So I'm sure at the last board meeting, Malina talked a little bit about how we're supporting academic success through the MTSS process. Social emotional learning and academic success are so interdependent, you know, one impacts the other. And so we often find that because that impact, we're needing to address both simultaneously. Additionally, you know, they're not dissimilar in their process. Actually, they have more in common than not. And so our goal is to really integrate our social emotional learning into our existing MTSS process. Just to appeal on this, typically our approach to social social emotional stuff or social emotional interventions or response to something, a problem behavior or social emotional concern. There it's a response. And so our typical response is try to eliminate a problem behavior. So the paradigm shift for our department is that rather than operating from a deficits approach, we like to create a system where we focus on developing the underlying skills that students need to be successful socially, emotionally, behaviorally so that they can be academically successful. So aligning our social emotional learning into the MTSS model allows us to be more intentional and proactive. In order to do that, we must first identify the social emotional skills or competencies that we expect students to have and then teach those skills and support learning for all students at a tier one level. And that would be our foundational framework for instruction, which is on our graphic there.

In order to do that, we must first identify the social emotional skills or competencies that we expect students to have and then teach those skills and support learning for all students at a tier one level. And that would be our foundational framework for instruction, which is on our graphic there. So once we identify those competencies, we'd like to modify our data collection through panorama to more closely aligned to those competencies. Tier two and three support is really a matter of identifying students who are not demonstrating those skills and then providing the corresponding interventions and support. So our collaborative teams would be reviewing data and looking for students who may need more than tier one and plug in to the corresponding interventions. The identified social emotional competencies would provide a framework and organize and develop our interventions that target those various skills. So that would create a continuum of interventions of support supports for us. And so if we were able to use a edge climber, a tool like that, we could actually track interventions and the skills that students are learning and progress monitor that way. So once in place, our systems and structures can look at the data, make database decisions and help us to continually improve how we serve students. So we really are excited to be working with teaching and learning to really work together on this. I know Malina is going to talk a little bit more about our next steps, but I'll say there are pockets of this already happening.

So we really are excited to be working with teaching and learning to really work together on this. I know Malina is going to talk a little bit more about our next steps, but I'll say there are pockets of this already happening. You know, what was not captured in our panorama data is the kindergarten through second grade students. And so because it's not in there, I know our elementary's have really worked on data collection for them. It's not panoramic. So their data looks like a combination of behavioral data, attendance data, academic data, teacher report, student interviews to come up with a composite score. And you use that as a jumping off point to plug kids into needed supports. Also, our student services team really started to identify the social emotional competencies. And we really depended upon what the community in the district has already identified through the profile of a Clayton graduate. So as we started to do that, I discovered that teaching and learning was doing a similar process and actually had way ahead start on that through the approaches to learning and the elementary report card. So our goal is to really come back together and put our heads together and figure that out for the district. So when we think about next steps, I think Mike's teed this up nicely. The work of the student services team and the visioning around student services and the interconnectedness of academics and student services. So teaching and learning.

The work of the student services team and the visioning around student services and the interconnectedness of academics and student services. So teaching and learning. So we've decided to start meeting together to do that work together. So Mike and Cameron and I and Robin are all meeting together to to really lay out our work and visiting each other's meetings to be voices in the work. So we're going to be able to really connect those spaces so that we know that we're aligned in that work. So that's become a really exciting part of our work in the profile is what has guided a lot of that initial work. When we think about data collection, a couple of different things. Panorama has a robust set of questions we have chosen. We chose several years ago the set of questions that we were going to use and haven't really veered from that over the past several years. And so we see this as an opportunity with the departments working together and the work that student services is doing as a whole team to really revisit those components of panorama to make sure that what what our objectives are aligned with them. What what we're measuring, which also has us thinking about the evergreen model of our CSIP plan and the thinking around. We may have outgrown some of our objectives at this point.

What what we're measuring, which also has us thinking about the evergreen model of our CSIP plan and the thinking around. We may have outgrown some of our objectives at this point. And so it's time for us to really think differently about what those objectives are and then in turn what the measures would be to help us to collect that information. Mike talked a little bit about edge of climber. You know, I talk a lot about edge of climber when I showed you last time what the interventions are looking like for academics and the timeline. We really piloted a lot of things with academic interventions last year and then put things into place this year K through eight. And so this year we're piloting some things with SCL interventions. And so what we're piloting right now, because we don't really have the measures identified in a way that we feel really comfortable with, we're just piloting the fact that we're tracking information on which students were intervening with. So when we think about those tier two and two or three interventions, let's just make sure that we're capturing that information so that we have that longitudinally for children. And then we'll we'll work on figuring out what the measures are and the progress monitoring kinds of tools. So this what you saw saw last time with progress monitoring of multiple data points. That's our vision for for SCL. Also, we just haven't gotten to that point of developing that.