here. Director Hawker here. Director Kellenberg here. Director Low here. Director Parker. Director Theelander here. Chair Sherman here. You have a quorum. Great. Um, let's stand for the pledge of allegiance. I pledge algiance 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, I will go ahead and make a motion to approve tonight's agenda. Can I get a second? A second. Great. Uh, Derer Hawker with a second. All those in favor of approving tonight's agenda, raise your hand and say I. I. I. Opposed. Agenda passes. All right, we're going to move on to the consent agenda. I um we're going to move on to the consent agenda and I'm going to make a motion to approve items A and C. And I'm gonna make a request to pull item B. Um, so can I get a second to approve consent agenda items A and C? Second. Great. Director Lowour with second. Oh, Chris beat you, Andrew. It's the delay. Sorry. So, all those in favor of approving tonight's consent agenda, raise your hand and say I for items A and C. I Great. Um, really quick, and this is out of order, but for everyone to know at the board table, Andrew is not here. He's he's out of town and he's patching in. So, that's him on the screen. So, Andrew, just speak up because I'm not always going to look to see if your hand is raised for a question. Um, and then I just really quickly want to welcome our two student um board members here tonight. And just um Aurora and Zach, welcome to the board. And we're excited to have you guys here. and feel free to just if you have any comments to raise your hand and I'll call on you and we'll go from there. Just just a reminder all votes since we have somebody remote should be roll call tonight. Oh, thank you for that reminder. I will need that probably a few times. Okay. And then um yeah. So anyway, I am pulling tonight item. Do we need to redo? I would suggest you redo the consent. We just Oh, you want to do even consent needs to be roll call. Okay, let's do roll call for items A and C. Okay. Director Gersich, yes. Director Hawker, yes. Director Kelzenberg, yes. Director Lawauer, yes. Director Parker, yes. Director Celander, yes. Chair Sherman, yes. Okay. Now, we'll have item B. And um I'm going to ask Chris to kind of come up here as I'm talking a little bit about it. So, theou we're approving tonight, which I know um I'm greatly in support of, I'm pulling just because it's on our strategic plan. It's a it's one of our core objectives. It's also a core objective from the state legislature in the form of the READ Act, which I'm sure our community members and um everyone here at the board table knows a lot about. And so, I wanted to give Chris a chance to kind of walk through the board. every district can handle this differently, how they comply with the read Act. And so what we do is different than what other districts do. And so I thought it would be good just to kind of go through um for clarity purposes for everyone. And then also I just wanted to take a couple this opportunity to thank the state legislature for providing the funding that we're using um to comply and to have thisou this understanding with the union. So, thank you to our state legislators um who are supporting the readact. I also want to um be express gratitude to both our staff Chris and her team and also to our union leadership for their work in getting thisou agreed upon and done and um just wanted to kind of again just go through the details. So, if you could maybe just real quickly high level kind of walk through theou. Yeah. Great. Yeah. Good evening everyone. Thank you, Andrew. So, um the readactou um it addresses um the letters certification training. Um we we did select the letters um I think we've all heard about that the letters certification program. Um and so the program is estimated to take about 64 hours um per volume. Um and um the district u administration worked hard to rearrange the PD days um in last year's schedule to accommodate um all but about 16 hours of that time. Um so majority then of the time was covered during the during the workday. Um and then um we used the money that the uh state gave us um to divide that out over the folks who were eligible to receive the the stipen. Um, so that amount comes out to $480 uh per volume for a total of $960. Um, another option for compensation for teachers is um, credit. So they can get up to six credits per volume um, which then can be applied towards a lane change um, which is um, a salary change or pay increase. Um, so it's up to the teacher to decide um if they would prefer to have the credits or if they would prefer to have the stipen. Once theou is um signed, then I will send out communication to our teachers who have already completed the um training um and certification or who are in the process um to submit go ahead and submit their vouchers. Thank you for doing that, for explaining that. And I just um again I want to express the gratitude for the work that our teaching and learning team did who I know some of which are here today because I think it's a huge lift to have this the majority of the hours with the exception of those um 16 of the approximately 64. I know those are kind of ballpark estimates. Um but I I just think that there was a lot of work done by teaching and learning. So in addition to your team for and the union for theou just a shout out to our teaching and learning team who um really does a lot of good work behind the scenes and just wanted to recognize that the read act is really designed to improve literacy outcomes for students across the state. Again it's in our strategic plan and I want to recognize the teachers efforts in our district um that they're putting in this work to make a positive impact in the lives of our students. So I appreciate that explanation. I don't know if any um if there are any questions on the details, but I just thought I would take a minute to highlight that. I had two questions on this one. Uh first question is and thank you for all the hard work on this and thank you to the union leadership as well. Um first is the do we have an estimation of who will take credits and who will take or not who uh percentage of people that would take credits and people that would take dollars. I guess I don't have a percentage but I know about 10 people have elected to take credit to take credit. Cool. And then um second is on eligibility. I was curious who's required to do this training um in our district. Um pretty much anyone who has a literacy role. Um this is probably a better question for Caitlyn, but um it's really um anyone who teaches reading as part of their as part of their job duties. Um and special ed folks who's who have students with IEPs. Am I hitting it? You're close. Okay. Yes. Um, it's K5 classroom teachers, all um, ML or EL licensed teachers, um, 6 through 12 grade teachers who teach English language arts, interventionists, and special education. Uh, that would be special education, preK through 12 plus. Thank you all very much. Great. Any questions? Perfect. I mean, that's all. I just um I'll go ahead and make a motion to approve this. Again, thank you um to everyone here and um many people who aren't here for getting this work done. Um all right. So, I'll go ahead and make a motion to approve consent item B. Is there a second? I'll second. Great. Sarah with the second. And now we'll do roll call. Joan. Director Gersovich. Yes. Director Hucker. Yes. Director Kellenberg. Yes. Director Law. Yes. Director Parker. Yes. Director Theelander. Yes. Chair Sher. Yes. Great. Under um our business items tonight, we have a report on the boundary guiding change document. So, we're going to have Mark come up. Good evening, Chair Sherman, members of the board. Um tonight's kind of the kickoff to our uh boundary adjustment process. I'm here to sh to share a draft of the guiding change document that our committee will be working off of. Um, as you know that we're in the process of building two new schools, a new one in Bayport, a new one in Lake Elmo. Um, and with some of the growth that's been happening in the southern part of our district, it's time to take a look at um, our boundaries here to see to to set us up for future success um, in the southern end of the district. So, timelinewise of kind of where we're at. So, today we're here to review the draft um, guiding change document. The next meeting is September 30th will be a vote to approve the guiding change document. Over the month of October will be committee work to come up with options um for you to review. Then in November, the November 6 meeting, we'll bring an initial draft recommendation here to the board um for your review of the boundary change. That following week, we'll have community conversations where we'll go out to the community um and get their feedback as well as get online feedback. Then after the board meeting, after the community conversations and the online feedback, we'll bring the committee back together and then say, "Okay, here's what we thought when we left committee in October. Here's the comments we got from the board, from the community. Is there any changes that we want to make based off the feedback we we have? Sometimes we do make changes, sometimes we don't. And then in December, that first uh study session will bring an initial final draft to the board. And then the end of December will be a vote for a boundary change. The reason we do this process and have it wrapped up before winter break is because of the January 15th open and alt deadline. So if we do change neighborhoods, we change boundaries to give families enough time to if they want to opt into a different school or go back to the have a chance to go back to the school that they currently attend that they can apply and have the same um options as other families going into schools for that open and all enroll period for next January 15th. So that's kind of why we want to wrap it up here in this calendar year to give families a few months to kind of figure out which way they want to go for the following year. So with that, any questions on timelines? Otherwise, I'm just going to dig in here to the guiding change document, go through each of these real quickly, and then if you got questions, please feel free to jump in at any point and get more clarification if you'd wish. So, I'll kind of start down the current reality. Um, we have a new Bayport and Lake Elmo Elementary opening next fall 2026. There's an addition and remodel at Oakland currently going on to accommodate current and future growth. We do have growth in the southern part of our district. We have space available in the central and northern elementary schools and Stillwater Middle School. We currently have a feeder system to our middle schools, which means that we have all the elementary kids in a school goes to uh the specific secondary middle school. For years, we used to have Highway 36 as the dividing line. And there were three schools that actually had kids on both sides of Highway 36. So when they left elementary school, you'd have a portion of your kids going to Oakland and a portion of your kids going to Stillwater Middle. there's a lot of stress on families and kids. So, we try to align true feeders so that the kids that they're with elementary will be in that same cohort as they go on to to uh middle school. Um, we do have space set aside for prek in all of our schools and especially with the new schools as well. We'll have more prek space next school year. And then currently from an elementary standpoint, our gifted and talented program is housed at Stillwater Stillwater Middle and our amigos program is housed at Lake Elmo. So now kind of looking at what our desired result would be. Um first off is make the uh decisions based on the best interests of all of our kids districtwide. We want to ensure schools in the southern part of our district um have the capacity to meet the current and future needs. The difference between this boundary and other boundaries. We're really just going to focus on three areas. We're going to focus on the Bayport boundary, the Aftton Lakeland boundary, and the Brookview boundary. In past boundaries, um we've kind of had more of a district-wide approach to take a look at it holistically. Um, but this school year there's been quite a bit of change with families with the start times, with the calendar, with cell phones, some of the other things that we initiated and we really wanted to keep this as minimal as we can. So, from committee work, we're really just going to focus on those three boundaries and doing some minor adjustments to set up those schools to have um the best capacity needs moving forward. We'll consider the demographic makeup of our student body. Um, gather gather feedback from various stakeholders, which I've already talked about. will provide a safe and efficient transportation system. Um, and then here's to the extent possible. Middle schools. We want to keep our middle school uh feeder together. Sitting here today, I think that's going to be possible. I don't see us um needing to change our middle school feeder program, but that is a um desired result to keep it. Also, neighborhoods. We want to extend possible keep neighborhoods together. Now, that doesn't mean as you look on the map and you see neighborhoods are numbered. You know, there's number three and number 15 and number 22 and those sorts of things. It means actual physical neighborhoods of Croywood or Liberty or whatever those neighborhoods are. If there's a a a kind of a neighborhood that makes sense to try to keep that neighborhood together versus running a boundary right down the middle of the road and if you live on the east side, you go on one school and the west side you go on the other side. We want to try to keep neighborhoods together as best we can. And then lastly is we want to try to set ourselves up to make sure all of our schools have a minimum um of 400 student enrollment for all of our seven elementary schools. So, and then lastly, we're not going to violate any state laws, board policies, or negotiated agreements. And then also, all of our schools will be set up to make sure that their classes will fall within the school board um approved class size ranges. So, we don't have classrooms that are going to be above um significantly above any of our buildings moving forward. So, that's really kind of a quick overview of the guiding change document. And at this time, I'd kind of open it up to any questions or comments that you may have. Questions? Yes, I have a question for you. Um, I appreciate the clarification on um, like what schools are really going to be focused on. Um, in terms of Lake Elmo, I'm assuming that the kids that are currently at Lake Elmo are the ones who will continue to go. Um, you did not mention Rutherford. I remember in those last conversation that there were a number of students from Lake Elmo who got moved to Rutherford. So at this point, my understanding is they're staying at Rutherford. We're keeping just really focused on the southern schools. Yep. So the last boundary change was actually two-phase. So the northern students that were at Lake Elmo went to Rutherford and there was a a portion of the southern part of the Lake Elmo boundary that went to Brookview. And so now as we kind of looked at some of our projections over the next five years of of where enrollment would be, even with that that group that went to Rutherford and that group going to Brookview, our Lake Elmo numbers projection-wise are in kind of the mid 900 range, which for the school is kind of where we want it. And then if we were to talk about moving some of those kids back to Lake Elmo, it would bump the Lake Elmo number up, but also take some significant capacity out of both Rutherford or Brookview, depending which way you go. So to kind of equalize our capacity districtwide, we're not going to focus at Lake Elmo at this time. Okay. Thank you. And then um because that was the question I had that I called you about and if there's room for alternate enrollment districts in or families in Lake Elmo could alternate enroll potentially. They obviously wouldn't get transportation, but they could they could do that. Correct. Okay. And we had families this year that wanted to alternate or open into Lake Elmo that were accepted. So, okay. So, that does already happen. We speak. Yes. Okay. Thank you for that. Any other questions? Um, you mentioned that is today do we currently have a feeder program today for our elementary schools? Yes. Yeah. And going forward, if we're only adjusting the schools in the south and the schools in the south have the most growth, wouldn't that implicate that or imply that then Oakland is going to have a differentiated size growth compared to Stillwater Middle School? And how does that how do we think about that? Okay, I'm going to try to tackle all of them. So if I miss one of your questions, please feel free to hit me at the end. Let me start the first one. So currently our middle school feeder setup is we have Lily Lake, Stonebridge and Rutherford feed into Stillwater Middle. We have Brookview, Lake Elmo, Anderson, and Aftton feed into Oakland. Now looking at this boundary change, if we're really going to focus on the Anderson, Afton, um Brookview boundary, it really doesn't touch or impact the middle schools. So that's why kind of the feeder would stay. Now the next part of your question is looking at long term with growth. You know, we have over the last couple of years, we have seen projections where where Oakland gets significantly bigger and Steward Middle gets smaller. What has happened in reality is our middle schools the last three years have stayed relatively similar in that 900 number. And so even though the projections are different, we have more kids that will go from Oakland and want to alternate and enroll into Stillwater Middle or Stillwater Middle will get more kids um coming at that transition point where we talked before of that fifth grade or that sixth grade and nth grade point. So they'll come more at that transition point to even it out. The other point is when you look at boundaries and you look at capacity, there's a staffing component to it as well where you want to keep the schools around that 950 mark to really maximize and utilize your staffing efficiently. If you get schools that are smaller than that or bigger than that, we can run it. But to do the true housing concept, you want to keep it around that mid 900s. And so we've had that for the last three, four years. And so we're going to try to keep that as best we can. Now, moving forward, if we start to see that discrepancy pop up, then we'll have a conversation around our middle schools to really dig in deeper to see what we want to do moving forward. I'll I'll try to to add on to that. So, we have been meeting with a number of community and people talking about development. There's a lot of potential development on the books that isn't They've not dug dirt yet and started. Okay. So, I think you are going to see eventually a bigger Oakland Middle School than Still Water Middle. That's why we're adding on to Oakland right now is because we're adding I think 200 capacity for 200 and some more kids, new gymnasium. But what we're doing with this boundary adjustment recommendation is okay, the new schools are opening. This is kind of step one. All right, we're going to make the shift for five years and then as these planned developments start to come on board, all right, in five years time and this has been pretty typical as far as boundary shifts within the district historically, we're going to come back and we're going to revisit it. So we we'll be capacity wise, we'll be pretty balanced over the next few years, but it it is there's going to be a difference down the road that helps or not. That's very helpful. Thank you. Any other questions? Do you know um just in terms of communication for the community members? And this might not be you or I don't know who this would be. Um will there be a space on the website for boundary change with the timeline and the guiding change document or Yes. Once it's approved then yes, we'll have a boundary change just so community members can kind of see and follow the process. Perfect. And I just have to say the process um that you have done, I mean it it really is so well laid out, Mark. So again, really good job on that because it it's just something that obviously anxiety builds in community members whenever you talk boundary change. So it's a nicely done process. I appreciate that. You all have a committee to look at the boundary changes and I know that that could be very challenging. I've been on that before a number of years ago. What was very encouraging about it because everybody that came and spoke up, they wanted to stay in their school. I thought that's great. They like their school. They want to stay there. But now we got two new really fancy schools. People might want to go there. Actually, that's not even my question, but it's a thought. Um, is how is this committee made up? Who who's going to be on the committee or Yeah. Um, so we have a parent rep from every school, K through eight, because we don't have the high school because obviously we feed into one high school. And then we have um teacher reps, um, we have principal reps, and we have district administration reps, and then we have a couple community members on there as well. So, it's about a 20 23 person committee. And how will those be chosen? I imagine there might be a handful of people from each school that want to be that person. So, um what we do is um if you were on the before, so if you're on the committee before and your child is still in the same school, so if you were the pick a school, Rutherford, if you were the Rutherford rep and your kid was a first grader before, now that they're a fifth grader, you're still in that school, then we ask them if they wanted to do it again. If they wanted to, great. They can still be on it. they didn't want to, then we'd find somebody else. If they were a fifth grade rep at that time and their child had now aged out and got onto the middle school, then we'd look at a different rep at that building. So, if we do have a handful of people that wanted to stay on and be part of this process again and then the buildings that didn't have that person um still there, then we reached out to the principal to get a couple names and then we we reached out to those families to see if they're interested. And then um next week we're going to send out the invite kind of kicking them off to the process um and inviting them to the first meeting kind of talking about what's going to happen from their perspective. Okay. So I think one one of your guiding principles there is you know what's best for the whole district. So if you have a person from a particular school they might want to be on that committee to advocate for their particular need. And I would caution that maybe you get some people that don't have that much skin in the game but can just see that bigger picture and try to do what makes sense. So that's kind of what we talk about first meeting is yep you represent a certain building but that doesn't mean that you advocate for it. We're looking at it holistically districtwide and we do have some kind of core tenants of our group that we go through every meeting just to kind of lay out what you're talking about right there. Okay. Wonderful. Yeah. And I will say that committee is made up of some really I mean they know our boundaries as well as you Mark which says a lot. So I I appreciate all drive it. We'll talk about a boundary. They're between meetings they're going to go drive and say okay this road that road. They're going to come back and say I looked at it here and you know they'll count the houses and all that. They they do a lot of work. It's not just kind of sit and get. That's a very active group. Yeah. Great. Any questions? Okay. Thank you for that report. We'll take actionite um on that at our next meeting. And then Mark, why don't I just have you stay up here for this? This is our resolution. This is an action item tonight for renaming Anderson Elementary just so you can give the background on it. Absolutely. So, um Anderson Elementary, the building was built in 1919. The original name was Bayport Elementary and it was Bayport Elementary until 1996. Um in 1996, the St. Foundation gave a grant to remodel and add on to what was Bayport Elementary School. Part of that grant um had them change the name from Bayport Elementary to the official name um that not many people probably know of Fred C. and Katherine B Elementary Anderson Elementary School. And then so at that time the the name was changed and that is changed all the way to today. Now, fast forward to today when the the bond referendum passed and we went through the design of the new Bayport Elementary School. We had a lot of community meetings and the name actually came up in a lot of different areas and to see what's the name of the school, what's the name of the school and there was an overwhelming um sense from the community that they wanted to go back to Bayport Elementary. So, we had conversations with the Anderson family about what their thoughts were. Um the Anderson family is actually 100% supportive of it. They actually didn't want it changed in the first place because that's where they went as kids and they really wanted it as Bayport Elementary. Um the Bayport City Council asked numerous times of what the name is going to be because they would like it as a city to go back to Bayport Elementary. So it just was kind of a natural fit for us here as a district with a new building kind of new beginning that we will kick off the new school as Bayport Elementary. So we will finish this school year with the official name of Fred C. and Katherine B. Anderson Elementary School, but starting July 1, 2026, we would rename it to Bayport Elementary and go back to where it was originally. Great. Thank you for that helpful background. Um, okay. So, I'm going to go ahead and make a motion to approve this. Is there a second? Okay, Director Lowour, we'll do a roll call vote, but right now there's a motion in a second. just additional questions or are there any policies that this would be implied that we have to think about in the guidance here that require for naming schools? Um, no. We've actually worked with our attorney to draft this resolution to make sure we get all the things done and then to make sure gives us time to work with MDE to get all the name changed on all the official documents. Thank you. That's why we're doing it now versus waiting. No selling naming rights. Grand casino elementary school. Nothing like that. Okay. Good. Good. Okay. So now if there are no other questions, we'll do a roll call vote. Director Gris, yes. Director Hawker, yes. Director Kellberg, yes. Director Lauer, yes. Director Parker, yes. Director Theelander, yes. Chair Sherman, yes. Resolution resolution passes. Great. Thank you. Thank you for that, Mark. And now we're going to move on to tonight's topic, study topic, which is MCA um test scores, assessment scores. Welcome. We've got Elsa here to help guide us through her pres presentation. See if this works this way so we can see. No, I can make it full screen. All right. Good evening, Chair Sherman, directors. Thank you for having me tonight. I get to talk about our MCA and MTAS scores for reading and math this go around. Um, I'm jumping ahead of my presentation here, but science is a new assessment this year, the MCA 4, and MDE is currently finishing up their standard setting process, and those scores will be released at the beginning of October. So, you might see me here again to talk about science. Um, a few things to remember is that the MCA assessments are designed to measure grade level standards based on the Minnesota academic standards. We really use these at a district level, grade level, school level to assess how well we are meeting content level standards and they're just one piece of our assessment system. It's a point in time and can't be used in isolation from other data sources. We're really going to focus on proficiency tonight. So, that gives us a one summary point for a whole lot of students. It's important to know that we're not talking about a distribution. It's a yes, no, did you meet this threshold? And there's a wide range of performance under that versus very close to the threshold or very far from the threshold. However, MCA scores are MCA content tests are quite different from grade level to grade level. So, we're not able to compare scale scores or anything like that or average scores to give those measures of central tendency. And that's why we stick to looking at proficiency levels. A couple words about participation rates. Our participation overall is quite strong at Stillwater. Um at the middle school level is we're sitting at 96% for both math and reading. Elementary school is even more dramatic. 99% of our third graders are tested each year. 99% of fourth graders and 98% of fifth graders. For our high school participation starts to look a little bit more complicated. Our 10th graders are typically in the building with us. know not a whole lot of online classes or PSO and 93% of students take that test uh last year. Math we start to see a bit of a drop off at 81% but that represents a market improvement relative to 2021 and is pretty high compared to neighboring districts. It's hard to do a lot better than 81%. The results that we'll see today do not include they only include students who took the test. When the state uses assessment results for accountability, they count students who were absent or who chose not to take the test as a zero, but that's the only time that that's taken out. So, for today, we're really focusing on how did the students who take the test perform because the majority of our students take that test. This is a tough one to see. You'll have to zoom in a little bit on your screens. Um, but this is just an overall demographic profile of our schools in 2025. This is based off of our October one official numbers. It's hard to describe this without just saying that different schools look different. We have quite a range of demographic profiles um in terms of race across our elementary, middle, and high schools, as well as by free and reduced lunch, special education, and multilingual learners. In general, our special education population is relatively evenly distributed except for specific programs. Um, but free and reduced priced meals varies quite a bit by school, as does our multilingual population. So, we're going to go ahead and jump into reading. At the elementary level, our third, fourth, and fifth graders outperformed the state at every grade level by about 10 percentage points. And similarly at the secondary level outperform the state by more than 10 percentage points with sixth grade really being the standout at 70%. Third and fourth grade are quite consistent compared to last year. Um we're not back to pre- pandemic levels but we're getting close and in particular third and fourth grade are kind of maintaining the growth that they saw last year. Uh fifth grade is down a bit uh which continues the trend from the trend from the previous year. So that's something to keep an eye on. Um, when we look at our secondary schools, you'll see a noted jump in sixth grade. That's a 10 percentage point jump, which is huge. Um, a six percentage point jump in seventh, three point three percentage point jump in eighth, and then 10th grade is holding steady after a year of growth the year prior. When we look at cohort level results, we start to see why it's difficult to compare grade levels to grade levels because they're quite consistent within a grade level versus within a cohort. Um especially when you look at the state level, it's very very stable over time. Um another thing to note as I was doing this report, I was trying to run the numbers back. Those third graders in 2022 would have been first graders in 2020 when the school shut down. And then here is what those cohort trends look like for sixth, seventh, and eighth. Uh gaps by race, ethnicity group have been persistent um before and after the pandemic. Um notably, we see that our black students, that's the yellow line, are diverging from the rest of our student group and not seeing the same level of growth. Also to note is that our Latino students, that's the green line, are actually outperforming their prepandemic levels. When we look by free and reduced lunch, English language learners and special education status, we see persistent gaps. Um, one thing to note is that when we talk about English learners here, that's students who are currently identified as English learners. So almost definitionally, they're not yet meeting English language proficiency. When we dive in by school, schools vary widely but cluster around that 60% point. Um, with some notable outliers of Aptton, Lakeland, Anderson, and Brookview. Oh, thank you for updating the slides. And we see the state is at 50%. When we look by school trend, we see a couple notable data points. Um, Aftton Lakeland showing consistent growth over the past one, two, three, four years. um as well as a consistent decline at Brookview. And then we also see um some leveling off of growth and kind of returning back to a baseline at uh Lily Lake and Rutherford. We would expect to see that after a big jump that some that it bounces back down a little bit. Um and it's a good sign that it's not bouncing back down more um than we see. Um when we look at our secondary schools, each school is outperforming the state average. Um, just a note for the board here, the ALC was emitted from this report because only 13 students took the exam and that's such a small sample size that we wouldn't really look at it in this way. Um, really the like red letter story here is Oakland Middle School showing massive growth in the past few years. We also see some modest growth at SMS as well and then the high school holding steady. When we compare ourselves to our neighboring east metro districts, we're kind of at the top of the pack. Not not the very top, but on the in second place um with our neighbors and we're showing more consistent growth than our peers. When we look at comparison districts, those are districts who are approximately the same size and approximately the same percentage of free and reduced lunch students. We're closer to the middle of the pack in that low 60s range, but we are still showing more dramatic growth. So, we're going to cap off reading before we move to math. Still Water's MCA and MTAS scores exceed the state average across grade levels in reading. And overall have improved since 2022. It varies a little bit by grade level and by school, but the most recent growth has been driven by the middle school grades. And we continue to see persistent achievement gaps between student groups with darkest gaps by family income level and race race and ethnicity. Do you want to pause there for questions? We're going to pause just because that's a lot for what we'll go through. Um, thank you very much for that information. So, questions or comments? Yes. Um, I was just wondering if you could just help walk through a little bit more the cohort trend. Um just looking at let's see here. So looking at like you know sixth grade in 2022 and then the the 2023 number and then the 2024 number they seem to go down. Is there a reason or is there different test? Ah okay. That's a lot of the reason. Okay. All right. Thank you. It's a what you'll find out is um it's different in reading and math like in in reading help me out Elsa the the third grade test we would consider third grade to be hard and fifth grade to be easy. I mean that's an overgeneralization because it's the content level standards. Um but if we look at the state trends that's a good way to get an approximation. We see also statewide that fifth grade performance and third grade performance look very different. Yeah. Okay. That Yeah, that I noticed that too. Yeah, that that's helpful. Thank you. That's different in math. Like the fifth grade math is a lot harder for our kids and which we'll get into. Yep. Yes. So the test is actually kind of a snapshot. It's one test on one day. What was that day that this is referring to? So it's different by schools. They have different they have the license to choose. I'm going to do Tuesday, Wednesday, Thursday of such and such week. Um, midappril would be the window I'd give you. Um, I believe it was the 14th is when we started and then the following week for math. That's kind of the ballpark, right? Yeah. The high school starts a little bit earlier relative to the other schools because they have AP testing season kind of come nipping at the heels. Any other questions? Uh one question is uh when we break out uh special populations, why don't we break out uh males and females? Uh we do have that with next to race on this slide. Um we can say that reading is narrowing. There's a bit of a gender gap there between males and females, but that's been narrowing since 2022. And would that that's pretty common, wouldn't it be? I mean, is that a I mean, I noticed it's flipped then for math where the It is fairly common. Our math gap is more dramatic. Yes, it is. Um, that's something I'm digging into further. I haven't found a lot of rhyme or reason, but starting to look by grade level, by school, that kind of investigation, but it is a little bit more noticeable than statewide. Okay. Um, I had asked this before in an email and I think it would just be helpful for the board to hear. um you know obviously we have a variety of levels of performance on this and so it is one test one day one but systemwide and maybe I don't know if this is an Elsa or uh Dr. funk. What are some of the the causes that you're looking at, you know, in terms of explaining that or, you know, replicating best practices at one school into another or maybe it's just kind of, hey, we're we're new in having the strategic plan and the pony plan and stay the course. We're moving in a good direction. Um, so a couple thoughts on that. So first of all um I want to recognize the fact that we are trending in the right direction. All right. I think I read I read some news article today most every district in the stra the state over the last few years has been going downward. Okay. Their scores are they're lo their MCA scores are dropping. Um, so if we're in an environment where everybody's dropping and ours are actually going up, we're doing some things right. And so, um, you know, you talked about theou tonight and we've had a lot of people working diligently hard at letters and improving their instruction. Um, but there's we're not doing this as an isolation. the number you had to were at uh the vessel breakfast. We we have a a group of parent volunteers or senior citizens in a lot of cases, volunteers who come in and and work with our staff and they really coordinate through our uh um literacy coordinator. Um so I I think there's a lot of effort there. Um and and I really think that uh um our focus, you know, we talk about our strategic plan and literacy is our focus. Now, couple couple board members have asked questions over the last couple days as they've reviewed the results and you know, one of the questions I I got was why are we so different by building? Okay. And so demographics can be part of it. You know, some okay, your demographics look a little bit different here and there. that can be a factor. But I think the biggest thing that we we can do as a district is something we call a guaranteed and viable curriculum. We have u purchased a new literacy curriculum. We're on board right on boarding it right now. Uh we have uh quite a bit of professional development focused towards that. We still have teachers going through through the letters process who are getting uh trained in that. And so, um, I think what you're going to continue to see is an upward trajectory, but it's incumbent upon our building leaders working with our staff to focus on best practice and ensure that we are guaranteeing that all of our kids have access to the same curriculum. And I don't know if that's always been the case here. And so um I think short answer if that's if we can do that um I think we'll continue to see um progress in in the right direction. I will don't I was one of those people who asked a few questions and um the one thing I will say is I'm I did I I appreciated your reflection back to me to say I think that a lot of the themes that explain some of these scores were presented to us in our um principal updates on the buildings. And so just seeing some of the progress that was done, I mean, we had multiple principles tell us, I'm not I recognize I'm not able to be the instructional leader I want to be because I'm pitching in and subbing in classrooms. And um I think that some of the uh stabilization in our PAR positions in general when I look at our hiring um will help. And so I appreciated that comment back because I think that is important to keep in mind. Right. Um, one other question I have because I, this has come up. Um, and I remember hearing about this related to our science curriculum. Can you explain when we implement a new curriculum like we're implementing it this year? Isn't there kind of a trend that you see a little bit of a new curriculum lag and then it kind of comes up? I mean when new curriculum wise I mean it's not going to be an instant magic you know kind of solution to to test scores but you know there potentially could be a lag there but again if the curriculum we have that we purchased K5 is aligned to the standards and I can tell you the previous curriculum that we had particularly in four and five was not aligned to the standards. So I think we are going to continue to see progress and again our teachers are working working hard and they're doing they're doing great things. Yeah. Um so but again it's it's focus focus focus and I I want to acknowledge I mean there's so much work. It's it's almost sad that one day is what kind of gets all the attention in the community with the report cards and because there's so many other assessments that we have that I would argue are more meaningful and demonstrating growth versus proficiency and growth is certainly just as valuable. So, well, and and Pete, you asked a question, you know, this is a point in time test. Yes, it is. Okay. It's it's a snapshot of the direction the district is going. But as you heard previously over the last few years, um we've had Elsa or the principles come up and talk about fastbridge scores which are are internal indicator on where things are at. Um so and I and I think one of the changes that we have done as a district I think since I've been here is we are more a lot more focused on what the data looks like. I don't know if we've always been that way uh previous to to my arrival. And so I think if we are making decisions that are informed by data uh I think we're we're better off as a as a district. Great. Okay. All right. I'm going to jump ahead here to mathematics. Uh and similarly, we are outperforming the state across grade levels. Fourth grade is our strongest here. Um but you'll notice that that that breadth of outperformance is smaller than it was for reading. And then it's much more dramatic at secondary. Um with over 10 points at each grade level. One thing that's interesting to note is that at the state level, as we go from elementary to secondary, scores kind of decline quite steadily. Um but at our level, we hold really strong in the middle schools. Fourth grade has been very stable since 2022 and 70% proficiency is not a bad place to be. Um, third grade has bounced around a little bit. And then I really do want to highlight that five-point jump in fifth grade because that is one place where there was a lot of intentional work. That was a hard-fought five points um around curriculum and aligning assessments to the standards. Um, so that's really encouraging to start to see that payoff. It's a mixed bag at secondary with seventh grade and 11th grade maintaining previous year's growth and then some growth in eighth grade and sixth grade a little bit of a dip. Um, one way that these results get used is that the math departments receive their benchmark reports where they get to dig into which standards did students do well on overall, which students did students not do well on overall, and start to adjust curriculum and waiting accordingly. Last year we spoke about fifth grade math and sixth grade math and how those um intersect and align with each other. We see that fifth grade growth um combined with a little bit of a sixth grade dip is narrowing that gap. Um obviously we'd hope for both of those to continue to trend upwards. Typically third grade is pretty stable. So we see that dip in 2025. Um but third to fourth grade um is typically almost even. We see 67% to 66%. They're more similar assessments and then a drop off in fifth grade mirrored at the state level. Um in contrast, when we look at secondary, it's kind of hard to see. Um but at the state level, there's not much of a difference between sixth grade and seventh grade performance. And in our district, there was. and that difference is steadily narrowing. So, that's a good sign cohort-wise. Uh, our gaps by student group overall tend to be wider in mathematics than in reading. Um, with fairly similar trends. Um, again, we see growth for Latino students outpacing 2019 here. Um, our gender gap is flipped with male students outperforming female students and starting to widen. So, that's one to keep an eye on. And then again, we see widening gaps um particularly for our ELE students um which we would hope would not be as affected by the language burden in a mathematics assessment. Each school at elementary is at or above the state average and then similarly at secondary at or above the state average. We see market growth at elementary. I want to highlight Afton Lakeland as well as Anderson over the past three years. Um, and starting to see some declines at Lake Elmo and Brookview, but they're um, not as dramatic as the growth that we see. Still Water Middle is very, very stable. Um, we're starting to see a little bit of slow and steady growth at MS and then Still Water High School is really maintaining and slightly improving on their growth from last year. Can I Yeah, just a quick question. The these numbers would include the gate students that are at um Stillwater Middle. Yes. The sixth, seventh, and eighth graders, not the fourth and fifth. Yes. I had also look at that. Okay. I think it's about if you took the gate kids out, it's about a 7% um adjustment down in proficiency. Okay. Thank you. That's exactly. When we look at our neighboring district, this is again similar to reading. We're kind of second from the top, but we show similar levels of growth to our neighboring districts. We're fairly stable. And for our comparison districts, we're further towards the bottom of the pack. Again, it looks I it's rounding. It looks like more growth on that graph than it is, but it's the difference between 57.5% and 58.2%. So, not quite a percentage points worth. Overall, Stillwater's MCA and MTS scores exceed the state average in math across grade levels and across schools. Um, and our scores have improved since 2022 across our grade levels kind of varying from year to year and from school to school. And we see those market achievement gaps um by family income level and by race. Just another quick plug, we'll get MCA4 results for science in October. Um, and as we think about those curriculum shifts in ELA, this year will be the first year that we take the new reading assessment, the MCA4 for reading. So, I'll pause there for questions again. New results in October. And when is that test? Uh, same time. Same time. Yep. It's because it's a new test. So, that it'll be on a leg as they go through standard setting and determining exactly where is the proficiency cut off. Essentially, they take all those state results and process them. Okay. And we'll it'll be the same effect for the reading test next fall. We won't have those results until October. Okay. Yep. Typically, we do reading followed by math followed by science. The science window is a week longer because only fifth grade and eighth grade and high schoolers take it. It's a smaller population. Okay. Thanks. Any other questions? Oh, go ahead, Sarah. Oh, please. Um, well, mine's a little tangential. I was going to ask if you could explain what misperceptions of dispersion are from the front. Yeah. Sorry. No, it's okay. I got it. Um I don't know if I still have this article linked in the slide deck. I can look it up. It's really great. Um in general, when we look at a bar graph, we tend to think that it's like chunked. So if you see the image here, we take the bar graph to stand for the whole group. Whereas when you average something that difference in an average might be quite subtle versus where they cluster in that distribution. So we tend to think that when you look at an average things are closer together than they are essentially. Thank you. Parker, did you have your hand up? Uh yeah, actually I really love that answer that I'm going to nerd out on that a little bit later tonight. Um so thank you for that. Um and also I'd be really remiss if I didn't apologize for that uh missing the the ginger information here. I really proud of myself on doing doing the homework thoroughly and I can't believe I missed that. So, thank you for bringing that up and I apologize for that. Um, am I reading the math comparison right that uh thinking about the the growth like we're going from like I think it was it 56 to 61 and is that oh we're going from 56 to 58. Is that right in math? Yeah. Okay. So, we're we're trending up right now. All right. But slowly. But slowly. Okay. And then I mean most of these districts other than Edina look like they're trending the other way other than Farmington. Yeah. Yeah. And then what is that middle one? East Carver I think as well. Is it East Carver that's in the middle there? I think so. I'm getting far is the in the Okay. The bottom one. Got it. So that's good news for our for a district that we're trending in the positive direction and it's countered the trend of our comparison districts and again that is with a curriculum that we've had for a number of years. So I think when we get the opportunity to update the modernize our MCA math curriculum and on board it properly um or our our new math curriculum whenever that's coming down the road um that will be that will help us as well. Can I ask a question of the students? So, what do you what's the what's the scoop on MCAs at the high school? Just okay, we got to do it. Do we do it? Do we not do it? What's the Okay, here's something that you know, what's the general thoughts? I feel like a lot of people are kind of don't really like taking it, so then they just go through the motions, but don't try really that hard on it. Yeah, I agree. And then also I feel like it's more of there's a lot going on with like testing and especially it's like um it was mentioned with AP testing. I know a lot of people just like I'm just going to skip through not try just get it over with. Right. What would you think because we we've talked to the legislature about this for a while now if we were to like say no more MCAs at the high school and if we want to evaluate kids we'll use ACT. Um, [Music] okay. Next question. Yeah, it's really tricky because it sounds like it's it's general test taking anxiety. I mean, if it's across the standardized tests and AP tests and I mean it seems like it might be a little bit more. It doesn't matter necessarily what the test is. It's a test. Is that fair or not? I would say it's fair. I feel like it's also just like the ACT is more of like if you want to go to college or if you don't and then if you're trying really hard to study for it based on what school or whatever you want to go to and like what score you're going to get. Okay. And maybe the MCA isn't more of like college and like what you're going to do after high school. So maybe they're not worried about the MCA as much. Another thing with the ACT is like there's tutors for the ACT and like those can be expensive. So I feel like it's kind of unfair to like Is the school district like kind of off that because okay like there's people paying for it and there's people sure good points. Thank you very much. Probably more of a comment here and actually you just said it right there. You have tutor for an ACT because there's an incentive you ACT is going to get you the score you need to go into college. That's been my concern since I first became aware of MCAs is what's the incentive for a student to take that test beside just pride in their school or pride in their own score. But um it's like why do the students take the test? Uh I think you see it much more and you see the at the secondary level at the at the high school. I think and you can take a look at our participation rates. No, they're 99% in in in elementary. That's to be proud of, right? That we got high participation, right? But what you start to see at the high school is the effect of, okay, this test isn't going to help me get into college. This test is I've got all these other things I have to study for. Why do I care about this test? Exactly. Um, so it and that's statewide. I mean that's just a and so I think the impetus with the ACT question was okay if the MCA is not important to kids all right what if we give them a test that is important to kids and then we'll we'll see you know we'll get more realistic results of how our kids are performing u but you're right about the tutor because some people are going to game the system and you know get get the extra Any other questions or comments? Do MCA tests affect class placement at all in the lower grades? Like would your score on an MCA test it? Like if you get into honors English, it's a factor in in GATE. Oh, for GATE. Oh, it does. It's one of the factors. Okay. They they look at um but as far as um I think it's probably a factor in accelerated to um the middle school. I would say broadly we use FastBridge far more often than we use MCA scores in part because you get multiple measures because MCA is just that one point in time whereas Fastbridge we can look at the past year's worth of data and see growth over time and that gives us a fuller picture of students. Do the students get their individual results after an MCA test? They get to see how they did and then they make the same comparison and the staff gets to see the individual results. They do. So staff get to see it a little bit early. We're not allowed to release results until after the embargo is lifted at the end of August, but staff have access to it earlier for kind of internal planning use. And then reports go home to elementary students this Friday. Um and then secondary will be a little later just because there's a lot of them. So it takes longer to fold them and send them out to their classes. But those all go home with students and to their families. And then once these results come in beside, you know, hey, good news, bad news, um, do teachers, staff or or use that information to inform how they might adjust the classroom teaching? It's a one data point, but it it's problem with this is the lag time. All right, we take this in the spring and we just said you're not gonna see the science results till October. All right. And so it's it's hard to make curricular decisions on what I'm on what I'm teaching or what I'm not. But it does help identify strands and gaps particularly like with fifth grade when we're looking at or or we saw I think with fourth grade literacy, okay, we had some significant holes in the curriculum we weren't weren't covering. So it is helpful in that regard. Um but we also have the other internal assessments that we use. I just thought of another question. Um regarding data is the data broken down then like in the math one that it might be division versus multiplication or other sub topics in math science. The answer is kind of yes and no. Um the standards aren't always broken down as discreetly as we might like to. So one standard would be um number and operations. That's our strand. And then within it, you have um multiply, divide, add, subtract to x number of place values. And that's all one. So then you're not able to dig down into division, multiplication because both of those are assessed in the same standard. So yes and no. It sort of depends on how granular each um benchmark is. Okay. Thanks. I have one question. It's more for the board. I apologize to make you sit while we have a potential discussion, but I struggle looking at the scores from the different schools and thinking it from a governance perspective. What is our role as a board to help improve or to address those gaps whether it's the schooltoschool gap or populationto population gap and I was wondering how other board members are thinking about that from a governance perspective and our role to help support the whole school district. George Hugger, glad you brought this up because I was having the same thought process um with this rather interesting um lines of our different elementary schools in particular. Um the way I'm kind of approaching it is looking at what Dr. Funk was talking about is what kind of structures can we put in place in terms of investing in curriculum, making sure our professional development is um up to-date and relevant. Um and at the board governance level, we are limited quite frankly in doing work that will be an investment, but then we need to hand over the reigns to our staff and to our principles and to our teachers and really hopefully they will do the work that we need them to to do in investing in their own professional development and implementing the curriculum with fidelity and really investing in their own students. So I mean our work I feel like we have done a good job at our board governance level and at a certain point we do need to hand over the reigns. Um and I feel like that's happening this year especially in literacy. So that's at least how I'm approaching it. And I know when I looked at the results one of the questions I asked Dr. Funk because I always go through does this change does he see this changing either the pony plan the strategic plan or budget priorities? you know, is is what he's seeing in his mind causing us to have a change in in in maybe a different discussion in those because those are the three areas I tend to focus on. Just speaking for myself and I think that I I mean I think we are seeing progress. Um it differs definitely by building and by sub um cohort like a subgroup which is something that's a national problem and a statewide problem for sure. And um I know you said kind of stay the course that you feel comfortable that it's you know we're not where we want to be but we're making progress. I'll kind of reiterate what I said here a little few minutes ago. We had a literacy curriculum that was not necessarily aligned to the standards. and through focused professional development um we are and now the adoption of a new literacy plan uh or curriculum we have been trending slightly in the right direction I mean more so than than other districts in the metro um having said that okay we can still be doing a lot better I think um and so you've had an opportunity as a board to hear from most of our elementary principles and you've got to hear the different lenses how they see see things in their buildings and I think it's our opportunity as a as a district how do we support the principles so that we've got really uniform expectations um in all the buildings as far as here's what we're doing with with our curriculum you know um it's an interesting concept cept um and if you some of you have heard me say this before u but it's something I've I've heard a speaker said this a number of years ago it's defined autonomy it's not complete autonomy you don't get to go in your room and do what you want to do it's defined and so the autonomy is here's the curriculum and there's an art and science of teaching and the curriculum is the science but as a teacher you're the artist to try and figure out how this best meets the needs of your kids. And so our role I think is to provide the support and the resources um as a as a administration and school board to our staff um and the guidance and the vision uh so that they can they can practice their art to the best of their ability. And thank you that was incredibly helpful for me personally. So I really appreciate this discussion. One area that I struggle with a little bit is accountability. If there is a gap in perform in in school growth or in population growth in an area, do we as a board have a role in accountability to help make sure that I guess how do we see that part as a board? I mean, you you represent the community and I think our community is expectation is at a baseline. Okay, we want our kids to be able to read, to be able to do math and okay, so what are as the as the elected representatives of our community? All right. what's our role as as a board, your role um in ensuring that we have the resources, the tools necessary and the tools necessary to do this. And you know, again, I'll go back to what I said a few minutes ago. I don't think the board had this level of discussion about data. We didn't used to do this. And so just by having this open, frank, pretty honest discussion on where we're at from uh at the district level, um I think that that u helps me help our staff because the staff knows, hey, this is important to our school board and and it's important to our community. We're being very open about this. Um so I think having these discussions around this table just I mean that's not necessarily governance but I mean I think it's just helpful of providing focus and direction and a transparency on where we are and I mean I think I forget the phrase you use Dr. Funk because where I think growth is good no one's satisfied with these numbers I mean you don't look at and say pleased but not satisfied 56 yeah pleased but not satisfied. I feel like the trend is in the right direction, but anyone, you know, it's always a struggle with me as a director because we want to celebrate the growth, right? But then also, we're looking at numbers that are not near where we would all personally want them to be. So, it's but it's not it doesn't change overnight. And I feel like the constant investment and like you said, in the professional development, in the curriculum, I think in the past, our district has not really prioritized curriculum. Um, and I think that where we are right now is a reflection of that. Um, in addition to professional development as well, I do I do personally when I look at individual buildings and the disparity that was kind of something that I struggled with in looking at these results and I know that that's not my role. Um and that that's something you all are probably looking at in terms of what you know are there reasons that we can point to to say why is are certain buildings overperforming or underperforming and what can we do to support um the staff and the building leadership in those areas and um I would love to you know once you kind of digest all this and get going in your year and look at other assessments because this is just one this is one assessment and it doesn't really um measure growth it's profic efficiency and there's a bit and growth is in my mind just as important um because you're not going to get to proficient if you're below grade level in the multi-tered systems of supports that we have. Just just another you know answer to your question and we'll we'll talk it around this professional development as as the chair mentioned. So I talking about at the board level what we're doing to support. So two years ago last year we adopted a new calendar and in that calendar we added four days of professional development throughout the school year. So we went to total of seven days of PD. Okay. We didn't have that before. We were doing something else with those four days. So that was a decision that was made um at the board level when they approved the calendar u and we still have those days and so that is helping us okay at a governance level we understand professionalism is important um so therefore we are going to dedicate more more time here. The other thing we did from a a strategic angle is you approved the hiring of a professional professional development lead Steven Gordy last year. We didn't have anybody in that role before. Um so he really um orchestrates and aligns the PD working with the teaching and learning department um to uh um best align our PD to the needs of the needs of the staff. So again, those aren't there's things that we don't think about very often, but those are were decisions that had to be made at at the board level based upon recommendations we brought to you. But that that was it was intentional to support our teachers. So those are that's a kind of one example. I appreciate the discussion. Thank you. I Oh, really quick. I just had this um question for you Elsa. When you picked the comparables districts, was a per pupil funding or funding included in that or was that strictly like size demographic makeup? It was strictly size and demographic. Okay. It would be interesting to look at per people like a funding structure in those. I don't know but just a thought um just really quickly um on the and I know these are just both persistent and and nationwide but if we are expecting to see um scores continue to rise with the curriculum changes and other systemic changes being made are we would we also expect to see the gaps I'm looking free and reduced lunch English learners none Those are just so wide. I mean, would we expect to see those start to close? The the concept is and you know, we want to raise what is it? Raise the boats, raise, you know, for everybody. And and I think one of the things I think we used to try to do here is okay, we're going to focus on this subgroup or this or this. All right. But if we're providing a baseline education for everybody and we are doing our proper interventions for those who were who need extra help, everybody should be going and and the gap should be closing. And that's really our approach to it as opposed to just okay, we're going to target this subgroup of people because they're they're behind. It's no, we should be raising that. That makes sense. Any other questions? Appreciate the discussion. Um, can I just ask and I'm sure this is on our calendar and I just don't have it in front of me. When do we talk um fast bridge again for the fall? Do we have that? I believe in the winter. I can't remember it's January or February. Sometime probably February is what I'm thinking. Okay, perfect. Just so we're I know when the next time we're seeing assessments would be great. Well, thank you for that discussion, board, and um feel free to follow up with uh Superintendent Funk with more questions if you have any after you kind of review. All right. Thank you, Elsa. Appreciate that. All right. Now, we're going to move into close session. The next item on our agenda is a close session. Pursuant to Minnesota statute 13D.03b, 03B. The governing body of a public employer may by a majority vote in a public meeting decide to hold a closed meeting to consider strategy for labor negotiations, including negotiation strategies or developments or discussion and review of labor negotiation proposals conducted pursuant to sections 179A. 01 to 179A.25. Um, I will go ahead and make the motion to move to close session. Can I get a second? Parker with the second. All those in favor of moving to close session. Do we do we have to do a roll call for this to go to closed? Yeah. Andrew. Let's do a roll call then Joan for um going to close session. Director Gerspitch. Yes. Director Hackard. Yes. Director Kelzenberg. Yes. Director Lowour. Yes. Director Parker. Yes. Director Theelander. Yes. And Chair Sherman. Yes. Carried seven. We'll adjourn to close session.