001This is the um Graten Board of Education Curriculum Committee meeting of June 2nd, 2026 at 6 PM. The meeting is entirely remote online. We have uh Dr. Acriman, we have um Dr. Mancini, and we have Mitch Shinra, the only non-D doctor here. Um and I'd like to call the meeting to order. And first item on the agenda, I believe, is to review the meeting minutes of May 4th, 2026. And I had reviewed them and I had no issue. I don't know if we have to put it on the floor to to vote on accepting them or we can just um ask and and uh get a uh um >> I'm fine with them. >> You're fine with them? Okay. >> I am too. So, uh, Ann Marie, I think you wrote them. So, let's go
002with we're that, uh, we are accepting the minutes of the last meeting, which was May 4th, 2026. No changes. Okay. Um, item three on the agenda is the GPS strategic plan. Pillar number one, accelerate academic achievement. And this may be a good uh time to transfer the discussion lead over to Ann Marie. Okay. >> Thank you. Thanks so much, Mitch. All right. So, I've prepared an agenda here for you today as Thank you so much for transferring um the meeting over to me. You just went over the minutes. I'm going to um go over two main things for you today. The strategic plan. I want to specifically review AC accelerate um academic achievement which is our first pillar. And the reason why I want to go over this is because so much of the work
003of our first pillar in our strategic plan really relates to the work that we do here in our curriculum committee. Um and so I thought it would just be really um interesting as a committee to see the work that we did as a district and see how it relates to this particular committee. And then right from following that I wanted to kind of go over um the work that we did here. I thought it was natural transition to review the work of this curriculum committee um that we did this year. You know kind of do a re year and review. there will be a little bit of overlap. Um, but you know, this committee did a lot of work this year and I just thought it would be worth it to kind of review that
004work and kind of look back and um, reflect on that work and then that would lead naturally I thought to the tracking the referral tracker sheet um, and what work we might want to start looking at for next year. So that's kind of my plan for today. And of course, as always, if there's any questions as I'm presenting, feel free to um stop me and ask me a question at any time. >> Sounds good. Thank you. >> Good. All right. So, again, strategic plan, uh looking at the strategic plan, specifically pillar number one. And here, as you can see, we always start the same way by grounding our work in the strategic uh plans and our pillars. And specifically I'm going to focus on uh pillar number one which is accelerate academic achievement. Now when
005we developed our pillars last year we identified specific priority areas. So the first priority area that we identified as a committee was that we wanted to ensure a comprehensive standards aligned curricula for all students in grades K through 12. PreK through 12 I'm sorry. We can't I can't forget our friends in in pre kindergarten. And so here is the work that we did so far this year. We of course we researched, piloted and selected a new curriculum uh resource for mathematics and we established that that helped us to establish instructional coherence in K8. We did the same work if you recall um for ELA in grades six through eight and that will help us to build on existing routines and structures and to maintain the rigor and momentum that we have in our K5 literacy
006program. And I can't tell you how excited that I am to move forward in math and literacy with the with what we're doing. Um and I want to thank this particular committee for all the support that you gave me this year as we piloted um a number of resources in both math well we piloted really one main resource in math but we piloted a number of resources in in English language arts um and um just we're ready our teachers I think are really excited to move forward um I can't tell you how many teachers in math have reach reached out to me at particularly at the elementary level to say we're so excited with work that we're going to do in illustrative math and where we're moving forward in that program. And I know that
007our English language arts teachers, again, particularly at the elementary level, how excited they are that our middle school teachers are going to be um continuing the the work that they've started to build on in our elementary program with Whiten Wisdom. Um this year, starting last summer, we revised or wrote curricula for 20 different courses um last summer and we developed a plan this year for updating and and writing new curricula in an additional 24 courses. Now, we're really not writing new curricula. Um, as you you probably remember from this committee that we don't have a lot of new courses that are being developed, but we have a lot of courses that um just needed updating because the courses were, you know, maybe um they needed some revisions. And so, a lot of especially as we
008prepare for our um NEAC/ combined IB reacreditation update um visit that's coming in the fall of 2027. you always have to make sure that your curricula is updated, that everything is in the correct format um and that you know there is a curriculum document for everything. So I've been working very closely with the high school staff, but also making sure that we have of course updated documents at the middle school and the elementary level as well. So, this work has been really important and um I'm just excited that we've had the funding um either through IB grants or even our um title one funding, title two funding through, you know, pulling together a various a variety of resources to make sure that we have funding for our teachers to get together in committees and update
009curricula when we need to. Our second priority under this pillar is to provide engaging student- centered instruction that promotes active learning and meaningful connections. So our three main areas of work in this area is to for me to work with the members of our graten teaching and learning collaborative to create a de a common or shared understanding of highquality student centered instruction. And that's a that's a work in progress still. We've started that work, but we want and we've have a draft, but we really need to make sure that in order for it really to be a common understanding of what this definition is, we need to make sure that we have more input from our staff, not just the members of this committee. So, we're going to continue that work next year. We've conducted
010two to three instructional walkthroughs in each of our schools and we've provided written feedback as well as suggestions for support. that work. Um, from what I understand, you know, there used to be walkthroughs in in all of our schools, but around the time of COVID that had to stop and and it took a pause. So, last year or this year, I kind of restarted those and um, they were really wellreceived by our staff and our principles. Um, and that we've offered professional learning sessions designed to promote active learning. And one of the things that, um, one of the examples I give here is building thinking classrooms. that was something that we initiated in our math classrooms. Um, and it's just one example of some of the active learning strategies that we've started to promote. And
011then the third area um or priority area under accelerate academic achievement is to use our district, school, and classroom assessment data to make informed decisions about instruction and improve student outcomes. So, we've identified a district-wide assessments uh we've identified districtwide assessments in math, literacy, and science. We developed a district-wide assessment calendar. And we've scheduled and facilitated student achievement meetings three times a year for each school so that they can review student data from their W fall, winter, and spring assessments. And student achievement meetings are really, I think, valuable um meetings that we've put in place. schools come in and we work together as a think tank to look at student data, think about what um what strategies we need to put in place to provide assistance and then implement interventions um in order to like
012make sure that we can improve student outcomes. The next strategy is to ensure equitable access to resources and opportunities including differentiated interventions and multi-tiered systems of supports. That's commonly known in education now as the MTSS process. So we've identified a list of current supports available at each school. We created anformational resource for families and posted it on our website. And we reviewed our Dibbles and I Ready data with our elementary math and and literacy specialists and our principles to identify growth in areas of in need of opportunity. This was really important. Last year um at the end of the uh school year, I worked with all of our principles and I said, you know, what is it that we really feel like we need in terms of our MTSS process? And um by and large,
013everyone said the same thing. We really need to think about what um common um resources do we have? How can we make sure that our families are aware of what the MTSS process is and how can we share that with our families so that everyone you know understands the process. >> Okay, that said I want to stop here before I go on to the next part of the presentation and just take any questions that um either you have Mitch or Dr. Acriman has about you know the work that we did this year with respect to pillar one and our different priorities. >> Well, I had already looked at this and I think it's a very good summary of of everything. I didn't really have any comments or questions, but I can't speak for Dr. Aerman.
014I'd like to ask Angie if she did. No, the only the only uh um comment I have u um Mitch is take two aspirins and call me in the morning. >> Where have I heard that before? >> Okay, that was it. >> All right, now I'll transition to the next item on our agenda, which is really the year in review. And uh we did you know I say here we because you two were part of this process in terms of the this curriculum committee. We met if you were and Mitch you joined us a little bit late but starting at the beginning of this year we had a number of meetings not just uh once a month. In the beginning of this year we felt like we had a lot of work to do with
015this committee. So we started off by meeting twice a month and then um you know around I think around mid year we um we reduced back down to once a month. But this committee, I believe, has had a lot of accomplishments. And so I thought it would be worthwhile to kind of revisit some of the work that this committee has accomplished this year. And uh so I want to review that. Some of this will overlap a little bit um with what I just reviewed as a part of the uh strategic plan, but I do feel like as board of education members, you also are, you know, um a part of the work of the strategic plan. So again, I I wanted to take some time to review this. So just this year alone, here are
016some things that we have accomplished. We updated the GPS curriculum handbook, which was last updated in 2019. So I think that's important. We streamlined the district's curriculum writing and approval process. If you remember, I brought that forward probably in August or September. And it was a long process in terms of getting through first I brought it here to the curriculum committee and then it had to go to pol the policy committee and then it had to go to the full board. Um but you know uh after several months I think by November or December uh everything was approved and the process is now much streamlined and it's a little bit easier for our teachers to um basically propose a new course and to uh write the curriculum and then ultimately have it approved. Um it
017still maintains I would think the rigor and uh of the of you know making sure that we have good C quality courses but it does make it a little bit easier. I think originally the process was like 19 months or 21 months and now it's a little bit quicker for them. Um we've reviewed a uh we approved revisions to the IB personal project which is a required course for all grade 10 students. um that course was significantly revised by two of our teachers and they came and they presented the course revisions to this uh curriculum committee. Eventually, I believe it also went to the full board, but they came here first and we asked them a number of questions and I think that you know that process was important for uh making sure again that
018the revisions that were made to the um personal project really improve the quality of the course. We revised the district's graduation requirements from 27 to 25 and we made a full recommendation about these revisions to the full board. Now, you might recall, especially you, Dr. Acriman that last spring, I believe it was Chairman Washington who asked me uh to look at our graduation requirements because, you know, um we do have a we at the time we had more graduation requirements that were um expected of our students than the actual state department of education required. And so that of course that started here with the curriculum committee went to policy and then to the full board. It was also a very long process. I think again it didn't get those did not get approved until December
019but I think again it was a good process for us to really look at these closely. Um we did some as a part of this we did some extensive research in terms of what students were what courses students were not being successful in um and you know a number of things that we looked at. So it was really good and interesting information. We reviewed student performance on the AP IB and ECE and all dual enrollment courses during last year. We'll probably do, not even probably, I know we'll do that next year as a part of our work. We reviewed world language offerings and course enrollments uh in this current school year. Um we reviewed I have to see here I can't see as a part of my screen. Sorry. We re we reviewed the justification
020I can't read this. Can Can Mitch can you read that last bullet? I can't read it the way that my um my um my screen is. >> Yes. >> It says review justification slration given for the quality points, excuse me, for quality points given to advanced level courses and approved no change. >> Yes. So there was a question about quality points that were given to um our v a variety of our courses uh whether it be honors courses or AP and IB courses. We reviewed those extensively um at the request of uh one of the board members and um we compared them to how other districts were um allocating quality points and um ultimately we decided not to make a change but we spent a lot of time on that in one of our meetings.
021Okay. Additionally, in terms of our work accomplished, we reviewed our programs of study for Bratton Middle and uh Fitch High School. Mitch, I believe that was your first meeting here with us. We approved we the proposal to discontinue publishing class rank um at Fitch High School and we move this forward to the full board for approval, which they did approve. We reviewed new course proposals for four new classes um in order to write curriculum and we reviewed and approved one completed curriculum document which was for the IB and professional skills course. We reviewed uh new uh math resource selection for K8 and moved that forward to the board. We reviewed of course the new ELA selection for grades six through eight and move that forward to the board for um adoption. And that is it.
022And I say that is it um knowing that of course I just reviewed two or three slides of the work that we accomplished this year. So I am really proud of the work that we did this year. It's not all about the tracker document of course but I know that um when I started last year the the tracker document for the curriculum committee was quite lengthy. There were a number of uh items on the document that had been uh that dated back to 2018 or even earlier. And I started this year um saying to myself, you know, I am going to one by one try to address a number of the items on this uh document and see if um you know, it's not about addressing the items, but making sure that um that I
023am bringing forward items that are of interest to this curriculum committee and other board members. And I believe that we were able to um to tackle most of the items that were on that list. as well as some additional ones. Does anyone have any um questions or comments about um some of the things that I've just reviewed here from the this current school year? >> You know, I looked at these and I didn't realize how weighty they were, Amarie, and how much work that you have put into this until you just review them verbally. It's really a considerable job that you did. And I I want to thank you very much for that. >> Oh, I want to thank you, Dr. Arian, too, because um again, there were a number of people that were involved
024in this. I can't tell you how much work I did. I worked very closely with the high school. Uh a number of the middle school staff, of course, you know, elementary school staff as well were involved in this. Uh you certainly were involved in this. A number of other board members. It really was a team effort. Um, but you're right. The this these uh the tasks that are on here were really there was I can't think of one that I would say wow that was that was really an easy one. Yeah. Number of the uh items on here uh took a a lot of time but um I think they were really important. >> Yeah. But it took your your uh initiative and your foresight to do that. So don't dismiss what you did. >>
025Thank you. >> I I happen to agree with Dr. Arian. I I remember a lot of these presentations when uh they were given to us and I know there was a lot of work that went behind each and every one of them and um that uh there were a lot of questions during our meetings and um I think this is a an excellent summary and um we did get a lot done and uh um you're kind of the the lead on it and you you and your team did a great job. >> Thanks. I I appreciate that and again I appreciate your support. >> So with >> with that said, you know, um our work certainly is not done and that's that's the great thing about working in schools is that we always have things
026to do. So that leads me to the referral tracker tracking sheet that we have um that you know kind of maintain maintains. Um you'll see here that there are two items on the tracking sheet that you know they remain ongoing and that is that we're always going to review reading and writing and we're always going to review the math curriculum. And so we have some dates on here that you know those items were have been reviewed relatively recently and we will continue to review those. We'll probably have a a a presentation on reading and writing next year as well and as well as you know how we're doing on on the implementation of of the MA new math program as well. Um, so those will stay. We have some um we have something on here
027about the development of a of a schedule for curriculum updates and I will work on that for sure next year and bring that forward to this committee. Um so that we have something so that we know when there's a when science is going to come, we know when there'll be some a presentation on CTE. And again, you know, um it took me this year to kind of get my feet underneath me and and to do tackle all of the projects that we needed to tackle this year, but I think next year I'll be able to work on that schedule for curriculum updates. And I know that um Mr. Thomas wants to look at the study of IB and so I will get that on the calendar for next year as well. Um, are there any
028other items that said in terms of things that right now we can think of that we want to add on the track referral tracker sheet for next year? >> Um, I I like what's here. I I don't know if we need to put something on there regarding um robotics because there's um I'm not necessarily in the in the group, but I know most of the people on the board um h are are um very concerned about robotics um and I I I had heard that it was going to become a class or part of the curriculum. So, um is that something that would be worthwhile putting on here or do I not >> Definitely. We can we can add something on robotics. I know the robotics course if it runs will run in the second
029half of the year. Um but we can do something uh and I'll have to work with the high school on this. Um, in terms I guess it's going to depend on how the courses shake out. In the beginning of the year, the it looks like the course that runs will probably be something related to manufacturing, which is a course that we already have. Um, so let me work on uh whether it will be something related to what's happening in the manufacturing program or the new robotics course. I know again if the course if if we're going to add the robotics course I will be bringing that curriculum forward. Um so it's really going to depend on do you want something on the robotics curriculum? Do you want something on the program and and how that
030how that program is um running. So we can continue to talk about that but I I think we can add something related to this to the to the tracking sheet for sure. >> Now one one oh I'm sorry Dr. No, no, I just did it. Right. Right. >> Um is uh one thing I'd be very interested in relative to that is is what interest is there in the school um for uh a course. >> Um I believe I I'm it's interesting that you asked that. I believe that on the meeting on the 15th, one of the things that we're going to look at is the preliminary enrollment in a number of courses um on 15th of June. And so um that I think is going to be addressed on that date. >> Okay. >> And
031is is there a curriculum in place? >> So there's a curriculum in place. If you remember a couple of uh months ago, we looked at um we looked at the different courses that exist as a part of our dream pathway. And so we do have like an we have a manufacturing technology course and we have like it's an intro we have an intro manufacturing technology course and then a manufacturing tech one course and then we don't have a robotics course. Um but that's why we were going to wait to have it in the second semester. >> So when are we going to write it? >> We would be from what I understand we're going to purchase it and in that case Right. >> Yeah. Right. Right. So, that would be something that I could turn
032around pretty quickly for you guys. >> And so, when are we going to review it then? >> Uh, in the in the early I would I hope fall because the high school's got to make a decision first if you know depending on the enrollment if they're going to run it. And then if they tell me they're going to run it, then we'll go out and, you know, make the purchase in which case as soon as we make the purchase, you'll review it. >> Yeah. Are you familiar with any other high schools that have a robotics course? I'm I'm not right now, Dr. A. I have to say honestly. Um when I worked at CRE, they actually and and that's been a long time ago. I think I left CRE in 2013. I was um one
033of the magnet schools that um they had there was uh the Greater Hartford Academy of Math and Science, which is now actually called something else, but u they had a a a number of very very high level math and science classes. I believe that ma um that uh robotics was one of many highlevel, you know, higher level math courses, math and science type courses or STE you would call them maybe STEM courses, but I was not intimately familiar with the, you know, with the course curriculum. >> Yeah, I I've never heard of one anywhere and I I I'm just curious as to why we're even thinking about it, you know? I mean, you don't know it and you know the state and there's that only one from and >> Oh, I think now probably they're
034a little bit more, you know, they're a little bit more popular that, you know, that was a a long time ago. I mean, that's that's a school that was, you know, they were running classes in thermodynamics and fluids and all kinds of courses that, you know, when I would read the their course catalog, I mean, they were well beyond my comprehension in terms of the types of things they were offering. But um so that's probably not a good example. >> Mitch, where do you stand on that? >> Well, I haven't been a big proponent of the robotics as you've probably heard at most of the meetings >> um from the get-go and and uh I if there are enough students and I'm not sure what the cut off is to make it worthwhile. Um, that's
035really what my uh my interest is is to find out. I mean, is do we I I don't know if we survey the students. Um, I'm not sure how that's done, >> but um I I have not been a big proponent of of the robotics from the get-go. >> It started out as a club. >> Yeah. and and it and it's and and it's kind of morphed a lot and a lot of the other people on the board um have been pushing it and pushing it and pushing it. So that's the only reason I asked about it. I figured well as a service to the other people on the board even though I don't necessarily agree um to to to be um you know tracking what's going on with it. So >> um I I
036don't have anything else to to to offer >> on that. >> Yeah, I I'm with you. It's like it's a um a big fuss about I don't know what. And Emry, you're you've got a pul a finger on the state. Can you kind of research this and see where we are now in 2026 as opposed to 2013? >> Yeah, absolutely. I can look into it more in terms of um what districts may be offering robotics courses or uh a program and report back. For sure. Yeah, thank you. Thank you. Because it it seems to me like, you know, we're we're taking taking something that was something that was annoying the club and now we're turning it into a course. So, whatever you can find out is would be welcome. >> Yeah, I'll work on that
037this summer for sure. Thank you. >> Thank you. >> Well said, Dr. A. >> Okay. Um I I don't know if there's a a way I you know one big thing I've been very concerned about is is the test scores. Um, and I guess we just have to wait that out to see how these new um, programs like Witten Wisdom um, that we have purchased and we're going to implement um, what impact they have on the test scores. Of course, I know everybody is hoping that they go up. I certainly am. um and that but I don't know if you can draw a direct correlation at this time between that I think there's a lot of variables that affect um test scores and we and um uh so I I think it it's just something
038to think about. Um so and I'm not I'm not sure how to do that. That's all that's the only other thing I can think of. >> Yeah, there are um there are definitely a lot of variables that impact test scores. You know, attendance of course is one. Um you know, they say the greatest variable that impacts test score is the teacher that's in front of them. The second greatest variable that affects test score is their principal. Um, and I don't say that to um, point fingers at someone negatively or positively. That's just the research that's out there. But I do think that the um, when we have materials, and I've been, you know, I've said this now for a couple of meetings, but when our teachers have materials that are aligned to the standards right
039now, you know, I'm just such a firm believer in this that they don't have the right materials. So, when you're not starting off with the materials that are um at the appropriate grade level, you just it's almost like, you know, you're um trying to use the correct metaphor. If I'm going to um I I like really like to um to cook. And so if I'm making a recipe um for if I'm making my grandmother's recipe for baked sidi and I don't have the right ingredients or I'm not following I I'm I'm using her recipe for um lasagna, then the recipe is not going to come out. I'm not going to the the when I go to when the take everything out of the oven, it's not going to taste like my grandmother's recipe. And I
040just feel like that's kind of the the situation that our teachers are in right now. They're not working with the right recipe or the right tools. And I want I'm I'm so desperately um so desperately believe that they're working from a disadvantage right now. and um and I really want to make sure that um we do everything that we can to support them and our students by at least starting them off with the right tools. >> So how are you going to u monitor that? I mean how how is is the principal of the of the elementary schools are the principles being um coached? >> Yeah. >> Okay. That's the key I think. >> Yeah. our principles really believe like so they've they've bought in obviously it's been a couple years since they've been doing
041the wit and wisdom program and they've really bought into that um but as I've been working with the so the principles are the ones that have come came to me when I first started and said Emory we really are in desperate need of a new math program so the fact that they had buyin first um was something that I you know I didn't come in I didn't want to come into a district and immediately change a math program. Um, number one, I my background is not in math, so I didn't really feel like that was a good idea. And number two, I never think it's a good idea to come into a new place and and make changes right away. Um, but the fact that people um, you know, the principles in particular came to
042me and said, "This is a need and we need your help in initiating this." Um, said to me that that they had buyin and an investment in this. Um and so once that you know they made that clear to me um I felt like okay this is you know something that once we get started with this they'll have some um investment and um once we then we brought in you know a variety of different resources to look at. We settled on illustrative mathematics um and then our teachers started to you know they they showed that they had interest that they liked it. our principles then of course jumped on board with that as well and um the feedback that we got was really positive and you know once you kind of get that initial feedback
043and um that that's positive you know everyone really gets on board and so it was like not that that difficult particularly at the elementary level to to get principles saying like yes you know we we like what we see we're going into classrooms um to get them participating in the training um you know when the teachers are doing it the principles are sitting there with them so that they can learn. So it this has been something that um I don't feel like has been a struggle as we've been doing this transition. >> What about the writing aspect of it? >> The writing aspect of the of the math program. >> No, no, forget the math. >> I'm interested in the writing part. Yeah. The >> and the ELA part. Oh, you know, that's something that
044I think you know we only did again one unit as a pilot. So that's something that I think we'll continue to I have to see more of as we make the transition next year. The grade seven team was the one that did the pilot at the middle school level. They were really pleased with the with what they saw. In fact, um the the middle school, not only the middle school 7th grade teachers, but the interventionists as well, um could not help but comment about how much, in fact, if anything, they were concerned that we need to do additional work in the other content areas to help support, you know, the students as they make this transition because they said the expectation is going to be so much higher than what they're used to. And the
045principal is the principal being coached and what to look for. So when he goes in to evaluate, he knows he will be part of the training as well. It's going to be important. Not only the principal, the assistant principles as well. >> Yes. I mean the administrators, right? >> Yeah. Yeah. They'll all be evaluating. Yeah. Whoever is evaluating. >> Yeah. They'll all need to be as well because you know I'm sure Dr. Arian, you believe this as much as I do. We need to inspect what we expect. And if you're not doing that, then, you know, um I think people will just do whatever it is they were doing. >> Right. >> That's right. That's right. And that's why I'm I'm really concerned that the the principles, the administrators really know the u you know
046the witten wisdom um components. What do they what do they what's it when they go into that classroom to observe? What do they What should it look like? >> Yeah. Well, not only what did it look like, but did it look like what the program that we're buying says it should look like? >> Yeah. And that's one of the things that we've been doing. That's one of the reasons why we're doing walkthroughs this year. uh we started them at the elementary level and we'll I mean we also did them at the middle and high school level but in particular at the elementary level we focused on witten wisdom because we wanted to see what the implementation looked like in the classrooms and then um were we seeing trends and when we noticed trends in terms
047of areas maybe that we could improve upon okay then so we would identify these trends and say okay we know that we are noticing like maybe for example I'm just saying this out of I'm I'm not I'm not seeing But let's say we're noticing in grade four, we're noticing that you know this particular trend. All right. Now that we're seeing that this is happening in grade four in multiple schools, okay, what can we do? What um you know, professional learning or what strategies can we implement um you know with our literacy coaches or during our school-based PD so that we can attack this area of need. And so that's what we will do at the middle school level as well. >> Okay. Yeah, want to see that uh consistency with what New Wisdom implemented. Yeah.
048>> And I think that's really it's such a good thing that you know, we've been doing this now at the elementary level for a couple of years. So the kids are going to come up to the middle school level a little bit stronger with some of these routines established. And you know, they're not going to see it right away in seventh and eighth grade, but I think our sixth grade teachers are really going to see they're going to be surprised at how how much stronger that um the students are are going to come into them this year. >> Okay. >> I'm hoping. Yeah, me too. Me too. Okay. Was there anything else? Anmarie, >> I don't have anything else today. I bet I'm the only one who has something. >> Bet you do. >> Well,
049then let's go. Motion to adjurnn. >> Seconded. >> This was great. Thank you. This was great.