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.

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. So just like that addition, what are some other additions whether programmatically uh skill set wise or personnel that we need to add? Um professional development is also a big thing with our counselors as well. oftentimes being in a position where they're leading professional development, but what professional development needs do they have, like I said, in order to meet the evolving needs of our students. What great timing to have our new director of student services join us. Agree. Um, thank you for I did too, but I'm still gonna ask the questions. Um, I appreciate the presentation. Thank you for being here.

Um, I appreciate the presentation. Thank you for being here. Um, I really I've said this before when you guys have with just the two and probably I just you know I'm very proud of our district for doing the work that we do in this area and I would want to just specifically just say how much I appreciate all of you back there and all of you sitting at the table for being so um um just so enthusiastic about what you do and I just want to say to you that it is incredibly important and you're doing a fantastic fantastic job of making sure that our district um continues to hold this as a priority for um our students. So, I appreciate that. Um okay, my questions. Um the only time that I heard the word 504 mentioned, it wasn't on that list you gave Jason that I saw. I only heard it mentioned by Cameron, which I was really glad to hear. Um tell me more about which category that goes in. Is it individual? Is it you know what it's not respon is it responsive? I I mean just tell me where that belongs and how much time you guys are spending on it and um how that has I'm assuming uh from what I know the number of 504s has increased and what that looks like in terms of your time um and um how you see maybe looking at that differently in the next couple years. I'll answer the first one.