Sure. Absolutely. And so when the middle school comes over, we do let students know that if they are experiencing some concerns, they can definitely meet with their elementary counselor and if they do need that extra time, we give it to them. Okay, perfect. I would say the same thing for middle school actually part of our tours when they tour the building um one stop is the counseling office. So they go in, they see their teacher, I see their counselor, they see Miss Stout who's awesome. She's our registar and everything at White House. So they meet her too. And then at the beginning of the year, we um have presentations when we actually go into each classroom to introduce ourselves. Normally us and our administrator for that building or for that grade level just to let them know our role, how they can reach us. Normally students will either email or just we have an open door policy. So they just come in if we're busy or not there, they sign a form and we try to get to them within 24 hours. Thank you. Okay. Um I'm wondering we've we hear a lot about um how teachers use educ counselors also use that or are there spaces in educ that that collect data from counselors and I'm just curious how you might use that data in the counseling department. So the elementary counselors were very lucky this year. Dr. G came in and showed us how to input our interventions into edge of climber.

Dr. G came in and showed us how to input our interventions into edge of climber. So that's a way for us to track the support that we're providing our students and that was something new that we were able to do this year. It's great. Okay. And at White, we're starting the same. Actually, we have a student leadership team that meets every Thursday and many times we're talking about students behavior, their academics or attendance. We do pull up Edge Climber to look at that data. Okay. Thank you. That's great because I I think what what I love about Edgie Climber is that um all the teachers have access, you know, to looking at basically the whole child, right? And getting a picture for them as learners, but I wanted to make sure they also could access information about counseling services, interventions, and social emotional needs as well. So, I'm I'm I'm glad to hear that. Thank you. I learned a new name, Dr. G. Dr. Gargano. Yeah. I figured I assumed that was Good job, Jenny. Dr. G. I like that. Yeah, Dr. G. Hi. Um, two questions, I think. Um, at the very beginning of the presentation, you gave us like the percentage that you spend, the school's counseling spends. This is on page five, I think. the 20% on school counseling curriculum etc.

Um, at the very beginning of the presentation, you gave us like the percentage that you spend, the school's counseling spends. This is on page five, I think. the 20% on school counseling curriculum etc. I'm wondering how much of that 20% do you know goes into tier one it seems like the number two and three or maybe tier two and three is that I mean would you say that number one is all tier one interventions or yes I would say number one every child gets that and then for two three two and three is probably tier two and then responsive services if needed would be tier three also. Okay, thank you. Um, and then I'll I had asked this question ahead of time of Dr. P, so I'll just give a an opportunity to answer here for others. Is that you know, you're embarking on this two-year we I appreciate the update on where you are now and then, you know, a forecast for the next two-year study and if you could just tell us a little bit more about what you hope to learn from that study and do with that study. I know you said and then come to us and share that with us. So what are you hoping to find?

I know you said and then come to us and share that with us. So what are you hoping to find? So I think one of the big things is um again one thing that we can all admit is that you know the the social emotional need of students is constantly evolving and I think it's important that our services um and our personnel evolve with it. So with the program study, um the big goal is to see where our time is being allocated, what are the services, and then how does that align with student need um and kind of looking at the study to give us some answers in terms of, you know, how we need to reimagining our counseling programming moving forward. Um and to kind of give us some answers on some ways we can better meet the student need. Will you speak a little more to re I love that reimagining our is moving forward. What can you say more about what you mean by that? Yeah, definitely. I think um I think it comes down to two things three things programming skill set and personnel. Um does our programming match up?

I think um I think it comes down to two things three things programming skill set and personnel. Um does our programming match up? So when we look at our uh school counseling curriculum, when we look at how we respond to students with our individual counseling and small group counseling, um how we keep track of data, you know, from our risk assessments, um the role of the counselor within the systems of support, whether it be support for with students with IEPs and disabilities or 504s, kind of looking at all of the all of that time and where it's allocated and seeing if that's the best way for us to meet the student needs from a mental wellness and social emotional health lens. Um and then personnel I think again as um education evolves and as kids needs evolve um does our current structure um do the per does the personnel within the current structure have the skill set to meet all kids needs. So if that means diversifying um who we have um at the table serving our children is looking at that. I think going into next year one you know one big lift and one change that's happening is adding a director of support. So someone with a mental wellness uh background at the district level, you know, kind of helping facilitate the services within the district um as a new addition, I think will be huge and will really help in terms of moving forward with the program study.