And I think you're going to see through this presentation sort of the breadcrumbs of that connection as well as the work that our departments do together. And in order to make sure that we have sort of a unified philosophy as as we move our work forward. Okay, first of all, I want to acknowledge that this is my first presentation to this board and on record to thank you for the opportunity to be a part of the Clayton community. As Milena mentioned, we'll be focusing on goal three and all three goals really focus on student growth. Goal three, particularly focus on social emotional learning as well as physical wellness. Tonight we'll be focusing on the social and emotional component of that tonight. We want to provide you an update on the indicators under goal three with the focus on social emotional well-being and look at how we're working, become more intentional about the growth of our students by embedding social emotional learning into our existing MTSS process. Okay, under goal three, you'll see there are four objectives and in our strategic plan, each of those touch upon some dimension of social emotional well-being. As you may notice, each of these objectives align well to the qualities of the profile of Clayton graduate. Each of these objectives have a measurement attached to them indicating where students are with respect to the objective. In three out of the four objectives, panorama data is used as that measure. So this is what we'll be reporting on tonight.

Link Crew is a program led primarily by CHS upperclassmen to help freshmen navigate their first year. This week, we discussed the final schedule along with study tips and tricks. I think it's safe to say that the freshmen definitely felt a little better after hearing some pointers from experienced test takers. Now moving on to a long range facilities master plan update. Last night, I also got the chance to tour Glenridge as part of Clayton's community night. It was so interesting to see how the building has changed and adapted since I graduated Glenridge in 2020. Dr. Murdoch talked a lot about the essential changes and improvements that would be made with the potential renovations, many of which were ones that my Glenridge focus groups had also discussed with me a few weeks ago. It was very interesting to see both the students and principal agree on so many fundamental changes that they would like to see. It was such a great night and I look forward to going back to Glenridge soon to meet with their focus group again. Thank you, Nina, and thanks for attending the tour. We appreciate it. Thank you so much. Okay, we have one presentation tonight. Dr. Garganigo and Mr. Sebi I think are going to present on our goal three update of our strategic plan. And I just wanted everyone to know that typically goal three strategic plan updates would have been Dr. Poole and Mike Sebi at the table. But today Dr. Garganigo is going to take place for Dr.

But today Dr. Garganigo is going to take place for Dr. Poole because he has a personal matter he's dealing with. So thank you, Dr. Garganigo. Sure. Good evening. As Nisha shared, I'm here and I'm honored to be here with Mike Sebi to share the information of the work that the Student Services Department has been doing. I hope that I do it justice in sharing the helping Mike to share this information with you all. So we wanted to start similar to how we started the work with goal two. By starting off talking just about the goal as a whole. And so when you think about our comprehensive school improvement plan that we refer to as the strategic plan, our tagline is a place for everyone to grow as learners and head and heart. And so tonight we're really going to focus on that head and heart part and laser in on the idea of social emotional well-being and growth. The one thing I would say is that we see all three of our goals of the strategic plan being very connected with one another. And I think you're going to see through this presentation sort of the breadcrumbs of that connection as well as the work that our departments do together. And in order to make sure that we have sort of a unified philosophy as as we move our work forward.

In three out of the four objectives, panorama data is used as that measure. So this is what we'll be reporting on tonight. You'll also notice that objective C uses the Missouri State Student Survey. That's actually administered by the Department of Mental Health every other year, every two years. The last data we have for that is 2024 and the next data collection for that will be March next semester of 2026. So we really wanted to defer that report on that objective until we have more recent data. Over the summer, the Student Services Department held a retreat. Actually, this is my first opportunity to meet many of our student services staff. Part of our goal was to really look at these objectives and see what do we already have in place to support students on each of these objectives. So Student Services Department really put together all the interventions that they had in place, divided out by level, elementary, middle school, high school, and by tier. And so I don't want to take for granted that everyone knows what that means in education. We talk about tiers like it's, I don't know, like food, I guess. But so basically, the overwhelming number of students function well with the instruction that's out there for every student. That's a tier one. There's a small number of students that don't function with a tier one instruction and need a little bit extra to be able to function at that level. Those are your tier two interventions.

There's a small number of students that don't function with a tier one instruction and need a little bit extra to be able to function at that level. Those are your tier two interventions. And there's even a smaller group of students who need even more than that. That's your tier three, which are pretty intensive interventions for the most part. So the goal of our student services retreat was really looking at, you know, what do we have at each level and each tier and looking at where we might have gaps. So getting into the panorama data, you may be aware that panorama is administered twice a year in the fall and in the spring. Students from grades three to 12 self-report on six topics or dimensions or domains. This part of the survey aims to ask how students perceive their own social emotional skills. So there are multiple like scale questions that go with each of these. These topics and the responses can range from favorable to neutral to negative. The score for each question is a percentage of students who rate themselves favorably or positively with respect to the questions. The number you see as an average from all the questions in that topic that creates an overall topic score. So the way panorama defines self-management is how well students manage their emotions, thoughts and behaviors in different situations. You'll notice that the data covers last school year comparing fall 2024 to spring 2025. Showing movement within one school year to interpret this data.