So at those transition points, sometimes a teacher, a receiving teacher doesn't know what information they need until three weeks into the school year or whatever and those meetings have already happened. So the system allows you to go back to be able to say, so what are the things that were put in place for this student and what has worked and what hasn't worked? So all of those things are in there to say like, if we had an intervention that didn't work, we abandoned it and why did we abandon it? So don't try it again. And the systems, the interventions that did work, let's replicate those pieces where it makes sense. So I think that piece is consistent. So the high school is now gonna inherit a class that has that data for the first time. So now across the system, there's that information so you don't have to restart with a student. Yeah, great question. It was a great question. That's why I was calling on you. Okay, Chris. Okay, I'll start out by saying, I always look forward to this meeting every year. I'm sure it's very difficult for you guys, but the work that you put into it is really helpful to us and what I wanna say about that is that we maybe don't do as a board good enough job of celebrating the fact that 90% of the stuff in this report is beyond amazing.

Okay, I'll start out by saying, I always look forward to this meeting every year. I'm sure it's very difficult for you guys, but the work that you put into it is really helpful to us and what I wanna say about that is that we maybe don't do as a board good enough job of celebrating the fact that 90% of the stuff in this report is beyond amazing. It's just fantastic what we do here and we've continued to get better every single year in my opinion, in terms of how we address our learners on so many different levels, both academic, social, social, et cetera. So I just continue to be more and more impressed with all of you. So thank you for all of that. I just wanna start out by saying fantastic work. Some of my specific questions have been asked by, one of them, why a student? But let me just sort of maybe a big picture question first. I'm sure, Melana, you got the questions that I sent in today. Sorry about that. But when we look at charts on page seven, the exact chart is the comparison of 2025's district data to state data as MPI and we look at total population versus student group. You had a slide on it. One of your first slides had this.

You had a slide on it. One of your first slides had this. So just talk about what you think as educators, because you've been doing this so long and you've thought about this for so long, as you mentioned in your presentation, what are the factors that play into that? And I'll say that one of the things that I'm wondering that may play into that and what your response would be is how learners are coming to us, what point they're at when they come to us, if they start in kindergarten, great, but even if they don't, are our student group populations coming to us without the background that our total population tends to have and what can we do about that? Because we're just the district, right? I'm not the city, I'm not the mom. You know what I'm saying? We all have to address this problem, right, Terita? But as a school level, what can we do? And I'll go on further to say, especially with reading, what are we gonna do with those K through three kids who need more time learning to read? Can we prioritize it over, not math maybe, but social studies and science? Doing the 40 minutes on the Wilson, et cetera. Those kinds of things seem to be, addressing that reading right away, is that gonna end up helping us on page, whatever was our last one about where they end up in 12th grade?

Doing the 40 minutes on the Wilson, et cetera. Those kinds of things seem to be, addressing that reading right away, is that gonna end up helping us on page, whatever was our last one about where they end up in 12th grade? Just speak to that, and I know it's messy because some kids come in fifth grade, right? So it's complicated, but I want us to really think about and tell me if you've thought about and what would be the challenges or about having kids that really need it in those key stage one, really getting more instruction in reading because then it's the basis for all their learning in all the upcoming grades. Yeah, so I think you're saying what we're doing. So it is that piece, and I think that's a good point. I think all of us recognize that children come to us as they come to us, and it's our job to address their needs. And so that's why my big mantra is knowing our learners well and responding to their needs because what little Milena needs and what little Robin needs are completely different. Even what big Milena needs and big Robin needs. They're completely different too. But so it is that piece of like we have over the past like year and a half, two years, dedicated our energy to talking about individual students and what needs to happen. And sometimes that means that we're having hard time to read.

But so it is that piece of like we have over the past like year and a half, two years, dedicated our energy to talking about individual students and what needs to happen. And sometimes that means that we're having hard time to read. And I just had a conversation the other day about a child who's struggling as a reader and made a very difficult decision about what instructionally was gonna happen for that child. And it's exactly what you're talking about. We have to look outside sometimes of what we traditionally have sort of seen as acceptable to be able to say we cannot continue to send this child on without triple dipping sometimes and everything like that. So I do really truly believe that these leaders are having the hard conversations and they're coming to us to check, like help me calibrate this. Like am I thinking about this correctly? I can look at every single one of these people around the table and say we have had at least one, oftentimes many hard conversations about individual children. And the fact that I know these children's names and I know the children as a human, I think speaks to what Patrick talked about about sort of our system approach of like when I'm in a classroom and I see, like I don't have to say who is that child. I know because we've talked about the child, I've been in the class, we've worked through it. And I mean some of these conversations have been really painful.