SPIL COMMITTEE
5/10/19
************DISCLAIMER!!!************ 
THE FOLLOWING IS AN UNEDITED DRAFT TRANSLATION. THIS TRANSCRIPT MAY NOT BE VERBATIM, HAS NOT BEEN PROOFREAD AND MAY CONTAIN ERRORS. PLEASE CHECK WITH ANY SPEAKER(S) FOR CLARIFICATION OF LECTURE.  
THIS TRANSCRIPT MAY NOT BE COPIED OR DISSEMINATED UNLESS YOU OBTAIN WRITTEN PERMISSION FROM THE OFFICE OR SERVICE DEPARTMENT THAT IS PROVIDING CART CAPTIONING TO YOU.  THIS TRANSCRIPT MAY NOT BE USED IN A COURT OF LAW.
************DISCLAIMER!!!*********** 
 [test captions] 
>> I was responding to Steve.
>> Okay.
>> Yes, I will give you a buzz right after this.
>> Thank you.
>> All right, one more minute.  
>> Who was that?  That was nobody.  Okay.  All right.  Looks like it's noon and we are going to begin our spill committee meeting, and everyone should have an agenda that was posted.  Quickly, I would like to get a role call as to who is here on the phone first and then ‑‑ we'll do it the right way.  I am mark Pierce.
>> Steve Lock.
>> Tracey Brown staff to the council.
>> Aaron Andrews.
>> Joe Hart.
>> Welcome Joe.
>> Eleanor.
>> Mark Pierce:  Everybody have the agenda?  Today's meeting go with the co‑chair chapter update and then we'll review our dashboard report, which is 2017‑2018 and we are going to look at education and effectiveness and efficiency of the program and public comment.  Up to this point with my meetings as you know, we allow people to look at the information out there and to respond to it during the meeting.  Public comment is at the end, but if there is some things that need to be said did everybody have opportunity to look through the education section of the dashboard?
>> Yes.
>> Before I get going on that.  Tracey has an update for us.  Have we received any applications for the co‑chair?
>> We have not.
>> Mark Pierce:  Okay.
>> I will make a comment on that, please.  That has gone over and over and over again for more than 2.5 years, a merry‑go‑round.  There is no need to have a consumer application for this in the meeting minutes, but that's changed 50 times.
>> Mark Pierce:  Okay, what is your recommendation?
>> My recommendation is that we just appoint people, that the board does.  If you go back to the meeting minutes two years ago when that was put into the bylaws that we finally got, it said nothing about this application process and it just doesn't, and it's changed 50 times.
>> Mark Pierce:  Okay.
>> My recommendation is that you put people on this committee that show up.
>> Mark Pierce:  Makes sense to me, thank you.
>> Hi it's Eleanor.  The application is way too complicated and not anywhere that people can find it and it requires a driver's license, background check, Social Security number and some of those things are illegal, so we have to go all the way back and redo the application again even though it was done almost properly and then robin stepped in and messed the whole thing up again.  I don't know what to tell you guys.
>> You said there was a version of the application that was what it should have been at some point in time?
>> Yes, three or four months ago, we had negotiated to something I didn't think was perfect, but pretty good, but Robin came in and said we have to require driver's licenses and Social Securities and background checks, which is not correct and I would be happy to go into which of these is not legal.
>> Would you happen to have a copy of that application?  I can dig through our documents, but if you have one that you feel is more appropriate, we will big back and try to find it in our documents, but for ease of quickness, but if you don't, we will go back through and look at this.
>> Eleanor is correct on that piece, we were very close and ready to go.  I have been on it a year.  It's went on a long time and shouldn't have went on this long, so I think the piece you had Eleanor the driver's license, it shouldn't say driver's license because everybody may not have a driver's license, and I was trying to remember what the other one was.
>> Background check.
>> Was that correct, Eleanor?
>> And the Social Security number.  You guys actually can't ask for that in certain situations.
>> Yeah.  Do you think it is not necessary for this position?
>> Yes, I think it is not necessary.  It is not a position where people are interacting directly with consumers or interaction with SILC finances and that is where that requirement comes from.
>> Joe:  This is even more onerous than the application to get on to the SILC to begin with, and there is also the requirement of two letters of reference.  To get on as a consultant, you don't have to have a letter of reference.
>> You're right.  I am not seeing the application, but we are learning about it right now.
>> Mark Pierce:  I have one here that I can send to you.
>> Okay.  
Tracey:  
>> We will get that updated and get that sent out so it's not asking for information relevant to what this position would do.
>> Joe:  Also posting accessibly to the website because it is not accessible to all people.
>> Mark Pierce:  Okay, both recommendations have been recorded and thank you.  If there is no other discussion, are we ready to look at page five of our dashboard, education?
>> Yep.
>> Joe:  It's not necessarily five on the digital copy.
>> Mark Pierce:  It's just the one that says education, Joe.
>> Joe:  I understand it.  I would appreciate if people go over certain sections.
>> Mark Pierce:  So for education we have (indiscernible).  Work closely with the education system to make sure students and families have the optimal education experience, and for objective, the objective is the Michigan SILC through involvement ‑‑ will engage with students and their families at an early stage in the education process to help develop independent living skills including leadership development, youth leadership council to health transition and to adulthood.  That is the objective.
Then the measurable indicators, object number one, and I could probably keep going, there are four objectives.  The first objective here is for the number of students ages 14‑26SILC works with to develop ILPs.  If you go to 2017 moving down the column, we had 1264 student ages 14‑26 develop ILP.
>> IEP or ILP? 
>> ILP.  2018 the response for A.  Evaluation ad hoc group to address the services, deliver ‑‑ document method and CILs are interim students INR services for developing CSRs with ILPs, however, due to the inconsistency the ad hoc group will explore promising practices and develop recommendations for unified data entry, a protocol which will lead to the abilities for data for this indicator.
>> Joe:  There has been no action taken on that correct.
>> Mark Pierce:  I'm going to 2019 progress.  So in 2019, we had increase from 1264 students to 2314 students between ages of 14‑26 developing ILPs for number eight which is where we are now, which is an increase in the amount of students between ages 14‑26.
>> Joe, regarding the 2018 outcome statement there, I think what was happening is students were being entered into net‑CIL in different transactions, some will be tracking through referrals and some opening up ILPs and so user's group discussing how this should be put into net‑CIL and whether or not an ILP should be occupied up and treated as a consumer and I believe that is the route they are deciding to take.  I know this is going to be discussed at the next net‑CIL meeting and is on the agenda.  They should have goals established and be trackable.  It's about getting all the CILs on the same page.
>> Mark Pierce:  Also at our last director's meeting, we have come up with that the student can sign their own goals.  That was the problem.  You had a parent and you had a student, and a lot of the students wouldn't open up as CSRs because they didn't have the authority to sign their own goals, so now we are able to let the student assign her own goals.  That is where we are at now and would be at lot easier to monitor.
>> Joe:  Something was just said that is very important and very problematic here.  There is a distinction between establishing an ILPs as a student and the pre‑ETS for example.  One is establishing services and one is independent living plan.  What if a student doesn't want to have pre‑ETS?  It's merging two different things.
>> Mark Pierce:  That was the beautiful part.  The beauty of CILs is that the ILPs, the independent living plan can be discussed.  That is our value at the table.  It's not always about the job when you are talking about soft skills and the person integrating with the community that ILP is very important.
>> Core services aside from I NR all of the other core services can only be counted as core service if it's connected to an independent living plan.  If the services being counted here as core services that are not coming from independent living plan then the data is not correct.
>> Those would not be counted as information and referrals and these students that are counted actually have ILPs in net‑CIL and have become a consumer.
>> Joe:  Where do we have the measures in here because I can't find them on the successful outcomes of these ILPs in this category?
>> We are going to get to that, Joe.  That is down under F in this section.  Indicator F, set where student achieve their goals in ILP.
>> Okay.
>> Mark Pierce:  We will cover that.  We have just done A.  Let's move to B.  Students 14‑26, work with to develop ILP.  In 2017 there was no data, and of course in 2018, there was no data, and in 2019, the reason for this is no data, net‑CIL is up able to differentiate students from nonstudents.
>> Yeah, it's a technical kind of flaw in net‑CIL where you are not able to designate whether someone that falls within that age range is currently enrolled in the school system, actively enrolled, so it was a data point and objective that was created without necessarily a way to track that, and so, you know, we just got to state it the way that it is, and in the next CIL make sure we are writing measure rabble objectives that are traceable back to a data source that is verifiable.
>> Joe:  I'm sorry we pay all kinds of money and everybody has net‑CIL and we pay all kinds of things for the software gurus, why couldn't we put that data point in there?  Over three years, why hasn't that been done?  I'm not an information technology guru, but you know, we spent tens of thousands of dollars on this stuff.  I do know a little bit about databases, isn't that just putting in a field?
>> What I'm going to do because this is my first pass through the monitoring report, I am highlighting all of these no data outcomes and going back to the appropriate group to fair it out how we can put that out in accurate data or some data.  You are right there.  I think there is an education sub module in net‑CIL that we need to take a peak it because there may be somewhere in that sub module that we can differentiate and then we can pull that invest out so we know students from nonstudents in these categories.  All these no data things we are going to go over today, know that they are highlighted on my report for follow up.
C, 1495 students who received federally defined pre‑ETS services.  In 2019, that was 4597 students who received the services, career services, and 19 to date, this is going through March, correct?
>> That would be through May 5.
>> Mark Pierce:  May 5 of this month?  We had 3794 students who received the pre‑ETS services and usually ease numbers don't totally calculate out.
>> Based on where we are at, the current year's numbers are looking to exceed last year's numbers based on where we are at in the fiscal year.
>> Mark Pierce:  Any questions on C?  March we got seven months on.
>> Joe:  Yes.  There is no definition of what this is, but that's basically not a title VII program but a title I program.  There is no qualifications in here.  What were the types of services and what were the outcomes?  When we have federally defined pre‑ETS services that's an arbitrary thing and we know from the RSA monitoring report they cited huge problems with vetting and curricula etc. related to these programs.  One of the facts was that it was not meeting the federally defined pre‑ETS standards.
>> Mark Pierce:  So that is a glossary that says where the numbers of the programs are coming from would be helpful.  I think if we look at that, there is a way of seeing when you say pre‑ETS services what are the list of services that fall under that, that calculate the number.  That would be like an appendix.
>> Sure, I know those services were listed out when the CIL network worked with MRS to develop pre‑ETS services and you are right these are title I services and they have to be because they are being paid for with title I dollars because pre‑ETS are mandated for CIL this was a partnership formed to fund that ‑‑ right along with institutional transitions so the CIL networks had to find a way to fund these activities and that was the way they came up with it by providing soft skills training within the wheel house so that title I money could be used so you are right this needs to be called out more specifically on what it does represent and the types of services are being provided.  You are correct in terms of MRS's monitoring report.  They are going to be working with the CIL network for the pre‑ETS incomes that are provided by the CIL to the consumers.
>> Joe:  Under the fifth core service it's community transition.  It says nothing about pre‑ETS.
>> It's broken out into three categories nursing home transition, nursing home diversions, and youth transitions.
>> Eleanor:  May I make a quick comment here, when you guys decided to accept MRS' money for this program, you took MR S' money and MRS has certain requirements and that is in section 511, so really the CIL using the MRS money need to be following the same requirements and I'm looking up the regs and I will crit it for you but when you see Joe' CIL engaging with things with MRS dollars it is clearly illegal, so we have to rethink this whole approach because it's not right.
>> Joe:  The youth transition services are more complicated than that other the fifth quarter service requirement.  An employment or transition to higher Ed requirement.
>> I think that is really a discussion with the CIL director as opposed to the SPIL monitoring committee I understand what you are saying.
>> Can I jump in?
>> Sure.
>> While I think all this input is valid and while I think it is good to talk about this, we are never going to get through the report if we don't have order in the meeting and have a way to move forward without everybody making comments every five minutes.
>> Mark Pierce:  Moving forward.  Objective C and D have the same numbers as far as going through (indiscernible) to the query.  The comments that have been made to have a definition or glossary of how these numbers are pulled, I am thinking should be in agreement and letting the council know that.  As far as getting in 2019, I am quite sure it would be pretty easy to get it in 2020 all of the it was rating for each CIL, the pre‑ETS services, that is in the process.  There are 14 different ones out there.  I don't know how to exactly make one big one because there is a tons of services, but we should put that out there to come up with a unified fee schedule.  With that being said, that can take us real quickly to E because C and D are the same ones.  Number D is the number of student who is received IL community transition services which Steve mentioned that they are interchangeable.
>> Again that comes back to the designation of student versus nonstudent and will explore the education sub module to see if we can start tracking it.
>> Mark Pierce:  Then we go to E number of students and youth who are engaged in leadership.  2017‑2019 no data.  Not tracking youth leadership development.
>> Steve:  That's not to say that it can't.  These need to be intentional programs around youth leadership development they can be entered into net‑CIL as an individual project and can be tracked that way if the network is going to be intentional about youth leadership activities, and if it's not in a CIL's work plan, probably not going to be put in there, so these no data elements I will be circles back to these entities about where they are at and where they envision for the future and ways to track.
>> Joe:  I just have a question on where we are.  Is this under the Michigan youth leadership?
>> Steve:  It could be part of it, but youth leadership is further down in the SPIL and Mark and I were talking about getting that off the ground and presenting that to ‑‑ at the retreat.
>> Joe:  I thought this was under this category.
>> Steve:  It is under number two.  The number two objective that we haven't gotten to because we are on objective one and there is like A‑G data points so, once we get through G. then leadership forum comes right up.
>> Mark Pierce:  Okay.  So we are going to get to E.  No data.  F.  Percentage of students to set and achieve goals.  2017 five percent of the goals are set and met and 87% remain if progress, so they have moved into 2018.  2018, 76% of the goals were set and met, 17% remain in progress, so that 17% went over in '19 and in '19, 16% of the goals were set and met and 2647 employment goals, 423 goals met year to date.
>> Steve:  I am hoping the council and the public find it useful because percentages to me really don't say anything.  Mark and I were saying is it 16% of 1,000 just to give you a scope of what is happening out there.
>> Joe:  In this section, it's supposed to be under education, and then we go into employment goals set and certain things met, shouldn't that be under employment?
>> Steve:  I had the same question, Joe.
(laughter)
I found it strange myself that we were talking about education and optimizing educational experiences and then somehow we morphed into employment data.  I don't know if in their mind they were linking because they were in the schools that had to do with education but they were working on preemployment stuff, it's a bit of a stretch, but, yeah, I would have probably myself put this under employment objectives.  Yeah.  Jo they are apples and oranges.
>> Mark Pierce:  Right.  It really leans into the next SPIL that we put things in the right place because it's not making much sense.  Good observation, Joe.  Let's go to G. indicators number or percentage of students who have positive movement of the self sufficiently matrix.  2017G had no data.  2018G, no data, and 2019G no data, inconsistent with use of the quarterlies and is difficult to generate.
>> Steve:  Again this no data one I will be looking into and will probably be working with Roger from southwest Michigan because these are the barrier statements that were put into net‑CIL and as folks use those sub modules for employment and education, as different notes were put in through time and they have from one year to the next if status has changed or improved in any of those areas, there is a query that can be written to demonstrate the movement on those self‑sufficiency matrixes, but so far a successful query has yet to be written to extract that move and that change, but we are still going to look into that.
>> Isn't Rodney a technical analyst?
>> Steve:  He is a computer programmer and very well‑versed in SQL and access and writing queries, and he found it very difficult to get this query written because of the complexity of how it is set up in net‑CIL right now, but I am going to continue to work with Roger, who is also a computer programmer and SQL expert, and he is an employee of disability network southwest Michigan and he is assisting the CIL network in their pilot of having internal resources to help the CILs with net‑CIL changes and enhanced features, so I will be getting with him about this data here to see if we can't populate it for the next three years.
>> It needs to be said that Rodney is not an expert.  He couldn't even edit the website.
>> Mark Pierce:  Okay.  Thanks, Steve.  Now we are going to move to, so the first part no data entry and Steve is taking responsibility to handle that.
We will move to the second part, and this is the one that Joe was talking about number two.  Will take a leading role in returning the Michigan youth leadership form.  Second objective, number of students who attended the MYLF, just for the sake of reading through all this, the MYLF never stood up, that was correct.  When we get to data for what we were talking about in 2017 designed for 2018, network members to commit to a local event and then leading up to a week‑long forum and then we had a year long mentoring to follow it, and in 2018 it never was held and the resources for planning and coordinating are barriers to achieving this goal, so something happened in 2018 ‑‑ in 2019, it was not held and resources for employment and coordinating are the barriers to achieving this goal, and of course A, B, and C, is basically no data.  This is one and I hear Joe is trying to come in and comment, and I'm thinking looking at this, let's see what we want to do with this.  I'm going to bring it up to the directors that I recruit next week.  Nothing has happened on it, so that's just the bottom line.  What did you have to say?
>> Joe:  That is what I was going to say, and this was carried forward from the previous SPIL so we have six years where basically no action was taken, none, it wasn't done.
>> Mark Pierce:  I think that's sad because we have all these youth we are keeping track of and no leadership form, I think that's a little bit sad.  What do we recommend to do?  I want to go back to the CIL directors and hopefully there is still a couple around that remember the leadership form.  Steve just sent me a link on one and it's not like that it's a model that's so unique but finding the holes and doing it.
>> Steve:  ‑‑ who is works at Dow chemical and they have reserved money to put towards this effort, I think it was like 20,000 dollars or $30,000 and it just takes one to light the fire to get this going.  If the CIL directors want to move forward with this, which I can't imagine it's not, Tom provost would be at the head of the table.  Getting this rolled out and getting it to happen.
>> Mark Pierce:  As the director here in Lansing, I am willing to provide the logistic's piece to get it in this ‑‑ location.  Any comments on that?
>> I think as SILC we have been trying to move it forward, but there has been instances where we have fallen short and have not met our obligations but with the applicant's help and with the experience of past behaviors cleaning up queries and everything else, we hopefully can move forward in a positive direction instead of focusing on the negative.
>> Eleanor:  I am so tired of hearing not to focus on the negative.  I am sorry, but I'm not going to be tone policed Aaron.
>> I didn't tone police you at all.
>> Joe:  It is not focusing on the negative to point out facts.  Facts are this has been in the SPIL for six years now and no action has been taken.  That's a fact.
>> What would you like us to do Joe?  What would you like us to do?  We are trying to adjust the situation, and it seems like we can't maybe you happy.
>> Eleanor:  Sound like you can't deal with consumer input, Aaron, and that is a problem.
>> Joe:  The facts.  Here is what I would like us to do.  I would like us to implement the existing SPIL.
>> Mark Pierce:  That's good and right now we are monitoring and we are going to go back and let the council know this is unset, and we need to get this going.
>> Steve:  This is the first step since jumped in February 4.  We need your and Eleanor's assistance.  You guys matter and your voices matter and we are going to do this together.
>> Mark Pierce:  Oh my gosh, we have two more left.  My clock is fast, but it's 12:42.  We will just try to make it through number three, and that is Michigan IL network will engage in systems advocacy activities to reform funding and improve special education services in Michigan.  Number three is report to systems advocate system advocate activities and B is research the current special education funding models within Michigan and other states and provide a report to the IL program by September of 2017.  Then of course C is the monitor and implement the Michigan special education task force and engage in advocacy when necessary.  In 2017, 512 hours devoted to education system's advocacy for A.  For B no progress was made which is the CIL special funding, and C, there has been limited activities on monitoring the Michigan special education task, recommendations given to the SPIL committee to develop a timeline of completion.  This played out in 2017.  2018 we had more hours, 555 hours of time devoted to education system and advocacy, and of course in B no progress was made.  C Michigan is engaged in conversations with the governor's administration regarding special ed. task force and lieutenant governor Calley has addressed however no actions has been taken to modify the funding model.  2018 sitting at 384 hours devoted to the educational system and advocacy, B there was no progress made, and C this objective needs to be reengaged with the new governor's administration.  I agree on that, and Steve 2018, original 13, 644 hours.  When I went back into the query, it pulled all five federal community types and totaled all those hours.  What we wanted was to specifically focused on system's advocacy hours, so that's been corrected for 2018, which is much more in alignment with the two bookend years of '17 and '19.
>> Joe:  I have a question, what does these hours mean?  What do they do?  I mean they are just hours on this stuff.  Hours doing what?
>> Steve:  What we would need to do, Joe, is go to each of the CILs and see how they have set their communities up and see what their programs look like around system's advocacy and it will be in their systems notes to get a handle on what advocacy looks like and what they are doing in terms of that.
>> Mark Pierce:  I think that goes back to glossary definitions, yes, Steve, you are on point with that.
>> Joe:  I have to add in something for the record, Michigan has the absolute worst record special education.  We are on the U.S. Department of Education's watch list for total failures on outcomes for students with disabilities.  The only state in the country.
>> Mark Pierce:  We have concerns.  That is a valid fact.  That is not rumor.  We have ten minutes before we have to close this out.  In the agenda, we are at public comment.  For the sake of opening the floor for public comment, I will do that.  We will continue this.  The things that we discussed definitions and glossary, that is going to be addressed, the no data is going to be addressed, and that leadership form we are going to take form on that.  That is something I believe we have control other.  That is not a hard one, we just need to do it.  At this time I will open the floor for public comment.
>> Eleanor:  Eleanor Cantor.  I was simply going to thank you all for allowing us to participate in this meeting as I have said many times before.  This is the only opportunity that we have to interact with the council in any way.  Now, meetings have been opened, so I look forward to future opportunities for more participation, and Aaron, not trying to attack you here, but you have to figure out what's going on towards your attitude towards consumer input if you are going to be running for chair or just participating on this committee, I'm not sure what upsets you so much about what is going on here, but tough conversations are necessary, and we have never had them, and I'm sorry if this is uncomfortable, but this is what progress looks like and what defining problems and working towards solutions looks like.  Okay, thank you.
>> Mark Pierce:  Thanks, Eleanor.
>> Joe:  Joe Harts again.  Going on the whole thing overall, I feel like I'm in groundhog's day.  Everything keeps getting done over and over and over again without anything being accomplished, and that has to be a fact.  These two things were scheduled for the SPIL meeting of September which got canceled because Mark couldn't even get accommodations for his hearing issues, and then we have had no SPIL meetings and no continuous operations and we have had continually throughout this whole SPIL, we have no action taken.  That is a problem.  Aside from the data sets that make no sense what over.  Now this SPIL was approved almost three years ago.  We are into the third year.  We have got whole categories that just nothing has been done.  I thank people for doing this, but I think we could continue on and we don't have to follow all this protocol on just leaving this meeting at 1:00.  We need to address these other sections.  I'm willing to stay.
>> Steve:  I was just thinking about how little time one hour is for this, and unfortunately I have meetings scheduled for early this afternoon, so my recommendation to the committee would be to schedule the next meeting for at least a 2‑3 hour block, so that we can get through the majority of this if folks have the time for that, and we can do a poll of calendars.  This clearly is not enough time to devote to this and have meaningful dialogue.  I have enjoyed the dialogue we have had today because you are right, Eleanor, this is progress and we need to have these conversations because we are gearing up to write the next SPIL, and I don't think that I want to have to go through something like this again.  We all want meaningful data and we want objectives that are making real change here in Michigan and we want measurable outcomes that are ‑‑ we don't want no data coming up.  I feel like I'm muddling through this report as best I can, but we need to take action on these items that we have committed to, and I appreciate Mark taking the leadership forum to the director's retreat next week to see if we can get that going.
>> Joe:  I just want to make one more comment.  I want to say I appreciate the fact that we have been allowed to go line by line because that is very important.
>> It is.
>> Mark Pierce:  Let's try to do this.  If I am correct, Tracey, the first Friday in June is the 7th.  Could we look at picking that up two hours?  And then Steve, can we look at coming up with a little bit of a glossary of definitions that a person could of liked a as an appendix to show this is how this number came to be.
>> Sure like a glossary and footnotes?
>> Right.
>> Mark Pierce:  Does that sound like something that would help people so we wouldn't have to discuss it and be brought up, it would be like I see these numbers were calculated from this formula.  Would that be helpful?
>> Yes, it would be.
>> Joe:  We are talking about developing the next SPIL, technically, we are supposed to be doing technical amendments to carry this SPIL on to another year, so it's very important to address these issues right now so changes are made.
>> Mark Pierce:  You are right on point.  I am willing to roll up my sleeves and get in here and do the dirty work.  Can people put that in their schedule and if we do things like add the footnotes out there with definitions on the topics we are going to discuss.  I hope you all understand we still have to finish the effectiveness and efficiency of ‑‑ programming.  Let's have that kind of stuff ready.  Any other comments?  I want to thank everybody.  This has been one of more enjoyable meetings I have had because I felt like we were doing something.  I don't like meetings where they are just talking.  I'm over here in Lansing and that's all they do in Lansing is talk.  Everybody have a great weekend and let's try to get everything out by a week before the meeting so people can really look at it.  If there is nothing else, thank you all, and have a great weekend.
>> Steve:  Thanks everyone.
>> Thanks, bye.
************DISCLAIMER!!!************ 
THE FOLLOWING IS AN UNEDITED DRAFT TRANSLATION. THIS TRANSCRIPT MAY NOT BE VERBATIM, HAS NOT BEEN PROOFREAD AND MAY CONTAIN ERRORS. PLEASE CHECK WITH ANY SPEAKER(S) FOR CLARIFICATION OF LECTURE.  
THIS TRANSCRIPT MAY NOT BE COPIED OR DISSEMINATED UNLESS YOU OBTAIN WRITTEN PERMISSION FROM THE OFFICE OR SERVICE DEPARTMENT THAT IS PROVIDING CART CAPTIONING TO YOU.  THIS TRANSCRIPT MAY NOT BE USED IN A COURT OF LAW.
************DISCLAIMER!!!***********