you can have multi there's multiple students on that page. If you have a family of five or whatever, you can have multiple students on that page. Uh the third one over. If you were to
hit for details on your student, it'll tell you the pickup time. You'll see it there in the gray box. The pickup time, drop off time, scheduled pickup time, drop off time. And you'll see down below if we have a uh a split household or for
some reason you have two different stops. You can see that your we could assign your student per days of the week or every day they could go to either stop what school and what the uh location is and also your route number which that
one happens to be 5:04 p.m. And if you go to the far right one, if the bus if the bus driver is on your route, because the only time you can see these this last one is if your driver is
driving that route and you can see the block in yellow that the system keeps updating on what your actual drop off time would be. So, if we have if you are on a high school route, those are our ones that
181 students. So, you're driving out on the peninsula, that will keep updating on your actual drop off time. And you can see this student happens to be a middle schooler. And you'll see that we dropped off this student at 3:17, but
their scheduled drop off time was 3:25. So, you could actually see that just because there weren't students on the bus. maybe we didn't have to go to one or two stops. So, that will keep updating you. So, you'll know uh approximate time that you're, you know,
within a minute of when your student actually did get off the bus. And this one keeps updating until your student gets off and then it locks in a time. That's the locked off time because we actually dropped the student off at 3:17. >> But it does, this system does keep
updating you to give you a better time, better time estimate. So that is >> very nice. >> Yeah. And for parents that have stops towards the end of the route that could see some major shifts and changes that the first screen they're able to see where the bus is. So instead of calling
the office to say, you know, when's the bus going to be here, they can see, oh, it's two stops before mine and I know it's only going to be a few minutes or oh my gosh, they're running really early. I'm going to head to my stop >> or or they're running really early and I'm going to be 10 minutes late. So you could text your kid and say, hey, you
guys are early. I'm not going to be there for 10 more minutes or you know I got to get across town. So yeah that's >> and this my ride K12 app does allow you to do messages to us which we get them in our emails. No pickup needed this morning which is the highest one that we
that's the highest one that we get uh every morning if we have uh we ask the parents because they have stops if they're a single student at a single stop. We we do ask them hey just use the my ride K12 app. No, no ride this morning is required. So, it's it's nice
for us. >> Saves some. >> Do we allow adults or parents to pull kids off a bus before their drop off? In other words, >> they would have to call us to get off at a different stop and we'd have to approve it. It would have to be a
legitimate bus stop. Um not not just, hey, can you pull over cuz I'm behind you? We we don't allow because it has to be an authorized bus stop. >> I mean, if you're in a custody dispute and some one parent wants to pull the
kid off a bus, I mean, we have some kind of security to pre prevent or at least >> the the bus driver would I mean this the student would have to be a very big component of that. If they were to call us, we do verify in power school that
they are able to pick up the student from school. So, we do verify the person that we're talking to and then we would have to do it at this it does not happen very often. >> Okay. No, I does. >> But if it's joint physical custody, either one can pick them up. We don't
know dayby day what they're we don't get the students schedule. So, >> it it could be mom's supposed to get you and dad comes to get you. But if they're a legal guardian and have access in power school to pick up the student, we will release them. >> Okay. Just curious.
All right. Anything further? That's >> um >> Yeah, I think it just going over some of the um so the current pol I shared the old Neola policy just so you could see how detailed it was and a lot of those uh details we are recommending keeping
in the guideline. Um so uh we provided the draft guideline for you with some of those things. Um we've made a little bit of changes as it relates to some program names. You know, we offer transportation for GSRP. It used to be called ready for um uh there's a lot of things that we
offer for like specific programs. So, we try to spell those out so people know whether they qualify or not. Monator's identified as not um qualifying for transportation. So, we spell out some of those things. I think the the big one uh for one is if the board wanted to make
any changes to allowing two stops or open enrolled or schools of choice, that would be something of discussion. I'm not necessarily recommending that. Um, but it could be of discussion if there's a concern. Um, if we get into more of a pinch with the number of drivers we
have, we could discuss that. But really, um, my the main reason I'd like to involve the board is, um, we don't require middle school and high school students to wear their IDs. And I would like to, and the reason is we don't know who they are, and it's much harder to
scan them on and off. you would have to do a manually entry of every student and it's a lot easier to simply scan their tag. So, it becomes quite cumbersome on a high school bus when you have different students riding every day for the driver to get to know them. And it's
the same thing. We want to know where they get off. You know, we have had students not follow the directions of parents and get off somewhere else. And we have to go by the bus driver's memory. We can't necessarily look at when they got off and exactly where. So, that is a big thing that I would like to
ask the board to discuss. Um, even as it relates to safety and security is something Patrick and I have talked about. You know, in a school you, you know, if you're in an emergency and kids don't have ID tags on, I don't think law enforcement could could assume that all of those students are students, right?
So, it even staff, we we struggle with staff not wearing their IDs. It's been a directive, but most of them don't. And I think if you're in an emergency situation, it makes it a lot easier if you have some kind of identification that you're supposed to be there. So that's something that I would like to
push a little bit and ask for support on that. I know it's probably a bigger conversation. Um it's not so simple. You know, the the followup on that and the accountability on that is a big deal. Um but it certainly would would help for
safety and security in school and on the bus. What kind of expense regarding like the iPads and the is is their student ID already would be used for Okay, so they don't >> it's ready to go. They don't need new IDs. They already get the ID. They're just not required to wear it at school
or on the bus. >> So, it would be purchasing the iPads and then just linking into the sophomore or software. >> We already have all buses have them because most most do an elementary route already. So, it's already there. So they get directions for the high school, but if they're not able to spend the time to
manually enter each student as they're getting on, it's still a student getting off where they want and we might not know if that's accurate or not. >> So the, you know, the real question is is do we force and require students to
have those and a for the bus, b in school all times to, you know, have a lanyard and have, you know, red elements. I have mine. I really >> I was going to say uh oh >> thanks there right there. >> So I'm I'm trying I'm looking at our policies. We currently don't have any
policies. I just searched ID or identification. We have no policy right now for anybody. >> No. >> Well I think there I mean I'd like to chat about it maybe bring it to executive um get their take from the policy. We've had a challenge with with
staff like we we did a big push to upgrade all uh student ID or staff IDs last year, new pictures. We had staff with 15-year-old pictures. They weren't even recognizable anymore. So, we did a big push to do that. And some of the cards Julie was getting back. We had teachers with cartoon character pictures
over their over their photo. And like these are TCAP's property. You're not supposed to damage or mess with it. And you're supposed to wear it. That's why it's given to you. In the event of emergency, I don't think a law enforcement officer is going to take a teacher seriously with a cartoon character on their ID tag.
>> The um uh you don't have to for the kids. I understand the staff, but the kids, I mean, they could keep it in their backpack, right? And as they board of the bus, pull it out. I mean, we're not >> two different theories there. So the first thing is is you know um do you you
know from an emergency standpoint again do I know that that that senior is a perpetrator or a student you know and so that's that's a question from that now if you didn't want to go that far it it could be yes you just pull out of
your pocket you know that for for instance right now we do require them for like dances they have to show their student ID to be able to get in the door at a dance or prom or those kind of things, but this is another step up to be able to get on the bus. Um, that you
have to have your ID, scan it in, boom. >> And don't they use their IDs for like library >> and they wear that as well? >> And athletics. Okay. >> It would help with food service. Um, we still, although it's free meals, we get a portion from the federal government and a portion from state. So, we still
have to claim the meals. It would help if they could actually see their ID and punch them in as they're starting to come to check out versus waiting them for them to get there and tell them their name. It would help with a lot of operational procedures within the district. >> So, >> sounds to me like a behavior
modification. >> Well, it would be and it'd be big, you know. So, but that's where I think getting feedback and thought from people that you talk to all that as we, you know, ponder this is something why we're throwing it out there now. might be good to bring to the student advisory council, too. Just um
>> I just can see >> I can hear the push back. >> Yeah. >> Um and I don't I don't disagree that they should have it with them at all times uh and to be able to pull it out to get on the bus or library or food service, like have it ready for food
service. Like pull it out, but to physically have it on them, I think it would cost more. >> There are districts that do it. >> Yeah. Well, and I I see it's added to the guidelines and and I think it makes sense to me, especially if we're using
this data to help make better decisions around routes. I mean, I get the safety. Um, but I I'm also curious about how do we help kids get to school? Um, if we're serious about again decreasing absences. Um, so I I I like Erica's idea of asking
the student advisory and I also um maybe have some more information, pros and cons, and bring it to exec. So, it's two components, staff and students. Um, staff especially. I mean, we have so many adults in a building and it's really nice to know as principles
are walking around whether they're supposed to be there or not. >> Well, and I find it difficult to ask the students to wear this if the staff isn't doing it. I mean, they're one and the same. And it's a security issue. It's a safety issue
and it's a mandate. I mean, can we >> we went to a safety conference Patrick and I did in um Texas and we kind of brought up the the concern we had about this and every district looked at us like that that's an expectation. What do you mean they don't wear it?
>> Yeah, this is >> it's a little eye opening. >> No, whatever. >> The majority of our staff wear it. Um everybody here wears it. Um principles I believe all wear it. Um custodians wear it. Um, all operational staff, food service, bus drivers, they all wear it
on a daily basis. And a lot of our hourly staff wear it because that's how they clock in and out for the day to get paid. So they just wear it because it's a whole lot easier than digging it out of your purse every time you need to change a job or >> I always feel obligated going into a building that I h like I really do have
my ID just if it's you know going to Trevor site sorting whatever it is just so kids adults can identify you know just that I'm with tecaps I don't know >> I try but I I do think staff wise I
think that should be mandatory and and maybe the student part is another discussion. Yeah. >> Well, we've got to start with staff because if they see the modeling behavior that somebody's got a cartoon character on theirs and isn't wearing it,
well, why do I have to do it then? >> Well, security has definitely changed and so I think it's time probably for reinforcement of conversation on it. >> Yeah. Yeah. Does uh the TC police department or state police have access
to any of these logs that you can they get to these logs if there was a missing kid or >> No, not without coming through us. >> No, but they would come to you but electronically they could see it tracking >> if they if they came they could see it.
I mean through us we would log in. We could tell them exactly where the student scanned on, scanned off. Absolutely. >> But they can't punch in. They don't have access to the system themselves. >> Okay. >> All right. Anything else on this?
>> Looking for feedback on this new policy. >> Um, this is a recommended guideline. >> Well, I mean the policy though, the 5802 >> that's already been approved by the board. >> I was just showing what I want to do is show you how different the old one and the new one were and why we have a need
for guidelines. >> So, that's why I provided it. >> Gotcha. So, >> and I don't recommend changing the policy. I think unless you wanted to do the ID part in a its own policy, I'm sure >> I I don't want to change it. I just to your point about what we deem walkable and then we are not required in those
mile and a half. >> You know, I I um I mean I know we're not required to provide any transportation, but just and so if we've already approved this, we can let it go and it's fine. >> Well, the policy itself is very vague. It is not these details. So if you >> reading at 5802 the district is not
required to transfer pay for transportation for a student who lives with 1.5 miles >> of the student school. >> That doesn't mean we don't provide it. >> No, I know that. >> Okay. Yeah. Okay. >> But I mean I just uh Yeah, >> there are some situations where we
transport kids that live less than a mile and a half from their school depending on where they're located. So that's the requirement, but we can choose how to provide it. I guess what I'm saying is if you'd like to have a conversation about um how many students don't get transported that maybe aren't attending school um we could take a look
at that if you're saying maybe we need to provide more transportation in some areas >> right I mean and that can be for later but just trying to connect this work to the 5-year plan it's sometimes hard for me um but u the safety the safety aspect certainly makes sense
>> the the other thing in the it used to be in policy but there's an appeal process um we've been kind of operating operating under the same thing even though it's not spelled out in policy. So I put it in guideline. Typically if they if there's an appeal of a parent to receive some kind of transportation
it'll go through a manager and then uh Tyson and then their final appeal would be to me and we just have asked the board for backing that my decision is final. >> We'll decide that when we hear the decision. >> Hey you can come look at it with me if you want. No
>> you can help me decide. All right. Anything further? >> Not on this one. >> All right. Moving on. Devil Projects, I think, is next. >> It is. >> There we go. See, >> I memorized this thing.
>> We're back over at Trav Heights here just to show the classrooms. We've got we've got temporary certificates of occupancy right now because we're adding another ingress egress doorway and and sidewalk and doing some sidewalk repairs to close the project out.
But classrooms are occupied. >> I like that little rug. It tells sheds where to sit in a circle. >> Yes, they've got those everywhere. They do. >> It's great. Those are the ones we typically uh provide when we do the renovations and work in the classroom.
So, but they're in use. Everybody's uh banging away. There's a handful of uh punch list items, of course, but >> those are the um new digital display boards that um Evan's been working on instead of projectors. Um the um it's
touchscreen, but also teachers are able to log into it as a computer. There's a lot of uh functions and features where they can actually look at what kids are doing on their Chromebooks and pull it up up there so students can show their work. There's also the ability to use a
whiteboard function where if they provide something on a whiteboard, they can actually save it. um unlike a regular whiteboard where eventually it gets erased or you'd have to take a picture of it, you can actually save it if it's a lesson that you want to be able to pull back up again to talk to students about. So, there's a lot of
nice features and that's part of the pilot that Evan did. Remember, we talked about needing 5 million to upgrade all classrooms throughout the whole district to do this feature. This includes the speaker systems and the mic for audio. Um, but this is the visual component and
teachers have vetted this over the last couple years. And this is out at uh facilities, the storage building uh going up. It looks a quite a bit different this morning. Um but uh the siding is is pretty much done on the exterior. We're almost completely
weathered in with that. We'll be doing the interior concrete work and and interior construction on this shortly. Well, we're running up against the deadline on the concrete work, aren't we? >> Uh, no. We'll be inside. We'll be weathered in.
>> Okay. So, they can it'll it'll actually We're hoping for rain right now because then the concrete crews will come and do this because they can't work outside. So, we're hoping for >> they got to pour saving sidewalks first. >> Sounds like my husband
exactly this >> for rain so they can move and die. >> So, and uh this is over a saving. The windows are going in the exterior on the perimeter >> and that um just the first bands of new windows going in place there.
>> That's the interior. It's all demoed out now. Um and they're prepping for um starting to construct the interior partitions and doing floor work. >> Looks different concrete. >> A little bit different. >> And then this was yesterday afternoon.
um the concrete trucks there. They're pouring the sidewalks and some of the curb and that so they can finish the paving on this side of of the parking lot. This side's got the base coat in already. >> And of course, when we do new paving and
new projects with parking lots and all that, we have to meet new requirements which require much more on-site retainage of storm water than it did in the past. So >> that stays on site, right? >> It stays on site. Yep.
>> I assume it perks through there. >> It does. >> Swimming pool. >> And then our EV uh charging station. Uh they were out there yesterday um finishing some of the installation of the charging station itself. Uh all the
wiring and all that will be done today. And then we are now in a holding pattern to get Consumers Energy back to finish their piece of work. But I will tell you this, any project that I do from now on that involves CE, I'm going to tag it as an EV project because I've never seen
that company get out and do something so fast >> to get this done. It It was It's mindboggling how fast they came out and did everything up to a certain point. Our contractors finishing his work, they'll be back to finish theirs. >> They're going to lose some federal
incentives for that. Yeah. So >> Jason, do you have an update on when the bus was supposed to be? >> Uh, no. We have asked Host Holstra. The bus has been built. It is sitting outside of the assembly line. It's missing a couple parts. We had to wait a
timeline before we could request information on what parts it's waiting on. We have met that timeline and we have now asked. So, they just have not gotten back with us. >> I was afraid I wouldn't get this done before the bus got here. >> You're good. >> What has it been? Two years.
two year and a half. >> Year and a half >> and we have two more that we're just waiting to see if the EPA is going to fund or not. >> Right. >> It's just kind of radio silence before the shutdown. >> Yeah. >> And so I don't know. We'll see. Before you get into that, I want to
mention Tuesday night um the Builder Exchange in Northern Michigan had a recognition and awards dinner and uh the IMC project uh Balma and DNW both were recognized and received awards for their
work on those projects. >> Oh, cool. They spoke very highly of TCAPS and the one gentleman who went to Central High School said it's very exciting to see both high schools get the same thing at the same time. Doesn't usually happen. So he was pretty excited about that. Cool.
>> All right, that's your update. >> Okay, >> so finance update. So I know we have shared some numbers where we where we thought the audit would end um anywhere from 500,000 plus to 300,000. We actually ended adding 441,000.
Um we had um some decreased um revenue uh hit our August state aid. So, we made some adjustments for that, but we are currently at 12.4% fund balance of our expenditures, total expenditures. So, pretty much on target to what the board has verbally said they'd like a 12% fund
balance. So, that is good news. Um, as far as um and our uh principal from Mana Christ will be here November 10th to give you an overview of the full audit and any questions that you might have. We have our annual report drafted. We do
have printed copies. I I'm pretty sure um Tammy reached out to see if anybody wanted one. She will tomorrow. So, if you want a paper copy >> um >> or you can grab one today. >> Is it online yet? >> Not until she sends out the >> package tomorrow.
>> I can I back up for a second on capital projects real quick and just ask you a question about West Senior High and why because I drove through yesterday and I saw the lights are still bagged. Um, but has did they improve those lights and turning at Zimmerman the county?
>> Yes, they've changed the timing. >> The timing. Okay. >> Lights out there. They've changed it. Actually, they're out there installing uh they were doing the concrete bases for the new poles. >> Okay. That's what I saw them do yesterday. Okay. >> They were out there. >> I wonder what they were doing. Okay. >> So, you can see all the stuff that's
staged over in the old entryway. Yeah. >> Those are the contractors doing the work for the new lights. >> Okay. >> Arrow, too. Got it. >> Yeah. With the turn arrow >> with the green arrow. >> Turn arrows. Yep. >> It It's going to be a minute though. I didn't know that it would take a few weeks for this. I thought it would be
maybe a week, but sounds like it might not be till the end of November that it'll be complete, but they're working on it. We have seen we've been paying attention to the weight lines to get out and when US 31 opened, it drastically improved. So, we've seen a major
improvement. There's still some that get stuck 10 to 14 minutes, but I've not seen anything beyond that. And I think people were saying it was like 22 before. So, we've seen an improvement. There's certainly peak times in the morning where it's just hard. But >> our uh our engineers that designed or
did the project for us out there, we spent the afternoon on the roof the other day watching the whole process. Uh and that and from oh, it was 3:02 when the bell rings to release students. Uh the traffic was cleared by 3:20.
>> Yeah. Good. >> And with all >> It's amazing when you open up four roads and >> Exactly. What it'll >> do all open? I mean, right. It's crazy. >> Is Barney open now, too? >> Is what? >> Is Barney open now, too? >> I don't know why. >> We've been able to use Barney. >> Okay.
>> Uh not fully, but yes. >> Y they still have the traffic. >> It just felt like we were getting hit on both sides. But, you know, we search from 9,000 to 15,000 cars, there's going to be an impact. >> So, when we get the turn lane and light in, I'm pretty confident that it'll much
even more improve. >> Yeah. Good. Thank you for that update. Sorry. Okay, moving on. So, um, for budget for this year for fiscal 26, you know, we have a budget. We just don't have all the details just yet. Um, so there's some big components I just want
to make sure you're aware of. Um there's a a new section called 27L. It's called well there's two two parts of 27L. There's an educator compensation. We have an estimated allocation of 1.2 million. And this is to be um in
improving or uh providing um it's meant to be providing relief to staff for extra insurance costs. Um but it basically needs to be a new negotiated item to give that money to the staff. So we'd have to negotiate with the unions. We probably won't know all the details
on the actual allocation till February or March. So if if you hear anything from teachers, we're aware of it. We don't have all the rules and we don't know our allocation. It's going to be a minute unfortunately until they work that all out. The other part of it is a Miper's healthcare allocation and that's
a district reimbursement for health the district's healthcare benefit. So that's about $918,000. Um on the at risk side, we have seen an initial estimate of our allocation be much larger than we anticipated. Um we
are a little bit um confused as to the calculation that they used and want to make sure that the calculation is 100% accurate before we actually make plans to spend that money in case there was an error. I I think we're pretty close to getting that. I know John's been uh trying to get some information from MD. It looks like it's legit. Um, I just
wish they would give us the calculation itself so we could figure out they have inflated our student count. Um, and that's it's odd. Normally, if they give you extra, it's your student count plus a percentage or something. So, you can actually do the math yourself and figure
it out. I can't figure out how they got that student count. It's very inflated from our actually actual student count. And every district's different. So, there's no like Sandy and I sat down. I'm like, well, take this district's student count actual to what they had. Is there a percentage that matches? There's no rhyme or reason. So, we just
are cautious when we get something that doesn't make sense. So, we don't necessarily want to spend the money, >> right? I did I did call MD and had a conversation with, you know, with some of their folks and they're supposed to get back to me like today hopefully. >> So, MDE will answer that question as to
how they figured out. Well, I asked specifically, you know, is there is there is this a a reality, you know, of of what we should be getting based on the numbers or is there still an adjustment to be made that has been
made for, you know, the the content of how many students qualify? She didn't know the answer, but she was going to work with state aid and and have me first of this week that answer of if if it's already been adjusted or if there's an adjustment to be made still. So, >> I've never seen them
report our student count differently than what it actually is. >> So that it's just a very odd calculation to me. If somebody looks at that, they would get a very different perception of TCAPS. It's not accurate. So that's that's an odd way to do it for me. I think it kind of puts out some misinformation.
>> But we just don't know. Did is a component of what they have that there's some kind of whole harmless component again or is there a you know a equalization of the two numbers? Not real sure, but that's what we got to find out. >> So, need more detail on that one. Um,
and then on our student count, so I wish I could tell you for sure where we are this year. I know we had count date in October, but um, it hasn't fully been audited yet, especially on the shared time side of it. I know our headcount is up 51. Our original budget included an
extra 25 students. So, we know we're up on our count. Shared time, we've made a lot of changes there, so we have to still kind of pay attention to that. But I believe we'll still be above our original budget on count. And then as you know, the foundation we budgeted 10,000 is 10,50. Um, so those things
with a lot of other things changing to the negative like the Mipers rate, uh, the buy down rate. We didn't get that. With all of that being said, right now it looks like we're about where we were on our original budget. not a whole lot better. But again, we still need more information and we'll get some and share
what we know by February on the amendment as best we can. >> Okay. >> When you said the board says that we want 12%. Um, was that a our board or previous board? This board said we're good. And then so I think I heard John,
correct me if I'm wrong, say say uh >> 15 to 17%, you know, for three months of cash. And I'm and I'm fine with 12%. You know, it's gone up 8 and a half million in five years. >> But that's correct. So if you look at MSBO's recommendation and generally is they want about three months operating
expenses is what they recommend for fund balance. >> We we've always run a little tighter and other people even run it more tight but >> and the board had a conversation about it. Weren't you guys weren't ready to make a policy on that, but it was everybody's comfortable with 12. I know a couple wanted to see it get to 15, but
on the backs of knowing some other things that were going on felt pretty good at 12. used to be 10 in policy that we would maintain. >> Um so um we are much better than we used to be. >> Yes, >> it it's up to the board. Um >> well because I know budget missionbased
budgeting will be starting in January and just something to keep in mind you know because that's a you know five years is I mean kudos to you guys for doing that and you know puts us in a great spot but um you know when is the time to invest that back into the classroom is >> and that's the hard part especially with all the unknowns with federal money and
we just lived you know that we had to do cash flow for the summer and you know like that's the hard part of it you know understand it's always the the fight right you want to provide kids with everything you can at the same point you don't going to get to a point where we got to go to the bank and and and borrow money to be able to make payroll, you
know, like what is the final >> and last year we made those decisions for some adding some extra teachers on some pretty full classrooms and that came >> right out of our fund balance. I mean, >> well, we thought it would in the end, >> but when we made those decisions, it was
based on what we had and what we were willing to do to to make sure that we added more teachers and and so, you know, it Yeah, >> it proved the right decision. it could approve the wrong decision from a you know from a fund balance standpoint but >> so far like of all the es and flows of
what we thought might and this and that >> kind of hit it right about at the spot that is good and you know and for this year I think we're kind of there as well you know but lots of thoughts of what happens federally with the next budget you know things like Mckin Vento all
those kind of things like are still such a up and down thing right now that I think it's important to have that because to Tai's point, if something like that goes away, we may say we feel like we still need to service kids in that area, >> right? >> So, that's something that we use part of
that money for. So, that's the way that school funding is. You all, and as Tai is on the board longer, it's these weird es and flows that you can't predict, but if you have a landing spot here, it sure is nice to know that you don't have to immediately cut services to kids. >> And I'm just looking like in 2020, our
fund balance was 7 million. Now it's 15 and a half, right? So again, kudos and I just I didn't know about that we decided on 12%. Now we're over 12%. >> You know, I I don't know if you decided it was a conversation and you were comfortable with 12. Some wanted 15, but this this was
>> about about last year. >> I see. Yeah. >> And it was just a conversation. There was no motion >> and I think it was something for the full board whenever the time is right. >> Yep. Yep. >> Yep. >> And I think February, you know, we do a budget amendment, it's kind of that time where we we talk about that and visit that. So
>> well as somebody you operated at 3% fund balance and then 4%. >> Yeah. I think what I >> can we were at 5 and a half% >> and to be clear 5% it triggers an ability for state takeover. >> Yeah. Yeah. >> Anything under 5%.
>> That's right. We were just over that threshold. >> It it that was tough. We were closing schools. We were cutting programs and it was tough. >> No espanol. I remember that. You guys make a lot of good decisions back then. Yeah, that's I just just had run.
>> Yeah. >> Um >> was running. >> Did you want to go back to Central High School renovation at all? >> Um yeah, just to give you an update. So, um still concerned about budget. We've had some extra utility work come up. We've got to move a water main. So,
we're working with the city on that. Um the current plan is probably bid um in Julyish um with a demo in April of 27. At some point, I'm working with John. At some point, we want to do some community sessions to start showing some
renderings and getting some community involvement. We've got a a particular small user group that's providing feedback to us. And then John's working um we might possibly have some donors that would like to provide additional um opportunities there with like a mezzanine and upper seating. They really
like the feel of the current high school where it's got the upper seating. Um, and in our rendering for our budget, we didn't have that. So, um, it's something that the group John's working with them, but they might be interested in fundraising for that. >> We don't do we have a policy on naming rights.
>> We do. >> Yeah, >> we do. And we visited it with the Larry Nikkerk um, uh, you know, the tennis courts. I do think, you know, with some of this, I think that that there's some input from some some community members would like to be able to do more above
and beyond that, you know, if that comes to the point here, we would bring them to the board for conversation, >> but we don't do commercial naming rights at this point. >> Our policy is not to do any naming rights, but it's the board's discretion. >> Okay. >> I mean, we do
>> we do advertising >> advertising. We do it thoroughly. I know advertising and sponsorship is different than corporate naming. >> Naming is a permanent thing. >> Yeah. >> You know, so that's that's the kind of linear, you know, line there that we we
have of of permanent versus versus sponsorship and and advertising. We generally have time frames on those things. Okay. >> Even banners and such, there's a time frame where they they buy it for a certain time period. And
>> so you take the scoreboard, there will be each of the permanent panels or 10-year panels, you know, for that initial sponsorship of the the donors that help do the digital scoreboard. >> But like for instance, >> scoreboard, >> is it back and operating again?
>> Yes. >> The one on this end is Yeah. >> Okay. I had heard that yet. is when did we Somebody said something about the old scoreboard. I'm like that's not that old. But now I'm thinking back I think you did it right when you came. Right. >> Uh it's a little newer than that. Okay. >> We had that other one on the other end.
We took it down and got rid of it. And >> but this one, how old is it? >> Um how long you been here? >> Almost 12 years. So it's not that old. It's >> about 10 years 10 years old. >> So may need to consider that in the next bond. >> Yeah. I think
>> or another advertising campaign. >> Yeah. The amount of plugs being used in that pressure box press box puts a lot of pressure on the system. >> Yeah. >> And it's easy to kick one and it Yeah, >> it's electronic malfunction, I take it. >> Well, especially that particular game.
>> Yes. >> You know, you get a lot everybody and everything. So, you know, >> of course it's that game. Hadn't had an issue with it all year, >> you know. So >> to make headlines. So >> it was it was fun though to wait like a half an hour and call 80 and say, "Do you know the scoreboards out?"
>> Yes. >> Army. >> Yes. You appreciated that. >> Yep. >> Um all right. Anything from sustainability? >> Yeah. So, uh, last month, uh, or actually technically still this month, um, the sustainability, uh,
subcommittees met kind of more of a worker B session, um, to really work on developing clear kind of objectives and measurables for the goals that they've, uh, come up with. And so, we'll be next month having the committees present to the whole group on what they've come up
with that. um with that some different investigation things um such as right now um two of the solar panels that we have at Central High School and at Traverse Heights right now are not working. So we're trying to get a real sense of what exactly needs to happen to
fix those um to try and and possibly write a grant that the group would write um to TCL um so to do that. So we've asked Train also they may do the engineering for us to know exactly what needs to be fixed and all that. So um they hope to the
goal is is in January to have a um a preliminary 1.0 um action plan and uh and at that point once we have that I will be presenting that to the board. >> Thank you.
All right, district purchases. I don't see anything on our agenda that we're approving, so it's pretty much status quo on the >> It's status quo. Um, we've updated some numbers for things coming up. So, the uh bids um for Glenn Lumis are out now and
are due November 20th. Um, we've got a highle estimate there. I originally thought it'd be closer to a million dollars, but um knowing that the school's going to be here three years, we have to make sure even the technology, we're doing upgrades because we're not sure these projectors will last three years. So, we're trying not
to do too much at this point, knowing we'll still do a full renovation in the next bond after Central grade's not here, but we need to be able to provide an educational environment for them for three years. We're doing some um doors, exterior door renovations. We made a couple re uh renovations to the
playground. Um we have to do a little bit of a renovation in the kitchen so that they can actually serve students out of there. It's been a while. Um and there's more students. Um we have to renovate the gym floor. It it's it's a complete uh take out and redo. It's been
so long since it's been done. Um so things like that that that have to be done really to be able to function a school here. And that's approximately the budget that we believe we need. uh tearing down the the temporary offices is really not much of it. And then the
last thing is we are creating an ADA restroom. So we have a a restroom inside the staff lounge that's now going to be accessible from the outside and will be ADA accessible. Otherwise, there's only uh two other ones, one way down by the cafeteria or one inside a classroom down
this hall. So it's really not um really not accessible. So we want one accessible from the hallway uh towards the main office. This room was previously the library >> and it will be again. >> It will be again. Okay. Yep. >> Hence the bookshelves. >> Yeah, that's why we left them.
>> See, >> all the other all the other bookshelves are in room 11 with all the business office storage. So, we'll be able to haul those back out. We don't have to bring over what Central grade has now. The these are actually in better condition. >> Okay.
I do um kind of just want to mention um there are more staff that watch this than maybe at times I realize to let them know they are wearing their tags today and that um many do. And so but uh again our principles are happy to work
to reinforce that and uh and and uh making sure that our folks wear badge, but there are staff wanting to let you know that they're wearing those. >> And we have a lot of staff that we have many that are. So good. Some text messages of a rock. >> Yes.
>> Yeah. Currently peeling off cartoon character. >> Pretty instant feedback. So >> to the superintendent, >> I am pleased they're all wearing their tags at this very moment. >> Yeah. Thank you. >> So right here, right here, >> right here.
>> Okay. Uh any other items? >> Nope. >> No public. We don't do public comment at the end. >> Nope. Okay. I move that we adjourn the meeting. >> Second. All in >> favor say I. >> I. >> Opposed. We're adjourned.
>> Excellent.