Enhancing Student Safety, Communication, and Well-Being Through Effective Risk Management

All right.

Hello and welcome to another Atlas webinar.

We're thrilled to have our partners from Reach Student Life Management with us today.

Atlas is a five oh one c three nonprofit organization, and it is through the support of our vendor partners, like Reach, that we're able to do our programs, provide great resources, and continue to serve the community at the level that we do.

Um, so thank you for being here, and thanks to Reach for their support.

We are talking about enhancing student safety, communication, and wellbeing through effective risk management, a topic that is extremely important, very hot right now.

And without further ado, I'm, I'll pass it over to Brian Murphy.

And I will also note that Claudia and Daniella from the Reach team will be active in the chat to answer any questions as they come through.

If we don't get to all the questions, they're gonna take notes, and we'll be able to send that in the follow-up.

You're gonna get a recording of this webinar and slides as well.

So Brian, take it away.

Thanks so much, Kelsey.

Uh, we, appreciate the opportunity.

Um, again, my name is Brian Murray.

I'm the managing partner here at Reach.

Uh, for some context, I, actually come from the education space.

Uh, I was a dean of students at several schools, over the, the last few years, and, and Reach actually emerged as a, as a result of an incident that I had, in, in the area of risk.

Uh, we were a, a paper-based school.

Uh, a lot of our functionality was, like Google and paper.

And there was an incident, when, I was running the boarding school where, I had a, a student go missing, couldn't find them.

Uh, our-- all of our attendants said that that student should be on campus, and that student was not on campus.

We couldn't find them.

Uh, called them, messaged them, talked to their friends, and, ultimately I had to make the phone call home, and ask, and tell mom that, "I, I don't know where your son is." Uh, she's obviously very upset, because her son was home with her, and she had picked him up, earlier in the day.

And our paper process had failed, and it made us look really bad as an institution, so I went looking for a solution.

I needed some software to help me kinda manage that aspect of our campus, and it really didn't exist at that time.

Uh, this is in twenty fourteen.

So, we hired some developers.

Uh, we started to build out system.

We started to look at all of the aspects of, of running student life o-on, on a campus, and started to build tools for it.

Uh, we were a Blackbaud school at the time, so, we had a, a, a good insight into what Blackbaud offered, and we tried to build what Blackbaud didn't.

Um, fast-forward to today, we work with over seven hundred schools around the globe.

Uh, we have offices in Australia.

Uh, we have an office in London, and, I'm actually situated in Halifax, Nova Scotia, Canada.

So, I want to offer that context, that I, I, I was a teacher for a long time, very interested in technology.

And, today I, I'm, I'm hoping to outline for you a little bit of the trends that we're seeing around the world as it relates to, to wellbeing, safeguarding, and emergency response.

Uh, all really high topics, of importance, in, in your schools.

You know, as I was preparing for the session today, I, I started to think about the, the issues that technology leaders, deal with, and that you're, you're probably trying to solve for.

Um, and it's siloed safety, trying to coordinate and manage, data, between different systems as it relates to quick response when you need to respond quickly.

Uh, I think that, that the idea of pastoral care...

And, and when I refer to pastoral, it's a term that's used really around the world, not so much here in Canada and the United States, but it's becoming more popular.

And nothing to do with religion.

It's really about the, the idea o-of caring for the overall student and their journey throughout the school.

And so looking at that, both from a, a micro individual student, but also the macro across your school and trying to gauge who needs some help, who needs a high five, who's succeeding and who's thriving, and, and how to capture that information.

And then I think the last piece, that is, is, you know, timely is, trying to manage crisis, in a school without real-time awareness and contextual data.

Uh, and so today I wanna try to address these, these ideas, as it relates to, you know, the SIS that you're working with and how Reach actually operates with that SIS, the concept of pastoral care and emergency systems, and how to unify some of that information.

This slide is gonna just detail a little bit, as, I, I don't normally talk about it this way, but, the, the crowd here is a little different.

I normally talk to deans of students and, and assistant heads of school, student life.

That's the, the typical person.

Uh, but your role in the school, we're noticing certainly, technology, and IT directors are, are becoming much more involved in that process because you're trying to figure out, where the gaps are in, in the space.

And we see ourselves fitting in between the SIS work and the LMS work.

Uh, we try to complement everything else within the school.

So, you know, whether it's, it's, compliance, whether it's tracking of students, who's on campus, who's off campus, some communications, student wellness, those aspects are kind of what we do.

We also try to-- have tried to build a, a unified model-For the data.

Um, you know, the combination of, of what we see pastoral care being, the emergency response element, and another term that y-you may or may not be familiar with, which is safeguarding, they all work in unison.

And the, the term safeguarding has emerged, throughout the UK, throughout Europe, certainly in Australia, a-and now we're starting to see it emerge in different parts of the US and Canada as tiered protocols for managing, incidents that happen with students.

Um, I think that as the nature of schools generally, we, we all kinda wanna take care of kids, and, and we have, we have deep compassion for what's happening within a school, and we obviously have mandatory reporting that, that, is required by law.

Um, what, what we're seeing is happening globally is there's a next level coming, and there's legislation being, created in different parts of the world that are starting to mandate the way that we safeguard children within our care.

Um, and that, that, those, those protocols and that scaffolding, talk about your internal processes and who needs to be informed and who needs to action on that in-information.

Uh, it also talks about the, the privacy piece of, of that reporting, and then escalating that information outside of the school to responding services.

And so, super important part of running a school, to make sure that we're safeguarding all the students within our care.

So, we're trying to create, a unified model that looks at responding to a crisis, managing the overall care of a student, and when there's an incident, how do you manage it and, and, how do you put best practice in place to safeguard that child? I think that part of the challenge that schools have had for a very long time, has been receiving the data, from an incident, that might have happened in your school, and then, looking at that incident in context for, a, a, a, an extended period of time, and very visually seeing, what trends are starting to form around your campus.

Um, I have a screenshot here, and I'm gonna get into it a little bit deeper when we go, actually go into product.

But I wanted to highlight for you that this screen is, gives you some indications as to what is trending, who is trending, what the types of incidents that your school is seeing, whether it's an absence or it's a, it's a bullying incident, or there's some success.

Maybe a student, received a notification that they're off to a, a university in, in the fall, and we wanna note that information.

So collecting all this data from around your school and, being able to, to not only report on it, in an Excel document, but also to be able to visually see it, a-and apply some context to it is what, we've been trying to, to, to build.

I'm gonna hop into the platform really quickly and just give you a little bit of, navigation around what Reach looks like and how it works.

Um, again, we see ourselves as the connector between the LMS and the SIS.

We kinda handle everything outside of those, those two worlds.

Um, so who's on campus and who's off campus? Super important to know for lots of reasons.

And one of the holes that I-I'm sure you've seen, in, in the work that you do is early morning drop-off and afternoon pickup.

And whether you're at a, you know, K to twelve, a K to twelve school or nine to twelve school, day or boarding school, it, it really doesn't matter.

Uh, as you look at the day, there are, there are definitely areas throughout the day where a lot of schools don't know what students are on campus and they're responsible for and what's, what...

And, and, and everybody is taking attendance.

You know, your, your first period math class, you're taking an attendance in PowerSchool, for example, and then the school can confirm we have that student.

But what about when the student's dropped off at quarter to eight in the morning by the parents and they're now on campus? Um, most schools don't record that.

Reach can help complement that.

As students are coming on campus, we can capture that information, and allow you not only to see it, to feed that information to other places if necessary through API, and to allow for, if a crisis were to happen, for you to know that that student is within your care and you need to account for them.

Um, there's lots of different ways in which we do it.

Uh, it's all kind of passive tracking.

You know, we're not putting a chip into the neck of the kids.

We are, either using a cell phone, NFC technology, QR technology, and biometrics to have students check in.

Um, so we pride ourselves on kinda knowing not only who's on campus and who's off campus, but you can set up different locations around campus to understand who's where.

So I can see who's in my academic building, I can see who's literally on campus at this time, and so on.

I wanna talk, about, about the, the, the pastoral piece, and how Reach manages the pastoral behavior.

Different systems have different ways of collecting the data.

Um, I'm going to give you a bit of an extreme case, where we have, a teacher in your school that has identified a child, that they s- have seen some abuse o-o-on them.

And, obviously there's gonna be conversations happening, but when you go to formulae doc- formula, formally document this incident, schools are using Reach to do that, and they're going in and they're creating a pastoral reportAnd that pastoral report is going to be created for a student named Karen.

So again, I'm the teacher.

I've worked with Karen.

She's, she's disclosed to me, that there's potential abuse happening.

So, you know, in conversation with, obviously with the administrators and your policies at the school, we give you the ability to start to capture this data and capture the data in a way that, works within the model of your school, as well as complies to different legislation that's coming down with regards to how this report needs to be put together.

So, the student is Karen.

Type report.

You'll see a whole bunch of different categories here that are custom to your school, and then there are some specific...

there are, custom safeguarding incidents as well.

So I'm going to say that this student is showing signs of physical abuse.

So I'm gonna select that as my category.

I can go into New Report Action, and I can escalate it to a safeguarding incident.

I want to make sure that people know that this is a significant issue.

Uh, it's not just simply, someone stole my, my can of Coke.

Um, this is a significant issue, so I'm gonna escalate that to a safeguarding, issue.

Once I do that, there's a specific group of teachers or staff members that are now, are now included in this overall report.

So your, policies at the school would indicate that, you know, the assistant head of school needs to be involved, the, counseling center needs to be involved, and your head of school needs to be involved when it comes down to a physical abuse issue.

Um, and so Reach would know that, would include that automatically, and then this note is gonna be distributed to that group of people.

Um, and, they're gonna be asked to also confirm that they've read it.

Uh, and if it needs to escalate beyond that, we can now identify that it needs to go to s- to an external notification.

I can then define or define ahead of time who those external notifications are sent to.

So for example, in the U- in the United Kingdom, this needs to be sent to, a government agency, that then, monitors and measures what's happening with regards to the safeguarding and can follow up.

Um, we're starting to see that happen here as well, where, the processes within the school are defining exactly who needs to be involved, both internally and externally, and, this information is then, distributed.

I would go into the report.

I would describe what I'm seeing.

Karen is showing signs of abuse, and I could give greater context.

I can attach any files, that are relevant here.

I would make sure I have the relevant date.

And lastly, because of the nature of this safeguarding i- in, incident, I can also now go in and denote where I, I'm seeing the signs of that physical abuse.

So when, the police or, other government agencies are involved, this has been documented, and you can, then run reports to, present that data.

I'm going to save this incident and, al-allow Reach to grab that data.

Uh, reports can now be run.

Uh, obviously only the people that have that, that, permission can run that report, and I've now escalated that issue to, other people in, in the school who are part of that safeguarding team.

All of this is relatively new for us.

We've been building it over the last year and a half, based on feedback from our partners in the UK and, a-and in, in Australia.

So again, this screen's showing the, showing what I just detailed.

Uh, any base, base pastoral note can be escalated by the, the designated safeguarding lead, and it will really streamline the process of, of reporting that information, securing the information and, and then distributing it as you need to.

I'd like to jump into emergency response and, and how, the evolution of that is, is, has been really interesting.

Uh, we've been told, since twenty fifteen, we wanna use Reach for, emergencies.

Um, you've built some tools to take attendance and to communicate out, but w-we would love it to kind of be in one spot.

You know, you, you already know some information ahead of time.

You know, in, in a boarding school, for example, we would know what students are on leave or away from campus.

I-In a day school, we know some attendance information as we're integrating with all the major SISs.

We know, where students are potentially around campus, and this is all ahead of the emergency.

Um, so going into the conversation, with schools, we kind of know this information already.

Schools are saying to us, "Yeah, y-you know it.

Uh, we need a way to really run the emergency, in one spot." So, our team, work-working with some experts, built out EMS, to help schools manage these, these crises, with some of the data that we already know, and giving them the tools to collect the data that they need to know.

So I'd love to run a drill for you or run an emergency inside of the system, and talk a little bit about what's happening and, and how to manage that.

So the scenario is, I'm a teacher, I'm on your campus, and, I'm walking through, and I notice that there's smoke bellowing out of the library.

I, I can see it.

Um, there's a problem.And so, ahead of time in, in what we refer to left of boom or left of bang, all of your processes that are probably in folders, around your campus and maybe pinned onto the wall, we're gonna take all that data and all those processes in your communication plans, bring them into Reach, and then so we know that when a fire is activated, we know what your policies are, we know what your procedures are, and we can share that information with the school community in a really succinct way.

So all that work is done ahead of time.

We are now going to allow this teacher to trigger a fire.

So this is a high severity incident.

He's gonna trigger a fire.

He, he's going to say, you know, "Library is on fire.

Uh, need, yeah, EMS services ASAP." So that's what the teacher has inputted, and they're gonna submit this.

Are you sure? Yeah, I'm sure.

I see the smoke.

So I'm gonna confirm.

It's good to go.

I think one of the other pieces of consolidation that we're talking about, there are lots of different systems out there, that communicate during these emergencies.

Uh, one of our goals and objectives is to communicate the, the incident out to the community.

So via text message, via email, and by push notification, the emergency is now out there and all students, all staff, and all faculty have received that notification.

Um, certainly there are systems out there that do that for you.

I think what we're seeing is, is a lot of those systems stop now.

So you've alerted people, but the protocols, the, the real-time information, schools don- a lot of schools don't have.

And so at this point, you just heard the, the dings in the background.

Um, your community's now aware that there's an issue.

For one second, I'm gonna pretend that I'm the incident commander.

So again, ahead of time, you're preparing your school, and you're saying, you know, "These people are gonna run this emergency." So as I open up this screen, there's a few things it's going to tell me, as the incident commander.

I'm gonna know how many people are on my campus that I need to account for, and again, I'm drawing that information in from the SIS.

I know from Reach's data where students are around, around campus based on when they checked in.

I also know if a student is away on a college visit, or they have a dentist appointment, or they're gone overnight to a friend's house, and you're a boarding school.

I know that information ahead of time because Reach has it.

And the s- the job of the school, is to try to account for all of these students and all of these teachers.

Right now, the emergency has just started, so there's a hundred and seventy people on my campus that I need to account for that are in my care, and right now I don't know anything about any of them, but in a second I will.

Because Reach is installed on phones, there's a mobile app that, schools use.

Um, we have some access to GPS.

You should be asking the question: how often are you accessing that data? What are you doing with the data? Um, we're very clear in, in our policies, but also to the students and staff.

When the emergency starts, we start grabbing it.

Uh, when the emergency stops, we stop grabbing it.

Um, and so using the phone, to track and know where a student is during this critical time, you would have access to, a-and I'll show you what that looks like in one second.

Um, and then I can now start to also pump out real-time updates to all students, and staff, and faculty, on the side panel over here.

Uh, please report to the gym for muster attendance.

That message has been sent out.

Because students and staff may have a phone on them, I can also chat individually with them.

Uh, if I have a student that I'm concerned about, and I need to try to find or need to get a message to, I can.

Here's Peter.

I want to send a message to Peter to say, "Are you okay?" So Peter then can respond via mobile app.

So at this point, the incident commander is trying to manage the situation and understand the level of attendance that, that, and, and who's missing in this emergency.

Gonna just take a quick look at the student for a second.

Uh, so this is the student app.

Um, there are lots of tools built in here, but with regards to emergency and trying to, you know, coordinate the emergency, knowing who's in danger, and who's not in danger, and who's safe, Reach can help.

So the first thing it's going to do, it's gonna notify the student there's an incident.

It's then going to request a location.

Would you share your location with me? Um, so is that the right...

Yeah.

The student says, "Yes, I will share my location." And then the student's gonna be asked, "Are you safe? Are you in danger? Are you unsure?" So for the sake of this conversation, this student is actually gonna mark themselves as in danger.

So couple things have just happened.

The student is given directions, so these are predefined instructions that the school has included in that prep work ahead of time.

The student is telling the school he thinks they're in danger, and the student is currently unaccounted for.

So the whole job here in this process is to find a teacher, get accounted for.

Any teacher can account for any student.

So, that's the job of the student.

Student can chat, back with the incident command team.And they can also receive updates, from the incident commanders.

So at this point, Peter is telling us he's in danger.

The incident commander can also see that Peter is telling me he's in danger.

And, I'm, I'm actually, currently in, Mexico.

I'm actually visiting some schools down here.

Uh, it's a good time to be in Mexico.

So I can chat directly with this student.

I can view his GPS.

This is where I'm...

This is where I am currently.

And, you know, if I have a...

If I'm doing this from a phone, I could then contact Peter via cell phone 'cause we'd have his number.

So, understanding that Peter's currently in danger, and I'm worried about him.

Quickly jumping over to the staff.

The staff has also been told that there's, there's an emergency.

In most schools, the staff's job or the faculty's job is to make sure that they're safe themselves.

They're gonna be sh-asked to share their location.

The staff members mark themselves as safe, and now their job as a staff member is to start to account for the students that are in their care.

So as they go down through and they're taking attendance through Reach, you'll notice in the left-hand side that screen is gonna start to update, and it's gonna show you as the incident commander who's safe and who's not.

At this point, seven students, eight students are now confirmed as safe, and we still have one student that's in danger.

We've talked about the integrations with the different SISs.

We're consuming classes from the SIS.

So I can very clearly see that if it's...

If I'm in my algebra class, and I have that in g-group in the gym, I would filter by algebra, and then I can resume taking attendance with just the kids in my algebra class, or my advisor group, or if you're a boarding school, your dorm, and so on.

So the idea is to equip the teacher with the kids that are in front of them in order to take that attendance.

I still have that one student named Peter who is indicating that he's in danger.

I want to address that and, and, and talk to Peter and figure out what's going on with Peter.

Excuse me.

Find this filter.

Here's Peter down here at the bottom.

He comes up to me, and he says, "Hey, Mr.

Murray, I'm in danger." I said, "Peter, you're not.

You're safe.

I'm safe." Uh, and I mark Peter as accounted for and safe.

The update now shows on the incident command screen.

And when emergency response, shows up, they are gonna ask you, "Who are you missing?" That's what they wanna know.

And, this is gonna show you and tell you exactly who you're missing and who's accounted for.

In a nutshell, that's how emergency s-services works i-inside of Reach.

Again, we already have some data ahead of time that's gonna help in that emergency as well as, giving you real-time information as to, what's happening currently throughout the emergency.

I think it's also important in the...

In the good schools, in the schools that are really about improving their processes during those critical times, one of the things they become really, really good at is doing the debrief afterwards, right? Trying to understand what worked, what didn't, doing an audit of that event, and really doing it on paper, which I used to do it on paper, and I'd have a red card and a green card that I'd be holding up if I had kids or didn't have kids.

Um, it, it, it, it worked, I guess, but there was really no way to debrief on it besides some processes where we're able to kinda help you out understand, some really key data points for you to improve on.

Um, and I'll just quickly show you what that might look like.

Sorry, just gonna do a quick refresh here.

So taking a look inside the reporting piece in Reach, obviously there's tons of canned reports that, over the years we've, we've developed based on, the school's request.

But I'm interested to know from the event that I just ran today what the report's gonna generate.

I can see who started it, at what time they started it, the reason for the, for the, escalation to emergency, and then when it ended.

This actual drill went on for eight minutes.

I can then also look at the students and staff around your campus and how they're responding.

I can see that Peter Fillman told the system that he's in danger at two twenty five PM.

He stayed in danger until Mr.

Murray marked him safe at two twenty-eight.

So as you start to do a postmortem on this event and you try to understand how and what happened, this data is gonna become incredibly important, to try to improve your process.

We can replot on the map GPS location.

So, if you ever had to do a postmortem for any reason, you can understand where students are around your campus by replotting this GPS data, and, and understanding the student movements.

And then also evaluate your stream of communication.

Was it succinct? Was it exact? Was there too much chatter? Uh, how long did you wait to respond to a student's question, and so on.

So, all of this information critical in understanding how emergencies operate and how they work.

This is relatively new for Reach.

Um, we for a very long time, focused on, student life, as it relates to after school and before school.

Uh, we were told pretty quickly that, um-We need to be more thoughtful about what's happening during the s- the actual school day.

Um, and so the, the, the developers, are now, have now built the ability to consume, class rosters.

So, throughout the course of the day, you can use Reach to, not only plan for the emergency and, and show class f-uh, filters, but also be able to, look at, s-classes that are going off campus, manage the transportation, and the risk associated with, you know, students getting on a bus or, are traveling.

Um, the big platforms that we integrate with are, are FACTS, FairCross, Blackbaud, and PowerSchool.

Um, there are, I think, twenty-five others around the world.

Uh, so if yours isn't here, it's more than likely, it's either in the works or we already have an integration built for it.

The last thing I'd like to just chat quickly about as, um...

is the next frontier, and I, I know that AI has become a, a, a major part of the conversation.

Uh, it's, it's, obviously, new, and, companies like Reach are, trying to understand how, how schools, wanna use it.

Um, we're very interested in, in providing some automated, oversight, the ability to look at, communications, that are happening between teacher and student, making sure those communications are appropriate.

Um, quick story for you.

Uh, I, again, the last school I was working at, there was an incident where I had a, a, a student come to my office, and report that they had received an inappropriate text message from, a teacher.

Uh, I read the text message.

I saw it.

Uh, it was definitely inappropriate, not okay, and I was pretty mad.

I was pretty mad.

Um, I went to speak to our head of school.

Uh, the head of school says, "We need to address this immediately." And again, this is an SMS-based message sent from teacher to student, and the student had responded, so each using their own personal cell phones.

Um, I go in and, and, and I'm going to address the teacher.

Uh, I had the student phone with me.

Uh, I spoke to the teacher.

Um, I was pretty heated about it.

I was pretty mad, that this teacher had violated that kind of trust, and that, that teacher denied it.

And they said, "Well, I, I didn't do that." And I said, "Listen, I, I got it.

I, I, I have it right here.

I'm showing you the message that you sent." And the teacher had said, "That's definitely a message...

I'm, I'm definitely texting this student, but the message you're looking at was created by the student." They had taken a message I had sent, had split it in a screenshot, and inserted text messages i-in bubbles into the message to make it look like it came from me, and it didn't.

And, and that's exactly what had happened.

Um, so the next day, I said to the entire school, teacher, faculty-wise, "Do not text kids.

Full stop.

Do not do it.

Do not use your personal device to message a student.

Uh, and if they try to message you, do not accept any kind of messaging requests." Um, and I, you know, explained the reason why.

Uh, and of course, the response was, "That's fine, but we're, we're a school, and kids, are, are all over the place all the time.

How are we supposed to be able to communicate, with students if it's not using their phones to text?" I said, "Good call." Um, and so lots of schools have moved to solutions like, you know, Google Chat or Microsoft Teams, to do that, whi-which is, not a horrible solution at all.

Um, we-- it's been a request of ours for a long time to create kind of like a, a, a, a WhatsApp for schools.

The risks involved with that from a school side of things, are significant.

If, if, the teacher becomes too casual or the student becomes too casual in the conversation, you know, we're trying to mitigate that as much as we can.

So looking at Reach and how that we would manage that, absolutely taking a look and seeing that, again, this is the student phone I'm showing you on the left, and these are the different groups or people that this student is messaging.

Um, because we're, you know, integrating with the SIS, we can pull their sports teams, or we can pull their grades or whatever.

Um, the blue bubble means there's a message waiting.

On the right-hand side is the staff member.

It's me.

And so maybe I'm taking a group of students out bowling, or I have a girls' soccer team, that I'm traveling with after school.

And so messaging those groups, can happen directly through Reach.

And the example I'll do today is I'm a teacher.

I'm waiting in the gym for Peter to get here.

So I'm gonna just say to him, "Peter, where, where are you? I am waiting in the gym.

I am really effing mad." Please forgive my language.

I'm just trying to prove a bit of a point here.

So that's what the teacher's gonna send.

I hope they don't, but I know it happens.

That teacher sends that message to Peter.

His phone buzzes, or he gets a message on his computer saying there's an incoming message from Mr.

Murray.

Mr.

Murray can now...

Peter can open up that message, review it.

Mr.

Murray can also know that he's read, just like WhatsApp, and he can respond and say, "I am sorry, sir.

On my way." So those communications are happening inside of Reach.

And two things I think that are important to point out, it's easy.

Uh, we're syncing with the SIS to pull the data already, so those groups can be automatically created.

Uh, and they're also dynamic, so as a student leaves the soccer team and goes to another team, Reach updates.

Um, but most importantly, all of this communication is captured, and, insights can be drawn, using Reach to see, uh-You know, please outline for us all the most in-inappropriate conversations that have happened in the last month, using, DMs.

Um, and again, trying to mitigate the risk that, schools take on, from a technology perspective.

And this is just beginning.

Um, you know, we're, we're exploring, modeling and agents that, are looking at things like who's in danger of attrition, you know, based on the Reach data that we're collecting, you know, and we're putting together modeling to help you understand who's not having a very good experience at your school.

Um, the student life aspect really defines a lot of the, successes of whether a student is thriving or not thriving, how engaged are they with the community.

Um, the da- the types of data pieces that we're collecting really gives incredible insight into that student journey.

Um, you know, not only the pastoral reporting piece, but s- things simply like, you know, are students on time? Are they checking into, you know, afterschool sports on time? How many, opportunities are they signing up for, for school events? Things like that.

Um, and then asking the modeling to say, "Who's in danger here of maybe not returning?" Or, "Who's in danger of, you know, a, a significant mental health issue?" And again, we're, we're not looking to provide resources on or how to solve that at this point.

It's really just an analysis of the data, that we already have.

Just wanna make sure I'm, I haven't missed anything that I wanted to cover.

Yeah.

I, I, I think that's a, a pretty good summary.

We, we're really excited about the...

I mean, e-excited is probably the wrong word, but, I, I think from a mission perspective, you know, we think we're really helping schools here.

Uh, we're giving them tools that they may not have already had, in a, in a central place to create a safer school, and, start to aggregate some of that data that's kind of spread everywhere and bring into one central spot.

Uh, thank you very much.

I, I'm happy to answer questions, or if people wanna dive a little deeper, I'm happy to, to get into the product a little bit deeper or answer questions about any trends that we're also seeing, globally that we might think could come to the shores of the US and Canada.

While we wait for people to potentially drop questions, I just wanna say thank you so much for that, deep dive, for providing different scenarios and stories, and for the origin story of Reach.

I, I was not aware personally, of how you got started with this, so that's really impressive, the motivation behind starting the company and the, um- ...

the growth that you've experienced, so.

Yeah.

Tha-thanks.

Yeah.

Um, the, the, it, it, it, it's very motivating, when, you know, you have an incident that takes place and, you think you've lost a student, you don't know where they are, and you call home, and the student's safe, but, you know, that parent expects a lot more of you as a school to account for their child.

So, uh- Yeah ...

it was highly motivating.

Yeah, absolutely.

Well, it's, great that you took that and, and created something incredible out of it.

I will go ahead and wrap up, the recording, and then we can stay on for a couple minutes if people have questions, after that.

But once again, on behalf of all of us at Atlas, thank you so much, not only for this great content and great webinar, but for your overall support of Atlas.

We're thrilled to have you as part of our community and as a partner and look forward to, a lot more great stuff to come, so thank you.

Thank you..