[00:00:01]
SO WE'RE GOING TO GO AHEAD AND GET STARTED.
[1. Meeting Opening]
PLEASE STAND FOR THE PLEDGE OF ALLEGIANCE.OUR SECRETARY, TIFFANY PASCOE, HAD A CONFLICT THIS MORNING, SO SHE WILL NOT BE JOINING US.
[2. Information Items]
AND I'M GOING TO TURN IT OVER TO DR.GOOD MORNING. I APPRECIATE THE OPPORTUNITY TO BACK THIS UP, TAKE SOME TIME TO REVIEW OUR ACADEMIC PERFORMANCE FROM THE PAST YEAR IN SOME KEY AREAS.
AND I'M HAPPY TO HAVE WITH ME THIS MORNING TO MY RIGHT ARE THREE OF OUR PRINCIPALS, JASON URBAN FROM FISHERS HIGH SCHOOL, MICHELLE BUNNELL FROM SAND CREEK INTERMEDIATE, AND WILL HURST FROM CUMBERLAND ROAD ELEMENTARY.
I'M GOING TO WORK THEM INTO THIS CONVERSATION HERE A LITTLE BIT LATER, BUT THEY'LL BE HERE TO KIND OF REALLY THEIR FOCUS WILL BE TO TALK ABOUT HOW AND ANSWER ANY QUESTIONS YOU HAVE ABOUT HOW WE USE DATA PRACTICALLY.
THEY'RE GOING TO SPEAK SPECIFICALLY ABOUT OUR SCHOOL IMPROVEMENT PLANS, BUT YOU CAN GET A FEEL FOR, OKAY, SO HERE'S THE DATA, NOW WHAT? I'M IN THE HERE'S THE DATA PART AND THEY'RE IN THE NOW WHAT CONVERSATION? AND YOU KNOW, THESE TWO FOLKS TO MY LEFT, DANIELLE AND MICHELLE, THEY'RE HERE BECAUSE I TOLD THEM THEY HAD TO SIT UP HERE.
[LAUGHTER] AND THEY'LL HELP ANSWER ANY QUESTIONS I CAN'T.
SO PLEASE FEEL FREE AS WE GO THROUGH THE PRESENTATION TO STOP ME IF YOU HAVE QUESTIONS ABOUT THE SLIDE WE'RE ON AND WHAT THE DATA SAYS AND ANY QUESTION AT ALL. YOU ALL SHOULD HAVE A HARD COPY IN FRONT OF YOU, SO WE'LL DIVE IN.
I THINK I'M IN CHARGE OF THE CLICKER.
THERE WE GO. SO I WANT TO START OUT WITH OUR CURRENT DISTRICT ACADEMIC GOAL.
WE SET THIS A COUPLE OF YEARS AGO.
THOSE CATEGORIES BEING THE METRICS THAT WE COMMONLY USE TO TRACK OUR DATA AND OUR ACADEMIC PERFORMANCE WHEN COMPARED TO THE TOP 10% OF SCHOOL CORPORATIONS BASED ON ENROLLMENT.
SO GOT A LOT OF QUESTIONS LAST YEAR ABOUT WHY TOP 10%? WHY, BASED ON ENROLLMENT? WHAT IS THAT? SO TO GIVE YOU A LITTLE INSIGHT INTO THAT RATIONALE, WHEN WE LOOK AT AN IMPORTANT FACTOR IN THE EFFORTS IN THE WORK THAT WE DO DAY IN AND DAY OUT, IS THE FACT THAT AND WE TALK ABOUT IT OFTEN, IT COULD BE ABOUT A CONSTRUCTION PROJECT, IT COULD BE ABOUT ANYTHING.
AND SO WE HAVE TO, WE WANTED TO TRY TO CAPTURE HOW CAN WE TAKE THAT INTO ACCOUNT, BUT ALSO CONSIDER THE SCHOOLS AND THE SCHOOL DISTRICTS IN WHICH WE'RE OFTEN COMPARED TO AND PUT INTO A GROUP FOR COMPARISON.
SO WE DROPPED THAT TO TEN AND THAT'S TENDED TO CAPTURE ALL OF THE FOLKS FOR EXAMPLE, THE ALL THE SCHOOLS IN OUR ATHLETIC CONFERENCE, ALL THE SCHOOLS IN OUR COUNTY THAT WE ARE OFTEN COMPARED AGAINST.
AND SO WE WENT WITH TOP 10% BASED ON ENROLLMENT THIS YEAR.
SO TALK A LITTLE BIT ABOUT OUR COHORT.
THERE WERE 41 I THINK, LAST YEAR.
IT JUST FLUCTUATES A LITTLE BIT BASED ON THE NUMBER OF DOE ASSIGNED PUBLIC SCHOOLS, THAT DOESN'T MEAN THAT THERE ARE OFTEN MORE TRADITIONAL PUBLIC SCHOOL DISTRICTS THAT ARE CREATED.
IN FACT, THAT'S HARDLY EVER THE CASE.
IT'S THE ADVENT OF OTHER CHARTER SCHOOLS COMING ON, MAYBE SOME DROPPING OFF THINGS OF THAT NATURE.
WE'RE JUST DOING A RANK ORDER OF THOSE SCHOOLS.
THEY'RE THE LARGEST SCHOOL DISTRICT IN THE STATE, ALL THE WAY DOWN TO ABOUT 6,300 IS THE 42ND SCHOOL DISTRICT IN THIS COHORT.
[00:05:07]
AND ONE MORE TIME, THAT IS CHARTER, PRIVATE, PUBLIC OR JUST THE PUBLIC? THESE ARE JUST GOING TO BE PUBLIC BECAUSE NONE OF THE CHARTER SCHOOLS THAT WOULD BE IN THE 400 PLUS LIST ARE GOING TO BE LARGE ENOUGH. BECAUSE OF THE ENROLLMENT.SO WE'LL DIVE IN, LOOKING AT ILEARN SPECIFICALLY WITH ENGLISH LANGUAGE ARTS.
SO THERE'S A LOT ON THIS SLIDE.
AGAIN, THIS IS OUR THIRD YEAR RUNNING WITH THIS PARTICULAR LOOKING AT THIS COHORT.
SO THESE ARE OUR GRADE THREE THROUGH EIGHT AS WELL AS OUR CORPORATION DATA.
AGAIN, SPECIFICALLY LOOKING AT ENGLISH LANGUAGE ARTS.
THE FAR RIGHT COLUMN IS OUR 2023 SPRING RESULTS FOR ILEARN OF OUR TESTED GRADES AND THE DISTRICT.
WE HAD SOME THAT WERE FAIRLY CLOSE TO THE PREVIOUS YEAR, BUT ONLY THOSE TWO WERE WERE AT A HIGHER PERCENTAGE THAN THE PREVIOUS YEAR. THE ONE THING I DO WANT TO POINT OUT, SO AS YOU INTERPRET THIS GRAPH RELATIVE TO WHAT OUR GOAL IS, WHAT WE'RE LOOKING FOR IS THAT YOU'RE GOING TO SEE, FOR EXAMPLE, ON THE GRADE THREE LINE UNDER 2023, IT SAYS 8TH.
WE WANT THAT TO BE 5TH OR BETTER RELATED TO THE GOAL.
I WOULD ALSO TELL YOU THAT IF YOU SAW THE DATA SET, OFTENTIMES WHEN WE'RE TALKING ABOUT 10TH OF A POINT, THERE IS A LOT OF GROUPING, THERE'S NOT MUCH SEPARATION, IN OTHER WORDS, BETWEEN 1ST AND 10TH IN A LOT OF WAYS, BECAUSE WE'RE ALL, WHEN YOU GET TO A CERTAIN LEVEL OF PROFICIENCY, WE'RE ALL PERFORMING AT A HIGH RATE EACH YEAR.
THE ONE THING I DO WANT TO POINT OUT, THOUGH, RELATIVE TO RANKING AND PERCENTAGE IS THAT BECAUSE OF THAT GROUPING AND THE CLOSENESS IN WHICH THE RESULTS CAN BE, YOU'LL NOTICE, FOR EXAMPLE, THAT IN 4TH GRADE THAT WAS A GRADE THAT WENT UP FOR US, BUT WE STAYED THE SAME IN OUR RANKING. SO RANKING IS A GOOD GOAL TO HAVE, BUT IT DOESN'T ALWAYS TELL THE WHOLE STORY.
AND SO WHAT THAT INDICATES TO ME IS THAT OTHER SCHOOLS IN OUR COHORT ALSO PERFORMED REALLY WELL OR PERFORMED HIGHER THAN THEY HAD PREVIOUSLY. SO IF YOU LOOKED, FOR EXAMPLE, AT GRADE 6 IN 2021, IT WAS 12TH.
SO THEN YOU WOULD HAVE TO LOOK AT 2022 AND GO DOWN TO 7TH, CORRECT.
AND SAY, SEE THAT THEY WERE 6TH.
AND THEN IN 2023, YOU WOULD LOOK AT THEM IN THE NEXT LINE AND SEE THAT THEY WERE 9TH.
AM I READING THAT CORRECT IF I FOLLOWED A CLASS? SO THAT'S IF YOU FOLLOWED A CLASS, CORRECT.
CORRECT. WE ARE WE'RE KIND OF FOLLOWING A STRAIGHT ACROSS UNDERSTANDING.
AND THAT'S NOT A TERRIBLE WAY TO LOOK AT IT.
ARE THEY IMPROVING? RIGHT? ARE THEY IS THAT CLASS QUOTE GETTING IT, IF YOU WILL? RIGHT. SO THAT WAS JUST ONE MEASURE I WAS LOOKING AT.
SO SOME OF THOSE REALLY WERE IMPROVEMENTS.
NOT JUST ALL OF THEM WERE STAGNANT OR WENT DOWN.
AND I HAVE ANOTHER QUICK QUESTION FOR YOU, TOO, AND I SHOULD KNOW THIS, BUT HOW LONG HAVE WE BEEN RUNNING NOT JUST WE, BUT THE STATE BEEN DOING ILEARN? 20, 19, 2019 WAS ILEARN WAS THE FIRST THE FIRST YEAR THAT THE RESULTS ON THE NEW TEST CAME OUT OKAY.
AND THAT'S WHAT I WAS GOING TO SAY. SO THEN NEW TEST.
BUT THERE WAS ALWAYS SOME MEASUREMENT OF ILEARN OF SORTS, BUT THEY CHANGED THE.
THE IS IT THE DATA OR THE THE WAY THEY RAN THE TEST THAT SO THERE WAS I STEP LONG AGO.
OKAY. THERE WAS ISTEP PLUS AT ONE TIME.
THAT'S WHAT I'M FAMILIAR DECIDED WE DIDN'T LIKE THE WORD ISTEP SO WE CHANGED.
THE CONTENT OF THE TEST HAS CHANGED WITH THE NEW TEST.
I WOULD I WOULD SAY THAT THE PREVIOUS VERSIONS LONG AGO WERE MUCH MORE BASIC SKILLS DRIVEN.
AND THE ILEARN OF TODAY IS MUCH MORE APPLICATION DRIVEN.
[00:10:09]
THOSE ANSWERS.OKAY. THANK YOU FOR THAT. SO MUCH LIKE THE DREADED STORY PROBLEMS OF THE DAY WHEN WE WERE IN SCHOOL AND YOU HAD TO FIND ONE ANSWER IN ORDER TO BE ABLE TO TAKE THAT ANSWER AND USE IT TO ANSWER SOMETHING ELSE.
THAT'S MORE LIKE WHAT OUR ILEARN IS OF TODAY.
AND TO DO QUICK MATH FROM 2019.
THOSE KIDS RIGHT NOW, IN 2019, IF THEY WERE, LET'S SAY FIRST GRADERS, ARE WHAT, NOW, 19, OR 20? ARE THEY FOURTH OR FIFTH GRADERS? FIFTH GRADERS? OKAY. SO IT ONLY GOES DOWN TO THIRD GRADE.
SO THIRD GRADE. THOSE KIDS THAT WERE IN THIRD GRADE IN 2019 ARE IN WHAT YEAR NOW? THEY'RE 8TH GRADERS. OKAY.
THANK YOU I APPRECIATE IT. AND SO WE HAD THE 19 TEST.
REMEMBER, THERE WAS NO TEST IN 20.
RIGHT. AND SO THIS 21 COLUMN REPRESENTS POST COVID.
COMING OUT AND GOING FROM THERE.
MATT, I'VE GOT ONE QUESTION. YES.
CAN YOU TALK? CAN YOU GO BACK TO THAT SLIDE.
YES. SINCE WE'RE TALKING ENGLISH LANGUAGE ARTS, CAN YOU TALK ABOUT HOW AN IMPLEMENTATION OF A NEW LITERACY CURRICULUM MIGHT AFFECT OUR ILEARN SCORES? YES. CAN WE TALK ABOUT THAT AT THE END? WE SURE CAN. OKAY. THANKS.
[LAUGHTER] SO WE'RE GOING TO DIVE INTO MATH NEXT.
RESULTS OVERALL FOR THIS PARTICULAR TEST WERE REALLY GOOD.
WE FELT GOOD ABOUT THE PROGRESS THAT WE MADE.
AND SO YOU CAN YOU CAN SEE EIGHTH GRADE IS ANOTHER EXAMPLE WHERE WE DIDN'T CHANGE OUR RANKING, BUT WE WENT UP IN PROFICIENCY. SO THAT'S JUST ANOTHER SEVENTH GRADE AS WELL.
SO WHEN YOU LOOK AT WHAT OUR GOAL WAS, WHILE FOURTH AND FIFTH DID NOT SHOW ANY GAINS, FIFTH STAYED IN OUR TOP FIVE, WHICH IS OUR GOAL.
SEVENTH GRADE STAYED THE SAME.
SO SOME ENCOURAGING RESULTS OUT OF MATH.
SO OVERALL, WHEN WE COMBINE ENGLISH LANGUAGE ARTS AND MATH TOGETHER OVER THE LAST THREE YEARS, WE'VE CONTINUED TO MOVE UP IN THE RANKING IN OUR COHORT AS WELL AS FROM A PROFICIENCY STANDPOINT.
SO WE'RE CONTINUING TO THIS IS WHAT WE WANT TO SEE AND WE'RE CONTINUING TO MAKE THAT GOAL.
SO I LOOKED AT THE ANOTHER WAY TO KIND OF INTERPRET THE DATA AND SEE HOW WE DID COMPARED TO OTHER DISTRICTS IS TO LOOK AT THE CHANGE YEAR OVER YEAR.
SO IN A CHANGE FROM LAST YEAR TO THIS YEAR IN TERMS OF PROFICIENCY PERFORMANCE, SO IN ENGLISH LANGUAGE ARTS, THESE ARE THE TOP TEN DISTRICTS IN OUR COHORT.
AND YOU WILL NOTE EITHER A POSITIVE OR A NEGATIVE IN TERMS OF PERCENT CHANGE OVER THE PREVIOUS YEAR.
SO WHAT'S IMPORTANT TO NOTE ON THIS PARTICULAR SLIDE, AND I THINK IT SPEAKS TO MAY SPEAK TO THE OVERALL SOME OF OUR INSIGHTS INTO OUR LANGUAGE ARTS PERFORMANCE IS THAT SEVEN OUT OF THE TEN DISTRICTS IN THIS TOP TEN EITHER STAYED THE SAME OR WENT DOWN FROM LAST YEAR.
SO THIS IS IMPORTANT BECAUSE IT HELPS GIVE US AN INSIGHT INTO IS THIS AN HSE ISSUE OR IS THERE SOMETHING BROADER AT PLAY? SO THAT'S ONE OF THE REASONS THAT WE USE THIS PARTICULAR SLIDE SO THAT WE CAN SEE HOW WE'RE STACKING UP IN TERMS OF PERFORMANCE OVER TIME FROM YEAR TO YEAR COMPARED TO THE PEOPLE THAT ARE IN THE TOP TEN GROUP HERE.
I JUST WANTED TO ADD, IF YOU LOOK AT THE INFORMATION I KNOW LIKE MATT SHOWING YOU THE DIPS, BUT IF YOU LOOK AT LIKE THE -0.6, -0.2, STATISTICALLY THEY'RE JUST A NET ZERO. THEY'RE REALLY NOT A CHANGE BECAUSE THEY FALL WITHIN A CONFIDENCE INTERVAL FOR DATA FROM THE PREVIOUS YEAR.
SO THIS IS REALLY LIKE SAYING THEY STAYED THE SAME.
I MIGHT BE THE ELEPHANT IN THE ROOM, I DON'T KNOW.
BUT SOMETIMES WHEN PEOPLE LOOK AT SCORING, YOU SAY 100%, YOU KNOW, A PLUS, 99% OR WHATEVER.
[00:15:03]
OH, MY GOSH, THEY FAILED.OKAY. I MEAN, THAT'S A FIRST INTERPRETATION IN LOOKING AT IT.
I GUESS MAYBE I JUST NEED IT ONE MORE TIME.
CLARIFY THAT THE PERCENT IS NOT IT'S BECAUSE OF THE SIZE OF OUR SCHOOL, IS THAT CORRECT? HOW ARE YOU GETTING 51%? OR HOW DO WE GET 73.9%? IS IT DIVIDING THE STUDENTS BY OUR SIZE OF SCHOOL OR IS IT COMPARED ONLY WITH WE'RE AT 53% COMPARED TO THE OTHER 42 SCHOOLS? NO, NO, NO. OKAY.
THE DATA IN TERMS OF PERCENTAGE BY CLASS THAT I'VE SHOWN ON PREVIOUS SLIDES OR WE'LL JUST GO BACK TO THE DISTRICT NUMBER HERE BECAUSE I KNOW PEOPLE EITHER THEY'RE NOT LISTENING.
BUT THEY'RE HAPPY BECAUSE THEY ONLY WENT UP TO GREEN AND THAT'S 50.
SO I'M LOOKING AT THE LAYMAN VERSION OF JUST LIKE, OH, WHY AREN'T WE AT 75% THERE? [LAUGHTER] DO YOU SEE WHAT I'M SAYING? YEAH, SO.
HELP ME AGAIN. OKAY, I'LL TRY.
SO THIS IS SHOWING THE PERCENT OF STUDENTS THAT MET PROFICIENCY OR HIGHER.
OKAY. SO THERE WHEN THE OTHER THING THAT CAME ABOUT IN THE NEW ILEARN WAS THEY DIDN'T JUST TELL YOU IF YOU PASSED OR YOU DIDN'T PASS, BUT THEY ALSO GROUPED OUR STUDENTS IN APPROACHING PROFICIENCY, FOR EXAMPLE, AT PROFICIENCY.
AND I CAN'T REMEMBER THE ABOVE.
AND IS IT JUST ABOVE AND BELOW? OKAY. I THOUGHT THEY GOT MORE DETAIL THAN THAT.
WHEN I REMEMBER WHEN THE 2019 SCORES WERE RELEASED.
THIS WAS THE STORY ACROSS THE STATE BECAUSE OF THE TEST CHANGE.
THEY WERE IN THE 60S, 70S AND 80S.
WELL, NOBODY'S BEEN IN THE 80S.
BROWNSBURG, IN GRADES THREE THROUGH EIGHT HAS BEEN, IT FLUCTUATES BETWEEN THEM CARMEL AND ZIONSVILLE AND THERE THEY MIGHT BE A LOW 70.
SO WE'RE ALL TRYING TO REFRAME OUR BRAIN IN TERMS OF WHAT IS.
I UNDERSTAND THE CONCEPT OF YOU DON'T WANT TO SAY 50% PASSED.
WE SHOULD BE HAPPY ABOUT THAT.
BUT THIS IS A CONTINUOUS IMPROVEMENT PIECE.
AND I THINK THAT'S A KEY SENTENCE, RIGHT? ABSOLUTELY. SO THANK YOU FOR THAT.
I APPRECIATE IT. YOU'RE WELCOME.
SO THE TEST IS LIKELY HARDER TOO.
SURE. YEAH. BUT IN ALL REALITY, THOUGH, THEY DID THAT ACROSS THE STATE.
SO EVERYBODY'S LEARNING APPLICATION.
ABSOLUTELY. AND EVERYBODY'S SCORE HAS GONE DOWN.
THANK YOU. SO IN MATH, LOOKING AT CHANGE AGAIN IN THE TOP TEN GROUP HERE COMPARED TO LAST YEAR AND WHAT IS KIND OF A COMPLETE OPPOSITE OF THE LANGUAGE ARTS IN THIS, WE HAVE SIX OF THE TEN SCHOOLS ALL SHOWED SOME GROWTH OVER THE PREVIOUS YEAR.
I'LL NOTE HERE THAT WE HAD THE HIGHEST GROWTH OUT OF THESE TEN.
SO, AGAIN, I'VE GOT SOME MORE MATH DATA HERE IN A SECOND THAT I THINK WE SHOULD FEEL REALLY GOOD ABOUT WHERE WE ARE IN MATH AND THE PATH THAT WE'RE ON RIGHT NOW BASED ON WHAT I'VE SEEN THE LAST THREE YEARS.
AND THEN I'M GOING TO ADD FIRST AGAIN, KUDOS.
I THINK THAT'S PHENOMENAL BECAUSE IT'S NOT JUST ABOUT THE SCORE.
IT'S TO SHOW THAT WE'VE IMPROVED AND WE'RE REALLY WORKING WITH OUR STUDENTS.
SO CAN YOU JUST GIVE MAYBE 10 SECONDS OF WHAT HAVE WE DONE DIFFERENT IN THE LAST TWO YEARS THAT MIGHT HAVE HELPED IN IMPROVING OUR SCORES? DID WE CHANGE OUR CURRICULUM? NO. OUR CURRICULUM HAS BEEN THE SAME AND WE HAVE NOT HAD AN ADOPTION.
OKAY. SO WE JUST DID AN ADOPTION.
SO I THINK THAT, YOU KNOW, PART OF THIS IS US SPENDING TIME, OUR TEACHERS SPENDING TIME.
I WANT TO GIVE THE CREDIT WHERE THE CREDIT'S DUE IN THE CLASSROOM TO SEEING WHAT THE TEST IS REQUIRING OF OUR STUDENTS AND MAKING SURE THAT THOSE ARE SKILLS THAT WE'RE EQUIPPING THEM WITH IN THE CLASSROOM.
SO THAT'S I MEAN, THAT SOUNDS SIMPLISTIC, BUT THE.
[00:20:01]
NO, THAT'S EXCELLENT. IT SEEMS THAT THAT'S WHERE THE SCORES ARE LEANING AND THAT THEY'RE TAKING THAT INFORMATION IN THERE.AND IN THE TWO OF THESE TWO THINGS, WOULD YOU SAY WITH THE REMEDIATION THINGS THAT WE'VE HELPED WITH SINCE COVID AND STUFF, DO YOU THINK THERE'S BEEN A STRONGER FOCUS IN THE MATH THAT'S HELPED IN THAT NOT STRONGER, BUT EMPHASIS IN THERE TO HELP? WELL, WHAT I CAN TELL YOU ABOUT ABOUT THE REMEDIATION AND WHERE THAT HAS IT IS CERTAINLY ALLOWED SOME MORE INTENSIVE WORK WITH OUR STUDENTS IN PARTICULARLY AT THE LOWER GRADE LEVELS IN TERMS OF SMALLER SIZES IN WHICH TO DO SOME REMEDIATION WITH.
WE HAD MANY STUDENTS WHO WE USED INTERVENTIONISTS THROUGHOUT OUR BUILDINGS, THROUGHOUT OUR OUR K-8 BUILDING'S K-6 BUILDINGS TO PROVIDE SOME REMEDIATION.
AND OFTENTIMES THOSE STUDENTS, MAY THEY A LOT OF THEM SHOWED GROWTH.
THEY MAY STILL NOT HAVE MET PROFICIENCY.
THANK YOU. SO WE'RE GOING TO LOOK AT THIS ILEARN DATA BY DEMOGRAPHIC GROUP.
THIS IS SOMETHING THAT THE STATE REPORTS OUT.
AND SO I WANT TO JUST SHOW HOW WE'VE DONE.
SO THE ONE THING I WANT TO POINT OUT OF THESE, I THINK THERE'S 12 GROUPS HERE THAT ARE TEASED OUT.
AMERICAN INDIAN GROUP IS OUR SMALLEST DEMOGRAPHIC GROUP THAT'S REPORTED.
THERE'S ONE MORE DEMOGRAPHIC GROUP IN THAT IS REPORTED OUT.
I THINK IT'S HAWAIIAN PACIFIC ISLANDER.
YOU WON'T SEE THAT IN OURS BECAUSE WE DON'T HAVE ENOUGH STUDENTS.
THAT ARE REPORTED OUT FROM THE STATE AS A BIG ENOUGH GROUP, YOU HAVE TO HAVE TEN OR MORE.
DO WE HAVE THE PERCENTAGE OF EACH ONE LIKE RIGHT NOW, LIKE, LET'S SAY AMERICAN INDIAN IS AT 8% AND ASIANS AT TEN? OF OUR POPULATION? YES. I CAN GET THAT FOR YOU.
YEAH. SO IF WE CAN GET AN UPDATED ONE.
SURE. THAT WOULD BE GREAT. ALL RIGHT.
THANK YOU. SO YOU CAN SEE AGAIN, INDICATIVE OF THE GRADE LEVEL SCORES, A LITTLE HIT AND MISS IN TERMS OF. BUT NOW I FEEL LIKE WE'RE GETTING A NICE TREND LINE SO WE CAN START TO SEE AND REALLY FOCUS IN ON WHERE WE MIGHT NEED SOME SUPPORTS.
BUT ALMOST ALL OF OUR GROUPS FELL OFF SLIGHTLY FROM LAST YEAR IN TERMS OF ENGLISH LANGUAGE ARTS.
AND SO AND THEN I HAVE THIS GROUP, WHICH IS OUR FREE AND REDUCED SPECIAL ED AND E&L AND THE RE PEERS. FROM A MATH PERSPECTIVE, AGAIN, YOU'RE GOING TO SEE OPPOSITE FROM WHAT YOU SAW WITH LANGUAGE ARTS.
AND THEN HERE ARE OUR FREE AND REDUCED SPECIAL ED AND E&L.
ANY OTHER QUESTIONS ABOUT ILEARN BEFORE WE SWITCH GEARS TO SAT? SO AS A REMINDER, WITH OUR DATA, STATE SETS A BENCHMARK.
AND SO WHEN WE TALK ABOUT OUR STUDENTS, OUR PROFICIENT OR THIS PERCENTAGE OF OUR STUDENTS ARE PROFICIENT, THAT IS THOSE STUDENTS ACHIEVING THE BENCHMARK SCORE AND THAT IS JUST FOR THE JUNIOR CLASS.
SO THAT'S THE OTHER THING TO REPORT.
SO I DON'T DO ANY SEPARATION BY GRADE LEVEL BECAUSE IT'S ALL THEY'RE ALL JUNIORS.
OKAY. THIS IS A COMPARISON OVER LAST YEAR.
AS A REMINDER, LAST YEAR WAS THE FIRST YEAR THAT THE STATE TESTED ALL JUNIORS.
SO THESE ARE THE TOP TEN SCHOOL DISTRICTS IN OUR COHORT THAT TOOK THE SAT.
AND SO YOU CAN SEE THAT WE'RE THIRD OUT OF THIS GROUP IN PROFICIENCY.
SLIGHT BUMP FOR READING AND WRITING FOR US THIS YEAR.
[00:25:05]
DO YOU KNOW WHAT, MATT THIS IS? GO AHEAD, BEN. DO YOU KNOW WHAT THE BENCHMARK IS? THE NUMBER. NUMBER, DO YOU KNOW OFF THE TOP OF YOUR HEAD? 480 AND 530.I DEFER ALL QUESTIONS TO MS. THOMAS. [LAUGHTER] COMING UP.
CAN YOU SAY IT ONE MORE TIME? 480 FOR MATH [INAUDIBLE].
SO 530 IS FOR MATH AND 480 IS FOR ENGLISH AND WRITING.
OKAY. THANK YOU. JUST BECAUSE I HAVE A SENIOR AND THEY JUST WENT THROUGH THAT LAST YEAR.
[LAUGHTER] QUICK QUESTION, THOUGH, ON LOOKING AT THESE PERCENTAGES RIGHT HERE.
WHEN IT SAYS 6973, WHATEVER IS THAT PER YOUR SCHOOL OR PER THE STATE? LET'S START LIKE WHEN IT SAYS HAMILTON, SOUTHEASTERN IS 75.9% LAST YEAR AND 77% THIS YEAR.
IS THAT IN OUR SCHOOL LIKE 75? OKAY. OUT OF OUR JUNIORS.
OKAY. THANK YOU. SO WE PROBABLY ALSO HAVE THE LARGEST COHORT OF STUDENTS.
AGAIN, WE WERE THIRD IN OUR COHORT.
IN OUR MATH PERFORMANCE, AGAIN, THAT WAS LIKE LAST YEAR AND HAD JUST A SLIGHT DECREASE FROM 22.
AND THEN ONE MORE SLIDE RELATED TO SAT.
I DID TEASE OUT COMPARISON TO ALL TRADITIONAL PUBLIC SCHOOL DISTRICTS.
SO THIS IS NOT JUST OUR COHORT.
AND AS A GROUP WITH READING AND WRITING AND MATH TOGETHER, WE WERE FIFTH IN THE STATE IN ALL TRADITIONAL PUBLIC DISTRICTS. SO THE ONLY ADDITIONS TO WHAT YOU'VE SEEN ON THE PREVIOUS SLIDE IS WEST LAFAYETTE AND MUNSTER INTO THIS GROUP.
THAT'S THE BIG GROUP OF ABOUT 300, 290, I THINK? I THINK 290 IS WHAT I'VE HEARD.
YEAH. I HAVE NOT GONE THROUGH AND PARSED OUT ALL OF THE TRADITIONAL PUBLIC SCHOOLS.
BUT THAT'S ALL? IT'S ALL TRADITIONAL PUBLIC SCHOOLS.
YEAH. AND MATT, I KNOW THAT OR DR.
KEGLEY, I KNOW THAT THEY HAVE ON THERE ON THE SAT EVIDENCE BASE, IT'S READING AND WRITING .
IS THERE WHETHER WE BREAK IT OUT OR THE STATE BREAKS IT OUT IS THERE ANY WAY TO SEE THE WRITING DATA OF WHERE STUDENTS ARE JUST IN WRITING? YES. OKAY.
YEAH, THAT'S SOMETHING THAT WE TRACK AS FAR AS OUR SCHOOL IMPROVEMENT GOAL.
SO THERE'S FOUR DIFFERENT KIND OF AREAS FOR THAT.
SO WOULD WE SAY OUR DISTRICT IS ABOVE THE LINE OR OVER THE LINE PROGRESSING? HOW DO THEY LOOK AT THAT? I DON'T HAVE A BREAKDOWN OF OTHER SCHOOLS BY STANDARD.
OKAY. AND SO LAST YEAR WAS OUR FIRST YEAR DOING IT.
SO THAT WOULD BE THE ONLY DATA WE'D HAVE TO COMPARE.
IS THAT CORRECT? WE HAVE TWO YEARS OF SAT DATA.
BUT THEN AND THEY ALL DID THE PSAT'S.
THAT GOES BACK SEVERAL YEARS THOUGH, RIGHT? CORRECT. SO IF WE LOOKED AT THAT TO TREND IN THERE, IS THERE A WAY THAT WE CAN KIND OF SEE WHERE WE ARE IN THE WRITING? NOT TODAY, BUT CAN WE CAN I OR THE BOARD GET A REPORT ON WHERE WE ARE IN THE TWO SCHOOLS ON THE WRITING? OKAY. THANK YOU.
I KNOW THAT WE'RE JUST LOOKING AT SCHOOLS IN OUR COHORT, BUT DO WE KNOW WHERE OVERALL CAN WE LOOK AT WHERE WE FALL NATIONALLY.
NATIONALLY? LIKE SAT WISE? I MEAN, WHERE IS INDIANA FALL? I'M JUST INTERESTED.
OH, AS A STATE OR US AS A DISTRICT NATIONALLY.
I WANT TO MAKE SURE I UNDERSTAND.
WELL. WELL, I GUESS BOTH STATE AND.
WE DON'T THINK WE COULD GET INTO WOULD BE THE US NEWS AND WORLD REPORT RANKINGS.
I THINK THAT'S ONE OF THE INDEX THAT THEY LOOK AT.
I'D HAVE TO SEE WHAT THEY USE.
PART OF THE ISSUE IN THE COMPARISON GAME IS THAT I DON'T KNOW HOW MANY OTHER STATES DO THIS, BUT WHEN INDIANA WENT TO REQUIRING ALL OF OUR JUNIORS TO TAKE IT . FOUR STATES. THANK YOU, MICHELLE.
NOW YOU'RE COMPARING OUR JUNIORS AGAINST EVERYBODY ELSE JUST FOUR STATES.
[00:30:01]
I UNDERSTAND THAT YOU HAVE TO HAVE CONSISTENT PARAMETERS.EXACTLY. AND WE'RE THE ONLY ONES? ILEARN IS A STATE MANDATED NOT NATIONALLY? YES. I WISH I COULD TELL YOU I HAD THE WHERE IT CAME FROM, BUT I KNOW JUST RECENTLY, LIKE WITHIN THE LAST 7 OR 8 MONTHS, INDIANA IS CONSIDERED A HIGH EDUCATION STATE.
I THINK THAT THEY'RE DOING PRETTY WELL.
IT'S RELATIVE TO WHAT YOU COMPARE.
FOR EXAMPLE, YOU KNOW, YOU TALKED EARLIER ABOUT US BEING PROUD ABOUT THE 50%.
WHEN YOU THINK ABOUT IT, WE'RE ONE OF THE TOP DISTRICTS IN THE STATE OF INDIANA.
SO IF WE'RE GETTING 50% COMBINED, YOU KNOW, IT'S RELATIVE TO WHAT YOU THINK ABOUT THAT.
I THINK, TOO, THAT WE'RE YOU KNOW, WE'RE INDIANA IS AN SAT.
THEY OFTEN SAY CERTAIN STATES ARE A SAT OR AN ACT STATE.
AND I THINK THERE ARE MORE STATES THAT ARE ACT THAN THAN SAT.
AND SO THAT'S ANOTHER WHEN YOU START COMPARING BROADLY, YOU HAVE TO.
THAT THEY'RE STRONG MIGHT BE STRONGER.
OR STRONGER ON THEIR ACT RESULTS AS OPPOSED TO SAT.
THANK YOU. I HAVE ONE QUICK QUESTION.
IS THERE NOW THAT WE'VE CHANGED TO HAVE IT BE MANDATORY THAT EVERYBODY TAKES IT, NOT EVERYBODY HAS PLANS TO ATTEND A FOUR YEAR UNIVERSITY OR USE THIS TEST IN THEIR FUTURE PLANS.
IS AND CORRECT ME IF I'M WRONG, BUT WHEN WE ADMINISTER THIS TO ALL OF OUR JUNIORS, IT'S AT NO COST TO OUR FAMILIES WHEN THEY TAKE IT AT SCHOOL? CORRECT. IS THERE A WAY TO TRACK HOW MANY SORT OF BECAUSE YOU CAN TAKE IT AS MANY TIMES AS YOU'RE WILLING TO PAY FOR.
CAN WE SEE HOW MANY TIMES THAT THIS IS SOMEONE'S LIKE FIRST GO AT IT AND SEE HOW GOOD OF A SCORE CAN I GET JUST OFF THE BAT? AND THEN HOW MANY THEN MAYBE TAKE IT A SECOND TIME OR A THIRD TIME TO IMPROVE THEIR SCORES? I KNOW WE ONLY REPORT THE ONE THAT THEY TAKE ALL TOGETHER.
BUT YOU KNOW, AS SOMEONE WHO HAS A SENIOR NOW, I MEAN, HE'S TAKEN THE SAT TWICE AND HE WANTS TO TAKE IT A THIRD TIME BECAUSE HE'S LIKE, I THINK I CAN DO BETTER IN MATH TO GET INTO PURDUE.
SO IS THERE A WAY FOR US TO SORT OF TRACK OR KNOW DOES THE TESTING, WHATEVER THE SAT GOVERNING BODY IS, TELL US WHEN OUR STUDENTS HAVE TAKEN IT AGAIN? WE DEFINITELY GET THAT DATA AND WE WOULD REPORT THAT ON OUR TRANSCRIPTS AS WELL.
SO WE WOULD JUST HAVE TO DO IT AFTER THAT COHORT GRADUATES TO GET THAT INFORMATION.
I'M NOT SAYING THAT WE ADD THOSE SCORES IN HERE, BUT I'M JUST CURIOUS TO SEE HOW MANY USE THE FREE ONE AS THEIR BENCHMARK TO SEE WHETHER OR NOT THEY NEED TO PAY TO TAKE IT AGAIN OR NOT. JASON, DOES IT GIVE YOU ALL THE TIMES THAT THEY'VE ATTEMPTED OR DOES IT JUST GIVE YOU THE HIGHEST SCORES IS MY QUESTION? SO THEY REPORT THEIR SCORES TO OUR REGISTRAR.
SO WE HAVE THAT ON AND THEN WE RECORD THAT ON TRANSCRIPT.
SO MY QUESTION THOUGH IS COULD NOT A CHILD TAKE IT? BUT THEIR SCORE DIDN'T GO UP, SO THEY DON'T REPORT THAT YOU WOULD KNOW THAT THEY HAD THAT ADDITIONAL ATTEMPT.
YOU ONLY KNOW THE ATTEMPTS WHEN THE SCORE GOES UP BECAUSE THEY REPORT IT, GET WHAT I'M SAYING? I GET IT. BUT IT IS QUANTITY.
YOU CAN SEE HOW MANY TIMES A STUDENT HAS TAKEN IT, CORRECT? YEAH. THEY IDENTIFY THEIR HOME HIGH SCHOOL WHEN THEY REGISTER.
RIGHT. SO WE WOULD GET THAT RESULT REGARDLESS.
WHEN IS THIS KIND OF CAPTURED BY THE STATE? THE RESULTS THAT YOU SEE HERE ARE CAPTURED FROM THE STATE TESTING WINDOW IN MARCH OF ALL JUNIORS ONLY.
SO ANY SOPHOMORE AND WE USED TO TELL KIDS THAT, YOU KNOW, IT'S GOOD TO BE ENROLLED IN ALGEBRA TWO OR HAVING FINISHED ALGEBRA TWO BEFORE YOU TAKE THE SAT BECAUSE OF THE CONCEPTS THAT ARE TESTED.
THAT'S JUST A JUST A ROUTINE BENCHMARK.
WE WOULD OFTEN TELL PARENTS, SO YOU COULD HAVE A SOPHOMORE WHO TAKES THE SAT, THEY COULD TAKE IT MULTIPLE TIMES THEIR SOPHOMORE YEAR OR THEIR JUNIOR YEAR.
BUT IN EARLY MARCH OF THEIR JUNIOR YEAR, THEY'RE GOING TO SIT FOR THIS.
I KNOW THAT WHEN WE HAVE IT IN THAT MARCH, KIDS TAKE THE TEST.
[00:35:04]
IS THERE A WAY TO, LIKE RECALCULATE THOSE NUMBERS? BECAUSE I INTERPRET THIS AS LOW IN THE SENSE THAT THAT'S NOT TRULY WHAT OUR KIDS ARE GRADUATING WITH WHEN THEY GRADUATE BECAUSE KIDS WILL RETAKE THE TEST. SO IS THERE A WAY TO DO THAT, LIKE TO RECALCULATE OUR DISTRICT, LIKE ONCE THEY GRADUATE? SO YOU CAN SEE, WELL, THIS KID TOOK IT ONCE.AND WE'RE TAKING THE HIGHEST SCORES FOR ALL OF THEM TO SEE WHAT OUR PERCENTAGES ARE.
DOES THAT MAKE SENSE? THERE MAY BE A WAY.
[LAUGHTER] I DON'T KNOW INTERNALLY, BUT THAT'S IT WOULD BE INTERNALLY.
RIGHT AND I WAS JUST TRYING TO LOOK AT IT AS I MEAN THIS IS WHERE WE ARE, BUT I ASSUME AND MAYBE I SHOULDN'T ASSUME, BUT I'M QUITE SURE MANY OF OUR STUDENTS THAT ARE NOT SCORING VERY WELL WILL TAKE IT AGAIN.
AND THE SCORES TECHNICALLY ARE HIGHER BY THE TIME THEY GRADUATE OR THE PERCENTAGE.
SO, I MEAN, YOU BRING UP A GOOD POINT AND IT'S OFTEN A GOOD REMINDER FOR ALL OF US TO REMEMBER THAT WHEN WE TAKE STANDARDIZED EXAMS, PARTICULARLY THOSE THAT ARE REQUIRED BY THE STATE THAT IS A SNAPSHOT IN TIME.
AND THESE FOLKS HERE IN JUST A MINUTE CAN TALK ABOUT, OKAY, HOW DO I TAKE THAT INFORMATION? AND SO THAT THE NEXT TIME THEY DON'T GET A NEXT TIME FROM THE STATE IN TERMS OF SAT.
THANK YOU. A FEW TAKEAWAYS OVERALL FROM THE DATA THAT I JUST PRESENTED.
AGAIN, SHOWED IMPROVEMENTS IN FOURTH AND FIFTH GRADE IN ENGLISH LANGUAGE ARTS.
MATH SHOWED GREAT GAINS IN ALL AREAS BUT FOURTH AND FIFTH, I DON'T KNOW WHAT HAPPENED THERE.
THEY MUST HAVE REALLY FOCUSED ON ENGLISH.
[LAUGHTER] IT WAS THE STAT OF THE DAY YESTERDAY IN MY OFFICE.
WHEN YOU TAKE OUT THE NON PUBLIC SCHOOLS AND THE CHARTER SCHOOLS THERE ARE NINE PUBLIC TRADITIONAL PUBLIC SCHOOL DISTRICTS LEFT IN THAT RANKING.
THERE ARE 15, BUT NINE OF THOSE ARE IN OUR COHORT.
I LOOKED AT THE OTHER I'M SORRY.
I'M GOING TO CONFUSE YOU THOROUGHLY.
SIX OF THOSE ARE IN THE COHORT.
BUT OF THE NINE THAT AREN'T AND THIS KIND OF SPEAKS GOING BACK TO WHY WE LOOK AT THE ENROLLMENT PIECE, GOING BACK TO THE NINE THAT ARE IN OUR COHORT OF THE 15 THAT ARE LEFT AFTER YOU PULL OUT THE CHARTERS AND THE PRIVATES.
COMBINED TEST TAKERS IN ILEARN WAS 10,111.
SAY THAT AGAIN. DID YOU JUST SAY THAT OUT OF 10,000, WE HAD 9,000? NO NO, OF THE NINE SCHOOL DISTRICTS IN THIS RANK ORDER THAT I DID THAT ARE NOT IN THE COHORT GROUP? CORRECT. THEIR TOTAL NUMBER OF TEST TAKERS WAS 10,111.
RIGHT. AND WE HAD 9,600 BY OURSELVES.
SO WE ALMOST ECLIPSED WHAT, NINE OTHER SCHOOL DISTRICTS DID BY THEMSELVES AND.
THE POINT IS NOT TO USE THAT AS AN EXCUSE, BUT HELP IT TO BE AN UNDERSTANDING POINT THAT WHEN WE GO TO BRING ABOUT A NEW CURRICULUM, WHEN WE GO TO PROVIDE PROFESSIONAL DEVELOPMENT FOR OUR STAFF, THAT DISSEMINATING THOSE BEST PRACTICES ACROSS A DISTRICT IS A TASK AND IT TAKES TIME TO DO THAT.
SO WE WILL CONTINUE TO WORK TOWARDS THAT EFFORT.
TEN OF OUR 12 DEMOGRAPHIC GROUPS DEMONSTRATED INCREASES IN MATH ON ILEARN.
OUR BLACK AND MULTICULTURAL STUDENTS SHOWED DOUBLE DIGIT INCREASES IN MATH OVER THE LAST TWO YEARS.
THEY WERE TWO DEMOGRAPHIC GROUPS TO DO THAT.
[00:40:01]
SO I WANTED TO POINT THAT OUT.WE REMAIN THIRD IN OUR COHORT IN ENGLISH WRITING AND READING AND MATH RESPECTIVELY FOR THE SAT, AND WE RANK FIFTH IN PERCENTAGE OF JUNIORS AT BENCHMARK FOR BOTH SECTIONS WHEN WE CONSIDER ALL TRADITIONAL PUBLIC SCHOOL DISTRICTS.
AND I'M GOING TO LET DANIELLE TALK A LITTLE BIT ABOUT WHAT WE'VE SEEN IN TERMS OF NEXT STEPS RELATED TO LITERACY AND THIS FOCUS ON WRITING.
SO WHY DON'T YOU GO AHEAD AND SINCE WE'RE RIGHT THERE.
SO OUR LITERACY COMMITTEE CAME TOGETHER IN THE SPRING AND IT WAS COMPRISED OF ADMINISTRATORS AND TEACHERS TO REVIEW OUR SCOPE AND SEQUENCE FROM OUR YEAR ONE WITH OUR NEW RESOURCES AND WHAT WAS WORKING, WHAT WASN'T WORKING, CONCERNS THAT THEY HAD CELEBRATIONS THAT THEY HAD.
IT WASN'T THEY WERE USING A VENN DIAGRAM AND BRAINSTORMING.
THEY WERE TRULY WRITING, GETTING THEIR THOUGHTS ON PAPER.
AND UNFORTUNATELY, THIS PAST YEAR, WITH OUR RESOURCE, THAT WASN'T HAPPENING.
AND THEN PHONICS AS WELL THE RESOURCE HMH INTO READING OVER THE SUMMER RELEASED A STRUCTURED LITERACY PATHWAY, SO THE DISTRICT HAD TO DECIDE IF THEY STAYED WITH THE FOUNDATIONAL OR MOVED WITH THE STRUCTURED LITERACY PATHWAY.
SO WE DECIDED TO MOVE WITH THAT STRUCTURED LITERACY.
EXCUSE ME. SO WE'LL BE DOING THAT AS WELL.
AND THAT OBVIOUSLY IS K-2 FOR PHONICS, BUT IT WILL BE K-6 FOR WRITING.
DID YOU GET EVERYTHING ANSWERED YOU NEEDED? NOT YET. OKAY.
SO CAN YOU SPEAK TO HOW? HOW OUR ENGLISH LANGUAGE ARTS SCORES IN K THROUGH 6TH MAY HAVE BEEN AFFECTED BY A NEW RESOURCE ADOPTION SINCE WE ADOPTED A NEW LITERACY ADOPTION FOR ALL OF THOSE GRADES IN THE LAST YEAR? AND THIS IS OUR FIRST YEAR OF USING THIS NEW RESOURCE AND HOW THAT MIGHT, HISTORICALLY, AS WE'VE LOOKED AT OVER TIME WHEN WE'VE DONE THAT, HOW THAT MIGHT AFFECT OUR TEST SCORES? SO A COUPLE OF THINGS.
BUT YOU COULD ASSUME THAT BECAUSE OUR STUDENTS WEREN'T WRITING EVERY SINGLE DAY, THAT YOU WOULD SEE A DIP IN THE SCORES BECAUSE THAT'S WHAT WE WERE USED TO IN THE PAST. AND SO THAT WOULD BE WHAT MS. DONSBACH IS REFERRING TO AS THAT IMPLEMENTATION DIP, WHERE YOU'RE STARTING A NEW PROGRAM, YOU'RE IMPLEMENTING IT WITH FIDELITY, BUT THERE MIGHT BE SOME HOLES THERE.
BUT THEN WE CAN ALSO FLIP IT A LITTLE BIT.
SO I THINK THAT IS A GREAT ADDITIONAL RESOURCE THAT WE HAVE THAT WE SAW SOME IMPROVEMENTS, BUT THEN ACROSS THE BOARD WITH A NEW RESOURCE, YOU COULD SEE THAT IMPLEMENTATION DIP.
YOU JUST SAID SOMETHING AND I WAS TRYING TO WRITE IT DOWN AND I DIDN'T GET THE GRADES.
YOU SAID SOMETHING ABOUT THE PHONICS AND THE WRITING AND YOU THEN SAID THE GRADES.
YES. SO PHONICS INSTRUCTION HAPPENS AT K-2.
WE DON'T FORGET ABOUT IT THREE AND HIGHER, BUT THAT FOUNDATIONAL PIECE IS THERE.
SO THEY JUST DIDN'T PICK UP ON THOSE SKILLS IN THE K ONE TWO AREA.
COULD YOU BUILD ON THAT ANYWAY? SO THAT'S WHAT YOU'RE SAYING.
CORRECT. THAT'S THE FOUNDATION, K 2.
AND THEN WAS THE WRITING K 6? THE WRITING IS K 6.
WE WRITE K 12 ACROSS THE DISTRICT.
SO YES, BUT THAT RESOURCE WOULD BE LOOKING AT K 6.
SO ALL OF OUR ELEMENTARY'S AND OUR FOUR INTERMEDIATES.
THANK YOU. AND K 2 IS WHERE WE'RE BEGINNING TO TRAIN AND IMPLEMENT LETTERS ADDITIONALLY, CORRECT? YES. SO OUR TDS'S, OUR TEACHER DEVELOPMENT SPECIALISTS, THOSE COACHES ARE GOING THROUGH THE PARTICIPANT AND THE FACILITATOR TRAINING SO THAT THEY WILL BE CERTIFIED THROUGH
[00:45:09]
LETTERS TO TRAIN OUR TEACHERS.AND THEN OUR ADMINISTRATORS ARE GOING THROUGH THE PARTICIPANT AND ADMINISTRATION LETTERS TRAINING.
SO IT REALLY TALKS ABOUT THAT OVERALL PIECE.
PERFECT. THANKS. WE'RE GOING TO CONTINUE TO FOCUS ON CLOSING THE ACHIEVEMENT GAP AS THAT IS SOMETHING WE CONTINUE TO KEEP OUR EYE ON. AGAIN, WE WANT TO LIFT ALL OF OUR STUDENTS UP, BUT WE ALSO WANT TO MAKE SURE THAT THEY'RE ALL ACHIEVING AT THE HIGHEST LEVELS.
UPDATE RESULTS FROM OTHER METRICS.
SO ONE THING YOU DID NOT SEE TODAY WAS IREAD RESULTS.
BUT I DON'T I CAN'T PUBLICLY RELEASE THOSE YET AS THEY'RE STILL EMBARGOED.
AND THEN OUR BIGGEST I GUESS, MOVER OR THE BIGGEST ACTION STEP FOR US IS HOW DOES THE INFORMATION THAT WE RECEIVE AFFECT OUR SCHOOL IMPROVEMENT PLANS AND WE WANT TO SUPPORT OUR BUILDINGS AND OUR BUILDING SCHOOL IMPROVEMENT TEAMS IN THAT EFFORT.
SO THIS IS WHERE I'M GOING TO SHIFT GEARS AND INVITE YOU TO MAYBE ASK QUESTIONS OR WHAT YOU'RE CURIOUS ABOUT RELATIVE TO OUR THREE RESIDENT EXPERTS THAT ARE WITH US TODAY TO TALK ABOUT HOW THAT MAY LOOK IN THEIR BUILDINGS.
MY QUESTION I'D ASK THIS IN A COUPLE OTHER MEETINGS, BUT YOU REALLY HIT ON IT THAT WITH A DISTRICT OUR SIZE AND THE NUMBER OF BUILDINGS, IT'S HARD TO IMPLEMENT THE BEST PRACTICE. OKAY.
SO WE SEE SOMETHING THAT'S WORKING MAYBE IN AS SMALL AS ONE CLASSROOM IN ONE BUILDING.
CAN YOU TALK ABOUT HOW WE DISCOVER THAT THIS IS WORKING? WE GET A HIGH SCORE RESULT PER BUILDING OR WHATEVER, AND THEN THAT FILTERS DOWN.
I GUESS THE IDEA IS HOW DO YOU ALL WORK TOGETHER? SO I THINK ONE OF THE GREAT THINGS ABOUT HAVING A DISTRICT THIS SIZE IS WE ALMOST HAVE OUR OWN ECOSYSTEM OF TRIAL AND ERROR SO WE CAN SEE THIS WORKED OVER HERE.
HOW DO YOU LOOK AT THAT AND TAKE IT TO THE REST? YOU KNOW, I WANT TO COMPLIMENT THE DISTRICT LEADERSHIP IN THE SENSE THAT THEY'VE INVESTED IN, I DON'T KNOW, LIKE OUR TEACHERS ARE DOING THIS WORK LIKE RIGHT NOW.
SO THEY COME IN EARLY AND WORK IN PROFESSIONAL LEARNING COMMUNITIES.
AND SO ONE OF THE THINGS THAT WE'VE DONE REALLY IN RESPONSE TO THIS DATA AND SAT IS, HEY, WHAT ARE THOSE ESSENTIAL SKILLS THAT ARE TARGETED BY THE TEST? WE KNOW THOSE ARE COLLEGE READINESS SKILLS.
LET'S MAKE SURE THOSE SKILLS ARE PART OF THE ESSENTIAL LEARNINGS FOR YOUR COURSE.
AND THEN LET'S DEVELOP DATA CYCLES WHERE WE'RE TESTING FORMATIVELY LIKE QUICK CHECKS ON DURING THAT UNIT ON HOW STUDENTS ARE PROGRESSING THOSE SKILLS. AND THEN WHAT WILL HAPPEN ON TUESDAY MORNINGS IS TEACHERS WILL GET TOGETHER, LOOK AT THAT DATA AND SAY, OKAY, MY KIDS SCORED HERE.
YOUR KIDS WERE. HOW DID YOU TEACH THAT AND HOW DID YOU GET THOSE RESULTS AND THAT ONGOING CYCLE AND THESE SKILLS, ESPECIALLY THE SAT SKILLS, KNOW WE'RE WEAVING THOSE THROUGHOUT THE YEAR THAT ONGOING CYCLE HELPS US IMPACT THE INSTRUCTION.
OKAY. AND SO THOSE TUESDAY MEETINGS ARE THOSE WITHIN BUILDINGS.
DO THEY CROSS OUT? DO THEY GO ALL THE THIRD GRADES TOGETHER? THE BUILDING TOGETHER? HOW ARE THOSE KIND OF BROKEN OUT? HIGH SCHOOL WITHIN THE BUILDING THERE ARE SOME CLASSES THAT GO THROUGH TEAMS BETWEEN BOTH HIGH SCHOOLS.
AND I'LL LET YOU TALK ABOUT THE OTHER GRADE LEVELS.
SO OUR FIFTH GRADE ELA ALL MEET TOGETHER.
AND LIKE WHAT JASON WAS SAYING, WE WORK THROUGH FORMAL ASSESSMENTS AND COMMON ASSESSMENTS.
A LOT OF THAT TIME WE WILL LOOK THROUGH ILEARN DATA OR NWA DATA AND WE'LL SEE WHERE THE HOLES ARE.
WE ESPECIALLY DID THAT THIS YEAR WITH IN WRITING BECAUSE WE SAW THE DIP IN WRITING.
SO WE ALL CAME TOGETHER AS PLC AND OUR PLC LEADERS.
AND AGAIN, THAT'S WHAT WE SAID, FOR EXAMPLE, THE FIFTH GRADE.
THAT'S ALL THE FIFTH GRADES? BY CONTENT. SO YOU'LL HAVE
[00:50:01]
FIFTH GRADE ELA AT THE INTERMEDIATE LEVEL.YES. FOUR INTERMEDIATE PRINCIPALS TALK WEEKLY TO ABOUT WHAT ARE WE SEEING ACROSS ALL FOUR BUILDINGS, WHAT DO WE ALL NEED TO DO TOGETHER? SO WE HAVE A LOT OF COLLABORATION WITHIN THE FOUR SCHOOLS AS WELL.
I MEET WITH MY PLC LEADERS SO I UNDERSTAND WHAT'S GOING ON WITHIN YOUR SCHOOL.
THANK YOU. IF I CAN PIGGYBACK WHAT MICHELLE SAID.
THE INTERMEDIATE PRINCIPALS MEET WEEKLY.
ABSOLUTELY, AND THEY SHARE THAT INFORMATION.
BUT THE ONE THING THAT WE HAVE AT THE INTERMEDIATE IS WE HAVE A TEACHER DEVELOPMENT SPECIALIST THAT SPECIALIZES IN HUMANITIES AT ALL FOUR, AND THEN WE HAVE A TDS THAT SPECIALIZES IN STEM AT ALL FOUR.
SO BOTH THOSE LADIES HAVE A REALLY STRONG PULSE ON WHAT ALL FOUR BUILDINGS ARE DOING AND THEN THEY HAVE INPUT WITH THE PRINCIPALS AS WELL AS WITH WHAT THEY'RE SEEING. AND THEN AT THE ELEMENTARY LEVEL, IT'S A LITTLE BIT MORE DIFFICULT.
BUT OF OUR 13 BUILDINGS, EVERYONE SHARES A TDS WITH ANOTHER BUILDING SO THAT TDS HAS TWO BUILDINGS SO THAT TDS CAN SEE WHAT'S GOING ON IN THOSE BUILDINGS, THE BEST PRACTICES.
AND THEN I MEET WITH THEM MONTHLY AND THEY BRING THAT INFORMATION.
AGAIN, OUR ELEMENTARY PRINCIPALS TALK AS WELL.
SO JUST WITH A LARGER GROUP, IT JUST MAKES IT A LITTLE BIT MORE DIFFICULT.
AND THEY'RE MOVING. SO LIKE AT THE INTERMEDIATE LEVEL, WHEN THEY WORK ACROSS BUILDINGS ALL THE TIME.
YES. SO EVERY DAY THEY MAY BE IN A DIFFERENT BUILDING.
YES, THEY HAVE A SCHEDULE SCHEDULE SET UP.
SO AT THAT LEVEL AND THEN AT THE K FOUR, IT'S JUST TWO BUILDINGS FOR ONE TDS.
OKAY. AND THE TDS ROLE, THEY'RE IN THE CLASSROOM, WOULD YOU SAY MOST OF THE TIME OR A LARGE PERCENTAGE? THEY'RE IN COACHING CYCLES.
OBSERVING ACTUAL CLASSROOM WORK.
YEAH. OKAY. WHAT HAPPENS WHEN THERE IS A SITUATION WHERE MAYBE A TDS IS GIVING A REPORT OR SEES THAT, HEY, IN THIS SCHOOL I'M SEEING IT'S A LITTLE BIT LOWER THAN WHAT'S HAPPENING AT THESE OTHER SCHOOLS.
IS THAT PART OF THE ROLLING UP TO OUR PRINCIPAL, IF YOU WILL, AND THE SIP WORKING ON THAT SIP PLAN TO SAY, HEY, WE NEED TO CHANGE SOME THINGS OVER HERE. SO DO THEY HAVE.
I'M NOT GOING TO USE THE WORD VALIDATE THE INPUT ON MAKING THOSE CHANGES.
DANIELLE, LET HIM ANSWER THAT.
SO THEY MAY SEE THINGS IN INDIVIDUAL CLASSROOMS THAT THEY POINT OUT TO US.
THEY WORK VERY CLOSELY WITH OUR GRADE LEVEL TEAMS DURING THAT PLC TIME.
THE ONE THING PLCS HAS DONE, I THINK CULTURALLY IN THE ELEMENTARY LEVEL IS JUST CREATE A SENSE OF OPENNESS AND CONVERSATION THAT HISTORICALLY PRIOR TO THAT MAYBE WASN'T PRESENT. AND SO YOU HAVE A LOT MORE IDEAS BEING SHARED ACROSS THE DISTRICT.
SHE CAN TAKE THAT TO A TDS MEETING.
WE CAN FIND OTHER SCHOOLS IN OUR DISTRICT THAT ARE REALLY DOING WELL IN THAT AREA, PROVIDE SOME STRATEGIES AND IT JUST GIVES TALKING POINTS AND ACTION STEPS FOR THAT PLC TEAM TO THEN BRING BACK AND WORK.
AND THEN WE OF COURSE ARE LOOKING AT SCHOOL WIDE TRENDS TO PULL INTO OUR SCHOOL IMPROVEMENT PLAN.
WELL, THANK YOU. AND THESE WHEN YOU'RE DOING THAT, WHEN YOU'RE IMPLEMENTING I'M SORRY THIS I THINK THIS IS REALLY INTERESTING AND THIS IS KIND OF GETS TO EXACTLY WHAT WE'RE ALL DOING HERE, TRYING TO GET THESE KIDS READY.
THE IMPLEMENTATION PART OF THAT.
THEN IS THAT KIND OF A, LET ME THINK HOW TO SAY IT.
YOU DON'T SET ASIDE TIME TO HAVE A MEETING LIKE A PROFESSIONAL DEVELOPMENT DAY TO IMPLEMENT THAT.
RIGHT? THAT'S ALMOST DONE IN REAL TIME.
THEY'RE KIND OF BRINGING THAT BACK AND I'D SAY AND PUTTING THAT OUT INTO THE DISTRICT.
SO ON A TUESDAY PLC CONVERSATION IT MIGHT BE WHAT'S THE NEXT ACTIONABLE STEP THAT WE CAN TAKE TO OUR CLASSROOMS THIS WEEK? AND WHEN WE COME BACK NEXT TUESDAY, LET'S REEVALUATE THAT.
BUT THEN ON OUR THURSDAY COLLABORATION DAYS, WE MIGHT TARGET A VERY SPECIFIC PD SESSION TO REALLY MAKE SURE THAT WE HAVE SOMETHING A LITTLE MORE CONSISTENT ACROSS THE BUILDING OR EVEN ACROSS THE DISTRICT.
RIGHT. WE HEAR ALL THE TIME ABOUT WE NEED MORE PREP TIME, WE NEED ALL THESE DIFFERENT THINGS TO BE ABLE TO IMPLEMENT THINGS LIKE THAT KIND OF ON THE FLY AND IN REAL TIME WITHOUT HAVING TO DO SEPARATE MEETINGS, ADDED PROFESSIONAL DEVELOPMENT.
AND I THINK WE ONLY GET, WHAT, FOUR E-LEARNING DAYS?
[00:55:02]
I CAN'T REMEMBER THREE.SO THERE'S NOT A TON OF TIME TO JUST SIT AND HAVE A FULL DAY TO BREAK ALL THIS OUT.
AND I'D ARGUE THAT PROBABLY ISN'T THE BEST WAY ANYWAY.
YEAH, I WAS GOING TO SAY, THAT'S NOT ALWAYS THE BEST MODE OF LEARNING.
DOING IT IN REAL TIME IS ACTUALLY THE BEST PRACTICE.
THAT'S WHAT I WOULD THINK. SO WE COULD DO.
IT SOUNDS LIKE THAT'S WHAT WE'RE DOING.
I JUST KIND OF WANT TO MAKE SURE. AND JUST AS A REMINDER FOR THE BOARD IN CASE THERE'S QUESTIONS AS YOU HEAR US TALKING AND WE HAVE PLC DAYS ON TUESDAYS THAT'S OUR PROFESSIONAL LEARNING COMMUNITIES MEET.
SO ALL OF K 12, PK 12 ARE MEETING IN PLCS EITHER BEFORE SCHOOL OR AFTER SCHOOL, JUST DEPENDING ON THE SCHOOL SCHEDULE, IF THEY START EARLY OR START LATE. AND THEN WE HAVE THURSDAY.
EVERY THURSDAY THERE ARE MEETINGS THAT ARE HAPPENING EITHER BETWEEN THE TEACHERS OR PRINCIPAL DIRECTED DAYS, AND THAT'S WHERE SOME OF THIS IS ALSO OPERATIONALIZED ON THE THURSDAYS. SO THAT'S DURING TEACHER WORKDAY THAT THOSE ARE GOING ON.
THE STUDENTS JUST HAVEN'T ARRIVED OR THEY HAVE ALREADY LEFT.
IF I CAN ADD TO WHAT WILL SAID, HE MADE A VERY GOOD POINT THAT THE TDS'S TALK TO ONE ANOTHER.
THERE'S NINE OF THEM AND I'M ON A TEXT THREAD WITH THEM AND MY PHONE IS CONSTANTLY ALL DAY LONG WITH COMING UP WITH QUESTIONS AND HOW THAT IN REAL TIME THAT THEY CAN WORK THROUGH CONCERNS OR HEY, MY PRINCIPAL JUST ASKED THIS.
WHAT ARE YOU GUYS ALL DOING WITH THAT? SO THE COMMUNICATION IS PHENOMENAL.
BUT THERE ARE 9 AND THERE ARE 17 BUILDINGS.
SO IT'S A VERY DIFFERENT MODEL AND WE DO THE BEST THAT WE CAN WITH IT.
BUT THAT COMMUNICATION WITH PRINCIPALS AND TDS IS KEY.
CAN WE BREAK THAT DOWN REAL QUICK? YOU JUST SAID THERE'S NINE AND THE AMOUNT OF SCHOOLS.
SO YOU SAID THERE'S K THROUGH FOUR.
THERE'S A TDS GETS TWO SCHOOLS.
CORRECT. CAN YOU GO UP THEN FOR INTERMEDIATE, JUNIOR HIGH AND HIGH SCHOOL.
NO, IT DOESN'T. SO THE GAL THAT HAS ONE K 4 BUILDING IS WORKING WITH THROUGH THE UDL, THE UNIVERSAL DESIGNS FOR LEARNING PROCESS THAT OUR INTERMEDIATES HAVE GONE THROUGH THE LAST SCHOOL YEAR.
SO SHE'S WORKING ON THOSE UNIVERSAL CLASSROOM CONDITIONS OF HOW ALL STUDENTS LEARN BEST.
WE DO NOT HAVE INSTRUCTIONAL COACHES AT JUNIOR HIGH OR HIGH SCHOOL.
THANK YOU. AND THEN I JUST WANT TO ADD A LITTLE PLUG.
THEY'RE STILL SHARING THEIR KNOWLEDGE AS THE PD THAT THEY'RE GOING THROUGH WITH EVERYONE.
WHEN YOU BRING UP THOSE TWO LITERACY COACHES I KNOW, DIDN'T THAT COME THROUGH WITH SOME EXTRA FUNDING FOR, NOW IS IT GOING TO STAY AT THOSE SCHOOLS OR ARE WE IDENTIFYING ANY OTHER SCHOOLS THAT THEY MAY MOVE OVER TO OR SWITCH TO? AND YOU'RE SMILING. I'M SMILING BECAUSE I HAVE A PLAN.
A PLAN. [LAUGHTER] OKAY. SO IT'S A TWO YEAR CADRE.
AND THEN THE STATE HAS ALREADY CONFIRMED THAT THERE WILL BE A THIRD CADRE AND A FOURTH CADRE.
SO THEN THOSE TWO GALS THAT ARE AT FISHERS AND SAND CREEK WOULD GO TO TWO NEW BUILDINGS IN THE DISTRICT AND WE WOULD ADD ON OUR TWO NEW COACHES AND THEN BE A PART OF THE FOURTH CADRE AS WELL.
SO THAT WOULD INCREASE OUR COACHING MODEL TO BE ONE PER BUILDING, WHICH IS ACTUALLY BEST PRACTICE.
CORRECT. AND THIS IS MORE FOR OUR REMEDIATION HELP, RIGHT? NO, THIS IS FOR CORE LITERACY INSTRUCTION.
SO WE ARE STRENGTHENING WHAT EVERY CHILD GETS AT THAT CORE LEVEL.
OKAY, GREAT. DO THEY WORK WITH TEACHERS OR WITH STUDENTS? BOTH. SO IT'S A COACHING MODEL SIDE BY SIDE WHERE THEY GO THROUGH CYCLES OF COACHING, BUT WITHIN THAT, THEY HAVE TO WORK WITH STUDENTS TO BE ABLE TO HELP THEM SEE WHERE THEIR INSTRUCTION IS GOING AND WHERE THEY NEED TO SHIFT AND THAT TYPE OF THING.
SO YEAH, THEY'LL BE GETTING TO DO BOTH.
AND I'M ASSUMING THIS IS A YES, BUT I'M GOING TO ASK ANYWAY.
YEAH. SO IT'S THAT CORE INSTRUCTION.
EVEN IF YOU'RE A HIGH LEARNER, YOU WANT TO IMPROVE.
ABSOLUTELY. I WAS JUST MAKING SURE IT WAS GOING OVER ALL OF OUR STUDENTS.
[01:00:02]
YES. OKAY. THANK YOU.MS. KATIE. THOSE POSITIONS ARE REFERENDUM AS WELL. YEP.
AND I'LL SAY THAT AGAIN SINCE I DON'T SEE ANY MICROPHONES OVER THERE.
BUT I WAS THINKING THE SAME THING.
ALL THESE POSITIONS ARE REFERENDUM DEPENDENT, OF COURSE.
A LOT OF THESE, I BELIEVE, CAME IN.
SO TDS HAVE BEEN HERE HOW LONG? 2012. 2012.
THEY WERE TRYING TO PROVIDE EXTRA SUPPORT FOR OUR PRINCIPALS AT THE ELEMENTARY LEVEL.
OKAY. SO AGAIN, THE REFERENDUM, THE PREVIOUS REFERENDUM AFFORDED US THE ABILITY TO ADD ASSISTANT PRINCIPALS THAT NOW TOOK THAT BURDEN OFF OF TEACHER DEVELOPMENT SPECIALISTS WHO CAN NOW FOCUS ON THAT KIND OF BEST PRACTICES BETWEEN BUILDINGS, BETWEEN GRADES, ALL THOSE THINGS.
AND WE ARE STARTING TO REALLY SEE THOSE RESULTS.
AND IF YOU KNOW ANYTHING ABOUT YOU CAN IMAGINE THAT HAVING AN INSTRUCTIONAL COACH FUNCTION AS A QUASI ADMINISTRATOR IS NOT THE BEST SCENARIO WHEN YOU'RE TRYING TO CONSIDER HOW BEST DO WE IMPROVE THE CRAFT OF A TEACHER.
IF THERE'S A CONCERN THAT THAT MIGHT BE USED PUNITIVELY AGAINST ME IN AN EVALUATION.
SO WE WANT TO MAKE SURE WE MAINTAIN THAT LINE BETWEEN I'M A COACH VERSUS I'M AN ASSISTANT PRINCIPAL.
CAN YOU SHARE JUST A LITTLE BIT AND MAYBE YOU TOUCHED ON IT EARLIER, BUT JUST TO KIND OF REITERATE THAT WE HAVE ADOPTED NEW LITERACY STUFF TO HELP WITH OUR READING AND THE STUDENTS HOW THE TDS PLAY A PART IN HELPING ADVANCE THAT NEW APPROACH IN OUR EDUCATION.
SO LAST YEAR, WHEN THE RESOURCES WERE BRAND NEW, WE WERE ABLE TO TAKE THE MONTH OF AUGUST AND SEPTEMBER AND DURING WHAT WE WOULD HAVE TYPICALLY HAD OUR PLC TIMES, OUR TDS'S WORKED WITH OUR BUILDING PRINCIPALS TO CREATE PROFESSIONAL DEVELOPMENT WITH THE RESOURCE.
CAN YOU STAY HE HAS A QUESTION? I'M SORRY, DANIELLE, THERE MAY BE AN EMERGENCY.
LET ME CHECK ON THAT. BUT THEN WE WERE ABLE TO BRING IN THE VENDORS AND THEY WERE ABLE TO GIVE SPECIFIC PD FOR PIECES THAT THEY HAD BEEN STRUGGLING WITH OR HAD MORE QUESTIONS ABOUT. SO THEN WITHIN THE REST OF THE SCHOOL YEAR, THEN OUR TDS'S OFFERED ADDITIONAL PD THAT TEACHERS COULD COME TO IF THEY ARE HAVING SPECIFIC CONCERNS WITH DIFFERENT RESOURCES AND THINGS. AND THAT IS CONTINUING.
AND THEY ARE ALSO PART OF THAT LITERACY COMMITTEE THAT MET IN THE SPRING AND THAT WILL MEET AGAIN FOR THE ADOPTION PIECE OF IT TO GIVE THAT INPUT AND TO HELP WITH THE SCOPE AND SEQUENCE AND SUCH.
THANK YOU FOR REMINDING ME THAT I WANTED TO ASK ABOUT THAT NEXT ADOPTION.
SO WE'RE GOING TO LOOK AT THAT IN THE SPRING.
WE ARE GOING TO START LOOKING AT VENDORS LATER THIS MORE INTO SEPTEMBER, AND THEN WE'RE GOING TO TRY AND PILOT THOSE VENDORS THAT WILL ALLOW US TO DURING SECOND NINE WEEK QUARTER AND THEN WE'LL BE BRINGING A RECOMMENDATION TO THE BOARD DURING SECOND SEMESTER, HOPING THAT WE CAN START JUMPSTART SOME PD IN THE SPRING FOR THOSE NEW RESOURCES TO IMPLEMENT IN THE FALL.
TO BE IMPLEMENTED FALL OF 24? 24 YEAH FOR PHONICS AND WRITING.
CAN YOU TALK ABOUT WHY IT'S BETTER TO HAVE THAT IN THE MOMENT COACHING RATHER THAN A SIT AND GET PROFESSIONAL DEVELOPMENT ALL DAY LONG? WELL, I'VE BEEN READING UP ON THIS A LOT.
THE IN THE MOMENT IS WHERE THE COACHES CAN WORK WITH THE TEACHERS TO MAKE THAT IMMEDIATE SHIFT.
IN THAT MOMENT THEY CAN SEE WHERE THEY'RE STRUGGLING AND THEY CAN SHIFT THAT INSTRUCTION.
AND THAT'S WHAT OUR SUPERSTARS THAT WE KNOW AS TEACHERS DO EVERY SINGLE DAY INSIDE AND OUT.
AND SO THEN HAVING THAT TDS THERE WITH THE TEACHERS AND MAKING THOSE SHIFTS IN THAT REAL TIME WHEN THE TEACHER IS INSTRUCTING, MAYBE THEY'RE EVEN CO-TEACHING, THAT IS WHAT'S MOST BENEFICIAL.
WHEN YOU SIT DOWN AND YOU'RE AT A TWO HOUR TRAINING OR TWO HOUR PD AND YOU'RE JUST SITTING AND GETTING AND THERE'S NO FOLLOW UP BEYOND THAT, THAT WE'RE ALL HUMAN, WE'RE GOING TO FORGET DIFFERENT PIECES OR IT WON'T BE IMPLEMENTED WITH INTEGRITY.
[01:05:01]
SO THAT SIDE BY SIDE REAL TIME COACHING CYCLE IS THE BEST PRACTICE.AND I'M JUST GOING TO PUT IT OUT THERE.
I KNOW WE DON'T HAVE A MEMBER OF OUR TEACHERS UNION THAT'S HERE, BUT AND TO OUR BEST KNOWLEDGE, WE ARE THEY ARE APPRECIATIVE AND FEEL THAT THE TDS'S ARE A BIG SUPPORT FOR THEM.
YES, I WOULD SAY THAT AT THOSE LITERACY COMMITTEE MEETINGS, THE TEACHERS THAT WERE A PART OF IT WERE AGREED UPON WITH MS. TAYLOR AND MYSELF AS PART OF HAVING THE ASSOCIATION REPRESENTATION, AND THEY WORKED VERY CLOSELY WITH THOSE TDS'S.
THEY WERE VERY HAPPY WITH THE INPUT THAT THEY GAVE.
AND THEN WHAT HAPPENS IN THE CLASSROOM WITH THEM AS WELL.
I REMEMBER HEARING IN A MEETING WE HAD, I'M NOT QUITE SURE EXACTLY WHEN, BUT OVER THE LAST SIX MONTHS OR SO THAT MS. TAYLOR HAD SAID AS FAR AS THEM BEING EFFECTIVE, IT'S GREAT.
HOWEVER WISHES WE HAD MORE OF THEM.
AMEN. SO WHEN THAT HOW DOES THAT WORK? IS THAT SOMETHING THAT RUNS WITH WHAT SHE JUST LEFT WITH? MS. KATIE FROM A PRESENTATION FROM, LET'S SAY, TEACHING AND LEARNING THAT SAYS THIS HAS BEEN EFFECTIVE AND IT'S HELPING US IN OUR GROWTH AND EDUCATION, WE WOULD LIKE TO GET FOUR MORE.
ARE WE PUTTING THAT IN OUR BUDGET? I MEAN, HOW DOES THAT WORK THEN FOR THE PROCESS IF WE'RE GOING TO ADD MORE OR REMOVE THEM OR.
I KNOW BOTH MICHELLE AND WILL COULD PROBABLY SPEAK TO HOW DIFFICULT IT MAY BE TO GET A COACH WHO'S ONLY WITH YOU 2 TO 3 TIMES A WEEK THROUGHOUT YOUR BUILDING.
AND THOSE ARE STRUGGLES THAT ARE REAL.
AND I WORRY THAT SOMETIMES MAYBE WE HAVE SOME FOLKS WHO DON'T REALLY UNDERSTAND OR APPRECIATE THE WORK OUR COACHES DO BECAUSE THEY JUST HAVEN'T HAD ENOUGH INTERACTION BECAUSE WE DON'T HAVE ENOUGH.
AND THEY'RE WORKING BETWEEN TWO BUILDINGS EVERY TIME.
AND HONESTLY, I WOULD LOVE TO SEE AN EXPANSION TO THE JUNIOR HIGH AND HIGH SCHOOL BECAUSE WE HAVE ALL THIS WORK GOING ON IN THE K SIX AND THEN WE DON'T HAVE THAT SUPPORT 7 THROUGH 12. AND I THINK THAT THAT COULD, YOU KNOW, EXPONENTIALLY RAISE OUR TEACHERS AND OUR STUDENTS AT THAT POINT.
AND FROM A I USE THIS OFTEN, BUT FROM A LAYMAN POINT OF VIEW, SOMEONE WHO'S NOT IN EDUCATION OR ANYBODY ELSE THAT'S LISTENING AND AND LEARNING ABOUT THIS AND SAYS, WHAT IS THIS? WHY DO WE HAVE TO HAVE THESE EXTRA POSITIONS? IF I COULD BE CLEAR IN SAYING THIS IS UNDER OUR TEACHING AND LEARNING CATEGORY, THESE ARE EDUCATIONAL SUPPORTS FOR OUR STUDENTS TO PROVIDE ACADEMIC EXCELLENCE FOR OUR TEACHERS THAT CARRY ON FOR OUR STUDENTS, CORRECT? YES. YES, ABSOLUTELY.
SO IT'S FUNDING THAT'S GOING TO OUR EDUCATIONAL PART OF OUR TEACHING AND LEARNING.
THANK YOU. IF I COULD SWITCH GEARS JUST A LITTLE BIT.
I SEE MS. SELBY HAS JOINED US.
STOKES AND I TALK A LITTLE BIT ON THE SIDE HERE.
IT WAS REALLY INTERESTING IN ONE OF OUR PAST BOARD MEETINGS TO HEAR SOME OF THE THINGS THAT, FOR EXAMPLE, THE ACADEMY WAS DOING, LOOKING AT PERSONALIZED LEARNING PLANS AND THINGS. I THINK MISS SELBY DOES A LOT OF THAT TOO.
HOW IS ALL THAT INTEGRATED? BECAUSE WE CAN LEARN THINGS FROM THESE OTHER AREAS THAT MAY WORK FOR EVEN MORE STUDENTS.
SO CAN YOU EXPLAIN HOW YOU ESSENTIALLY HAVE A SEAT AT THE TABLE WITH THE PLCS, AND THE OTHER GROUPS, ALL THAT? ABSOLUTELY. SO FIRST, THANK YOU FOR ALLOWING ME TO HANDLE THAT.
AND MISS DOWLING IS TAKING CARE OF THAT.
AND I'LL CHECK IN WITH HER IN A SECOND.
THEY HAVE A RIGHT TO THAT SAME CORE INSTRUCTION THAT ALL STUDENTS HAVE.
WITH THAT, WE ALSO EDUCATE KIDS IN THEIR LEAST RESTRICTIVE ENVIRONMENT.
THERE'S RESEARCH DONE OUT OF INDIANA UNIVERSITY, IN FACT, THAT SAYS THAT STUDENTS WITH DISABILITIES AND STUDENTS WITHOUT DISABILITIES HAVE BETTER OUTCOMES WHEN THEY'RE EDUCATED TOGETHER. ANOTHER PIECE YOU'VE HEARD A LOT OF UNIVERSAL DESIGN FOR LEARNING, AND SO THAT IS OFTEN SOMETIMES VIEWED AS AN EXCEPTIONAL LEARNER PIECE WHEN REALLY
[01:10:01]
IT'S FOR ALL STUDENTS.AND ALSO CO-WRITER, WHICH IS A PROGRAM THAT ASSISTS WITH WRITTEN WORK.
SORRY, I JUST WANT TO MAKE SURE THEY DIDN'T NEED ME.
AND SO WE ALSO HAVE THE ABILITY TO ADMINISTER AN ASSESSMENT TO SEE STUDENTS WHO ARE READING INDEPENDENTLY AND WHAT GRADE LEVEL THEY MAY BE READING AT WITH AN ACCOMMODATION.
SO THERE MAY BE STUDENTS AT A HIGH SCHOOL LEVEL WHO ARE READING SEVERAL GRADE LEVELS BEHIND, BUT WITH THAT READ ALOUD ACCOMMODATION CAN ACCESS THAT CURRICULUM, PHYSICS, BIOLOGY, THEY HAVE THAT CAPABILITY.
SO WE ALWAYS WANT TO EDUCATE OUR STUDENTS IN GENERAL EDUCATION FIRST WHEN POSSIBLE, ONLY REMOVING THEM WHEN WE'RE NOT ABLE TO SERVE THEM IN THE GEN ED CLASSROOM WITH ADDITIONAL SUPPORTS AND SERVICES.
AND SPEAKING TO THE COACHING ASPECT, STUDENTS WITH DISABILITIES ARE INCLUDED IN THAT PIECE AS WELL.
THE COACH ISN'T GOING TO WALK INTO A ROOM AND SAY, I WILL WORK ONLY WITH THESE STUDENTS.
AND THEN WITH THAT WE DO HAVE SPECIALISTS AT THE DISTRICT LEVEL WHO ARE KIND OF MIRRORING THAT FROM A SPECIAL EDUCATION LENS, PROVIDING COACHING SIDE BY SIDE, WORKING WITH TEACHERS, WORKING WITH STUDENTS.
THAT'S FANTASTIC. AND THEN SOME OF THOSE THINGS YOU MENTIONED READING ALOUD IS CO-WRITER SNAP READ.
DO YOU GET TO SHARE THAT WITH THE OTHER GROUPS? WHEN IS THERE A TIME WHEN YOU ESSENTIALLY CAN ALL COME TOGETHER? LIKE, FOR EXAMPLE, YOU MENTIONED FOR OUR ENGLISH LEARNERS, THAT SEEMS BRILLIANT TO USE SOME OF THOSE TECHNIQUES OVER THERE.
HOW DO YOU COME TOGETHER AND DECIDE, OKAY, MAYBE SOMETHING THAT YOUR DEPARTMENT IS DOING COULD BE USED IN A THIRD GRADE GENERAL ED CLASSROOM OR SOMETHING THAT THEY'RE DOING ACADEMY COULD FLOW OVER.
HOW DO WE COME TOGETHER? THAT'S REALLY WHERE OUR DEPARTMENT THAT WE MEET EVERY TWO WEEKS AND SO WE CAN CERTAINLY SHARE THOSE KINDS OF BEST PRACTICES. WE HAVE DIFFERENT REPORT OUTS WHERE, YOU KNOW, WHEN WE HAD OUR UDL GRANT LAST YEAR AND WE WERE DOING SOME IMPLEMENTATION FOR THIS, WE WERE ABLE TO HAVE FREQUENT CONVERSATIONS ABOUT WHAT ARE WE SEEING, WHAT DOES IT LOOK LIKE IN THE CLASSROOM? EVEN AS WE GOT TOWARDS THE END OF THE YEAR AND HOW DO WE FIND A WAY TO CONTINUE THIS? AND THAT'S ALL INFORMATION THAT IS BEING SHARED WITH OUR DIFFERENT DIRECTORS SO THAT THEY CAN SAY, WELL, I NEED TO THINK ABOUT HOW THIS MIGHT BE ABLE.
AND ALL OF THE PLAYERS THAT TOUCH TEACHING AND LEARNING ARE IN THE ROOM WHEN THAT HAPPENS.
YEAH, AND IT'S ALL ABOUT ACCESS TO THAT CONTENT.
AND THOSE NUMBERS GO UP BY ANYWHERE FROM 30 TO 60%.
SO OF COURSE, WE'RE TEACHING READING EXPLICITLY, BUT WE'RE ALSO MAKING SURE THAT IF THE STUDENT STRUGGLES WITH READING COMPREHENSION THAT IS NOT IMPACTING THEIR ABILITY TO ENGAGE IN THE HIGH LEVEL COURSEWORK.
SO THOSE ACCOMMODATIONS THAT WE'RE PROVIDING FOR OUR SPECIAL LEARNERS, WE'RE ALSO GIVING ACCESS TO ALL OUR LEARNERS TO HAVE THAT SAME OPPORTUNITY TO LEARN AT HIGHER LEVELS AS WELL. THAT'S GREAT.
THANK YOU ALL SO MUCH FOR YOUR TIME.
THANK YOU TOO. THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.