001Everyone, I'd like to call this meeting to order in open session. Um, welcome to this evening's hybrid board of trustees meeting being held both in person and virtually. This meeting has been made accessible to members of the public on the link at the Morland School District website and on Diligent. Any person who requires accommodations to access the meeting has been asked to contact the superintendent's office within 24 hours of this meeting. This meeting is being recorded and may be published online at a later date. And I'll just note um President Chroy uh is not here tonight, but we'll be back at our next board meeting. And with that, I would love to introduce or welcome up some Baker Bobcats to the podium to lead us in tonight's flag salute. Go ahead. >> All right. You've
002got to tell us what to do. >> Okay. I aliance 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. >> Oh, don't sit down. >> Don't sit down. >> All right. Well, thank you so much for coming tonight and leading us in the flag salute. If you wouldn't mind, please um introducing yourself and telling us a little bit about what you help with at school. Start down here with you, sir. >> My name is Kayen. >> Hi. >> Welcome, Kate. >> Um I like helping at school. >> Very good. >> That's great. >> Thank you, Kayen. >> Um my name is and I like to help. >> Nice. >> My name is Isan. I like doing
003little buddies in class. It's cool. >> Fabulous. >> My name is and I like helping with my name and I like also helping. >> That's amazing. Thank you so much. >> I was just curious what are what are buddies? Who can tell me what what does that look like and why do you like it? >> Um is something where um a older grade partners up with a young lower grade >> and have to activities and make do activities together. >> Thank you. >> So it's amazing to have you guys here. It's really I know it gets a little bit nerve-wracking, but um can you guys tell me a little bit something that you guys uh like for example the the spirit assemblies? Tell me a little bit more about what what are some things that
004you guys do for the spirit assemblies. um for each life very perseverance and we get the emotions from character. >> Oh, from character shop. Nice. >> Fantastic. And are you guys looking forward to anything uh coming up in the next couple weeks? You have another spirit assembly or other activities in the next couple weeks? um our our spirit that was our last that was our last spirit assembly. >> Also looking forward like the end of the school year. >> I like honesty. That's that's awesome. That is the best spirit assembly really. >> Um well I I want to ask you another question because it's already hard for you to come up here and and do this. But I say this to all the students that come and parents that bring their students. Thank you for
005coming. Um, we know you're near the end of school. You didn't need one more thing to do before the school year ends. Um, but before we start our deliberations for the evening, it's really helpful for us to see students uh who are impacted by the policy decisions that we make. And so, you're the reminder that we'll have for the rest of the evening as it relates to kind of the things that we talk about. and we'll be really appreciative that we have these stellar students who are serving each other and who are coming and helping campus culture and are caring for one another um in our mind's eyes as we are having those conversations. And so it might seem like a silly thing to drag you out of your homes before dinner and all of
006that stuff, but it's actually super important because we can forget about the things that we really value as important and it really comes down to you as the students. So, thank you very much. And I know there are other comments, but I'll spare you another round of questions. It's my gift to you. >> I'll just add that I'm really proud of your leadership roles and your contributions to your schools. It's really impressive and very exciting. I want to also thank you for coming tonight and to thank your families for bringing you and for supporting you in all of your endeavors. Dr. Cod. >> Yeah. Baker Bobcats. What is it? Eight days left in the school year. Is anyone counting? goes behind you. Okay. Um, I love that you all are here because you like to
007help your school. You like to help your schoolmates, the the culture and the climate. I would love to know what happens at a spirit assembly. I feel like it should there should be a dance or a cheer or something like that. No, I don't know, Jen. I don't know, Miss Jen. What do you think? Um, >> songs. >> We've got some songs. Well, you don't have to sing them tonight. Did I make you nervous? Okay, good. You don't have to sing them tonight. But I'm just also very proud that you would come and lead us in the flag salute. It's very important um that we see students uh because that is why we're here. We're here to support you. So, thank you for supporting us tonight. >> Good job tonight. >> Thank you so much.
008You're welcome to. I probably want to get photos out of there. >> Jen, can you take a photo of them >> cuz Lauren's not here. >> And parents, you're welcome to stay. You're also welcome to go home. >> Oh, by Yeah. Right there. And take a photo. >> Great job, guys. >> Thank you. Thank you for coming. So cute. Get his little hand up. >> I'll report out that there was no action taken this evening in close session and move to approval of tonight's agenda. >> I'll make a motion to approve tonight's agenda. >> I'll second. >> All in favor say I. >> It's down to you and me tonight. I want you to be clear like this is we got to we got to be in sync to make this ain't work tonight. >>
009Comments from the public. >> Go for it. >> Um members of the public may address the board on any subject of concern to you, including those not on tonight's agenda. However, provisions of the Brown Act preclude any action as an unagendized item. No response is required or permitted from the board or district staff as it is already and as already stated, no action can be taken. The board, however, may instruct the superintendent to follow up, which may or may not include placing an item on a future meeting's agenda. If you would like to address the board this evening, please complete the blue public comment card within the first 15 minutes of the board being called to order in public session. On the card, please list the agenda item or items you'd like to speak to.
010Uh uh if your comments do not pertain to an agendaized item, please write public comment. When your name is called, please come to the podium and state your name and organization which you're representing. comments are limited to three minutes for the board governance manual. Um I see we have three are there any others didn't want to anybody who was later want to join. Okay. Um Chris, welcome to the podium. Good to see you. So I'm here because we would like to say a thank you to Jen Boglin. Um I want to take a moment to thank you for the incredible support you've given our staff over the years. As teachers, we've always appreciated not only your professional guidance, but also the genuine care you've shown us personally. During difficult times and devastating events, you checked
011in, you listened, and you made people feel seen and supported. You worked hard to bring our Morland magic back, and that mattered deeply to all of us. One thing I've always told teachers is reach out to her. She listens. Even if the answer wasn't always what someone hoped for, people walked away feeling heard, valued, and remembered. That is a rare and meaningful gift in leadership. So, thank you for leading with compassion, heart, and humanity. You will truly be missed, and we wish you nothing but the me best in your next chapter. Stacy, same. Um, Jen, great leaders often speak. Extraordinary leaders listen. In your time with Morland, you have been that extraordinary leader. You bring us together. You listen to our idea ideas, all of them. We've done a lot. um uh you understand that
012the strongest idea is never created alone and that because of that collaboration is not just something that you encourage, it's something that you're an active part of. You are forward thinking in every sense of the word. You see the possibilities where others see the obstacles. You inspire us to think bigger, work smarter, and believe in what is possible. And because of this, we become invested, feel valued, and are motivated to contribute. You build personal connections with the Morland staff and the community by remembering little things, the little details, the names of family members, important milestones, personal challenges and celebrations. This might seem small, but it leaves a lasting impact. I was fortunate to work closely with you on the standardsbased grading and middle school committee this year. uh your facilitation of our conversations and the
013guest speakers that you brought in pushed us all to reexamine and think harder about why we do what we do behind it. Um not only were the conversations refreshing and eye opening, but they were also honest and reflective. Your leadership reminds us that true inspiration and motivation are not just sustained by one person alone, but are cultivated through understanding, collaboration, and authentic relationships. Thank you for your expertise and motivating us to think out of the box. You're going to be very much so this. >> Thank you >> Jeffrey bringing us home. >> No pressure. All right. All right. So, good evening board members and cabinet. Uh before the school year ends, I wanted to share some kind words to Dr. Jen Baldwin on behalf of Morland Educators. Dr. Baldwin. Jen, when you first came to
014our district, you endearingly called us Morlanders. You regailed us with stories of how we were all gardeners and you had harvested eggplants, your favorite in your garden. And we certainly did not know how or what to make of that information. But over time, we understood that the tea name, metaphors, and more is a symbol of your engagement, passion, and dedication to us to Morland. One thing you often bring up and attribute to the genua of Morland is the Morland magic. And I know I'm not the first nor the last to tell you that you have um you are part of that magic that brings us all together. And so in the spirit of unity, I thought it would be fitting to share some testimonials from different teachers districtwide um of how your moral magic has
015impacted them. One teacher at Morland Middle School said that Jen is great at listening to feedback and taking into consideration when planning. She leaves thoughtful notes when she comes into your classroom and really cares about getting to know teachers as humans. Oh, and she has great taste in wine. A teacher at Latimer said, "Jen support extends beyond just classroom stuff. Our staff went through some traumatic experiences, most recently with the loss of a colleague, and she checked in on us to make sure we were okay." And on the same note, a teacher at Payne wanted to thank Jen for her partnership and for listening to needs and concerns when it came to making any adjustments to our PD. It gave us more motivation to be honest about our reflections and evaluation. And finally, at Anderson,
016a teacher stated that Jen always has a positive energy and shows a genuine concern about doing what's best for teachers and students. So, Jen, it's bittersweet for us to say goodbye to you. We are truly happy for your new role. Um, your departure will be a huge loss to all of us at Morland, and we are forever indebted and grateful for your advocacy, support, and servant leadership. Thank you. >> Thank you so much. Oh, he's like, I got to get out of here. >> Um, so just a quick um reminder because it was public comment, we can't actually comment or engage in that conversation, but thank you so much for coming tonight and for sharing your experiences. I think we have one more meeting with you. Yes. Okay. So, we've got one more to go.
017Um, but thank you so much for coming tonight and showing your support. All right. >> You're welcome to stay obviously for the remainder of bed or dinner. Sounds like it might be calling. >> Okay. Either way. Yep. >> Thank you guys for coming. >> Superintendent report. Dr. Cot. >> Yes. >> All right. Next slide. Ulyses. >> So, the honors uh orchestra and band concerts were on the 14th of May. I was able to attend standing room only as always. I want to give a big thank you to Nils, Katie, and Judy for um the performance that we were able to hear. Did you know that we have more than 150 students in fifth grade orchestra band honors? Like that that is incredible for the size of district that we have to have 150 fifth graders
018in the honors band and orchestra. So, congratulations to all of our student musicians. We still have six student concerts left for the year. One is happening right over here, Morland Middle School. Um, want to thank MEF for all of their volunteer work. They help set up. They help with the programs. They help fund raise. They um are there to just support the teachers and what they need. And so, just want to say thank you to the volunteers and MEF for all of their contributions. Next slide, please. So, we have been talking about Miss Shelley Hong's announcement where she has resigned from trustee area 1. So, the board has made the decision to make a provisional appointment as opposed to having a special election. Uh last Thursday uh we had an information session for people that
019were interested and so we had cabinet there talking about what it means to be a board trustee sort of the governance structure gave a little bit of insight into the governor's manual which I know you're probably very happy about um and we have three people who will be named tonight at a later point in the agenda who have applied for the role and those interviews will take place on Saturday June 6th and then we are here end of year promotion um ceremonies and events and those senior walks. I want to make sure I get to that Anderson one. I I believe both Anderson and Latimer. We have the two students going to Columbia and Stanford. They're going to be at those um at those uh graduation walks. So I want to make sure that we're
020there for that. Um so let's see. We have promotion ceremony starting June 4th with Latimer. That will be next Thursday. And then on Friday, we've got EDS first and then we go over to MMS for the promotion ceremonies. So, senior walks graduating. We've got still have open houses this week. So, lots going on in the last two weeks of school. And then really good news, next slide. Our transitional kindergarten program is expanding. So, we had to open up just recently another new TK class be going to Latimer. Uh we only had eight spots left for the entire school district for TK, which we know they enroll throughout the summer. Um and so we we're opening another class. That's very good news. So, I want to say congratulations to everybody who's been putting their effort in
021to just go out there campaign for, you know, how great Morland is and making sure that we're bringing families in. And then, let's see. Yes, open house. Here we are, the last push. And that is the Prospect Robotics Club who comes to most of the open houses if they can. If they're not in competition, they come. Um, always a big just the the students love it, the families love it. always brings just a little extra flare to the open house. Um, and then let's see, May revise came out uh just a couple weeks ago. So Chris is going to give an overview of that budget on June 9th. We'll have the budget hearing where we talk about what all of the implications are for the Morland School District and what that looks like in a
022three-year budget that we'll present to you that you would all um there would be a budget hearing and then the subsequent meeting you all would we ask for your approval on that. And then lastly, the retirement celebration is Tuesday, June 2nd, 3:30 p.m. right in here. Uh that is last year's. We had a cake. We'll do something very similar. We got rave reviews with how we orchestrated that last year. So, I want to invite um we've got 16 people retiring this year from Morland. So, we invite you for some cake and some comments and we look forward to celebrating those who have put all of their time in Morland. And I think that concludes my remarks for this portion of the agenda. Thank you. Board members communications. Uh >> nothing new, but I will be
023attending uh tomorrow's country lane opens, so I'll be excited to go see Uh for me, I attended the Baker open house. That is always a treat. All the open houses are so special. Um great to see familiar name faces and names and and hear about what a terrific year everyone has had. So value that feedback and also attended the EDS23 um family night in the woods actually. and um really phenomenal event that they put together to celebrate the learning that they're working on and and kids are so um truly excited to show and showcase what they know and and parents to celebrate those efforts and so just a really phenomenal time of year. Um and I'm so grateful to be able to be a part of it. Uh MTA union update. >> I have a
024guest with me today. >> Oh, you do? I see that. Just making a a guest appearance. Celebrity appearance. >> Celebrity guest. Good evening everyone. >> Good evening. Open it on my phone. So, this is the last shout out of the 2526 school year. Okay, here we go. Uh Vivian Chennice being shouted out by Susan Brown at MMS for being such an amazing co-teer this year. Nothing was too small or too big for you to handle. From strategic seating to complicated lesson planning, thanks for making this a successful year. Chelsea, Hillary, and Melissa are being shouted out by Joanne and No at Country Lane. Thanks for being a great third grade team the last two years. You've made my move to Country Lane so much fun. from MMS. Grace Kim is shouting out Colleen Salivar, Christy
025Kerwin, Susan Brown, Jennifs. Thank you for being the best seventh grade care core team. I am beyond grateful for all the support, kindness, generosity, and love. >> Thank you. >> Congratulations on a year wrapping up. >> Thank you for continuing to come and share your shout outs. It's really special. >> Thank you. >> Yeah. All right. Um, discussion and action items. Item 6A, approval of names and number of interviews for the June 6 special board meeting. Is this me? >> Yes. >> All right. At our April 28th, 2026 board meeting, the board approved a resolution to fill the vacant seat of Shelley Hong, um, sadly trustee area 1 by provisional appointment. Applications were accepted for the open position from May 18th until May 26th at 10:00 a.m. We received a total of three qualified applicants
026in an effort to fill the board vacancy and trustee area 1. The board will interview the following candidates and make a provisional appointment at the special board meeting scheduled for Saturday, June 6th. Uh the three candidates are Cishon Searoparam, sorry, Cichan. Um William Flewelling and Gordon Pearl. It is recommended that the board of trustees approve these three names to be interviewed on Saturday, June 6th. >> I'm excited to meet them. I submit a motion to approve these three names for our meeting on June 6. I will second. >> All right. All in favor say I. >> I. Okay. on to approval of the 2627 contract with Rhythm and Moves. >> Thank you. Uh we have a strong ongoing relationship with Rhythm and Moves. They uh do a great job in meeting our needs uh for
027PE, elementary PE and uh we are continuing to have contact with them. Uh it actually is less than it was last year. Uh and last year was less than the year before which is declining moment but also um helpful that they adjust the contract in that way. So, um, I ask that you approve our contract with Rhythm and Move for the 2026 27 school year. >> Just out of curious, do we look at other alternatives or because they've been functioning as a partner for a long time, do we not in this case? What do we do in that? >> I would say that we we would be happy to, but um, because of our strong relationship, they meet our needs. They work really well with our site administrators to it's very complicated to get all
028of those prep releases organized. um and they they're very flexible and I have worked with an in conjunction with some of the sites at times um when it wasn't working uh and she always figures out a way to make it work and so that really is a gift um because you couldn't ensure that that would be the case you know with another company so we're very pleased and also that they continue to be fiscally reasonable. >> Any other questions? Uh so for me I was just wondering we always when we're looking at contracts um two things especially as it relates to staff um we always look at filling positions like PE teachers right in and that continues to be a difficult position to fill sufficient to cover our needs. Is that fair? >> Yeah. And
029then um and then every contract has an out if need be. >> Yes. Okay. Thank you for providing that. Anything else from the board? >> I submit a motion to approve the rhythm and moves contract. >> I'll second. >> All in favor say I. >> I. >> We're actually wildly more I just want to be clear. We're wildly more efficient without these other board members. >> Audience. >> It's good to see you. It's just less, you know, uncertainty. We know, you know. All right. Uh, reports and action items the K8 mathematics curriculum adoption report and approval. >> All right. >> Well, we are happy to, um, present to you. I'm going to welcome up our teachers. Um, uh, you Well, actually, you guys can stay seated until we get to your slide. >> Don't make
030them stand up there longer. >> Yeah, I won't make them stand up there any longer. That's a good point. Um, we're very excited to bring to you uh our math adoption uh that begins next year. Uh, we had a very rigorous process and I want to start with that and kind of go over that and and then we'll be able to kind of share with you about the curriculum we're we're choosing. Um, have the teachers kind of give their perspective and then at the end we'll be able to uh answer any questions. But if you have a question in between, we're happy to answer it as well. So, the background is we actually have been in a two-year process. We began last year knowing that um the curriculums were going to be aligned with the
031new framework and we also knew that um a lot of our teachers hadn't been exposed to the new framework and needed to do some learning as well as as Tracy and myself um needed to learn about it too. And so we really dove into um learning about the new framework uh and really understanding um the mathematical practices, the content standards, uh and we we also went through a process of gathering feedback from our constituents and really trying to discern what was important for Morland when they were considering a math curriculum. uh at then we we're moving into this year we brought in several vendors and they um we had like a marathon uh day of presentations from a variety of different vendors that had all been uh approved um by the framework and in that
032um uh after that we we voted and decided which would actually be the ones that we piloted. So the middle school um decided that they would um have um K8 California mathematics and um so did the elementary. So they also decided that they would pilot that. Um we also piloted Eureka at the K5 level and we um piloted Lustrative at the 68 level. Um and then we hurried up and got got everybody situated and trained uh you know in December we got had a training and we kicked it off um right away and um they piloted uh the first curriculum um and then they fought followed it by the second curriculum and then we came together um to to make up the decision. So, so um we used these priorities to guide the process. They
033also decided on these priorities um of what what was important to our community um but also what it was important to them in choosing a math curriculum. So these were the their top priorities in order um that they were going to use um when we came together to make the decision. So content rigor, teacher usability, um differentiation, and vertical alignment. So we decided on California mathematics. Uh and California mathematics offers a a really, as you can tell, I'm not going to go into great depth on all of these, but a really fresh look at teaching math. Um and what I would say um a huge shift in just the framework and math thinking is kind of thinking like more like an engineer um that you're not thinking just about a rope problem anymore that you're
034thinking about it conceptually uh and you're um focused on big ideas and so you're diving into investigating and inquiry and you can see the three drivers of investigation um making sense of the world, predicting um what could happen and affecting the future. Um they also make content connections. Uh we there's a lot of fusion in the curriculum between science and math um as well as English and math um as well as social studies and math. And so you're bringing in a lot of um other content areas and thinking so. So it's not just again about a rope problem. Um the the whole curriculum is designed with universal design of learning which is commonly in the education world called UDL but it really ensures that all students students with disabilities multilingual learners they can access the
035curriculum and um I think that goes along with the standard alignment where we're aligned to the standards but also making sure that we can scaffold so that everyone can meet that grade level standard. And I think just from an administrator's perspective who didn't actually pilot it but was able to see it in the classrooms, that's what I saw. I saw engagement of students um and a different level of participation uh and understanding of of the map being a part of um the curriculum. So next slide. So, I wanted to invite Nick Gudaro and Julie McKinley Reid, who were both on our pilot team. Nick teaches middle school at Latimer and Julie teaches um a combo class at Country Lane and um they're going to just share their perspective of piloting this material and why um
036they they also find value in it obviously um promoting why we um decided on California math practice. >> Okay. Um, so, uh, these are just some of the highlights that I observed, um, as I piloted. Um, as Jen said, I have a one two combo this year, but I decided so I would not lose my mind. Just pilot with just my first graders rather than piloting two grades at the same time. Um so some of the highlights that I observed was the um the lessons start out with a visual slide which is really great for all students to um have a a no- risk opportunity to promote discussion and not focus on I know the answer or being right or wrong. Um, and what I observed was students of all academic ability were able to
037participate whether they understood the concept or not. It was a low-risk activity for them. Um there is very explicit math vocabulary that is taught which is key to really keeping um them having those deeper understandings of the concepts which builds obviously year-over-year and them knowing that vocabulary and proactively using it really helped them um build on sort of previous lessons and even the curriculum that wasn't part of the pilot that we had been using prior to it um helped them really build on that. And then one of the things I really liked was there was a a lot of opportunities for hands-on activities and problem solving. Um and with that discussing those and so it wasn't just about like you know here go take this um you know problem set or sprint or fluency drill.
038It was about let's figure it out together. let's work together. Um there's a lot of partner opportunities to figure out things and and discuss which obviously strengthens their understanding and skills. And then the last part was um the way that it is paced is um I'm still trying to figure out the terminology. They they call a session is a week. Um within the session there are lessons. So I'm going to have to get used to that. Um but it is it spans over a week and it gradually builds on complexity throughout the week and each day is different. Um but it doesn't it doesn't sort of introduce new things all week long and all different kinds of strategies. It really focuses on that that session and diving deeper and deeper deeper throughout the week which
039I observed that students really got a great understanding of what it was that we were working on. Um >> okay uh throughout my time I've looked at a lot of different curriculums both math and science. So I helped with choosing STEM scopes when we were there and really jumped on the opportunity to participate in math. So, one thing I first want to talk about is how teachers responded to it. And one thing that I noticed is just a streamline in the work club, both digital and in the paper book that we looked at. Um, there were other books that we looked at where pages were kind of all over the place and this was like what the students see, the teacher sees. So, looking at it, it really seemed user friendly for new teachers. And
040I know we have a lot of new teachers that come in every year that they're given binders of stuff and they have to figure out how to use it. And this really seemed user friendly for everyone involved. The digital integration is really nice because we're already using the I Ready platform. This is integrated within it. So a lot of the navigating for teachers is natural and just like, oh, I see this and I can access this and I click this link and oh, there's the pages I need. So it's very userfriendly. Um, for teachers, I asked my middle school student students some of their perspectives of the framework and they were just like overwhelmingly positive compared to coming out of CPM and they were like, "It's no longer a wall of text." And I'm like,
041"You're right. There's more pictures, things are in color, they can write on it." So, it it really was more predictable for them. When they approached CPM, they had no idea what that date was going to be. But with California mathematics, they they knew this week we're on this one topic. We're going to take our time going through it. We're going to break it down and look at it. Uh there it was data driven. So my reflections on CPM was we didn't know where students were at until the chapter test and really then it really felt too late because then it's like oh now we need to backtrack and do that again. versus this. I had weekly feedback when it comes to uh daily exit tickets, but weekly it was a weekly comprehension check at the
042end or quiz at the end of the week that was built in. So students either worked on the quiz or worked in a small group or reviewed again. So they they really got to see week by week, do I know this concept or do I like fake know it? Am I just nodding my head at the teacher? Um, what I thought was great because middle school has a really hard time with small groupoup instruction. This naturally was built for it. So, you're really working through the week and you have two days to kind of really say, "Okay, you guys know it. Let's work on this extension. You guys kind of know it. Here's this independent activity. This group doesn't know it. I'm going to work with you." And you really can work with students. Also,
043students really like that the lesson there were there was a lesson summary each day. so they can flip back and see, oh, I missed or oh, I didn't quite understand what the teacher said. It's right there next to the homework. >> So, that was convenient. And then I was in a unique position that my daughter was piloting it the same time I was teaching it. So, she's in fifth grade and got to do the fifth grade pilot. So, I'd look at her and ask her her opinion about it. And I really saw more independence with California mathematics than with Eureka. >> Many times she'd come home and be like, "Dad, I don't know what to do. I'm a math teacher. I can do this. I start explaining. She's like, "That's not the way my teacher
044said it." And I'd be like, "Well, there's no notes, so I don't know what to tell you. It's a single piece of paper versus this book. Everything was there, right?" And I could flip back and say, "Oh, that's the method." And then I could teach her the method again or review or point back to notes, this specific strategy, cuz we all know we have our own methods. We learned it a different way. And that's confusing for kids. But to see that there, it was good. And then the beginning of the week also started with a parent letter that's in multiple languages online, but in the book it's there saying this is what your kids going to learn this week, examples, pictures, everything they need. So everything seemed purposeful and rigorous. Um overall just astronomy could
045recommend this group. You had me at parent letters. Um Julie, I see you. Um, thank you. I, you know, I'm always blown away when you get a chance to see teachers do their professions. And so, um, first of all, I I just, I'm thankful that you guys would spend all that additional time, heart, and energy to get engaged and, uh, do it on behalf of others. So, just a huge thank you. Um, and so my question is, you know, I raise kids all through CPM in essence. Um, I've seen a little bit of the fallout of that. And so, but we followed a very similar process when we adopted that. you know, teachers basically got together, looked at a couple of different platforms, piloted it, launched it. So, you know, what advice do you have
046for, you know, fast forward, we're five or 10 years from now and we're looking at another recommend? What do you hope they're saying about, you know, what we got? What did we have to get right about this adoption? Is it fidelity that everybody does it? Is it that people really use it in conjunction with I Ready? Is it like what is what is going to be the key to this being really successful with these kids in your mind? >> I think for me one of the big takeaways when we met as a large pilot team was there was a huge disconnect with primary and secondary. >> Yeah. >> Um I'm sorry not primary elementary >> K5 to middle school. Um because oftentimes, you know, you would hear middle school teachers saying, "These kids are not
047coming in. They're not prepared for middle school." And so I think that was something that we really took to heart that we wanted kids to be prepared. Um and I I don't I don't know if there is a curriculum that is the perfect end all be all, right? But I think there's a lot to say about having that continuity from K8 that um that we have to at least try, right? And so um I mean my son used CPM as well and I kind of liked it as a parent, but um but I wasn't teaching it either. And so, um, I think that for me that was the the biggest thing that I took away from those meetings was that we need to have some sort of better flow of how kids are learning and
048how it's flowing through all the way to 8th grade. Past that, I don't know. Um, but I think that that was something that would was lacking for sure. And I'm hoping that this will will pay off. >> I would agree. Teaching I I've done a sixth, seventh, and eight. So seeing those kids come in in sixth grade and like here's the book and just like where are all the math problems was a struggle, right? So seeing and hopefully in 5 or 10 years knowing that kids have gone all the way through from kinder to 8 and they can see that scope and see that connection and oh this relates to this and those stepping stones a little clearer I think will be helpful. >> Yeah, >> right there. And and I'll be honest, yes, the
049the continuation into high school, it's tough to tell, right? I think the math foundation will be there. The ability for students to dialogue about math and not just do it independently, I think is big. So, >> I appreciate your time to put in the interests uh that you were able to put into it. Uh your breakdown was uh amazing. just sort of like what you've kind of seen along the way, your experiences from previous and then how it was able to be applied uh to your kids at different grade levels um from first grade, second grade all the way through. Um I think that's the critical eye that we appreciate and that you can kind of problem solve and go this can really work or you know when applied right correctly and and see I
050like the predictability in which uh you kind of describe and seeing that from a your perspective it holds a lot of value and um hopefully you know to be able to implement this curriculum through with the fidelity and such um you It sounds like it could be very successful. But then all the breakdown and everything you the way you described it in terms of your experience uh was exactly what we wouldn't know reading it ourselves or reading it like oh this looks good but the pictures being able to uh the continuity all the way through. Um it sounds um good. It sounds great. And I think um it's important to point out too that when we were working as a team um I think the majority of folks and you could correct me if I'm
051wrong, but I think the majority of the teachers on the pilot team could have been happy with either one. Um, and to give you a little bit of context, when I first started in Morland, um, Eureka was called Engage New York, which was an open-source math curriculum, which, uh, I was a first year teacher, and my, uh, teaching team was like, "Here, we're going to we're going to try this out this year." I was like, "Okay." Not knowing what I was doing, obviously. Um, but being that it was all open source, you know, it was all online. Um, and so I don't know any different. Um, so I've been using Eureka for the entire time. Um, so I know it very well. I know its bonuses, uh, and I know its not so great components
052as well. I think the biggest struggle that I have seen is that it leaves a lot of kids behind >> um, because it's very very wordy. Um and we have a huge e population that um you know continues to increase and so that was a huge struggle. Um and Eureka is very very strategyheavy. So in first grade for example like you teach them probably maybe eight different strategies of how to you know add and subtract with multiple digits. uh it's confusing and so um can you get around that? Absolutely. And you know there's there's bonuses to being flexible and and learning a lot of different strategies. But one of the things that I really liked about California mathematics is it's very straightforward and there's lots of opportunities to learn different ways and there's not a
053lot of confusing strategies. And so I felt that it was really very student focused and um that was probably the the biggest selling point for me. >> Is there as much need for language? I mean because it's a pretty honest we we turned everything into a into a fairly complex word problem and so if you were an EL student you were meaningfully disadvantaged. Do you do you feel like in this how have they solved that same problem? Because you were talking about these highlevel math frameworks that you want they want people to grasp so not just wrote. So how does that not end up translating to an awful lot of text? Well, um they still have rigorous word problems, but they have um cute little they have cute little animals and pictures and um they
054have sentence frames, you know, they have equation stems and so they have a lot of support that's built in. Obviously, you know, if you need to supplement your curriculum for I mean, I always have students that are one to two grade above the level in teaching. So, I'm always supplementing more rigorous, challenging stuff to keep them engaged and keep them learning stuff that's not first or second grade material. Um, but even with the new Eureka Squared, uh, it there's no comparison to to what California Mathematics has as far as like that support that's built in there to to scaffold students that need it. I would say in the middle school level there were reading supports and reading structures strategies embedded throughout. So within each homework there was a graphic organizer of vocap or terms or
055just a a thinking map of how to conceptualize the concepts reinforced right there. Um there's always a visual method of how to solve along with like here's the rope like equation formula to do. >> So it always paired it with another way. >> Yeah. Cool. Well, I appreciate it. But you're right. Our demographics have changed over time and we would want to adopt a curriculum that that makes sense to be successful for the student that we have today, but also for the students we are likely to have in the future. >> I mean, there's nothing more heartbreaking than having students that have this. >> Yeah. Right. >> You know, never raise their hand, >> can't do stuff because it's too language heavy. So, that's really really hard. >> Yeah. Sir, >> um I too want
056to thank you for your time and and to the entire committee. Please do extend our gratitude. Um just because it is it is a lot of work, but we really do rely on your expertise. Um and I I want to thank you for giving the example of um not knowing how to support your own child because you're a math teacher. So it, you know, makes me feel >> a little bit better about my own personal struggles from time to time to support my children. And so, um, that is really, um, where the lens I come from with is to say, um, h how does this how does this help parents partner in supporting student success? And I know um Jen, you mentioned con constituents and I'm assuming you're talking about teachers, but I'm also thinking
057families. Um and so you also had me at parent letter. That's amazing. Um because that's just one really critical piece is that they need to know what they're working on and so I'm excited about that. Um, one question I have, when you're comparing, there's always going to be, you mentioned, um, you know, probably being happy with either one. Was there anything in the other that you're not recommending that you thought, "Oh, I really wish this one had that piece or a part of that." Not for me. No. I mean, I think the only thing that comes to mind, and this is not neither of them have this. No math curriculum I've ever seen has this. And um it's that that aspect of, you know, how do you support those kids that don't know their numbers
058yet or they don't know how to add and subtract with intent, >> which, you know, they're I mean, they're way below. Then you have other kids that, you know, they can whiz through everything you're doing before anybody else and they're like, "Okay, now what?" And you have to keep them challenged. And so that is something that I've had to do for many years. Um, and I like it when students say, "This is hard. I don't know how to do this." And I'm like, >> because >> then that's keeping them engaged. Um, but I've never found a a curriculum that has had all of that >> that can that makes >> you just you have to you have to find it or you have to make it. So there was nothing in California mathematics that I
059felt um was not in Eureka that should have been >> me personally. >> The only thing at the middle school level because we looked at the illustrative math is they offer the IM1 math for advanced math >> and under California mathematics we would stick with CPM >> for a little while longer for those two seventh and eighth grade advanced math students. >> Okay. So that was one thing, but but that didn't sway. Like our middle school group voted and we were like we're done. We decided on California Mathematics knowing that um but that was the only thing where it was like if California mathematics had that pathway, they only have the algebra one pathway which I piloted which was not bad but just it's different. >> Interesting. >> Yeah. >> Dr. Robin, do you have
060a sense for how these will connect at the high school level? I mean I know what what prospect is doing. >> So I did speak with the director of curriculum instruction in the high school district and uh discuss this kind of matter of you know because a lot of our kids also go to schools where the algebra track is is the way that um you know there's there there's lots of different high schools that our kids go to. So um I asked her that question and you know are you sticking with the integrated track or and so there's some question some doubt you know and I don't want to say anything too far but I I think um there's some there is some question around that but um what what she said is if our
061kids were to take algebra they would still go into IM2 so that wouldn't change >> so that would still be the the trajectory What we are going to do is next year have a compacted math committee essentially where we will evaluate what we actually want to do because we just felt like that was >> you know one step too far to you know we didn't want to hinge the decision upon that. So we will have a compacted map where we will get to explore that those concepts of you know how how many standards would they be missing if they did the algebra route all of those things we would be able to look at next year. >> Thank you. It caught my kids so I appreciate that. Super helpful. >> I have one other question.
062Um, so you've touched on this as well that um, because of your time as a teacher, you have lots of resources that you'll pull from and I wonder um, h how big of a challenge it will be to transition to this curriculum. I know there'll be professional development and supports in place, but do you see that being seamless? Because I think one of the pieces we've talked a lot about is is how it gets implemented. um and in that kind of choosing the level of success that we're on, right? And so um do you envision it being a challenge, a smooth easy >> I'm not reading smooth and easy. >> I mean who you ask. >> Sure. Sure. Of course. >> I am a person who personally likes change. I don't like doing the same
063thing all the time over and over again. Um, so I'm not change averse, but if you are talking about someone that is change averse, it's probably going to be a big shift. I think that it is like Nick said, it's very user friendly. >> It um it goes handinhand with the diagnostic really well. So kids are already really familiar with a at least again in primary they're already familiar with um how things are sort of laid out for them and they look very similar in the text. >> Okay. >> And so I think that's going to be very user friendly for teachers. Is there a learning curve? Yeah, of course. >> Um but >> I would say if the roles were reversed, it would probably be more challenging to go the opposite way. Okay. So
064if we had been using I Ready and then gone to Eureka, I think it would have been more challenging. But I mean that's again my opinion. >> Um I think that it would probably be beneficial for teachers to have like ongoing check-ins throughout the school year >> because I think that you know we all learn the best from each other >> and share you know strategies, resources and so forth. And so I think that that will be really beneficial if that's possible to sort of see, you know, check in and things, how are things going? Um, and I think it's going to take some time. I mean, people are going to have to obviously get used to it. But even teaching a combo I I felt that um the only obstacle that I encountered was
065time >> is that you know I had a 50-minute block and I felt like I didn't I wasn't able to teach all the math that I wanted to teach in 50 minutes >> and that's you know kind of a struggle always it's not about the curriculum. So, um, other than, you know, time and and maybe, you know, having ongoing resource check-ins, I would say it probably will be pretty smooth. It's very user friendly. So, I I would agree. I think there are there are going to be some sticklers where it's like, this is how I've always done it and that's how they're going to want to do it. I think I know at Vladimir like it's really easy to talk to the middle school team because there's three of us and we've all signed up
066for our the very first day of training because we're just ready to use it and try it. So I think as a team we can rally each other like hey how did this go and troubleshoot and I think we're all willing to give it a chance at least to see like how did this work and then have all of our extra stuff as backup. Oh that that concept didn't hit. Here's my extra supports to fill in. Um, I will say middle school's a little happier with the length of lessons. They're all said to be between 40 and 50 minutes, which fits the middle school block of about 42 minutes period. I'm fortunate ladim are to be 55 minutes class period. So, I'm good. But I think they're happy to see that because the CPM lessons
067were told they're an hour and trying to always be like, what do I have to trim? and now knowing >> you don't have to trim anything, right? You can shorten the discussion, but you can still get all the problems in. So, I think teachers hearing that, knowing and seeing the usability, they're they're naturally going to be inclined to use it. I don't think they're going to throw away all their extra stuff because they know what works with kids. And I think supplementing isn't a problem as long as they've given the first round with what the book says. I'd like to just add to that Ulyses if you could hit the next slide there. Um we have a very robust robust plan if you approve um to begin in June with optional training and um have
068a kickoff on the first day uh and we'll have a if people already were trained or were on the pilot they can go to a tier 2 a little more advanced training and then um five district collaborations uh that are especially focused on um bringing our teachers up to feed and also um addressing anything that might have you know might might be problematic. So we'll keep a listening ear and and make sure we're adjusting those trainings if as needed if people are saying oh that you know we're having this or that um type of issue because we really really see the potential of having a K8 curriculum and and how powerful that will be for kids. And so I think that um we really do want to support our teachers in getting started and trying
069it out. Um just out of curiosity if we >> again we're looking for in a couple years for the people that are still you know what would we be worried about like so like I hear supplemental like from my ear I go like you know you're doing you're you're looking at classrooms are we again in a case where we got really lots of people doing their own their own thing that would be that'd be a concern for me but and I'm not trying to get into the bit I'm simply saying like if we're looking at this three years and we're doing walkthroughs in classrooms What what what should give us pause? What what what what kind of feedback would we be hearing that we should go, oh that something's not right here? Um is it
070that you know our English language learners aren't being successful? What should we be keying in in on as like kind of warning signs? If we're >> I think if students aren't talking, they come in and they're just busily working on their own independent handout, then then they're not doing this, >> right? the more students are talking and engaging and communicating about it, then you know >> you're closer to to the point. >> Yeah. It's it goes back to kind of that mention of you know the initial um it's like a slide you know that sort of starts out the session and um you know even if you've got kids that are struggling students right if there's not something that they know there's no right or wrong to it they're going to be much more inclined
071to participate and talk about a math concept versus like I'm not going to say anything because I I'm sure that's not the right answer And so I think that that problem-solving component really um helps them build their confidence and think in a mathematics way that maybe they didn't think that they ever could. And then as that, you know, progresses, they obviously are feeling like, well, I'm like, I can do this. And so I think that's going to be really beneficial. Um, and the other thing that Nick kind of pointed out to was when I was piloting this, um, I can't remember what they're called, but it's something sort of like a check-in or something like that. It's basically like a quiz. And so I found it really interesting to give those to my students um
072towards the end of the week um to sort of see where they were at and then realize like, oh, those two did not get it. Okay, I'm gonna pull them back and we're going to have to work some more on this, but the other three did. And so, um, there was a lot of continuity within that session to figure out, uh, if your kids were getting it or not. And then there's lots of, I don't know, middle school, but there's a lot of like, um, partner activities that they can do together, games, small groups. And so, it's really building their skills in a lot of different ways versus Eureka was it's very dry. Um, and there's not a lot of opportunities for any of those kinds of things. So, I think we're going to have
073students that are going to be much more confident and feel like I can do math. Math isn't scary. It's it's puzzles. It's patterns. It's fun. I can do it. And you know as as a student uh I remember specifically when I started hating math as a student and a kid and you know math became very scary for me. And so I don't ever want you know any students to feel that way. So I think that if we can reach them in a lot of different ways and meet them at whatever level that they're at, it's going to help them as the years progress. One more thought just on growth mindset. What I tried to do because there were two options of quizzes at the end of each week was I gave all students like option
074A and if they didn't score a certain percentage it was let's review and then they had an opportunity to try again with option B. So it kind of gave them that confidence of I don't know it yet but I can still work on it because there's sometimes at least with previous math curriculums it was either it was very cut and dry. you know it, >> great, we're moving on. You don't know it, great, we're moving on. But it was just kind of they just had to deal with it versus this. It it really it was part of my reflective evaluation this year before I changed it. >> But it was really looking at these options of like how many times can they retry and it's it's really endless because it's building their confidence in math
075and not just saying, "Oh, I I didn't do well so I'm bad at math." It's >> I didn't do well and Mr. you're just going to make me sit and try and practice again until I actually do get it. >> Yeah. >> And then we'll move on. >> So, I think that kind of built a little resilience and hopefully when you walk into classrooms, you can see that kids get not defeated about math but excited to see that. >> I appreciate that. It's it it feels like um something that'll support all kinds of students. And so what we continue to hear the changes in not only demographics but kids that are coming to us with no language um no English skills and um so there too having an open door just sounds amazing. Dr. Cod
076did you want to >> I did want to say a few words. I am very excited about this curriculum the opportunity for the common language vocabulary and strategies that move from the elementary to the middle school. Mostly I wanted to understand this from a student's experience. So I was able to observe kindergarten, second grade, fourth grade, sixth grade, and I believe it eighth grade was in your class um talking to students. In my first experience with this, I went to the training of the curriculum and I sat with the middle school team and I was really worried that I was not going to have the right answer and I was not going to be able to figure out the problem because I'm sitting with like the smartest middle school teachers who love math and on
077the math committee. Um, and the lesson I think you said Julie earlier there are multiple entry points. So I even I was able to access the ratio remember the sixth grade ratio lesson you um and I felt very successful. I went over with my first um grade colleagues over in this corner and we had similar strategies for figuring out which were very different than the ones the middle school teachers were using. >> Um and I saw that same lesson in a classroom a a couple weeks later in a sixth grade classroom. And I I asked you know how's the rigor? What's going on? you know, and I I asked Joseph, "Who's a kid who you think is really high in here?" And I wanted to seek that kid out and talk to him. And he
078was engaged in the problem. And he was with his tablemates. They were talking. There was every lesson, every lesson I saw, kids were engaged in discourse, first of all. Um, but I pressed this young this young student. I asked him something that kind of threw him off. And he I said, "Are you sure that that's that's how you're going to that's how you would explain whatever it was?" He was like, "Well, I mean, I think so, but let me let me check." And one of his tablemates was like, "No, you're right. You're right. You're right." Um, but I wanted to know what is it like to be a high student engaged in just like your regular sixth grade math? What was it like for me to be able to access ratios? Um, and I just
079feel very confident that what I observed and what I also felt when I was in the training, like our kids are going to be such better mathematicians by the end of this. And I've not felt that way about a math curriculum in a long time. >> That's great. >> Very helpful. >> Yeah. Can we can you talk a little bit about what the expectation is for the roll out and um implementation? We've talked a lot about fidelity and so what does that look like in terms of timing and expectations? >> Sure. So um I've heard loud and clear that fidelity of implementation with this math curriculum is very important. Um so we have the full day training for the teachers. We also have a full day training for the principles from the principal lens of
080the continuum of implementation and what they would be looking for in the math classrooms which will be separate from what the teachers are getting. Um and then there's the five data collaborations where the teachers will be engaged in the professional development from the from the publisher and they're quite good at at what they do. They're all, I think, experienced teachers that have switched over to being, you know, the the sellers of this, the marketers of this, but they were all teachers. Um, so the plan is fidelity of implementation. Now, you're right. There will be supplemental, you can't stop that. That's just teachers teaching um different groups of kids. But I would expect to see the math program out. I would expect to see the student work because you'll be able to see it. Um, and
081that is our our whole goal for next year with principles is focusing on feedback around mathematics instruction because it's a K8 adoption. So I have the opportunity to focus in on math >> and just as a teacher and you know we say fidelity it's not meant to be like there's just always this bottom up top down can teacher you know teachers have the agency and you want teachers have the agency and the same thing like we did a K8 curriculum so that you know the thread that was consistent you know all the way through. So, we're trying we're just trying to honor that thread meaningfully, you know, um thinking that that's what, you know, we thought was the first principal's consideration. Like, we want to see that that goes all the way through. And so,
082I guess in teachers to I think I feel like teachers are accountable to other teachers mostly. >> Um, and you guys have the best. So we love that feedback that goes, hey, if teachers are supplementing, in some ways I think of it as a bit of a failure. Meaning that they didn't find the curriculum successful enough. It doesn't mean all supplementals are bad. I don't mean anything by that. I just mean like if the overwhelming sense is I have to augment this in order to get my students to understand it, then I think we my takeway is I think we didn't do something right either in the rollout or the type of curriculum, whatever it was. So, is that the same view you have as a teacher? Is the teacher like me, you know, if
083they if they get the same place at the same time, does it really matter? >> I don't think that I mean, at least in my experience at my site, I I don't ever experience teachers saying, "Oh, I'm not going to use that or that's yeah, that's garbage. I'm not going to use that." I think that generally speaking, everybody's using the adopted curriculum, but there are, you know, there's this one lesson that you're like, gosh, you know, I remember teaching that with whatever curriculum or I found this resource that my friend gave me when I taught this grade six years ago and using that as a supplemental tool, right? not pitching anything, um, not throwing anything out, but really just kind of inserting that in to give a little bit more oomph if need be. Um,
084I don't ever really experience, but I know at other sites there has been issues with, you know, teachers saying like, I'm not using that or, you know, that's that's not easy to teach, or whatever the case is. And it's not just math. It can be anything really. Um, but I think that it's our jobs as professionals to really be advocates and say like, you know, this is an adopted curriculum for a reason and we all piloted it and we voted on it. We discussed it intensely and and we are faithful that it's going to do what we had hoped it would. Are you going to have these cases where you have to pull supplemental stuff out for kids that they're not at grade level? Yeah, sure. Y >> are you going to have kids that
085are way above like I mentioned? Of course. But you're looking for that across the board that this is going to reach your grade and your students and and I think that it definitely will. There's going to be oneoffs and and hopefully not many. Um, but I think that's always going to be a possibility. But let's hope not because it's it's great. And and I I could have easily made both work, but my preference was definitely California Mathematics. And I think that um the the online component, the online resources for teachers, as well as, you know, all of the curriculum and training opportunities and stuff. I think that with all of that said, I think it will be very successful. It's my hope. >> Thank you guys for the work. >> I just want to speak
086on the vertical alignment. >> It was really interesting when we voted that overwhelmingly that was the focus for middle school teachers, >> right? Because they had seen the influx of kids from fifth to sixth that they were like this is really what we want. >> It was interesting the middle the elementary teachers were like yeah that's important but it wasn't their number one focus. Right. So I think with the fidelity there for for middle school teachers they're going to want to use it, >> right? And then um I just want to speak two things on supplementing >> for me it's it's really bringing fun into math. So it's bringing in math games. >> So what other games can I do or I have a book where it's um story problems that they have to solve
087and then they make a pamphlet out of it. So it's like that's added but not taking away from the curriculum. And then the other one I added a few years ago is just graphing calculator usability. It's a little bit. It's touched on a little bit in our CPM curriculum, but not much. So thinking of our students going into high school and like here's a graphic calculator. Let me orient you so that you know how to use it and then they want to use it all the time. >> I love that. Thank And that's the feedback so that I don't wander around like oh well every time I see an additional piece of paper oh that means >> and I do that supplemental type of activities too like I usually do like once a week I
088will do like I call it a math project and they're like yes it's math project day you know because it's uh it's a like a crafty kind of project but it's all about the concept that we've been working on and so they still are doing math and but they get to actually do some fine motor with it as well and they're like, "Oh, this was so cool. When are we going to do our next one?" You know, so it's it's not part of the curriculum, but it reinforces the skills that we're working on, and it's makes math more fun. So, >> thank you. >> Yeah, I appreciate that. It's a huge investment. Obviously, we're going to be floating on the contract. Um, but it it's an investment in people, right? And so, you're talking about
089using your expertise and the tools you you know, and so that makes just a ton of sense. It's um when I talk about how it gets implemented, it's really just making sure that we're maximizing um people and their ability to collaborate and really support student success. Um and so I appreciate those examples. >> Anything else from Baldwin? >> We had a really professional group of teachers. It was a a fairly large group. Our discussions were rich and deep. Um people challenged each other. They felt uh very safe um to do so. And I really feel like the process um proved that out. Um and and I am so grateful for them and also Tracy Dwer was a huge um partner in this and help helping to lead and put together. Uh it's a lot to
090to juggle all of those um curriculum vendors and getting them here on the right day and all of those things and Tracy handled all of that. So thank you to her. >> All of the books. Oh, yeah. The whole services department did a lot of heavy lifting. literally. >> Well, I'm hopeful that the resources that this the resource this provides you gives you really good support in all of the hard work you already are doing. So, with that, you have a motion. >> Anything else before we vote on the motion? >> Um, then I then I would offer a motion to approve the adoption of the California mathematics curriculum. >> And I will second. And are we um voting on that and the contract separately or together? >> I I think together, but you >>
091So we're adop So we're voting We're I just want to make sure we're making a motion to adopt the um curriculum and approve the contract >> with curriculum associates. Correct. >> Yes. >> Okay. >> I second. >> All in favor say I. >> I. Thank you so much. Please do extend our thank you very much. Thank you. >> Very exciting. >> Thank you. Great job. >> Really appreciate it. >> I'll do the next. >> I just had to bring them out today. >> They My daughters made these at our house and they dropped them off today. >> They were going to be a dance, but their mom picked them up. >> Thank you. Thank you. Have a good night. >> All right. On to the consent. >> Uh motion to approve the consent uh calendar
092and aggregate. >> I'll second. >> All in favor say I. >> I. >> Okay. >> Closing items. Meeting dates. So we have the 6th. Uh the start time is still 8 or is it 8:30? 9. >> Um I think 8:30 closed. from 8:30 to 9:30 closed from and then 9:30 to 11:30 >> for interviews and then I believe you guys wanted closed after from 11:30 to 12:30 or so and then I think Ryan does that meet your time your timing. >> Yeah, we'll make it work. >> Okay. So, we'll post that next week. I think we're thinking next Tuesday to post it for the Saturday meeting. Great. And then June 9th is just um that is when we would >> take the oath of office. Woohoo. Okay. Uh anything on a future meeting dates? >>
093Um 9th is great. The 24th which is the second one in June >> 20. Sorry. I'm in New York and I won't be able to make >> Okay. >> Um so I need to double check that we have a multis now. have new board members CD, but we should be okay. >> Okay. >> Thank you, Brian. >> Nothing to add. >> Anything else? >> Available when? >> N a year from now. >> Uh announcements, reminders, requests, anyone? All right, we are adjourned and we're reconvening in close session. >> Yes. >> Okay.