very and this program is a very important tool for us to help us allocate resources as wisely and strategickly as we can. we love it. it is really important and we are grateful to controller's office for the guidance in establishing the program. let me talk very briefly about some of the highlights or at least my preliminary observations for this report for 11-12 and i will turn it over and then our staffs are going to do more of a deeper dive. this is a really good report. there are marginal score changes at different parts and what we see is that the scores are stable and they are fundamentally remaining for the my main nens which 85 percent, it is perceived to be a well maintained park and what you can see since 05-06 and particularly in the last few years is a general upward trend of the number of high, performing parks in the reduction of low performing parks and over all, which is most fundamentally important to us, a decrease in the disparty between our highest scoring parks and our lowest scoring parks. this year, rements the smallest disparity between our highest scoring district and

if we can understand that strategickly, sort of get down out of the big conversation and look at ways how do we, as you said, educate the educators, make sure they receive the education and understand that relationships are as important as the classroom can urriculum, especially at the secondary level, continue to hammer out policies that are not so punitive but restore we want to connect to correct. we don't want to punish. we often move kids from one environment it another but it doesn't help them make right and it doesn't help others. this is a systemic problem, it's not going to go away. but we can begin and we are, the people on this panel, those of you in this room, we're taking incremental steps. but one of the things we have to do is keep organizing ourselves and understanding the coordinated integrated way so services aren't bolted on, added on and become just a one and done in too many schools. it's got to be really embraced as what we call a whole school climate framework, a whole school climate improvement plan. and when we embrace that, everybody can come to the table and