okay For tonight's report, I'm going to do give an update on end of year data in many of the key areas defined by the strategic plan. Typically, I use a PowerPoint presentation that just summarizes the metrics. But tonight I'll use some individual slides I'll review student attendance data. I'll also review end of year i Ready data, which is for k8 reading and math with a focus on proficiency. I also review staff survey data as well, and college going participation and completion rates as well. And then I'll use the academic committee, the upcoming academic committee, just to go more into growth data and other aspects of the data. Again, this is end of year data. So exciting to end the year with an improvement in average daily attendance. Two years ago, we were at 82% and last year, we finished a year at 84% this is average daily attendance for the entire district. That's obviously a two percentage point improvement. And then, most importantly, very excited to announce a six percentage point decline in chronic absenteeism to 60% so that's a six percentage point decline versus the year before. When we look at when we started this work as a superintendent board team in 1718 the average daily attendance was 80% now it's 84% when you look at that same rate at the state level over the over those years, the state has dropped by three percentage points, whereas we have dropped by 4% and obviously we've narrowed the gap from 13 percentage points between the district and the state to now six percentage points versus the state. So still more work to do with student attendance, but we're certainly making a difference in getting students to come more regularly and declining chronic absenteeism as well. When we look specifically at chronic absenteeism, again, a 10 percentage point drop since 1718, to 2024, so that's including, obviously the impact and turning the corner from the pandemic, our average daily attendance and our chronic absenteeism is now the best it's ever been, not only in DPS CDs history, but in recent DPS history as well. That gap was at 40, at 50, percentage points between the district and the state and. Now it is at 30 percentage points. So where we have dropped chronic absenteeism by 10% percentage points, not percent? The state has increased chronic absenteeism statewide by 10 percentage points. So obviously, again, we are doing something better and differently within the district. Every year we complete staff survey data. We only need 40% participation rate for the data to be actually valid. Our participation rates are at 90 to 74 to 72% in the main categories of teachers, school support staff, school and central office and instructional leaders as well, which is a typo on the slide. Our key point of reference when we think about climate and culture is the net promoter score. And this graph shows you a very simple representation of what we're talking about with net promoter. So in the survey, students, rather staff, are asked, are you likely to recommend dpscd to a friend or a family member? We ask the same question to our parents, and if they pick from zero to 10, any front anything from zero to six is what we call a detractor. It's someone that's not actively promoting the district seven, eight, on a zero to 10 scale, would be passive, and then nine to 10 would be promoters. As you can imagine, this is a high bar, because many times when you answer this question, you think of maybe a six, which is, well, five is neutral. Six is I'm not negative, but I'm not overwhelming positive, but we call six a distractor and a passive seven, eight doesn't count in the overall number. This is a nationally defined algorithm to determine whether employees are actually promoting the organization, or, in this case, the district. So you take the total number of promoters, 910, when asked this question, subtracted by the detractors, and you get your Net Promoter number. So this going into this past year, we put a lot of time and effort in improving climate and culture as a district through just improving recognitions here, at the board meetings at individual schools, many more incentives around attendance for staff, more events at individual schools, to get together, to spend time together outside of the regular work environment, training our leaders to be more thoughtful around how we talk through change and challenges. Still a lot of work to do, but what we see here on this chart is what this net promoter has looked like over the years. So if you look at the far right of this slide, this column prefers the 1718 when we started to work. So when we started in 1718 we've improved by 35 percentage points in teachers promoting the district overall. The composite for teachers is still negative three, but you can imagine that number was once negative 38 and when we first started in 1718, so we still have work to do, but this last year, in 2324 alone, we improved point 20 in just teachers promoting the district when you isolate the data for school support staff. So these would be paraprofessionals, clerical staff. Overall, the net promoter is 16. So we are at a point of a promotion rate of 16 overall for school improvement or school support staff, that's a 24 percentage point improvement since 1718, and a seven in the most recent year. Instructional leaders is at promoting the district at 38 that's a 38 percentage point improvement since we started in 1718 when it was at zero. Now we're at 38 and this includes principals, assistant principals, and deans, and then central office staff. Since 1718 we've improved 50 percentage points in central office staff, promoting the district now it's six. So when you just look at all school staff, it's six, and then all staff throughout the district it's six. So still, obviously work to do, but it's undeniable that we are improving when we look at climate and culture defined through the panorama. Today, I certainly believe that there still needs to be work around climate and culture. I think there still needs to be work done on the surveys themselves. Does everyone agree that these are, this is the right way to measure climate and culture? Do we agree with the questions? Do we need to change the questions? All that work we expect to do as we refine the climate and culture contract for next year based on the board's guidance, but this year has certainly been a positive one in improving climate and culture. You can see here, specifically on the teachers and looking all the domains of the survey, looking to the far right, which is the most recent year for each of these areas, whether it's core values, it's hiring, it's teacher compensation. Everything improved this year at the highest level since the board and I have worked to improve the district when we move to support staff again, most areas are the highest they've been. And you look at the different domains which are linked to the type of questions that people are responding to. Instructional leader survey has always been high in the district, but it continues to be even higher in just about every domain that the school leaders complete, central office again, every domain, for the most part, at its highest level and improving in the most recent year. Still work to be done, but I do want to recognize the improvement tonight. This is an area we've talked about before, graduation rate. We don't know this year's graduation rate yet for 2425 we do know that since 2021 our graduation rate has improved 13 percentage points, now at 78% whereas in the same time span, the state's graduation rate has improved three percentage points. We're now only five percentage points away from the state average. Whereas when we started were back in 2021