001Okay. I'd like to call this work session officially uh to order. Could I get a motion to adopt the agenda, please? >> I move to adopt the agenda as presented. >> Second. >> Okay. All those in favor, please raise your right hand and say, "I." >> I. >> All right. Uh agenda item 2.01, our data dashboard. >> Afternoon, evening everyone. Thank you for the opportunity. Uh we're going to take a today at the data dashboard um and from an academic perspective and then share a little bit of discipline data. Um the impetus for this particular portion of the work session is if you recall uh as you guys conducted your MSBA um board self-evaluation one of the pieces of information that came up was some question about helping um us providing some help to you
002um on navigating the data dashboard that's on our website so that everyone is comfortable in both accessing data individually and also helping patrons get there as required. So I will uh walk us through what is there and then we're going to have Dr. Jones share the um way to navigate the assessment specific piece and then we'll move on to discipline with with Dr. Linquist. So the first thing to know is that as you launch from our district homepage the way you get to the data is to go from district where that top circle is to the SRSN dashboard. It creates a dropdown. We did our best to screenshot that with the drop down live. So you go to district the SRSN dashboard. So if I'm you then I'm asking this question. Why is it labeled
003the SRSN dashboard? What is this SRSN? And it stands for success ready student network which is an organization that we are um at the forefront of and partners with across the district. It creates a shared format for data sharing across the member districts. And the idea is that we would focus our data on telling the district's collective story. Each district has a dashboard with interimm assessments and for us that's our NWA data, individual career academic plans, the IAPS, market value assets, our certifications and credentiing. Our end of course exam data and our graduation rates and follow-ups. The idea being that there's more to a district than simply one number. I am going to go ahead and click here. Actually, I'm gonna click out of here and click into this to the SRSN uh web page.
004And the SRS I'm going to refresh here because that video is already running. Um that SRSN web page has a really nice video on it um that encompasses how the dashboard is to be utilized by SRSN districts. Um and because we have an amazing PR team, LSR7 was asked to make a number of the videos that SRSN utilizes. Uh so you may recognize uh the narrator of this particular v uh video but it does give you a nice quick summary of how the dashboard works and then we certainly will go to our dashboard as well. The success ready student network or SRSN is leading a transformative approach to educational accountability in Missouri. Our goal to provide real time, transparent, accessible, and intentionally communicated data that informs continuous improvement and student success. Our new accountability model
005moves beyond traditional assessments and lagging indicators. Instead, it provides realtime data and ongoing feedback, allowing districts to make better instructional decisions for students. The SRSN has developed a landing page to help stakeholders understand key parts of the continuous improvement system. This includes explaining how each district is using interimm assessments to measure academic readiness and growth to support student success in grades 3 through 8 English language arts and mathematics. The state level dashboard features student growth metrics describing the extent to which a student is on track to demonstrate a foundational understanding of grade level standards by the end of that school year. Academic readiness reflects a student's level of academic content knowledge at a point in time. Academic readiness with growth quadrant. That data combines the academic readiness measure with the growth measure to describe the
006extent to which students are growing as expected to demonstrate understanding of grade level standards. The strength of this data-driven approach is not just evident at the state level. Each of the 20 districts using the alternative APR will have a dashboard for stakeholders to view data for each indicator. These dashboards will also go beyond the numbers. Also using narratives, videos, and other media to tell its school community the story behind the data. Stories that show students are mastering skills that support high school, college, and career readiness. An alternative APR champions transparency and honest reflection, celebrating success and identifying areas for improvement. Most importantly, it keeps the attention of the school communities on the thing that matters the most in public education, meeting student needs. Yeah, much thanks to Katie's team. Um, all I had to do
007is read the script. Um, and so we will go through our our page there, but it's just worth knowing that we share a format because the idea would be that regardless of which district you want to learn about, you would find similar things, similar categories and similar ways to tell the story of our data. Not just our test data, which is important, but also our growth data, our achievement data, our experiential data that students are going through as well. So, we're going to go ahead and go live, if you will. And again, if you'll remember, I got here by going district to SRSN dashboard. Okay? And that brings us to our SRSN dashboard. Here to the right there is a dropown, but probably in a more userfriendly way. Here's another video, a testimonial about why
008NWA is a better way to utilize and measure students and just map testing. Some of our students and teachers are in that video that was utilized across the state as well. But these drop downs here are also at the bottom in each little bit of box. And again, every single SRSN district has these same categories. So we mirror what they have as well. So, high school readiness and grade level ELA math. I'm going to hold on that one because Dr. Jones is going to talk about that here in a little bit. But if we click here on market value assets, it'll take us to a page in which it has our market value asset data, a little bit of a story about market um market value assets, and then a little bit more of a
009breakdown data. Okay, we've chosen to present our data in this way, but every single district has a market value asset tab on their SRSN dashboard. When you go back to the SRSN dashboard again, we'll come back to the testing. You can go to the IAP. We actually will have 100% of our students who engage in an IAP. So, ours say 100 and 100 and that's managed because we do that through our career curriculum. When we go to the next category, you can see that we have Desi certification and credentiing. Also, all of the districts will have this. And we can see the number of students that participate in CTE, career technical education courses, as well as those graduating with at least two credits in a certain pathway. Again, another source of data. Qualifying assessments, end
010of course exams, graduation rates. you can see how each of those things follow. So for example on our end of course exams because end of course exams are not in that drop down that is shared with the interim assessments. These are our older kids. It shows in an exact same format across all of the school districts in SRSN. They use the same exact format uh where you can see where the percent proficient and advanced basic the different levels are on each of our assessments. So these are our end of course data and if you go to another SRSN district and click on their end of course data the graph will look you know with their data of course but essentially visually just like this. So with that what I would like to do is invite
011Dr. Jones up to do a brief explanation of what would be considered our more traditional data which is that NWA data our interim assessment data. Keep in mind this is not our map data. This is not the data that happens with that one screenshot at the end of the year. Part of our commitment to SRSN and our belief as educators is that's one snapshot, but the interim data shows growths and it's is shows growth and is actually a much more realtime measure of how our students are doing and allows for our teachers to be more responsive. So this interim assessment if again I can either click here or I can click down here will bring us to that dashboard. You will see that for the purpose of clarity for our stakeholders, we have the video
012you just watched on the SRSN page housed on our page. We have a description of what each of these charact categories are. And then I'm going to have Dr. Jones come up and walk you through how to utilize this tool to have a good sense of where our students are with interim um benchmark data. >> Good evening. So, uh, where you would access or the purpose for, um, this dashboard really helps paint the picture of the academic achievement and growth that is happening throughout a school year. Um, and so starting at the top, you have the various filters that you can use. Um, anything from seeing it district-wide to being able to select specific schools in the breakdown within, you see student demographic information, so you could uh, identify specific subgroups and determine their performance
013and achievement and growth. Uh, filter by grade can get pretty nuanced. um to really get clear pictures about groups of students and their achievements that that's um that they're reaching throughout the school year. As you go down, there are three different tab uh tabs, if you will, that give you specific information. The first one that I'll click on is the growth tab. This shows the growth that happens from fall to winter and then fall to spring. So, as you can see, right now there's only winter for um our current data because we only have fall and winter. spring NWA data available and it breaks it down by the five quintiles of um from low, low average, average, high average and high. So from here you'll see the percent of students that fall within each one
014of those quintiles specific when it comes to growth. The middle tab um shows the exact same type of information, but this is just specific for academic readiness or achievement. um those same five quintiles um that we discussed before and now it just shows in fall and winter what they're how many students or what the percentage of students are that fall within those ranges. Last is this third tile is a quadrant graph or table and it basically is organizing students. If you look at the top the x axis if you will um from left to right is below grade level to grade level or above and then the y axis from bottom to top is low growth to high growth. So putting all this in gives you a perspective of when we look at the upper
015leftand corner those students um have low achievement but are experiencing high growth. Uh the upper right hand corner those are students that have high achievement and high growth. The bottom left would be students that are low growing, have shown low growth and low achievement. And then that bottom right is high achievement but low growth. So kind of puts that into context context of not just students who were making great achievement, but then also those students that are showing the growth we're reaching for. Um and then on the other end, students who haven't quite where we want them to be yet, but they're making the progress of the responding to the interventions and support that we're providing. Yes. >> Could I ask one question? >> Yes. >> Is this this is not a test that was
016in my subject area. So I I apologize a little bit about my ignorance. Uh is this basically though like a formative type scenario like the term formative that we used to use. Is that is that kind of how this is being used as like for assessment along the way? >> It can be. Okay. Um the the most difficult part about using NWA in a real meaningful formative manner is how it's designed that students don't get asked questions for every specific standard in which they're learning and they group the standards based on their uh difficulty of the research and information they have around it. So in essence and that's what those written numbers are based on. >> Okay. So essentially uh a student can answer one question let's say I don't know an addition and subtraction
017question and they actually get that question well they figured out that these three other standards are around the same difficulty and they've been able to draw conclusions and say if they are able to do this skill then we know they should be able to do this skill >> so it helps the best way I always can analogy that I come up with is it's not going to tell us which hay stack the needle is in but it's going to remove three from the five and know that okay here's two hay stacks that I have to look at. >> Okay. So, but it would not be I would be incorrect if I used the term this is this is basically what we're using as formative because that's really that's that that that I would be telling
018someone a little bit of an inaccurate uh I'd be using the wrong term. >> Yeah. I most of the formative assessment is going to be more of ongoing what teachers are creating. >> I've got a question. Um, so when you're talking about growth, is it versus the previous test that the student took or is it year-over-year like fall versus fall or winter versus winter? >> Yeah. So, growth is all of those are options. Um, but typically when we look at like the winter growth bar that we saw, that's from where they were in fall to then where they are in winter and making that comparison. Um and part of also in how they develop that and how NWBA creates the growth goals they set for students is essentially they look and say okay uh students
019in this grade level around this age if they're performing at this level in the fall typically these type of students um they look and see okay where are they by the time they get to spring they put all those scores in order and then they basically say okay here's the middle the 50th that's where half the kids get so the average kids should make this much growth and that's how they kind find that comparison >> and to oversimplify that then so 50% of the kids in the nation should be low growth 50% should be high growth because it's sorting them based on average so the fact that we're seeing much less than 50% are low growth and much more than 50% are high growth that means we're outperforming school districts nationwide >> okay so the
020growth uh metric is determined by the NWA the standardized test makers not by LSR7 >> that is correct Okay, >> they they do an analysis of the nation and and try to pick the average growth then. >> Okay. And so we are above the average of the nation. And that actually leads into my other question. When you say quintiles, are these quintiles within LSR7 or within the nation? So, so we're >> it's nation because if it was within LSR7 it'd be 2020 20%. It would be equal for all five. So, um it's in the nation. Okay. >> And right now when he had it maybe clicked it. Earlier it was ELA and math. >> So that's also kind of strange. You can click just one subject and you can see what that subject is doing.
021>> Okay. All right. Thank you. >> So I would say that there is and always happy to answer continue questions for sure. There is there and honestly we could probably do a whole NWA and how it you know it's an adaptive test and all the things and what it tells and the kinds of reports. You know might be careful what I volunteer myself for a future work session. Um but um but that being said, I you know, happy to make sure everyone has that fundamental understanding. The beauty of this tool is it get allows folks publicly and and you and us to get in and and play, right? I would like to see this group and this group and I'd like to see how that impacts growth and I'd like oh change my filters a
022little and it's all front-facing. And for point of comparison, then you could go to any of the other SRSN districts and see the exact same tool. Um, now do we also have all the data that's publicly available on DESI's page? Sure, that's publicly available to everyone, but this is very unique to those of us who are in the SRSN and it's on our page and thought this would be a nice landing spot in response to the the MSBA self-evaluation. Sorry. I'm thinking um in terms of growth, when you have that lower right quadrant that shows low growth but high achievement, that's not necessarily a bad thing because you have kids that are already achieving at a high level. So, you don't expect to see a ton of of like they're closer to the ceiling, right?
023You don't expect to see a ton of growth. So, that's not necessarily a bad thing to have that. >> Yeah. And I I look to Dr. Jones because things change a little sometimes with them. Yes. And because I do think as NW looks, they typically look normed growth from where a child started. So you would you would be looking to see um our high-f flyers um how their growth compares to other high-f flyers essentially. So obviously we want to continue to stretch all of those those uh students who are meeting that that um readiness. That's still accurate. >> Yeah. So essentially um I'm just going to make these numbers up, but let's say if I was a lower achieving student, maybe the numbers say that on average kids grow by 10 points as a lower
024achieving student. higher achiever students, they maybe only grow by three points. So then that average is set by if I only go three points as a high um achieving student, I'm reaching my target and expectations for me versus where I'm expected to grow many more points lower because I got to close the gap of where I'm expected to be. Um so in essence, the numbers from that side of piece is different. There still is a bit of a challenge though being able to differentiate for our higher level students to push them where we would like them to be. Thank you, >> Vice President Bill. >> And I apologize, Dr. Parker, if I missed this, but um can you I love this dashboard's incredibly intuitive. Um remind me, how do we know what other schools are
025participating? And I'm sorry if you said that and I missed it. >> Oh, no, I did not say that. And I don't know that I have that off the top of my head. Probably the best way would be to go to the SRSN um web page um which it is I think it's linked. I'd have to think. It may be linked on the SRSN dashboard. I think it probably is. If not, I certainly can get that to you guys. >> No, I just thought about it as you said, you know, you can go and look and compare and so I didn't know if across the board most schools are participating in this. >> Well, it started, you heard in that video, which is now a bit old. You heard me say 20. We're beyond 20
026at this point. Um, and within the SRSN, there are also group groups, you know, because we need some more acronyms. within the SRSN there's the SDZ group one and SDZ group two that being said think of it as phases we were in that first group right at the front and said so anyone that 20 plus I think actually it's closer to 30 in that first group of fully committed theirs will look like this there are others who sort of said yeah we're interested in this but we're kind of going to poke around a little they may not yet have a fully developed dashboard but I certainly can get you the list of who's in what category >> if you uh if you go to SRSN and the link does work and what you have here.
027Um, and you hit on on the blue ribbon at top innovation zones. You can see the cohort one. We're one of the first 20, right? So, we were one of them that was the charter member, but then there's a ton of districts in court two, three, and four. And cohort, yeah, four cohorts and it scrolls down quite a bit. Is a good chunk of the state. The idea is we're trying to come up with alternative AP APR that DESI is pretty excited about, the state board is pretty excited about us piloting. >> Okay. Do we have any other questions, board members? >> Okay. If not, I'm gonna invite Dr. Linquist up. >> I would like to thank you while he's walking up. You presented this to us previously and I hate to tell you this,
028but this is way more meaningful to me now. It was because there's stuff in it. It was much more of an abstract. We're moving to this and I'm this. So, thank you. This was this was good. >> Glad glad it was meaningful. >> Thank you so much. >> And then we'll pass it to Dr. Linquist. >> Good evening. Thank you for the opportunity to be here. Um, before we dig into some slides, I just wanted to let you know that today we're looking at preK through 12th grade discipline and all the data we will look at is it says in some spots, but semester one. So any comparative data or anything we happen to dive into is semester 1 only. The first slide here covers the CIP Quarter 2 update. So this is that information
029that we share quarterly and it targets specific items within the CIP. There are two on here that are not normally reported. That would be assault verbal and confrontation verbal. Uh overall change is calculated on the difference between 2023 and 2025. Uh the number to the left would be the individual number of referrals. That percentage to the right is change over the original. A couple pieces of information to look at there. Um, some of the higher differences in terms of going down are confrontation verbals, um, assault physicals, and the total overall. One of the ones that did rise a little bit would be something such as endangering safety of students and staff. And that can look many different ways. Um, also the staff member striking as well as the other one that did have a raise.
030Semester 1 referrals. This is 2425. So you will notice as you look at this about 93% of referrals rest in the 6th through 12th grade window. It slowly not a perfect parabola but rises up and then it will start to drop as students hit their junior and senior year. Typically we'll go to this second slide here as well. Uh the difference between the last slide and this slide is about 700 referrals, but it's that same general shape, the same general 93% of referrals lying within 6th through 12th grade. This slide right here. So we have 191 individual codes and those are sitting in front of you on the paper I provided. Those 191 codes, we went ahead and pulled that data from Power School. We excluded about 15 to 20 and those usually are attendance
031letters, the 5day, the 10day, the 15, anything we use to document those types of things. So that lowered our overall referrals by about a thousand. So if you're looking at 2425 here, there's about 8,500 referrals, give or take. They've been categorized to like referrals so that we could try to get this on one slide and not have 170 codes on here. So there's about 25 on there that we're tracking on this slide and the next one. So this is semester one in fractions by code. So they are grouped together. This is our current year data. So overall once again they're grouped. I think we have 27 total here. The highest one being tardy during school followed up by a use policy violation which I'll talk about in a minute here and not in designated area.
032There's about 800 800 and 800 8,800 referrals so far this year. So examples of the categories um outside of the sheet you do have that highlights everything in each category of those graphs. um not in designated area. It was 14.3% of our referrals this year. That includes all of those types of referrals. So everything from a class skip to a lunch skip to being in an area shouldn't a student shouldn't be in at a specific time. Use policy is 16.3% of our total referrals this year. Um and that that really covers Chromebook use, cell phone use, um general electronic use of devices in the school. And those two combined about 30 30 and a half% of our referrals so far this year and I'm available for any questions on what you have seen here. >>
033Board member Dawson, >> I have a few questions. I always do. So, um, so the I'm not sure since since I'm not living and breathing this data every day, I don't know what's as significant as other things, but it it appeared to me for one semester that that staff member striking number going up looked like a lot. Maybe it's not. Um, do do you and your team have any have you reflected on why that might have shifted upward this year? >> Can I have Dr. Kenny come answer? almost entirely little ones. It's that's not really That's the one spot where that is little guys, not big guys. >> Oh, so it's elementary schools. >> It is elementary. Yeah, the the number has it really when we started that goal a couple of years ago. We
034noticed that that wasn't the one from elementary that seems to be elevated and so it has continued to increase and really it's just dysregulation of students and so the smaller Sometimes the smaller they are, we're we're sort of getting into, you know, how school works and keeping our hands to ourselves, but um why do we think that's happening? I'm not sure, but um but we're just seeing it more frequent. And so we're as you see the numbers go down, so that means the interventions we have in place are working really individualized. Thank you. Um uh another question on the the data versus the CIP goals. So you're basically halfway through the CIP cycle because you're a year and a half through, right? Um so based on last year's data and this semester's data, have you
035guys had a chance to like stop and breathe and reflect and and decide if there are going to be any pivots, anything you're going to emphasize, deemphasize, shift, or are you just keeping track, you know, with with the plans that you had for year two? >> I think we're always reflective of our data. So we we pull it and speak about it throughout the year and we look at the CIP data as principles. Um I will tell you the one endangering safety of students and staff. We did dive into that. Um that that code specifically looks very different between high school and middle school within the meetings. At the high school level, it's a lot about um it could be speeding through the parking lot um or doing donuts and that could be endangering student
036safety, but it could also be in middle school um in a classroom using um tools and not being safe when you're around your friends. So, it could be as simple as you're goofing around while there's a saw running. We're going to have to work that through endangering student safety. So just making sure that we're always cognizant of of what incident code we use and then also making sure we're providing interventions and the opportunity to grow in the setting because if a student is going to make a mistake, we want it to be in the pre-K through 12 environment where there are adults around to support, provide interventions, give growth opportunities, counseling, and just make those quality community members that we're looking for. So, so you don't have So, so that's the big piece you kind
037of dove into when you were looking at your CEP track. >> Yes, specifically at these, we do look at these. Every time we report them and send them to the district overall, we do talk about them. >> Great. Um, and do you slice this data by um students who have 504s and IEPs? >> I do not currently. No. >> Okay. So if so if someone from the community were to ask about a student being disciplined and the fact that they're on the IEP because isn't there some sort of check that has to be done if a student has an >> if a student is going to be suspended for more than 10 days in a short period of time which is really undefined by law. So, we usually use like a semester. Um, they in
038order to get to that 11th day, if that came to be, they would have to have a manifestation determination hearing. >> And so, we have that before that day would come. And if it's found to be part of their disability, then they would not receive another suspension beyond that that they would not. So, um, I'll use a an easy example. Let's say you have a child who has Tourette's syndrome and and they keep telling everyone to, you know, f off. um you could you wouldn't be able to spend more than 10 days in a in a semester for a student doing that because it's obviously part of the discipline. Obviously, we wouldn't get the 10 days on that because we know that's part of their disability. So, um that's what that manifestation determination hearing. Um
039some things are, you know, probably never going to be that way. Um you know, if you're you're distributing marijuana, that's never going to be a dis a disability, right? Um so, um that but we have a process and that's lined out nationally. the whole world does that in our country, >> right? So, we're not but so other than the the determination reviews for those specific cases where to determine if it's related to their disability, you're not tracking if a student who's disciplined on this chart was IEP or not? >> We do. That's when it comes over for a longer term suspension, that's one of the first things they have to mark before we get to a hearing. So, Dr. Wilson hosts those and that's all one of the things they look at immediately. Um so
040yes um we also know that we have different settings where there um where we might have more of the what what Dr. Kenny's talking about with the um striking piece. Um a lot of times that is um kids in a special setting and we know that um so but we also want to keep staff safe and so that's that balance of what do you do here? So, um, so whether you're talking about a self-contained class or a special settings class, um, sometimes we get a higher rate of that, your typical eighth grade English class, we never have that. That that just doesn't happen. So, it's it's more of special settings. And so, we we're well aware of that. Um, and we look at kids on an individual basis and through an IEP team basis. Hey,
041is this the least restrictive environment if we continue to have issues, >> right? So yeah, because our our community comes to us and says, you know, we do we have a disproportionate amount of discipline of IEP students and I guess they're looking at nationwide data, I would guess, when they make these comments to us or anecdotal based on a student they know or something like that. >> So I would say if you look at just the striking one, that would be a higher percent of our writeups have a student with IEP than our general population has an IEP. that is probably true. Um what we look at what I what they look at and we've done this in the past um on multiple things are we being consistent and fair and also are we taking
042account uh if if if there is a disability and it's part related to their disability. So um we want if you get in a firsttime fight and it's a five-day suspension over here at a high school is it a five-day suspension over here? We want to be um consistent with that. >> Thank you very much. Appreciate it. Any other questions? Vice President Miller, >> thank you for this. It's really helpful. Um, so I'm curious if um if you guys have spoken with like the teachers or admins about how they're feeling about this, like do they have they seen the change, you know, can they can they emotionally feel it? and they see the change in their schools based on um what we're looking at although numbers have you know for the most part gone down
043do you feel like they've >> I have not specifically asked them about changes in this data but we we do have our >> surveys we send out to staff >> yeah and and I haven't heard of that perception that it's going up or down I've heard that they feel good in school and feel safe in Great. >> Which would be my big metric if I was hearing a concern. >> Thank you. >> Three years ago, we had a total of 362 fights of individuals in fights. And that could be three people, two people in a fight. Um so that's counting all the people in the fight. Last year, it dropped a 228. That's a 37 30 almost 38% drop um in fights in just two years. Um so I I think it has been a
044concerted effort uh supervision wise and also with um work they're trying to do with trauma smart the elementary level um you know what we're trying to do with I can't remember the character program at the secondary level we're trying to address things before they get to that level and we have seen some benefit of that of course every time we have any incident that's not okay so we want to keep everyone safe students and staff safe at all times Anybody else question? I have a question. Believe it or not, um the the we we've been in it now for a year at all three high schools. Are we seeing a continued commitment to our cell phone not being used in instructional time? Are we starting to see that get kind of backed off? And I
045say this because I've had some interesting phone calls here lately. So I'm just I'm just asking >> any of those phone calls, please send them my way. Um I would love to speak with them. So we have uh we renew the commitment multiple times a year. Make sure that we are focused and diligent in that commitment. And our hallways at the high schools, if you walked into them, are like 1999 2000. Students are talking to each other. They're engaged. when I've been in classrooms. I was in seven classrooms today. I did not see a single cell phone in in any high school. It is anytime you'd like to walk down the halls, it is phenomenal right now. So, >> good. So, it's louder again. >> Yeah, a little bit. >> I mean, that that that
046would be part of it. So, um I think the I think the reason why I've gotten calls all of a sudden is as we all know, we're kind of in the time period where people are tired >> um for lots of different reasons. And and so I just was curious about um curious about that. Um anybody else want to Well, I appreciate um both of you for coming in and kind of sharing. Oh, I did have one other question. These disc discipline referrals. The top one is 2425. Is that that cumulative for the full year or is that we're comparing one semester to one semester on each case? Correct. >> So we're setting Okay. So theoretically some of these things could continue to grow over the closer we get to May, right? Okay, that is
047correct. >> Yeah. Thank you. >> Thank you very much. >> Thank you. But before we go, that's a good point. We had a lot of snow days last year in the first semester. So the fact those were higher and less number of days, that's very impressive because we only had one snow day this year. Um we had quite a few before the the holiday break last year. I think that concludes uh our our work session for this evening. Thank you both very much for for or all all of you for your time. I appreciate it. And a shout out to Dr. Kenny who has drug me all over Lee Summit for a year and a half. We have been to all 18. Thank you very very much. I appreciate it.