I'm not gonna go into in depth on much of that, but one of the things they said was they were reaching out to Clayton partly because they've heard from other people who were here how some of those things are taken care of. And I think one of the things Melina brought up in this conversation was it's not just our building, but there's also like, basically we're saying you're gonna have to get used to seeing central office people in there because it's a whole system approach. And whether that's a central office administrator coming in and working directly with the teacher, whether that's coming over and doing recess duty. So like it's all those kinds of things that it is a full village and do I think it's a constant balance? Yeah, do I think we're always 100%? No, it's a hard job and we know it and our teachers are tired. And I'll tell you right now, there's times throughout the year, this is one of those times right now through conferences. I'll just tell you in the classrooms this October, late October, early November, and then late February, early March are the times where you feel it. And especially as you're getting ready for parent teacher conferences. And so some of those things as they're coming up, it's there's certain times of the year, but I think it's important for us as the leaders in the building to know that part of our job is to take care of the adults as well.

And especially as you're getting ready for parent teacher conferences. And so some of those things as they're coming up, it's there's certain times of the year, but I think it's important for us as the leaders in the building to know that part of our job is to take care of the adults as well. And I would add one thing. I think it's partially about building the culture and letting people know that it's okay to be vulnerable, that we don't expect you to always have all the answers all the time. And your bag of tricks may not work with every kid. And so we have resources and we have other adults in the building that are there to support kids and support you and that it's okay to ask for help. Cause I think a lot of times people, maybe embarrassment is the wrong term, but feel like it's their job and they really wanna own it. And they're sometimes, at least at the secondary level, afraid to ask for assistance. That's excellent, thank you. I was kind of thinking of another thing. It sounds like we do have a lot of platforms, but it also sounds like we're moving towards more of a unified system for the MTSS. Do we have a name for that? Do we? Educlimer is our system. So it sounds like there's their integrations that are kind of evolving and pulling data into there. Yeah, so the data in Educlimer comes from sort of multiple places.

So it sounds like there's their integrations that are kind of evolving and pulling data into there. Yeah, so the data in Educlimer comes from sort of multiple places. It comes from the assessment places, it comes from PowerSchool, from our SIS, and then it comes from what we enter manually in there. And then the piece that Robin talked about with KickUp is the, so that's a professional development platform that we use, but we've expanded our use to be able to integrate this idea of this walkthrough tool and to be able to have longitudinal data to respond to across the system as well as within a site. So those, I would say, are two big systems that are operating our MTSS process right now. Okay, okay. And then you mentioned longitudinal assessment. I was curious, how do we look at different kind of, I don't know, maybe like tranches of students in their performance? So I get that we look at cohorts year over year, how they compare to each other, but how do we ensure that we're looking at that same cohort and how they're progressing and then how do you slice that a little bit in different ways to see that the growth is happening at all levels? Yeah, so the data visualization piece within Edge of Climber is the piece that really helps us to do that.

So I get that we look at cohorts year over year, how they compare to each other, but how do we ensure that we're looking at that same cohort and how they're progressing and then how do you slice that a little bit in different ways to see that the growth is happening at all levels? Yeah, so the data visualization piece within Edge of Climber is the piece that really helps us to do that. And so when we committed to moving into that platform, we also committed to moving five years of longitudinal data into the system, so old data, and then we continue to add new data within. And so there are a couple different ways for us to be able to look at that. There's one report that probably is maybe one of our favorite reports, and some people call it the swooshy report, but it's basically a longitudinal piece to be able to look at points in time and what the progress of that group has looked like so that we know, and it's a dynamic tool in the sense that you can see visually what's happening with a cohort group of students, but then you can also, when you hover over it, it gives you specific, like drilled down more information, and then you can continue to click into it to get further and further until you're at the student level.

And so there are a couple different ways for us to be able to look at that. There's one report that probably is maybe one of our favorite reports, and some people call it the swooshy report, but it's basically a longitudinal piece to be able to look at points in time and what the progress of that group has looked like so that we know, and it's a dynamic tool in the sense that you can see visually what's happening with a cohort group of students, but then you can also, when you hover over it, it gives you specific, like drilled down more information, and then you can continue to click into it to get further and further until you're at the student level. And then the data walls that we build within there, they look essentially like spreadsheets, and then we have made determinations on how to color code them so that people don't have to remember what like a 175 means on a particular test. The color coding is very specific for us, and so red meaning essentially below basic, yellow basic, green proficient, and blue advanced. You can see really quickly across a student, so a line or down a column across a class to be able to make instructional decisions.