is looking at how we're doing since the pandemic. So obviously, there's been a lot of conversation nationally, even locally about learning loss. And so the best way to look at learning loss is how is the district done with the last data set before the pandemic to the most recent data point after the pandemic. And so when we look at literacy, we improved point 2%. In that and above grade level before the panel versus before the pandemic that now where city charter schools have declined three percentage points. And the state has declined three percentage points. So in math, we only have about 1% that go with recovering from the pandemic, whereas city charter schools have declined over 3% in the state over 4%. That's an ELA er that's in math for grades three to eight, we will look at college readiness and 11th grade, we've actually improved since the pandemic and college readiness rates for this city charter schools are down about a half a percent, and the state is down three percentage points. In math, we've improved in college readiness since the pandemic where the city charter schools have shown decline, and so is the state. So, again, what this shows us is that we're doing something differently in dpscd. Not only are we doing something different as far as recovering from the pandemic, and narrowing learning loss, we already saw that the first year we tested after the pandemic, we showed less learning loss in the state did we showed less learning loss in city charters, I think we showed less loss. Because we continued with our regular curriculum, even despite being online, we worked hard to get laptops out. loaner laptops out, we stick we stuck to the regular schedule, we didn't modify the schedule until the latter part of 2021. And we did the best we could to get in person in a 2122 year. And then last year in particular meet we made a firm commitment to get back to reform to focus on student achievement to focus on our interventions, and start to move away from the challenges and heaviness of the pandemic. And certainly this data is showing that we are doing something differently also with our curriculum, our professional development, our instructional leadership support. And our overall I would say collaboration among departments. When you look at the school's team, the curriculum instruction team, the climate and culture team, we're just more unified in our approach and working more coherently with our principals who are then problem solving with our teachers and implementing our curriculum and our interventions more tightly. So very, can see this in just a different form. And I'm not going to overwhelm you with with data slides. But just just chose you over the last three years when we look at full testing years 1819, the year before the pandemic 2020 to two years ago, which was our baseline year after the pandemic, and 2223, our most recent year. And you can see in literacy, we've exceeded where we were before the pandemic. In math, we got about 1% to go. But we did improve versus last year social studies, improved versus last year. And then science, we're only recently testing 2122. We don't have pre pandemic levels and science. And then and college readiness rates as described earlier. were exceeding college readiness rates, pre pandemic, in college written this race and literacy were above pre Damak, pre Bandag pre pandemic levels in math. We've improved in social studies, as far as college readiness, but not where we were before the pandemic and exceeded where we were in science as far as college readiness standards. So this just shows you historically, what we're seeing in literacy across the board from three to seven to eighth grade, to 11th grade. And this shows you historically since the M step has implemented, so our levels and literacy are the highest DPS Ed and DPS Ed has ever had. So we've reached to a point where we've exceeded DPS, DPS EDI performance and literacy. So we can't say we're not improving literacy. I'm the first one to tell you, we have much more to do and more to improve. But you can't say we're not doing the right thing. When it comes to curriculum professional development intervention. Now it's about scaling and accelerating this year and in future years, but what we are doing is working, and the numbers are showing that. The same thing in PSAT eighth grade, you can see the numbers there for yourself and then 11th grade, college readiness rates are much above where they were in DPS and dpscd. And above where they were before the pandemic. In math, a lot of attention has been given to literacy. But as I've been saying in these meetings, the pandemic impact on learning loss was more profound in math than literacy. And so the ground that we have to make up is greater in math and literacy. We have narrowed that gap better than the state better than city charters. But we still have about one percentage point to go in math, at least at the third and seventh grade level. And then the PSAT level and math we've exceeded where we were before the pandemic, but still work to do with being at a record high for College Readiness bass scores. I do want to reiterate a point that was made last year. When we look at this performance with the PSAT LSAT and M step, we saw what we saw previously, which is if a student misses nine days or less of school, the three times more likely to be at an above grade level in English language arts, and three times more likely to be at an above grade level in math. So if you miss nine or fewer days, you're three times more likely to be at an above grade level on M step in grades three to seven. When we look at high school students, the impact is even greater. If you miss not nine or fewer days in high school, or let's say in 11th grade, you're four times more likely to be college ready, you're five times more likely to be college ready and math if you miss nine or fewer days. So when we think about student achievement moving forward, it's certainly about continuing to work hard to be fully staffed with teachers continue to implement our curriculum with fidelity, making adjustments based on the feedback of teachers, expanding our interventions for literacy and math. But it's also making sure that students attend school more regularly. And this data point is another example you look at English language arts, math, social studies and science, you can see the difference based on how many days of school a student misses. So if you look at literacy, missing nine or fewer days, 28% are at an above grade level 18% Missing nine to 17 days missing 18 days is 13%. And then more than 18 days is 7%. If we round, and you can see the same chart, same trend in math. Same in social studies, same in science, as mentioned earlier that the impact of chronic absenteeism is even greater at the high school level. So in high school, 61% of our students are considered college ready in literacy if they missed nine or fewer days of school. That's above the state average with college readiness performance And then you can see it scaffolds downward based on the number of days missed this, the gap is not as great in math, but there is still a gap. And then you see social studies and science. So as I conclude and just open it up to questions, I want to deeply thank our central office team, our principals, our teachers, our students, our families, for just embracing the challenge of getting back to reform getting back to student achievement. There is not a doubt that this data suggests, I wouldn't even say suggest names, that we are back to student achievement as a focus. As a district, we are improving at rates faster than the state faster than city charter schools. Our students will sit down and take nape the National Assessment for educational progress this spring. Based on these numbers, I have no doubt that they're going to show improvement. And I think we're going to go back to 8019 type of levels, where we'll be the most improved law of large urban school districts in the country. This data is showing this at the state level. I think the national data will show that about this time next year when the nape data is released. But again, just thank you to everyone for their hard work and their focus. There's always distractions, there's always challenges, but this district is improving and the area that matters most, which is student achievement.