- [Arcand] District 624 to order. Will the clerk please call the roll? - Streiff Oji.- Here. - Thompson.- Here. - Arcand.- Here. - Beloyed.- Here. - Daniels here. Ellison.- Here. - Skaar.- Here. - All right, let's please stand for the Pledge of Allegiance. - [Unison] I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all. - All right, good evening.We have before us an agenda. Can I get a motion to approve? - So moved.- Ellison. Is there a second? - Second.- Second by Streiff Oji. Any discussion? This will be a voice vote.All in favor say aye. - Aye.- Opposed, same sign. Motion passes. We also havebefore us a consent agenda. This contains various businessitems that come every month, including donations, and when I look throughthe donations this month, we had a lot of great donations come in. We can't always do our work without the greatsupport by our community. So all those, I wannathank everyone in there that made a donationto our school district. We're honored to have that. All right, so before us, wehave that consent agenda. Can I get a motion to approve? - So moved.- So moved by Beloyed. Second?- Second. - Second by Thompson. Any discussion? This will be a roll call vote. I'll ask the clerk to call the roll. - Streiff Oji.- Here. - Aye.- Aye. - Thompson.- Aye. - Arcand.- Aye. - Beloyed.- Aye. - Daniels, aye. Ellison.- Aye. - Skaar.- Aye. - Motion carries that. Okay,so we have it in front of us. Next, there were no requests to speak. So we will move right onto the informational items. Informational item C1,student recognition. Dr. Kazmierczak. (people speak indistinctly) - All right, tonight wewill recognize students who participated in the"Legally Blonde" fall musical as a cast member, orchestra member, or on the technical team. They received the following honors from the Hennepin TheatreTrust Spotlight Awards. Certificates and Bear pins have been distributed to students, so congratulations, andwe'll roll the video. (upbeat music) (upbeat music continues) (upbeat music continues) (upbeat music continues) (upbeat music continues) (upbeat music continues) (upbeat music continues) Very impressive list there. There were 90 students recognized. - Congratulations to everybody on the list and for all their greatwork, and Dr. Kazmierczak, would you like to go on to thenext superintendent's report? - All right, thank you, ChairArcand, members of the board. So community membersare invited to join me and other district leadersfor coffee and conversation. Find us at Caribou Coffeein downtown White Bear Lake from 12 to 1:00 PM onThursday, February 27th, and mark your calendar for ourfinal Coffee with Dr. K event of the school year from 7:30to 8:30 AM on Tuesday, May 7th. It's time once again tocelebrate professional excellence as part of the White BearLake Area Educators Teacher of the Year program. The process begins withnominations from community members, families, students, and colleagues. Nominations close at 4:00PM Tuesday, February 18th. You can find complete information in the nomination form onthe district's website. So district center offices, including the CentralizedEnrollment Center, have relocated to the SunrisePark District Service Center at 2399 Cedar Avenue in White Bear Lake, formerly Sunrise Park Middle School. So school board meetings will remain here at the current district center location at 4855 Bloom Avenuethrough the end of February. Starting with the March 3rdregular school board meeting, all board meetings and work sessions will be held at Sunrise Park. So this is our second to last meeting, and before I close tonight's report, I wanna give a special reminder to families with incoming kindergartners. When your kindergartneris officially enrolled, they'll receive a specialkindergarten welcome packet from their new school,complete with a fun t-shirt. We know our youngest learners love getting their I'm a Bear mail, and we enjoy seeing themproudly wearing their shirts around town. When families register, they'll discover a varietyof excellent program options. These include our strongneighborhood school programs, the district-wide InternationalBaccalaureate program, and, starting in the fall of 2025, our new elementary Spanishdual language, sorry, Dual Immersion programat Otter Lake Elementary and Matoska International. So that's it. - Thank you very much. There any questions for Dr. Kazmierczak? Okay, hearing none, let's headon to our discussion items, D1, "Midyear Update on Academic Progress." Dr. Gillespie? - Good evening, Chair Arcandand members of the board. I have two guests with methat are familiar to you, but I wanna make sure everyone knows. Jen Babiash is our directorof Teaching and Learning, and then Cynthia Mueller is our principal and special assignment anddistrict literacy lead. As you know, we've beentalking a lot internally and externally about how toshare more data in our system, and we shared similar data last week. I believe it was lastweek, the weeks go fast, at our systems accountability meeting and wanting to talk more with you tonight as we continue to try to bringdata forward more frequently with you and across our whole district. So we look forward to sharingsome information with you and then the discussion afterwards. - Thank you, Chair Arcandand members of the board. I'm excited to share some information around our progress related to literacy, some key components. Obviously with the redact tonight, I'm gonna focus on ourlocal literacy plan, the components of it, and then also some mid-year updates in terms of our progressfrom fall to winter. So local literacy plan isthe school district's plan for ensuring all studentsare reading at grade level. It involves some key components that we will work throughand share pieces of it, but it is something that wedevelop and revise every year, based off of what are the needs and evidence-based practices. First, before we look at the data, I wanna just do a coupleof foundational pieces. The assessment data we'regoing to look at tonight is really around our universal screening, which is one key component of a comprehensive assessment plan. We utilized FastBridge. The READ Act requires that we use a state-approveduniversal screener. FastBridge was one ofthem. Good news for us. We were already using FastBridge. We also have some of our standards-based or standards-aligned assessmentsthat we use, but again, tonight, we're gonna focuson our universal screening because it gives us key indicators around student risk whenit comes to literacy. Another key piece somewhere we're looking at the literacy data is theassessment data comes out as a risk level. Oftentimes when we look at some of the other assessment data,we might look at proficiency. When we're talking aboutFastBridge and universal screening, we're really looking at risk level, and so we're gonna have twokind of key components to this, low risk, which meansthe student's at low risk for not meeting end of year benchmarks, and then there's also an at-risk category, which really is made up of two categories. It's some risk or high risk. We have them put together as a risk level because we really wannaensure if a student is at risk that we are intervening at risk, whether it's some risk or high risk. So the first key componentwe're gonna talk about is our universal screening plan. We screen all elementary students, K-5, multiple times a yearutilizing FastBridge. There is multipleassessments within FastBridge that we utilize and it'sall developmental based off of where they would beat as a reader, right? A kindergarten skillversus a 5th grade skill. Here is our progress from fall to winter. Fall to winter, so we can seefor this group of students, what is the progress that is being made. Again, the green is gonna be low risk, and the red is at risk, a combination eithersome risk or high risk. Key to point out here, what we are seeing inour data consistently is kindergarten willmake a lot of traction or the greatest amount of traction when it comes to reducingrisk level for students, and then we will see some pockets of areas where we continue to reduce risk level. We will continue to monitor this, implement specific things to address this, and then we will have updateddata again in the spring. In our K-1 area on this data, we're looking at theearly reading composite, which is a multitude of subtests that combine into a compositescore for their overall risk. Grades two through five, we're looking at what's called the CBMR, reading curriculum-basedmeasure for reading. That's measuring theiroral reading fluency on a grade level passage. Another key piece to all this work, we are a standards-based system, and Minnesota has adopted new Englishlanguage arts standards for full implementation next year. Great news for us. We are well on our way tofully implementing based on our curriculum review cycles, elementary reviewed curriculum and adopted beginning last year, and we're in the processof 6-12, and really, that curriculum review isa comprehensive process for researching around whatare evidence-based practices, what are our currentresults, what are the needs, ensuring that we have this vertically and horizontally alignedexperience for students. This team that does the curriculum review is made up of educators, district leaders, building leaders, and they come together, create a shared vision andlocal priority statements for selecting a new curriculum. Another key piece, andwe've reported on this in previous sessions, is around really ensuringthat our teachers, we believe they're themost important factor for student achievements. So we wanna make sure thatthey are the most knowledge and skilled and that theyhave the greatest confidence in delivering evidence-based practices. The READ Act requires thatcertain groups of educators go through the state-approvedprofessional development course. Great news for us. We were well on our way startingin 2021 ahead of the game. So at the end of this school year, we will have all elementaryeducators completed with LETRS with the exception of any new staff. So now we get to shift our focus to also thinking about oursecondary educators as well. A reminder, too. So we are doing LETRS, Language Essentials for Teachersof Reading and Spelling. It really is a gold standard program, but it is a professionaldevelopment course. It's not a curriculum. So it's really equipping teachers with the knowledge and skills around evidence-based practicesand the science of reading. We support the implementation of applying what they're learning inour communities of practice. Elementary educators gather during our professionaldevelopment days in job alike. So all the kindergarten teachers meet, all the 1st grade teachersmeet, so on and so forth in communities of practice,as well as the support of our amazing instructional coaches. Jen is gonna share a little bit then around our instructional framework. - Yes. I'm excited to share thework we've been doing around effective instructional practices. So this year, we have adoptedthe instructional framework called the 5 Dimensionsof Teaching and Learning from the Center for Educational Leadership out of the University of Washington, and the 5 Dimensionsinstructional framework really creates a visionfor high quality teaching and aligns the work ofinstructional improvement across the school system. The framework organizes and defines the ideal characteristics of classroom instruction intofive dimensions you can see. Those are purpose, student engagement, classroom environment andculture, curriculum and pedagogy, and assessment for student learning. So what's so excitingabout this framework, it really focuses in on theindividual educator's growth and development, and then also, it gives us guidance forinstructional leadership for our principals, and it also helps to design our professionallearning moving forward and really gives us a commonlanguage as we think about what our effective instructionalpractices as a district. - All right, so as weuniversally screen students to see kind of where are they at in heading toward gradelevel expectations, we also know parents and families are really key part of this work, and so we really strive toensure that they are notified and fully aware of how istheir individual child doing in terms of progressingin their literacy skills. So consistently, weprovide this information after every screening period. We have a formal letter that goes through and really talks through like this is what the screening assessment was. It also identifies that we're screening for characteristics of dyslexia, which was a key part of thelegislative language as well. Talks through what thosescreening assessments are and then also specific strategies for how they can help their child at home. A key part of this, though,in our work has been to have that as part of theparent teacher conference so that the teacher canreally come side by side with that parent and walkthrough and really explain that, "This is what it looks like your child," and we're hearing a lotof really great feedback around that process. Another key piece inour local literacy plan is that we're making database decisions, and so we utilize data-driven dialogue as our conceptual framework for engaging in database decision making, but really, this happensthroughout the school year, each of our benchmarkingperiods of universal screening. Data teams at each buildingand site, they meet together. They look at the individual students, the cohort of students,and make database decisions around who might need additionalintervention or instruction and how do we ensure thatwe provide those supports. If a student is receiving an intervention, they are also administeredprogress monitoring tools that are within FastBridge to also track their progressthroughout the intervention and closing the gap togetting them to grade level. So some of our key next steps and some of the pieces thatwe have already under works is we utilize the Minnesota MTSS framework for continuous improvement. Really annoying. Thiswork is complex work. The work that schools do is complex. There's multiple factors. This is a conceptual framework that we use in partnership with theMinnesota Department of Ed under what's calledmulti-tiered systems of support, and there's five key components to it. So when we are looking athow are our student's doing and if we don't have theresults we're striving for, we're looking at, okay, what is our infrastructurefor continuous improvement? How are we engagingfamily in the communities? What are our multi-layeredpractices of support? So tier 1 being their coreinstructional experience in their classroom butalso the supplemental and intensive interventions. We, of course, wanna be constantly looking at monitoring our evidenceof student learning and what is their progress and then making database decisions. So this framework really captures all of the components we're looking at for monitoring and adjusting to ensure all of our students arereading at grade level. The other thing, as I mentioned, is we're in the process of a6-12 ELA curriculum review. So we're ready for full implementation of the new ELA standardsat the secondary level, and we are looking forwardto providing letters as well to our 6-12 educators, in particular, those that work with students that receive special education services or multilingual learners as well. And then finally, a piece really ensuringour building principals and our district and building leadership are so critical in all of this work. So as Jen mentioned whenshe talked about the 5D, a key action step thatwe've taken is engaging in the Minnesota InstructionalLeadership Academy. This is a partnership withthe University of Minnesota and the University of Washington Center for Educational Leadership, and that really does is it focuses on principal and districtleadership knowledge and skills for how to coach and providefeedback to educators around their professionalgrowth and practice, and also, how do you look atthat information to inform how I make professional development plans for my building and for us as a district? So that 5D and what weaffectionately call the MILA program has been really key as we lookat instructional leadership. All right, with that. - Okay, so we'll open it upto board members' questions. Ms. Beloyed. - How many new teachers dowe have that will still need to go through the LETRS training? - I don't know the numberoff the top of my head. If I were to take a guess, number of teachers thatwe hired last year, I don't know, roughly in the elementary, 20 to 30 maybe would be my rough guess. So they will start next year. - [Beloyed] So whatever year they come in, it's the next year where they actually gothrough the training. Okay.- Correct. - We want them to be with theirbuildings their first year. We're well ahead of the,I would say all districts in the state will be at95% of our teachers trained at the end of this year.- Thank you. - I have a couple comments and a question. I'm so happy there's such a big family and guardian component that you're extending that information and giving suggestions forfamilies to work with students, and I'm happy, so happy we're ahead of thecurve with our training. That's just so great. Makes mereally proud of the district. And then I just, you know,when we talk about low risk, does that include, and I would think it would kids that have no risk? (laughs) I mean, obviously everybodycould be at risk at any time, but, I mean, we have lotsof kids that will progress. So when I hear low risk and high risk, we're the kind of the no risk. Must be in the low risk(laughs) if that makes sense. - Yeah, so the risk level come from their correlation studies, right? Based off of you score in this area, right, we consider you, if we look at othermeasures of grade level, you're at low risk for not meeting those. So it's all in the correlative studies, but yes, I think it, yeah, they shy away from saying no risk, right? 'Cause you still wanna be looking at what are the needs of the student. - [Daniels] Right. Thanks. - Other questions? Streiff Oji. - A couple of questions. First,thank you guys for the work. I've watched this unfold, andit's been awesome to watch and, again, well ahead of the state. How many local lettersfacilitators do we have in the district? - (laughs) We have five.- Okay. Each grade level that eachtake a grade level or combine? - Yep, so myself, our MTSS coordinator, some instructional coaches, and one of our intervention teachers. Yep, and one of our middleschool intervention teachers. - [Streiff Oji] And then will the state cover 6-12 LETRS training? - So the plan is, right, ofwhat they put out there is, so phase one right nowis what we're still in. So we are focusing on for 6-12special education teachers, multilingual learner teachers, really under that bucket of phase one, what they call phase one educators. We are still waiting for guidance from the state around phase two, which would includethe classroom teachers, the 6-12 ELA classroom teachers. - And last question, science of reading. We talked about this with thenew language arts curriculum, science of reading and standards, and I know that's like a super heavy lift, making that aligning all of those. Are you working on that, and what year are we inwith the new curriculum? - Yep, this is year twoof the new curriculum. - For learning it. Okay.- Yes. Yeah, so when you think aboutscience of reading, right, it is a collection of research from a variety of areasand cognitive science and reading research to saythis is the preponderance of evidence around these arethe highly effective practices in how someone learns how to read. Some of that is under what we'dcall, you know, the phonics, the phonemic awareness, andthe alignment in our standards and the foundationalreading state standards they will have specific to those pieces, but we also have in our state standards thebroader language comprehension. How do we build backgroundknowledge, vocabulary, understanding of language structures. So I see a very strongcorrelation between them, but that science reading isjust a collection of research that can guide how we make decisions about how to provide instruction. - [Streiff Oji] Isn't there clear, like what order to introduce things, and is that aligned with the curriculum? - Yeah. Right, so in the science reading, they'll often talk aboutthe simple view of reading or the reading rope, whichhas specific components, and yes, there are pieces when you're an early foundational reader. We really wanna focus inon phonological awareness and phonics and give you a very solid base in just decoding written language. However, we can't wait forthem to decode the language while we're also buildingtheir language comprehension and background knowledge. So it really is, yes, there's somewhat of a developmental progression in those foundational reading skills, but we're also still workingon the full reading brain, which includes language comprehension. - Thank you so much for your work. - Mr. Skaar. I believe you had a question. - Yes. First of all, thankyou for the presentation. It was really well done. Ihave a question on the charts. So when you look at theat risk plus the low risk, I mean, what percentage oftotal K-12 are we looking at that are at risk and low risk? - [Jen] I'd have to get thosespecific numbers, right? This is percentage for thatgrade level across the district. - Okay.- Yep. - [Skaar] Then the other one, it kind of looks like the trend, although it looks likeit's starting to decline, which is a good thing, right? I mean, if you were to prioritize this or set goals around this, your at-risk folk or yourat-risk students going up to low risk or, you know, would be - Advanced would be another,- highest grade level, yeah. - [Cynthia] Yeah. - I mean, what are some of the key things that you have found to say, "Hey, we know when wedo these three things, these work, and these bring an at risk to low risk or at grade level"? - Yeah. Oh, how muchtime do we have? (laughs) So one of the firstthings I think about if, especially if we're thinkingabout a student that's at risk, I really wanna understand them as a full student andreally as a full reader. And so what we'll often talk about in the science of reading is there's phonological awareness skills, there's orthography or phonic skills. There's also understandingof meaning and context, and to build the readingbrain, I wanna be attending to all the areas and developingthose neurological pathways. My hunch, when you getto the older students that are at risk, most times, what they will have is what started as an underlyingphonological deficit, right? Like the spoken sounds of our language and understanding that to then be able to apply it to decoding, andbecause they have that gap, they have often had less exposure to being able to decode words and read and build backgroundknowledge and vocabulary. So now it becomes even morecomplex as they get older. So it's going back to what they say, why early intervention is so key. If we can intervene and give them thosephonological and orthographic while also building theirlanguage comprehension, we need to do that. So it is a little bit aroundlike the individual student, but there are somebasic kind of predictors of this is what we'regoing to be looking for, and that's why that databasedecision making is so key around using our screening assessments, administering some diagnostic assessments to understand how is thestudent processing language to then create a course ofaction to meet their needs, yep. - Any other questions? You know, the one question thatalways creeps up in my mind that anytime we go througha major staff development is in five years then aswe have teachers leave and new teachers come in, what are the plans on nownew teachers coming in? Are the post-secondarygonna start teaching this, or are they gonna lay it all on us for the new teachers coming in? Where do you think we're gonna be? - It's hard to predict. There definitely is conversation on how post-secondary institutionscan support our teachers, especially in the science of reading, but that is why wedeveloped the internal plan so that we can sustainit financially as well. So we have internal facilitators, and then we're purposefulabout our brand new teachers having their first year intheir building, you know, get to connect to their, there's a lot of professionaldevelopment that goes on, but making sure they feel connected and that they belong in our district, and then we start a cohort. This is all new, but myvision and our vision would be that it's every two years. So the next cohort would start next year. - Well, thank you very muchfor all your hard work. We do appreciate everything you do, and we appreciate you taking time out of your schedule to presentto us, so thank you very much. - Thank you.- Thanks so much. - The next thing on our agenda for tonight is discussion item D2, and this is the first reading of the school board policies505 599, 610, and 999. These policies have beenreviewed by the Policy Committee. They will come back to us on March 3rd on our agenda for approvalfor the second reading. If you have any questionson any of the policies, if you could give us thenumber, the policy number and the page number sowe can follow along, and I just wanna say thatthe Policy Committee, I thank them because Iknow it's a lot of time to go through and look andedit, so we appreciate that. So with that, do we have any questions or thoughts on those policies? All right, well, thank you. Well, it'll be back on March 3rd. The next thing we're gonna start is our operational items E1, "Action on Annual ResolutionDirecting the Administration to Make Recommendationsfor Reduction in Programs and Positions and Reasons Thereof." All right, Mr. Mons is out tonight, so Cindy Gustafson is here in his place. So thank you for being here, Cindy, so. - Thank you all so much. Good evening, Chair Arcandand members of the board. My name is Cindy Gustafson. I'm the assistant directorof Human Resources. Each year around this time, we do come forward and seek approval of a resolution directingthe administration to make recommendationsfor reductions in programs and positions as partof our staffing process. This is a standard part of the process. The resolution is includedin your board materials. and I'm happy to answer anyquestions if you have them. - [Arcand] Any questions? - Yeah, I have a couple of questions. One is, is this kind oflike (speaks indistinctly) probably done last year, year before? - [Cindy] Correct. - I have some suggestions. I mean, would you entertain a suggestion to this motion to consider the- - I'm wondering if we would need to have, we have no motion technicallyto discuss in front of us. Do we need to get the motion in front and then make an amendment to it? - Yes. - I'm thinking that's the direction. We're bringing it forward. So to move forward then,I would need someone to, we've seen the motion. Would somebody like to approve or make a motion for theaccept the resolution? That would be the next step.- So moved. - So Ms. Daniels. Is there a second? - Second.- Second by Streiff Oji. So now we have a motion in front of us. Now any questions, right? I asked first. Any questions on that motion? - I guess I'm unclear whatthe motion is, but I guess- - Okay, we can read it. Can we get somebody to read the motion? - Well, the resolution would be moved to approve the resolutiondirecting the administration to make recommendations for reductions in programs and positionsand reasons therefore. So the recommended action,yeah, yeah, just what I said. So the resolution'sincluded in the packet, and recommended action- Okay, I got that. - is to approve the resolution. - No, that part. I guess I was wondering what, yeah. - So now we have a motion,and any other questions? This is discussion time, right? - Yes.- Okay. So can I be recognized?- Yep. - Go ahead, Mr. Skaar. - So what I was asking iswhen's the last time a motion like this has been changed or revised? How long? How long ago? - [Cindy] I'm not aware that it has been. - Okay, so this- - This comes to the board annually. This is the format that it's in annually. - Okay, so just a couple ofcomments and suggestions, and then I'll make a, if it's appropriate, make a motion to amend this. So one of the things Ithought is in where you read that the school board herebydirects the superintendent of schools and administration to consider the discontinuance. I thought it would be more appropriate to say consider the reduction and or sunset of programs or positions? Does that make sense asopposed to discontinuance? - [Kazmierczak] I think, Dan- - But is that a code word in legislation? - Yeah, so this is based onspecific language and statute. So any suggestions here, I would be uncomfortablemaking changes tonight unless it was reviewed by Matt. - Gotcha. That's thequestion I wanted to ask. - Yeah, so if you havesuggestions, we'll take those, and then I can talk toMatt and we can take a look at statute and see where itmight interfere with statute 'cause there's very specificlanguage in this resolution that then, as we go throughthe staffing process, we have to make sure that we've stated certainthings a certain way. - All right, I'll justgive you my suggestion. - Okay, sounds good,- You can consider- - and then Matt and I can chat about it. - Sounds good.- Okay. - Any other questions? - I'll vote.- All right. So do we have any other furtherquestions in front of us? All right, so this is a roll call vote. I will ask the clerk to call the roll. - Streiff Oji.- Aye. - Thompson.- Aye. - Arcand.- Aye. - Beloyed.- Aye. - Daniels, aye. Ellison.- Aye. - Skaar.- Aye. - Motion carried. Thank you very much. All right, well, we'vereached the point now we're on the board forum. Are there any board memberswould like to share? Yes, Streiff Oji. - I just wanted to say that Ihad the opportunity to attend, along with Dr. Kazmierczak, the 36th annual Suburban EastConference Music Festival where it's 10 districts inour conference come together, and they have choir, band, and orchestra, and they're honors kids from all of those districts and schools, and it was a super powerful performance. They work with people,like music instructors and choir instructors fromdifferent universities. Like US Davis I think was there, and there was another,a couple different ones, but it was really proud of our kids, and they go and they workwith them for a couple days, and then they have a concert. So it was very cool and highly recommend for anybody that hasn't been. It occurs annually. - [Arcand] Okay. Thank you. - [Kazmierczak] We hostthat event in five years. It rotates to each highschool, so yeah. So anyway. - Any other things for boardforum? I do have something. The Ramsey County Leagueof Local Governments on Thursday night will be having a meet and greet with legislatures, and we'll be down at, I gotta a look here. I think I would know this. It's from five to seven, and we are at Christ LutheranChurch, Capitol Hill. So it's right across. It's a nice place. They had a room we could get.Legislators can come over. So what we'll do is at five to 5:30, they'll have a gatheringof, you know, socials, maybe a little pizza, get pizza. Everybody wants to come, and then we'll have an openingcomments and introductions, and then we'll have overview of what Ramsey County Leaguelegislature priorities are, but the biggest part is we'regonna allow our legislators then to kind of tell us whattheir plans are moving forward for the rest of the session,and they can give us input, and this is a great way to network and meet your legislators. So that'll be this Thursday, February 13th from five to 7:00 PM. As White Bear Lake is a member of Ramsey County League ofLocal Government, any person, any employee or employed hasthe right to come and show up. - How about the studentswho are here tonight? They might want a little extra credit. - If they wanna come down,they'll be my special guest, and I will welcome you. You can have my piece of pizza. (everyone laughs) - Where is it, Scott? - It's at the Christ Lutheran Church, Capitol Hill, St. Paul, right across from thelegislature apparently. I've never been there, butI hear it's real close. All right, anything else? Well, hearing none, it lookslike we're at an adjournment. Can I get a motion to adjourn? - Mr. Chair, I move to adjourn. - Okay. Do we have a second?- Second. - Second. All in favor say aye. - Aye.- Opposed, same sign. We are adjourned. (people speak indistinctly)