Right. It's what systems and structures can we put into place to make sure that our work is moving forward. And one of the things that I'm really excited about is our creative use of another system our kick up professional learning system. So we use that currently whenever we think about our professional learning data and whenever we have a PD day we've started to really dig in and use it as an MTSS support. So we have two tools in kick up that some of our buildings have been using and that we're really trying to start using on a systemic and district level. One is an individual reflection tool for our PLC's. So we have a strategy implementation guide for our MTSS work. It helps teams to see where are we where our PLC's or intervention and where do we need to go. They actually self reflect and score themselves so you can kind of see it as a building and then also see it as a district. And then our second tool we have combined with student services with the professional development committee and we have created one district wide walkthrough tool. So it's going to be a unified tool where we won't be looking separately at equity data and academic data and social emotional data. When we walk into classrooms we're seeing all of that data together right.

So it's going to be a unified tool where we won't be looking separately at equity data and academic data and social emotional data. When we walk into classrooms we're seeing all of that data together right. It's no longer siloed and so we have been working all year to bring that all together so that no matter who is walking into a classroom and putting data about a classroom into our system. It's all going into the same system so that we can have a systemic response. And so that's another tool that we're really excited to roll out next year that we've been working on this year and all of those things that I just talked about all of our structures and our systems and the ways we're working with our teams and the ways that we're doing professional learning. Are all the ways that we're trying to bring some balance and alignment to the MTSS work that we're doing. All right. So thank you Robin for getting that started. I think I want to kind of pick up off some of what Robin mentioned. So I know some of my teammates here are going to be talking about some additional tears. I want to start with that tier one. And before I kind of go into some of our work I at the very bottom of my slide there says no our learners will and respond to their needs. I'll say Dr.

And before I kind of go into some of our work I at the very bottom of my slide there says no our learners will and respond to their needs. I'll say Dr. Garnego says a lot of great things but I will say this is probably my favorite thing that she says and repeats and I steal it and repeat it often as well. I think this is essentially when you go back to Robin's hexagon that's right there at the top in the center. That idea of do we know our kids and are we responding to their needs. So when you think about that and you think about that first initial place and we think about this the the foundational framework for our instruction and that hexagon and then also our strong collaborative teams. That's kind of that essential part of our tier one. So the first thing is what do we know about our students? What do we know about who they are? Where they're coming in? That's that database decision making. So the first thing we have to do is get to know them both as academic and students but also as little people so that when our building what that looks like is universal screenings. This is fairly consistent across the district. You're looking at things where we're doing NW a at the beginning of the year. We might be doing some a reading all the way down to kindergartners. We're assessing them when they come in.

We might be doing some a reading all the way down to kindergartners. We're assessing them when they come in. We also are having teachers reading individually with kids. We're getting to know them. They're doing lots of pre testing lots of things like that. The very beginning of the year to understand those things. And then I'll say one thing that we started doing a few years ago was having conversations around case. We know who they are when we listen to them read. But are we actually taking the time to stop and listen to our kids? So for the last couple of years our librarian has taken on this initiative where she does is she offers a time to every class across the building at the beginning of the year where she will take their kids and they can send. She gives them her office where the teachers set up and meet one on one individually with their kids just to get to know their kids. For anything other than just knowing who their child is as a human being and getting to know a little bit more information and does a student interview with them. And I said in the conversation really was about OK, so we take the time to know who they are as readers and mathematicians. But do we know who they are as humans and when they walk in and what are the things are bringing in with them and how are we starting to make those connections right off the bat?

And I said in the conversation really was about OK, so we take the time to know who they are as readers and mathematicians. But do we know who they are as humans and when they walk in and what are the things are bringing in with them and how are we starting to make those connections right off the bat? So the first thing we have to know is what what do our students bring with them? So then we can talk about how are we going to respond to their needs? Now some of those needs are based on what is in our guaranteed and viable curriculum. The things that we have to make sure every kid gets that sandbox is designed for us and we have to make sure we know what that is. And that's that first CLT in our buildings you might call them PLC questions of what we want all students to know, understand and be able to do. And then we start to have conversations around that. The next thing that is driving that instruction was common formative assessments. As we're building through that, how are we actually looking at knowing are we getting the data? Are they making the learning in small increments that we need them to make? And if not, what is our lesson the next day need to look like?