001All right. Good morning. So good morning, President Darling-Hammond, Vice President Glover-Woods, members of the board, and Chief Deputy Officer Roberson. My name is William McGee, Deputy Superintendent of the Building Educational Success Together Branch, and it's a pleasure to be here in this new role. I appreciate the support you all have given me in my previous role and looking forward to continuing that. As President Dr. Darling-Hammond mentioned, Dr. Mike Torres will be here presenting along with some county offices of education. This informational item before you is a culmination of work spanning three years, and I'm looking forward to learning about this work and the public engagement covering the entire state and brings faces and voices to some of California's most vulnerable and underrepresented populations. The development process of four separate model curricula is going to be
002shared by the individuals who directed and coordinated the work at the county office of education level. As you will hear, tens of thousands of individuals from across the state have been involved in the process, previously minimized voices are being expressed through the curricula, and hundreds of lesson plans and units are now available at no cost. I know when I was a principal, we really, really strived to look at how we can get students who are underrepresented to really be in the curriculum as that really supported their learning. So I would now like to bring up Dr. Mike Torres, Director of the Curriculum Frameworks and Instructional Materials Division. Thank you for your time. So thank you, Deputy Superintendent McGee, and good morning, President Darling-Hammond, Vice President Glover-Woods, Chief Deputy Roberson, and all of the members of
003our esteemed board. Today I'm before you to share the excellent work that's been completed by our County Office of Education colleagues who have carried out the development and creation of model curricula that have been identified within Assembly Bill 167 of the statutes of 2021. I will start off with a brief overview of the process before we get some presentations from our wonderful colleagues from the Orange County Department of Education, the Humboldt County Office of Education, and the San Diego County Office of Education. I also want to recognize that in addition to those esteemed colleagues who will be presenting to you today, we have multiple members sitting out in the audience today who have contributed to the development of this model curriculum because it's taken quite a few people to get these voices heard into the
004product that we're very happy and proud to announce to you today. I also want to formally thank the members of the CDE Seaford staff, specifically Johanna Harder, Kyle Petty, and Dr. Jennifer Bentley for all of the hard work that they've gone through over the past four years to really put this into motion because this is the first time we've done model curricula in this way before. And speaking of four years ago, even before that, this work has been a long time coming and much needed. Originally the three Southeast Asia model curricula that we're talking about today were enacted in Senate Bill 895 of the statutes of 2018 by Senator Nguyen. Also the language that enacted the Native American Studies model curriculum was sponsored by Assemblymember Ramos. I'd like to recognize these public servants for their
005vision and impact that has brought us here today with these completed model curricula that are now free for use across the state. The work was ultimately funded with the passage of Assembly Bill 167 of the 2021 Education Omnibus Trailer Bill, which allocated funding and amended four separate sections of our Education Code. These amended Education Code sections legislated the development of four separate model curriculum projects that includes the Cambodian American Studies, the Hmong History and Cultural Studies, Vietnamese American Experiences, and the Native American Studies model curricula. AB 167 directed the CDE with the State Board of Education approval to contract with a County Office of Education or a consortia of County Offices of Education for the appropriated funds for these contracts. The CDE in conjunction with the State Board of Education initiated a Request for Consideration
006process. The County Offices of Education submitted their proposals to carry out the requirements of AB 167, and the proposal submissions were evaluated, recommendations were provided, and the State Board of Education approved the final awarding of contracts. And I'm glad you all did, because these County Offices of Education ultimately have done a phenomenal job over the past four years to put these model curricula together. Aukwui. Aukwui Inukwui. Good morning, President, Dr. Darling Hammond, and the esteemed members of the board. Thank you for the opportunity to be here today. My name is Maggie Peters. I am the Learning Specialist at Humboldt County Office of Education working on the Native American Studies Model Curriculum Project, and I was lucky enough to have the support of the Deputy Superintendent, Dr. Colby Smart, who's joining me today in the audience.
007Hello, my name is Stacey Block. I'm an enrolled citizen of Cherokee Nation, also serve on Tribal Council for our at-large group in Southern California, and I work at San Diego County Office of Ed. I'm honored to have Taylor Magoza here with me, and also just want to acknowledge Dr. Sarisa, our superintendent, and also Dr. Gotthold, his leadership. He is Native American, also, and wanted to acknowledge that. We have some representatives also here from us, from Bonzel Unified. So we have Evan Pepper, a Native American high schooler representing our Native American high schoolers across the state. We have John Bud Machado here, a Paula tribal member and also a companion language instructor. And then from Bonzel High School, representing our teachers, Greg Hinchliff. He was an author with the curriculum and also San Diego County Teacher
008of the Year. I thought he should have got State Teacher of the Year, but that's my two cents, so thank you. We want to begin today by acknowledging, sorry, we're going to try to figure out how to advance slides. Do we just advance? Okay. Perfect. We want to begin today by acknowledging that every school campus in California exists within the traditional homelands of one or more Native American tribes. Here in Sacramento, we are gathered on the ancestral lands of the Nisenan people as well as the homelands of the Potwin, Miwok, and Maidu peoples who have stewarded this region since time immemorial and who continue to live and thrive and contribute to California today. It is an honor to share the highlights of the California Native American Studies Model Curriculum, or what we call the NASMIC,
009to reflect on our responsibility to ensure all California students learn accurate, respectful histories of the first peoples of this land. The NASMIC marks a historical achievement. For too long, the experiences and contributions of California's tribal nations have been underrepresented or misrepresented in our schools. This curriculum represents a turning point, a fresh approach to truth-telling that elevates Native voices and gives educators the resources to share accurate and meaningful stories. It ensures generations of students will grow up with deeper understanding of the diverse histories and contemporary realities of Native peoples. The NASMIC is a forward-looking collection of TK through 12 resources, lesson plans, primary resources, teaching strategies, and professional learning opportunities, all designed to help educators teach Native American studies with accuracy and cultural integrity. San Diego and Humboldt County Offices of Education were honored to serve
010as lead agencies, but the curriculum's success rests upon relationship building. From the start, we approached this work with humility, knowing that earning the trust of tribal nations requires action, accountability, and genuine partnership. Understanding that Native education must be led by Native voices, the county offices hired Native leaders, such as myself and Stacey, to guide its development. We ensured that the Native American studies is not written about Native peoples, but created with them and by them. The NASMIC is crucial in cultivating belonging, building school environments where every student feels seen and valued, a place where learning is healing. This affirmation of community prepares all students to be informed global citizens, helps close opportunity gaps, and strengthens the appreciation for the richness of our Native cultures here in California. The NASMIC meets the urgent need for the
011culturally responsive, place-based resources. This curriculum improves representation, fosters inclusive classrooms, and equips teachers to share the diverse histories and contributions of California Native peoples in a way that really helps them feel supported. Research tells us that culturally meaningful curriculum improves engagement, strengthens identity development, and leads to higher academic success, evidenced in reduced truancy and increased attendance and graduation rates. This curriculum truly is a gift to California's future. It promises our classrooms can tell a fuller, more honest story of the state's history, even when that truth is difficult. Through this commitment, students in California can now appreciate and celebrate Native knowledge in our educational spaces. Now we get into the fun part. The NASMIC is now available through a dedicated website giving educators access to these incredible resources. We are grateful to the California Department of
012Education and UC Davis teams for supporting this effort, and especially to Twin, Tran, and Krimjeet Singh Gulati for their skill and commitment to bringing this website to life. The NASMIC landing page features a newly commissioned video offering a visual timeline of California history through a Native perspective, a powerful way to ground the curriculum in truth and Native voices. The NASMIC also elevates Native cultures through powerful imagery of California Native artists, whose art demonstrates cultural diversity, identity, and resilience to the curriculum. The scope of the NASMIC is significant. Over 400 cross-curricular lessons, including 150 lesson plans for TK through five, 100 for grades six through eight, and 164 for grades nine through 12. At its heart, the curriculum honors Indigenous ways of knowing. Lessons highlight Indigenous science, such as cultural fire, land stewardship, food sovereignty, and
013land-based learning. Storytelling, life ways, song, dance, visual arts, and languages are not treated as enrichment, but as central to teaching. Students have the opportunity to experience Indigenous knowledge as a living and vital system that continues to shape science, governance, and civics' lives today. Lessons deepen learning through place- and land-based approaches, cooperative and project-based instruction, and social justice and civic engagement. They explore powerful themes identified through the initial outreach with Native communities, such as identity, resilience, sovereignty, and relationships with the land, connecting students to culture, history, and provide essential visual resources that bring the curriculum to life. Many NASMIC lessons include comprehensive Google slides to support instruction. Some lessons are art and or a Native language integrated. For example, in this lesson, it highlights the collaboration between Lynn Risling, a Hoopayurok Kaduk artist and Kaduk linguist
014Julian Lang, blending language and visual art to deepen cultural understanding. So I know that this image is kind of small on your screens, but you can see the little audio files in there, so it's an interactive slide. We are also excited to share that the guiding framework of our units and lessons are the seven essential understandings for California Indian history and culture. These are videos, microcourses, and professional learning aligned to this framework. At the high school level, we want to highlight our biggest unit is the Tribal Government and Civics Unit. This is a 29-lesson unit that parallels the California Indian education blanket exercise and examines American Indian policy and colonial legacy, connecting to the past and present and ways to prepare students for civic life and deeper understanding of sovereignty and government-to-government relationships. Humboldt and
015San Diego County Office of Education extend our greatest and deepest gratitude to all those that made this a reality. We are here representing them. There are hundreds of partners that supported this effort and continue to support in upcoming professional learning. At the heart of this, we honor legislative leaders, including Assemblymember James Ramos and California Senator Monique Limon, whose advocacy created the pathway for this work. This work is also made possible because of the leadership and vision of so many. Assemblymember Ramos shared, as the first Native American elected to the California State Legislature, that it has been a powerful voice for him, reminding us that there's no way that you can learn about the history of California unless you include California's first people. We hope that we've made him proud with this. We acknowledge that and
016we want to thank the Model State Model Curriculum Coordinating Council and WestEd for their commitment and their guidance through this entire process. At the heart of this are three brilliant, beautiful women. It is a heartfelt appreciation that we thank and acknowledge three incredible California Native women. The NASMIC Guiding Leaders are Dr. Jolie Proffitt, who's Lesteno, Paekweecham, and Tongva, Nicole Lim, who is Pomo, and Dr. Katja Rizlingbaldi, who is Hupa, Karuk, and Yurok Tribes. They have shaped this work and their expertise with tribal governance and sovereignty, law, cultural preservation, and community engagement. Their leadership ensures that NASMIC is authentic, culturally grounded, and rooted in Indigenous methodologies. This is the first time that Native communities themselves are recognized and their rightful authorities and authors in shaping how their histories and cultures are taught in California schools. We
017hope there is more to come. We look forward to formally blanketing and honoring each of these three women at upcoming professional learning. Dr. Proffitt explains that this curriculum is not just about what we teach, but it's how we teach. It's place-based and respect for sovereignty. NASMIC has been created through collective listening sessions, over 400 of them, with tribal communities, educators, Native American university faculty, Native students and families, elders, and cultural bearers. This is an intergenerationally authored curriculum connecting ancestral knowledge and contemporary experience. Teachers and youth contributed to oral stories, also cultural artifacts and traditional stories. The programs like the Tribal Youth Ambassadors at California Indian Museum and Cultural Centers were young youth that helped shape and drive the curriculum for several of the units. Tribal engagement and consultation were at the center of this work.
018Because the expertise lies within the tribes themselves, we did every effort to have them also author the curriculum. Nicole Lim shares that Native communities must be the ones to define who and what is taught in the history, that sovereignty is a practice that erases, that sovereignty is a practice as an opportunity to transform education so it no longer erases Native peoples, but instead centers their voices, methodologies, and lived experiences. It is with the greatest appreciation and humble appreciation that we thank the California tribes and tribal leaders and also tribal communities, including tribal agencies, Southern California Tribal Chairmen's Association, and the California Tribal Chairmen's Association for their vision, guidance, and shaping NASMIC. These are just some of the people that we would like to highlight. We also realize that this is a deeply rooted curriculum in
019sovereignty, cultural integrity, and the same voices of Native community. Here are just some more of the tribes and tribal partners that we'd like to highlight. NASMIC is our opportunity now to do better in classrooms. It's tribally developed, rooted from Native leadership and designed to ensure truth, respect, and sovereignty as we guide and teach. Tribal education directors and staff have been monumental supporters to share their tribal curriculum, media, and resources. We also acknowledge and thank hundreds of Native educators, cultural knowledge holders, teachers, students, families, and community partners for their voices, wisdom, and collaboration. Together this collective of leaders, educators, and communities have created a resource that uplifts Native voices and ensures that all California students in the classroom are hearing truth, inclusivity, respect, and belonging. We want to share some highlights of professional learning. The curriculum
020alone is not enough. That's why NASMIC has paired robust professional learning for educators. NASMIC offers a wide range of professional learning opportunities to support teaching and authenticity with confidence. Humboldt will be starting with offering online NASMIC webinars and in-person Curing Our Voices Forward introduction to NASMIC professional learning. We're also planning a series of best strategies for teaching resources of NASMIC. San Diego will continue to offer our seven-month paid professional learning with California Indian Educational Leaders Pathwork. We are starting this on September 30th for Cohort 2. Last year there were representatives from 25 districts and 20 tribes across the state of California. We are able to reach these participants by federal funds that were funding this. SDCOE will also host Native Ways of Knowing microcourses. Educators can engage in weekly Native Ways of Knowing book club
021webinars. We also have Native voices and stories and knowledge shared within it. In the last three years we've hosted over 200 free professional learnings within Native Ways of Knowing through an Office of Indian Education U.S. Department of Ed grant and over 15,000 educators and administrators have participated in the professional learning reaching a half million students and families in California. Starting in November San Diego will be working with California Indian Museum and Cultural Center to co-host free two-day Seeds of Knowledge cultural sustaining teaching institutes. There will be over 12 of these hosted throughout California over the next two years. The curriculum creates a space for student voice and agency. Students see themselves and their identities affirmed while non-Native students gain more accurate and empathetic understanding of California history. As we think about our hopes for the
022futures, I want to acknowledge my mother how I did this work. She was a tribal education teacher in Ventura County and also a classroom teacher for over 50 years. She has walked on, but as her only child, I'm here to honor the work of her. I'm humbly asking the State Board of Education to please consider funding sustained professional learning for NASMIC and other tribally driven programs. We're honored to be able to have California Department of Education support and also the State Superintendent to be able to support this. We're asking on behalf of Native students and families to invest in Native literacy in California. I recently co-authored a Washington State Native literacy plan and we want to do the same in California. As Dr. Pedro Negara, my mentor, has taught us that when a student is
023literate, it's the pathway to allow the student to control their future. Our Native students in California struggle the most in this area. Please consider literacy-based approaches for Native students. And more importantly, the commitment to NASMIC is more than a curriculum. It's a call for courage, collaboration, and commitment. For schools, this is a chance to lead the nation in authentic educational reform. School leaders must prioritize ongoing professional learning, authentic tribal consultation, and sustain partnerships with Native nations and tribes and tribal communities. Educators, this is an opportunity to reflect on your own biases, question long-held narratives, and commit to learning alongside your students. And most importantly, this is a gift for students. It's a promise that their classrooms can be places where the voices of California Native First people are heard, honored, and celebrated. The Native American
024Studies Model Curriculum is already a remarkable achievement, a testament to what can be accomplished when we take action, build genuine partnerships, and center Native voices in education. At the same time, we recognize that the current curriculum does not yet represent all tribes or regions of the state. Rather than a finished product, the NASMIC should be seen as a catalyst, a beginning of a continued commitment to collaboration with Native peoples and tribes, and to ensuring that culturally accurate, place-based Native American education is a permanent funded part of California's educational system. We hope next steps include continued commitment to professional development, the creation of Native American Studies standards, and a statewide goal to complete 12, TTA through 12 curriculum for each tribe and or region. As communities learn about this resource, the interest to be involved will
025grow, as I think the Southeast Asian Model Curriculum has demonstrated. By sustaining this work, we can ensure all students can grow up with the appreciation for Native people and accurate understanding of California's history. We can fulfill our promise to future generations of this state to teach compassionately, respectfully, and honor the importance of integrity in all classrooms. Thank you so much. Thank you. We have bags that have a book from one of our lead authors, William Bauer. He wrote We Are the Land, so we have a book for all of you, and we also have some printed materials that provide an overview of it, so thank you so much. Thank you so much, Dr. Manos, Dr. Tau, Maggie Peters, Dr. Block, for that presentation. I also want to, in addition to thanking Member McQuillan for being
026a member of the Model Curriculum Coordinating Council, I also want to recognize Aline Alisens-Area for all of the wonderful feedback she's provided to improve this model curriculum along the way. We're all here, happy to answer any questions if you have any. First, we just want to thank you for the wonderful presentations. And while we're waiting, I want to ask our liaison, Member McQuillan, if he has some initial comments. I just want to say congratulations to the projects, Orange County, Humboldt County, San Diego County Office of Business. Congratulations on all the work in this finish line. That may not be the finish line, but a great start. I appreciate the work and helping make visible some of the invisible students in our state and families that oftentimes are not seen, so this gives a voice to
027those families and makes them a part of the classrooms with the curriculum. I know there are lots of rollout activities happening, and I appreciate that effort. I also know that it's, you know, one of the questions one of our newest members asked here recently was, what's been the most meaningful project that I've been a part of as a State Board of Education? I could say sitting on this curriculum committee has been that for me so far, so I appreciate that. And I hope, you know, I know there's, in California, there's over 120 federally recognized tribes and what was shared here today is that there are many tribes that have not been a part of the curriculum, and there's work to be done, and I hope we can challenge ourselves to finish the work and continue
028on, so again, congratulations to all of you and the work you've done. Thank you for such a beautiful presentation, and as I'm listening to the presentation, I think the challenge now is implementation of this wonderful curriculum that was so thoughtfully invested in. We need to make sure teachers across the state know about these resources, feel prepared to use them, have the professional development to make them come alive in the classroom, otherwise these valuable materials risk staying on a website instead of shaping instruction. This is an opportunity to both enrich learning and build belonging for all students, so investing in professional development for teachers is investing in the work, and it continues to move forward and take root, which I think is where it needs to be. So as I love the rollout, I saw that
029it's across the state, and the more information we can provide LEAs to support teachers to attend these events and maybe have teacher leadership groups take some professional development so they can bring it back to their districts would be essential for this work to really start building capacity in the classrooms. So I'm looking forward to having some investment in professional development for teachers. Member Yoshimoto-Tari? Good morning. I just wanted to echo my congratulations to all the teams and the partners that have worked on both of these projects. Even in 2025, I think that there's still a lot of education that needs to occur when it comes to people thinking and having misconceptions about groups of people thinking that groups of people are monoliths as opposed to having really diverse aspects and really beauty about what makes
030up different groups of people. I think it's absolutely beautiful the way you've highlighted the diversity and the uniqueness and also when we do that, we also understand connections across different groups as well. And I thought the way you did it was very comprehensive. You addressed intersectionality, intergenerational aspects of the work, and that really came through. And I think that these are resources that will transcend time and be available. I would agree with Member Orozco-Gonzalez about the dissemination aspect. So if there's any way we can support, please feel free to let us know. And I think we often talk about asset-based education as opposed to deficit-based. And so there was a wealth of, you could see the wisdom and really the ancestral wisdom that came from the projects, which I just wanted to highlight as well.
031So thank you for the rich and deep work and for thinking about also helping educators think about how to implement that in different areas of the curriculum. I think that was also important. Thank you. Thank you. Vice President Glover-Woods, Member Olken, Member Rodriguez, Vanessa is also, anybody, I think I've got a lot of hands up. Okay. I'm going to try to keep track. Vice President Glover-Woods. Thank you. First, again, thank you so much to all of the presenters today and for those who you represent who are not in the room. I know this was definitely a work of heart as well as hard work. And I couldn't be prouder to be an educator in the state of California after hearing this presentation and just looking at how we embrace and uplift the diversity, the great
032diversity in our state and ensure how essential it is that all are educated in the lived experiences of all those who make up our wonderful state. So thank you so very much. And I will just piggyback off of Member Orozco-Gonzalez's statement around implementation. And I just encourage all those who are a part of the project on really spending some additional opportunity on how do we make sure that this work gets in the hands of teachers and gets in front of students. It is so rich. And I challenge us to think of spaces where administrators are gathering in conferences gatherings so that they are aware that this model curricula is available and how they can support their teachers in implementing it in their classrooms. And I also, I know this is not in the purview of
033this board, but I'm encouraging our teacher preparation programs, how do they link into knowing as they're preparing teachers that these curricula are available and how to go about utilizing them appropriately and embedding them in their lesson planning in different courses of study that they're doing. So I'm just encouraging and just kind of throwing it out there to please engage in all areas and aspects that touch education so that we can be sure that these rich resources and the time and sacrifice that has gone into developing them doesn't just sit not getting to its fullest potential. Thank you. I just want to, I'll first echo all the thanks and congratulations. And a number of us have said, boy, we wish we were in school now. And how much better we would understand the world around us
034and our state. So thank you. And then my, I think easy request, which is in terms of the dissemination of the materials, we saw on slides there's quite a few celebrations and presentations coming up for the different curricula. And I wondered if there's some place you could point us to where we could see all of those so that we could try to attend or encourage our colleagues to do so. I see you nodding, Mike. Do you want to speak to that? Do you want to answer that? Absolutely. Yeah, we can definitely forward to Executive Director Allen links to share with the State Board of Education. I have member Rodriguez, member J.K., and member Lewis, and member Escobedo. Yeah. Did I miss anybody? Good morning. And I want to thank you from the bottom of my
035heart for such a beautiful presentation that filled me with hope. And everything that has been said, I echo that. And I especially want to highlight the first presentation with the speaking about community and going out and reaching out to the community, bringing in the voices, the oral histories, I think is just so powerful, and the tie-in to having that be a model for community schools, which moves into the place-based education from the second presentation. We belong to an area and the first people's, the place and where we're from and how much that matters to who we are. So I just wanted to highlight that and highlight the word that was used with urgent, that this is urgent. And so, again, to echo what my fellow member Orozco Gonzalez said, this information, this curriculum, the heart
036and all of the love that was put into this, it's urgent that it reaches our communities. And thank you, thank you so much. Member Ejeque. Yes, I just want to first highlight or echo all the things that have been said. And I also want to specifically comment about the NASMIC, because Native Americans, they make up such a crucial foundation of the U.S. and California. And yet, at least in the U.S. history lessons that my school offers and across the states, there's very, very little content that focuses on the resilience of Native Americans. And so I'm so, so excited to see this project being turned into fruition. I'm sure I know that a lot of my classmates would benefit from taking these courses and lessons and I also really want to thank you guys for making
037this accessible to CA students and incorporating student voices inside the curriculum. I think it's just awesome work. So thank you. Thank you, Member Lewis. Thank you. First of all, I just want to echo the thanks for all the work that the County Offices of Education have done in putting together this curriculum. The passion that the presenters presented with really showed through and it really showed your commitment to the work, so I really appreciate that. And also to echo what's already been said about the support for teachers and implementation and continued and sustained professional development are all important. But I think I go back to Dr. McGee's comments when he introduced the topic about how it's serving marginalized students who are underrepresented and don't see themselves in the curriculum and how it builds up their confidence,
038their pride, their self-esteem and helps them to be better learners. But it also helps students outside of these cultures to begin to understand and appreciate the students that they go to school with because sometimes we fear and we don't appreciate what we don't understand. And I hate the word tolerance, to be tolerant of others. I don't like that word. I like to be appreciative and acceptance. And I think what this curriculum is going to do is to enforce and enhance that, not only with our students but also with the educators and people within the community. So thank you for this. And I'm one of those people that Sharon talked about that wish I was in the classroom again because I'm jealous of the students getting this curriculum. But thank you so much. This is a
039really feel-good agenda item. Thank you. Member Escobedo. Thank you for the hard work and really a symbol of love, right, of who we are as people. And just wondering, and I agree with the implementation, but if there's a way to incentivize this, we have seal of biliteracy, maybe students can earn a badge of understanding who we are, any way to incentivize this curriculum where students will thirst and want to be part of this. I've been, we've all been in many graduations. We know how proud the students are when they've accomplished certain studies or whatever. But if this can be part of a larger system that students are recognized in accomplishing, it would be great. I don't want this to be just another binder somewhere, right? So thank you. Yes. Member McClellan. All right. Thank you.
040I agree with all the comments so far. It's very timely this curriculum is rolling out with the new state graduation requirement on ethnic studies, so we appreciate that. Some of the lessons are remade and redone with new information in them. And some of you know that just not too long ago, it was, you know, native tribal children were sent to boarding schools in California. And there are new lessons on that, you know, with grave sites being uncovered and those children being sent home, you know, and one of the lessons focuses on that and the children being sent home to their homelands after they were unearthed. And pretty heavy stuff that shares the real history in California that, along with nation building and some of the positive aspects of tribes right now and what's going on.
041So again, appreciate it, appreciate all the work from California Department of Education and West Ed in supporting this development. So thank you. I did want to add as you began to, Member McClellan, that this really does expand and deepen our ethnic studies curriculum. And schools could decide how to offer a variety of courses, a variety of options and strategies. It's not that some places seem to think you have to adopt one course. It's really about providing access to deep learning in multiple areas and students could take more than one course and engage in multiple ways. So it's a really important step, I think, in expanding and deepening access to the kinds of curricula that allow students to learn more deeply about themselves and the rest of their colleagues in California and to develop a sense
042of the human condition that is so important to all of us. So we really just totally appreciate this, as you can see. Also the handouts about all the professional learning coming up, we can see that that's been well planned and we're very eager to see it roll out across the state. And with that, thank you so much, Mike, and to all the presenters and to all the people who supported them.