[1. Meeting Opening] [00:00:03] ADJOURN THIS MEETING, AND WE WILL MOVE ON TO THE WORK [2. Information Items] SESSION AND DR. KEGLEY IS GOING TO PRESENT AN ACADEMIC UPDATE. >> GOOD EVENING AGAIN. IT IS ABOUT THIS TIME EVERY YEAR THAT I HAVE COME BEFORE THE BOARD TO SHARE WITH YOU THE RESULTS OF OUR 20 -- WHATEVER THE PREVIOUS YEAR WAS. THIS YEAR, 2023-24 AND THE STATUS, WHERE WE STOOD AS FAR AS OUR ACADEMIC PERFORMANCE IN THE DISTRICT. WHILE YOU ARE GOING TO SEE SOME DATA, CERTAINLY ROOM FOR IMPROVEMENT OF COURSE. WE WOULD ALWAYS LIKE TO STRIVE TO BE BETTER AND WE CONTINUE TO DO THAT. THERE ARE MANY OPPORTUNITIES FOR CELEBRATION IN TONIGHT'S REPORT AND I'M HAPPY TO SHARE THOSE WITH YOU. IF YOU LOVE DATA, THIS IS YOUR REPORT. IF YOU ARE NOT, IT'S OKAY IF YOU FALL ASLEEP OR GLAZE OVER, WHAT HAVE YOU. SO, JUMPING RIGHT IN, I'M GOING TO LET THE CAT OUT OF THE BAG IN TERMS OF THE HIGHLIGHTS THEN WE WILL LOOK AT THE NUMBERS. WE HAD SOME REALLY GREAT TAKEAWAYS IN PERFORMANCE RELATED TO A FEW DIFFERENT AREAS. WE SHARED TWO WEEKS AGO OUR RESULTS. WE HAD FIVE SCHOOLS THAT REACH 95% THRESHOLD, WHICH IS THE GOAL THE STATE HAS SET OUT FOR US. WE HAD FOUR SCHOOLS LAST YEAR. AND I LEARNED, WE ARE LOOKING AT ELA AND MATH COMBINED, WE ARE UP 2.1 POINTS OVER THE PREVIOUS YEAR AND NINE POINTS IN THE LAST FOUR TEST ADMINISTRATIONS. FIVE OF OUR SIX TEST AT GRADE LEVELS PLUS THE DISTRICT OVERALL INCREASED PASS RATES IN LANGUAGE ARTS AND MATH AND 11 OF OUR 12 DEMOGRAPHIC AREAS INCREASED IN ELA AND MATH AS WELL. SHIFTING TO THE HIGH SCHOOL LEVEL S.A.T. WE REMAIN THIRD IN COMPARISON TO SIMILAR SCHOOL DISTRICTS IN S.A.T. RESULTS COMBINED READING, WRITING AND MATH AND I DON'T THINK I HAVE PREVIOUSLY SHARED SOME AP HIGH LEVEL RESULTS WITH YOU. I'M GOING TO DO THAT TONIGHT. BOTH OF OUR HIGH SCHOOLS DEMONSTRATED THE HIGHEST PERCENT PASSING . PASSING IN AN AP EXAM IS CONSIDERED A 3 OR HIGHER OUT OF A FIVE AND THAT IS COMPARED TO THE LAST FIVE YEARS. NEARLY HALF OF OUR 2024 GRADUATES IN THE DISTRICT RECEIVED A THREE OR HIGHER ON AN AP EXAM IN THEIR HIGHER CAREER -- HIGH SCHOOL CAREER. THAT IS QUITE AN ACHIEVEMENT FOR HIGH SCHOOLERS. DIVING AGAIN INTO IREAD 3, THIS IS JUST A TERM WE SHARED WITH YOU A COUPLE WEEKS AGO BUT AGAIN, THE RED NUMBERS INDICATE THE SCHOOLS IN 2023 AND 2024 THAT REACH THE NEXT 25 OR HIGHER THRESHOLD. AGAIN FIVE SCHOOLS THIS YEAR . WE WERE VERY CLOSE , 94.9 AND 94.8 FOR HOOSIER AND LANTERN ROAD SO HOPEFULLY WE WILL HAVE THEM OVER THE HUMP NEXT YEAR. AS A REMINDER, I DON'T HAVE A SLIGHT ON THIS BUT OUR GRADE TWO PERCENTAGE BECAUSE WE HAD OUR GRADE 2 STUDENTS TAKE THIS TEST, IS AT 58%, SO THE STUDENTS HAVE THEIR SCORES IN THE BANK IF YOU WILL FOR THIS COMING YEAR. WE LOOKED AT , AS A POINT OF COMPARISON THROUGHOUT THIS ENTIRE PRESENTATION, WE COMPARED OUR DISTRICT AGAINST THE SCHOOLS THAT ARE OFTEN TRADITIONALLY COMPARED AGAINST. FOR US UP ON THE SCREEN YOU'RE GOING TO SEE THE DISTRICTS THAT ARE REPRESENTED IN OUR HIGH SCHOOL ATHLETIC CONFERENCE BECAUSE WE ARE OFTEN COMPARED WITH THOSE VERY SAME DISTRICTS AND THEN WE ADDED CARAMEL, CEDRIC ROVE AND KEN HARRIS WHICH IS UP BY SOUTH BEND, BUT VERY SIMILAR TO US IN TERMS OF STUDENT BODY MAKEUP AND WHATNOT. THIS IS OUR IREAD COMPARISON WITH THOSE OTHER DISTRICTS, SO YOU CAN HAVE A SNAPSHOT OF WHERE WE LANDED COMPARED TO THOSE DISTRICTS. SHIFTING ATTENTION TO ILEARN AGAIN, I MENTIONED THIS AT THE OUTSET, BUT WE HAD ANOTHER DOUBLE-DIGIT JUMP I'M SORRY, MULTIPLE-POINT JUMP OVER LAST YEAR AND AGAIN CONTINUED A NINE-POINT SWING IN THE LAST TWO YEARS SO WE ARE DEFINITELY [00:05:08] ON THE UPSWING AS FAR AS OUR ILEARN RESULTS ARE CONCERNING YOU'RE GOING TO SEE SOME GRAPHS HERE IN A LITTLE BIT THAT REALLY SHOW THAT STAIRSTEP NICELY. RELATIVE TO ENGLISH LANGUAGE ARTS , THE SCORES IN RED , AND I NOTED THE CHANGE NEXT TO THEM, REALLY EXCITED ABOUT THE RESULTS THAT WE SAW IN GRADE 3 . 4.4% CHANGE OVER THE PREVIOUS YEAR AND THEN IN GRADE 6, THOSE ARE BOTH HIGHLIGHTS FOR THE PARTICULAR GRADE LEVELS AND AS A DISTRICT, WENT UP 2.1 IN ELA. IN MATH , NOT QUITE AS IMPRESSIVE GAINS, BUT NEVERTHELESS, INCREASES AND WE WILL TAKE THOSE. BUT, 1.1 IN THIRD GRADE AND AGAIN, THAT WAS OUR RESULT FOR THE CORPORATION AND THEN IN SEVENTH GRADE AND EIGHTH GRADE, WE SAW SOME NICE JUMPS. COMPARING TO THE DISTRICTS I HAVE SHARED EARLIER , YOU CAN SEE OUR ENGLISH LANGUAGE ARTS AND MATH RESULTS FOR THIS YEAR AGAINST COMPARABLE SCHOOL DISTRICTS IN WHERE WE STOOD OUT . JUST FOR POINT OF REFERENCE, THESE DISTRICTS ARE IN ALPHABETICAL ORDER ACROSS THE BOTTOM SO WE LIVED RIGHT IN THE MIDDLE IN TERMS OF THE ALPHABET ON THE CHART, SO. ANOTHER WAY TO LOOK AT THIS DATA COMPARED TO THE PREVIOUS YEAR IS WHAT KIND OF GROWTH DID YOU SEE IN COMPARISON TO OTHER DISTRICTS, EITHER POSITIVE OR NEGATIVE . THIS GIVES YOU A SNAPSHOT FOR ALL OF THE DISTRICTS WE ARE COMPARING OURSELVES AGAINST FROM PREVIOUS YEAR TO THIS YEAR, SO WE HAD A 2.1% JUMP IN ENGLISH LANGUAGE ARTS AS A DISTRICT AND YOU CAN SEE WHERE THE OTHER DISTRICTS ALSO FARED AFTER THEIR PERFORMANCE THIS YEAR. AND IN MATH , WE ALSO HAD A NICE LITTLE BUMP THERE IN COMPARISON TO THE OTHER DISTRICTS OF COMPARISON. DIGGING A LITTLE DEEPER INTO OUR ILEARN RESULTS WE'RE GOING TO LOOK AT THESE BY DEMOGRAPHIC AREAS. WE HAVE GOALS EVERY YEAR IS A DISTRICT IN WITH OUR INDIVIDUAL BUILDINGS TO NOT ONLY LOOK TO RAISE THE BAR , BUT RAISE THE BAR FOR EVERYONE, AND IT'S GREAT WHEN YOU CAN TALK ABOUT CLOSING THE ACHIEVEMENT GAP AND START TO SEE THAT IN ACTION AND SO, THIS FIRST CHART SHOWS LANGUAGE ARTS BY DEMOGRAPHIC GROUP , AND YOU CAN SEE WE RANGED ANYWHERE FROM I THINK IT WAS A 2.2% INCREASE UP TO 5% INCREASE DEPENDING ON THE GROUP AND SO AGAIN, WHEN YOU SEE THESE NICE CONTINUED STAIR STEPS FOR EVERYBODY, THAT IS A REAL PLUS. THE NEXT SLIDE LOOKS AT OUR PAID VERSUS FREE AND REDUCED GENERAL ED VERSUS SPECIAL ED, ENL VERSUS NON-ENL AND AGAIN WE SAW SOME NICE GROWTH FROM EVERYONE ACROSS THE BOARD IN THESE AREAS. SAME WAS TRUE FOR MATH, SO AT THE OUTSET I TALKED ABOUT 11 OF 12, SO THERE ARE 12 DIFFERENT DEMOGRAPHIC GROUPS SHARED IN THE TWO SLIDES FOR EACH SUBJECT AND WE INCREASE IN 11 OF 12 FOR EACH OF THOSE. >> CAN I ASK A QUICK QUESTION? I'M TRYING TO GET THE YEARS RIGHT IN MY HEAD. WE CAME BACK FROM VIRTUAL IN 22-23? OR 2021-22? >> THESE ALL GO BACK TO 21 BECAUSE THERE WAS NO TEST IN 20, SO, WE WERE IN THE 2021 SCHOOL YEAR SO THAT WOULD'VE BEEN THE BLUE BARS HERE BECAUSE WE TESTED IN THE SPRING OF 20 21. >> WE WERE ALL OVER THE PLACE. IN VIRTUAL SOME, YES, WE WERE BACK AND FORTH. >> OKAY, SO THEN THE FIRST YEAR EVERYONE WAS BACK FULL TIME IN CLASS WAS? >> 2021-22, SO THE RED BARS. >> GOT IT, THANKS. >> SHIFTING TO S.A.T. DATA, JUST AS A REMINDER , THIS IS THE THIRD YEAR THAT THE STATE IS REQUIRED S.A.T. TO BE TAKEN [00:10:12] BY OUR HIGH SCHOOL STUDENTS. IT'S ALL THE JUNIORS ACROSS THE STATE OF INDIANA. THE STATE REQUIRES THAT WE TEST THEM ONCE IN THE SPRING AND THAT IS EVERY STUDENT, SO WHETHER A STUDENT IS INTERESTED IN GOING ON TO POST-SECONDARY EDUCATION THAT MIGHT REQUIRE S.A.T. AS AN ENTRANCE EXAM PIECE, THEY ARE REQUIRED TO SIT FOR THE EXAM, SO THIS IS, AS I SAID, THE THIRD YEAR THAT ALL OF OUR JUNIORS HAVE TAKEN THAT. TWO AREAS THEY ARE TESTED ON -- EVIDENCE-BASED READING AND WRITING AND THEN IN MATH AND YOU CAN SEE THE RESULTS FOR READING AND WRITING . AND THEN THE NEXT SLIDE THE SHOWS YOU WE DROPPED A LITTLE BIT , SHOWS YOU THE PERCENT CHANGE IN OUR COMPARISON DISTRICTS . THAT IS JUST OVER LAST YEAR TO THIS YEAR. THESE ARE THE RESULTS IN MATH. ONE OF THE REASONS I INCLUDE THE PERCENT CHANGE SLIDES AS A COMPARISON IS BECAUSE WE OBVIOUSLY WANT TO SEE HOW OUR KIDS FARED . OTHER REASONS WHY WE MIGHT HAVE BEEN UP OR DOWN COMPARED TO OTHER DISTRICTS AND KIND OF HAVE AN UNDERSTANDING OF THAT SO WE CAN POTENTIALLY REACH OUT TO FOLKS AND SAY HEY, IS THERE AN APPROACH YOU TOOK WITH YOUR STUDENTS THAT MAYBE WE DIDN'T TALK ABOUT , YOU KNOW, SOLUTIONS TO IMPROVE AND WHAT MIGHT BE ONE OF THE MOST INTERESTING SLIDES IN THE WHOLE DECK IF I SAY SO MYSELF IS THE FACT THAT EVERYBODY WENT DOWN IN MATH IN OUR COMPARISON GROUP, SO I DON'T KNOW WHY. I'M SURE S.A.T. COLLEGE BOARD MIGHT BE INVESTIGATING BECAUSE THIS WOULD INDICATE MAYBE SOMETHING WITH THE TEST, AND NOT NECESSARILY THE KIDS , WHEN ALL OF THESE DISTRICTS GO DOWN IN RESULTS BUT NEVERTHELESS, I WANTED TO INCLUDE IT AS WE HAVE WITH ALL OF THE OTHERS. >> IS THIS THE S.A.T. TAKEN LAST FALL? >> NO, IN MARCH. AND THEN, THIS SLIDE IS THE SAME GROUP OF SCHOOLS BUT I DID ORGANIZE THIS ONE IN NUMERIC ORDER FROM HIGH TO LOW, LEFT TO RIGHT. AS I MENTIONED AT THE OUTSET, WE FINISHED THIRD IN THIS GROUP IS COMPARISON WHEN YOU LOOK AT BOTH READING, WRITING AND MATH COMBINED. IN HER LAST AREA IS THE ADVANCED PLACEMENT TEST. JUST AS A REMINDER, IF YOU ARE NOT AWARE, OUR STUDENTS HAVE OPPORTUNITIES TO REALLY CHALLENGE THEMSELVES WITH THE MOST RIGOROUS CURRICULUM AT BOTH HIGH SCHOOLS THAT ARE WHAT WE WOULD CONSIDER AND MOST EVERYONE WOULD CONSIDER TO BE COLLEGE-LEVEL RIGOR. SOMETIMES STUDENTS DO THAT THROUGH DUAL-CREDIT COURSES AND SOMETIMES THEY DO IT THROUGH ADVANCED PLACEMENT COURSES WHERE THE OPPORTUNITY TO EARN CREDIT AT A POST-SECONDARY INSTITUTION IS DETERMINED BASED ON THE SCORE OF THE TEST THE TAKE AT THE END OF THE YEAR AT THE COMPLETION OF THE COURSE. WE HAD OVER 4300 EXAMS TAKEN BY OUR HIGH SCHOOL STUDENTS, ALMOST 2500 OF THEM. THAT IS A LOT. IT'S A LOT TO DO IN TWO WEEKS, BUT I AM REALLY EXCITED TO SHARE THAT 83% OF OUR STUDENTS GOT A THREE OR HIGHER ON AT LEAST ONE EXAM, AND THAT IS REALLY SOMETHING TO BE I THINK IMPRESSED BY AND TO TAKE A LOT OF CELEBRATION IN. I DID BREAK DOWN BETWEEN THE TWO HIGH SCHOOL SO YOU COULD GET A PICTURE IN THE FLAVOR OF THE LAST FIVE YEARS NOT ONLY IN TERMS OF THE GRAPHIC AT THE CHART AT THE BOTTOM IS THE NUMBER OF AP STUDENTS IN THE NUMBER OF EXAMS TAKEN AND YOU CAN SEE THAT AT FISHERS HIGH SCHOOL, THOSE CONTINUE TO INCREASE IN TERMS OF THE NUMBER OF EXAMS TAKEN AND AT THE SAME TIME, WE HAVE INCREASED THE PERCENT PASSING. WHICH IS A REALLY AWESOME THING. AT HAMILTON SOUTHEASTERN HIGH SCHOOL YOU SEE A VERY SIMILAR INCREASE IN THE NUMBER OF EXAMS TAKEN , AND THE CONTINUED UPWARD SWING IN THE PERFORMANCE. >> YOU CAN TOUCH ON THE [00:15:11] IMPORTANCE OF THIS IS THAT THEY GET COLLEGE CREDIT THAT CAN BE TRANSFERABLE FOR POST-SECONDARY EDUCATION. >> IT CAN. THAT IS ALWAYS UP TO THE UNIVERSITY OR COLLEGE, BUT THE THREE IS KIND OF THE BENCHMARK. A LOT OF UNIVERSITIES MAY, DEPENDING ON WHAT MAJOR YOU'RE GOING INTO AND WHERE YOU EARNED THE THREE, FOUR, FIVE, THEY MAY CHOOSE TO AWARD YOU ELECTIVE CREDIT AND THEY MAY CHOOSE TO AWARD YOU CREDIT WITHIN A MAJOR. THAT'S COMPLETELY UP TO THE UNIVERSITY, YEAH. >> DO WE HAVE SOMETHING SIMILAR, AND I APOLOGIZED IF I MISSED IT, ON THE DUAL CREDIT? >> I DO NOT HAVE. BECAUSE WITH OUR DUAL CREDIT ARRANGEMENTS, I WILL USE OUR ACP COURSES, THAT IS THE INDIANA UNIVERSITY CONNECTION, THOSE ARE TREATED JUST LIKE A COLLEGE COURSE IN THE SENSE THAT THERE IS NO CULMINATING EXAM PER SE, LIKE AP. STUDENTS PAY THE TUITION FEE UP FRONT IN WHATEVER GRADE THEY GET IN THAT COURSE IS THE GRADE THAT BECOMES TRANSCRIPT IN CREDIT. >> JUST CURIOUS OF NUMBERS, HOW MANY ARE TAKING NOTES AND PASSING THOSE CLASSES IF WE ARE INCREASING, DECREASING, STAYING THE SAME. >> YEAH, IT'S INTERESTING THAT WE TYPICALLY WILL RUN CERTAIN COURSES WILL HAVE A HIGHER NUMBER OF DUAL CREDIT LIKE AND IU COURSE AND NOT NAP-COMPARABLE COURSE AND VICE VERSA BUT THOSE ARE CERTAINLY NUMBERS WE CAN PUT TOGETHER. I WILL CLOSE WITH SOME ACTION STEPS FOR US. WE ARE ALWAYS LOOKING FOR OPPORTUNITY AND WAYS TO CONTINUE TO INCREASE OUR ACADEMIC STANDING . ALL OF OUR SCHOOLS ARE IN THE PROCESS RIGHT NOW OF UPDATING THE SCHOOL IMPROVEMENT PLANS. PRINCIPALS HAVE SIGNED UP TO PRESENT THOSE TO US DURING THE MONTH OF SEPTEMBER BECAUSE THEY ARE DUE IN EARLY OCTOBER TO THE STATE, AND THEN THOSE WILL APPEAR ON EACH OF OUR SCHOOL WEBSITES. THEY'RE GOING TO LOOK SPECIFICALLY, OBVIOUSLY, AT THEIR AREAS OF GROWTH. THERE MIGHT BE SOME SIMILARITIES AND DISSIMILARITIES BETWEEN THE DISTRICT DATA AND WHAT THEY ARE ACTUALLY DOING IN THEIR OWN BUILDING. KEY GRADE 2 DATA, 58% OF OUR GRADE 2 STUDENTS PASSED IREAD, SO WE KNOW THE STUDENTS THAT DID NOT, AND ALREADY THOSE EDUCATORS CAN START TO ADDRESS DEFICIENCIES WITH THOSE STUDENTS. WE CONTINUE OUR WORK AS WE HAVE TALKED ABOUT THE DISTRICT-WIDE LITERACY CADRE AT THE ELEMENTARY LEVEL. ALWAYS A FOCUS OF THE ACHIEVEMENT GAP, AND THIS IS WHERE OUR INDIVIDUAL SCHOOLS CAN DRILL INTO SPECIFICALLY WITH SPECIAL EDUCATION STUDENTS. AND, OUR ENL POPULATION. THOSE ARE STILL PROBABLY OUR LOWEST DEMOGRAPHIC GROUP SO WE WANT TO BE INTENTIONAL ABOUT WHAT WE ARE DOING TO RAISE THOSE SCORES WITH STUDENTS AND WE'VE ADDED THE ADDITION OF DEVILS -- DIBELS ASSESSMENT FOR THIS YEAR. >> I'M ASSUMING THIS IS BECAUSE OF CHANGE IN SIZE WHEN WE GO BACK TO PAGE FIVE, THE IREAD-3 RESULTS. THERE ARE THREE SCHOOLS THAT ARE SLIGHTLY GOING BACKWARDS. I'M INTERESTED IF THAT IS WHAT IT IS. I'M JUST MAKING THE ASSUMPTION? THAT IS SLIDE FIVE. >> SO, I PUT THREE YEARS UP HERE BECAUSE I THINK IT IS -- YOU HAVE TO BE CAUTIOUS TO ALWAYS LOOK AT A YEAR IN ISOLATION AND IT IS IMPORTANT TO UNDERSTAND THE PROGRAMMATIC STRUCTURES IN PLACE BECAUSE STUDENTS WILL CHANGE FROM YEAR TO YEAR AND IT IS IMPORTANT THAT THE BEST PRACTICES GOING ON ARE GOING ON FROM YEAR TO YEAR SO I PUT THREE YEARS SO YOU COULD PROBABLY SEE A LITTLE MORE HISTORICAL DATA IN TERMS OF THOSE SCORES ATTACHED WITH THOSE STUDENTS BUT CERTAINLY THE EFFORTS HIGHLIGHTED IN THE ACTION STEPS . WE WILL BE TAKING A CLOSER LOOK AT WHERE EVERYBODY IS AND AS WE TALK WITH THOSE SCHOOLS IN THEIR SCHOOL IMPROVEMENT PLAN PRESENTATIONS SPECIFICALLY, SEEING HOW THEY PLAN TO HONE IN TO GET THEIR SCORES UP. >> OKAY, THANK YOU. IT'S A VERY MINIMAL CHANGE BUT SOMETHING I WANT TO MAKE SURE WE HAVE AN EYE ON TO MAKE SURE THEY HAVE WHAT THEY NEEDED. THANK YOU. >> I'D LIKE TO PIGGYBACK ON THAT PAGE. WAS IT TWO OR THREE SCHOOLS WE HAD IN THE LITERACY [00:20:09] CONTRACT? >> TWO. DISTRICT ELEMENTARY AND SAND CREEK ELEMENTARY. >> THOSE WILL SHOW IMPROVEMENT. >> I WANTED TO CLARIFY THAT THEN THE PAGE , ON PAGE NINE, CAN YOU GIVE SOME -- I KNOW IT IS AN ESTIMATION BUT AS A PROFESSIONAL CAN YOU GIVE MAYBE WHAT WOULD BE SOME OF THE REASONS THAT WOULD FACTOR INTO THE EFFECT OF THE SCORES LIKE FOR EXAMPLE, THE EIGHTH-GRADE YEAR IT WENT DOWN? WHAT WOULD BE SOMETHING THAT WOULD AFFECT OUR EIGHTH GRADERS ARE WHAT WOULD'VE BEEN SOMETHING THAT BROUGHT US DOWN INSTEAD OF GOING UP BECAUSE I SEIZED UP EVERYWHERE ELSE. >> IT DEFINITELY WOULD BE A GUESS AND I WOULD GO SO FAR AS TO SAY .5 IS REALLY NEGLIGIBLE TO THE WORK THAT IS GOING ON. >> I WOULD ALSO LOOK -- IF YOU LOOK AT 2023, GRADE 7, AND THEN YOU LOOK AT WHAT 2024 GRADE 8 DID, YOU WILL SEE THEY INCREASED, SO THEY MAY BE DOWN COMPARED TO THE YEAR BEFORE HIS EIGHTH GRADERS, BUT THERE WAS GROWTH THERE BY THOSE STUDENTS. >> EXCELLENT. OKAY, THANKS FOR POINTING THAT OUT. WHEN WE WERE GOING THROUGH THESE FOR THE 2024 ON PAGE 12 AND 13 , ARE THOSE THE SCORES FOR THE ILEARN AT THE JUNIOR HIGH LEVEL? PAGE 12 AND 13. THOSE ARE FOR WHICH GRADES? IT WAS FOR THE ILEARN FOR THE JUNIOR HIGH? >> YES, THIS IS DISTRICT COMPOSITE SCORES SO ALL THE GRADES COMBINED . >> OKAY. THREE THROUGH EIGHT. THAT'S WHAT I WAS TRYING TO CLARIFY. OKAY. THAT WAS THE LAST OF THE QUESTIONS I WANTED TO CLARIFY. THANK YOU. >> I WANTED TO ALSO POINT OUT FIVE SCHOOLS MET THE 95% GOAL, THAT NINE SCHOOLS IN IREAD-3 DID IMPROVE THEIR SCORES AND TALKING ABOUT ILEARN, CAN YOU REMIND US ALL OF THE FIRST YEAR WE WERE GIVEN THAT TEST TO PIGGYBACK ON KIND OF MR. ORR'S QUESTION? >> OH, MY GOODNESS. THIS VERSION, I THINK WAS 2019. >> SO, 2019 AND THEN WE HAD A YEAR OF NO TEST AND SO JUST FACTORING IN THAT TO SOME OF THE SCORES, AS WELL AND CAN YOU EXPLAIN A LITTLE BIT FOR PEOPLE , THE TYPE OF TEST AND MAYBE HOW IT DIFFERED FROM OUR PREVIOUS TEST? >> GREAT QUESTION. THE PREVIOUS VERSION OF ILEARN WAS, I WOULD SAY, VERY PRACTICE , WROTE-DRIVEN AND THIS VERSION OF ILEARN IS VERY MUCH APPLICATION BASED, SO IT IS NOT ENOUGH JUST TO PICK OUT THE VERBS IN A SENTENCE, BUT IT IS IMPORTANT TO BE ABLE TO READ A PASSAGE AND THEN ANSWER QUESTIONS, SOMETIMES SHORT ANSWER QUESTIONS THAT RELATE TO WHAT YOU JUST READ, AND SO THE SAME TYPE OF THING WOULD APPLY EN MASSE. IT WOULD NOT JUST BE AN OLD VERSION OF THE TEST. MIGHT BE JUST MATH PROBLEMS AND NOW IT IS MORE STORY-BASED PROBLEMS IN APPLYING MATH CONCEPTS TO BE ABLE TO SOLVE PROBLEMS SO IT IS DEFINITELY HIGHER LEVEL THAN THE PREVIOUS VERSIONS. >> SO WHEN YOU DEFINITELY DON'T WANT TO COMPARE TO THE PREVIOUS SCORES AND LOOK AT THAT SO GLAD WE ARE NOT DOING THAT. I WANT TO MAKE SURE GOING TO ONE OF THE STAIR STEPS WITH THE DEMOGRAPHICS , YES, THAT ONE WILL DO. ON MOST OF THEM WITH THE HISPANICS, I NOTICED THAT THEY WERE NOT INCREASING. DO YOU HAVE ANY THOUGHTS ON WHAT THAT MIGHT -- HOW WE ARE GOING TO ADDRESS THAT? [00:25:01] >> AGAIN, THE MOST APPLICABLE WAY FOR US TO DO THAT IS THROUGH OUR SCHOOL IMPROVEMENT PLANS WITH EACH BUILDING BECAUSE THEY KNOW THEIR KIDS AND THEY WILL HAVE AN OPPORTUNITY TO TELL US, BUT THAT WAS THE 12TH OUT OF 12 IN BOTH ENGLISH LANGUAGE ARTS AND MATH, WAS THAT DEMOGRAPHIC GROUP SO IT IS SOMETHING WE NEED TO BE KEEPING AN EYE ON AND BEING SURE TO FOLLOW UP ON. >> ONE LAST QUESTION AND I'M GOING TO SOUND LIKE MAYBE A BROKEN RECORD BECAUSE I THINK I'VE EMAILED THE QUESTION . I'VE DEFINITELY ASKED MR. MAPES AND MR. URBAN AND RESPONDED TO A POST. ON THE AP SCORES , I REALLY WANT TO KNOW THE DATA ON THE MODERN CLASSROOM VERSUS A TRADITIONAL CLASSROOM, AND HOW THOSE PASS RATES COMPARED, SO. >> I DID DO SOME HOMEWORK ON THAT. WE HAVE ONE TEACHER AT FISHERS HIGH SCHOOL THAT TAUGHT AP GOVERNMENT LAST YEAR OR TWO YEARS AGO WITHOUT AND LAST YEAR, WITH. I CAN GET YOU THE EXACT SCORES BUT THERE WAS AN INCREASE OVER THOSE TWO YEARS AND THERE WAS ANOTHER TEACHER , I CAN'T REMEMBER THE SUBJECT AREA, WHO IS ALSO ENGAGED IN THAT BUT IT WAS THERE -- I THINK LAST YEAR WAS THE FIRST YEAR. >> LAST YEAR, AP WORLD. MY DAUGHTER WAS IN THE CLASS. >> I HAVE A COUPLE QUESTIONS. CAN WE GO BACK TO THE IREAD SIDE? BECAUSE YOU KNOW, LITERACY IS MY THING. >> FIVE OR SIX? >> THAT ONE. MY FIRST COMMENT IS IT WAS FANTASTIC TO SEE SOME OF THESE SCHOOLS WHO ARE NOT YET PARTICIPATING IN THE LITERACY COUNTRY GROW BY SUCH INCREDIBLE AMOUNTS, ONE THAT HAS STUCK OUT TO ME AND NOT BECAUSE I LOVE THE SCHOOL IN GENERAL IS NEW BRITAIN, WHO ROSE ALMOST 10 POINTS AND WERE NOT PART OF THE LITERACY COUNTRY WHICH IS JUST INCREDIBLE TO ME . SO, AMAZING JOB TO THOSE TEACHERS FOR WORKING THEIR TAILS OFF FOR THOSE KIDS. DO WE HAVE A BREAKDOWN OF DEMOGRAPHIC GROUP FOR OUR IREAD-3 SCORES? >> YES. >> TO THE TREND IN THE SAME WAYS? >> I WOULD HAVE TO GO BACK AND OFF THE TOP OF MY HEAD I COULD NOT TELL YOU. I WOULD HAVE TO GO BACK AND LOOK AT THAT. AT HIS DATA THE STATE HAS OUT ON THEIR WEBSITE, AS WELL. >> AND THEN THIS YEAR IS THE YEAR RETENTION STARTS FOR THIRD-GRADERS WHO DO NOT PASS THE IREAD? CAN YOU TALK A LITTLE BIT ABOUT WHERE WE HAVE LANDED FOR OUR SCHOOLS FOR PARENTS TO UNDERSTAND WHAT THE FINAL DECISION WAS ON LOOPHOLES AND WHERE THINGS ARE FOR THE KIDS WHO MAY NOT PASS THE IREAD-3? >> WELL, IF YOU DON'T PASS THEN YOU HAVE TO GO TO OUR SUMMER SCHOOL, WHICH WE HAVE BEEN RUNNING EVERY YEAR ANYWAY TO CONTINUE TO CAPTURES STUDENTS WITH AFTERSCHOOL REMEDIATION THAN THE HAVE AN OPPORTUNITY TO RETEST AND THESE STUDENTS WOULD HAVE THAT SAME OPPORTUNITY AND THEN SECOND GRADERS WHO ARE ALSO AT RISK WOULD BE REQUIRED TO COME, SO THAT WOULD BE AN OPTION. WE WOULD BE OFFERING THAT AS WELL, FOR SECOND GRADERS WHO DID NOT PASS. >> THEN THERE ARE SOME CARVEOUTS FOR SOME OF OUR EXCEPTIONAL LEARNERS? >> YES, THERE ARE. IF THERE IS DOCUMENTED EVIDENCE THAT THEIR DISABILITY IT INHIBITS THEM FROM DOING THAT THAN THERE ARE SOME CARVEOUTS FOR THAT. >> I KNOW WE HAVE TALKED IN PREVIOUS MEETINGS THAT WE HAVE HAD SOMEWHAT OF A LARGE INFLUX OF ENGLISH-LANGUAGE LEARNERS IN OUR DISTRICT OVER THE PAST YEARS. HOW WILL THOSE STUDENTS BE AFFECTED BY THE IREAD RETENTION? >> WE HAVE BEEN RUNNING ENL-SPECIFIC SUMMER SCHOOL FOR THOSE STUDENTS AS WELL FOR THEM TO BOLSTER THEIR SCORES. >> AT ONE SCHOOL THIS WEEK WE DUG INTO THEIR ENL STUDENTS AND I WOULD SAY 83% OF THE STUDENTS WHO RETOOK THE TEST GREW TREMENDOUSLY. THEY STILL DID NOT PASS, BUT THE GROWTH-RATE WAS PHENOMENAL. THE MAJORITY OF THEM WERE LEVEL ONE WHICH MEANS THEY HAVE LIMITED ENGLISH. WE WANT TO GET THEM TO FIVE WHERE THEY ARE PROFICIENT SO WE WERE VERY EXCITED ABOUT THAT SCHOOL [00:30:01] IN PARTICULAR THAT WE ARE SEEING A LOT OF GROWTH AND EXCITED ABOUT WHAT ARE TEACHERS ARE ABLE TO DO IN THE CLASSROOM WITH THEIR STUDENTS. THE EXCEPTIONS YOU ARE TALKING ABOUT -- IF THEY HAVE ONLY BEEN IN THE COUNTRY FOR TWO YEARS, THERE IS NOT A RETENTION PIECE, BUT THEY DO HAVE TO CONTINUE TO TAKE THE TEST UNTIL SEVENTH GRADE AND I THINK THAT WAS IT. I THINK THAT IS THE BIGGER PIECE. >> THE BIGGER PIECES THE TWO YEARS. IF THEY'VE BEEN IN THE COUNTRY TWO YEARS OR LESS THE RETENTION DOESN'T APPLY TO THEM. >> THE OTHER INTERESTING CAVEAT WE HAVE IS THAT IF THEY DID NOT PASS IREAD, BUT THEY PASSED, WERE AT OR ABOVE PROFICIENCY FOR ILEARN MATH AND THEY DON'T NEED TO BE RETAINED. >> THAT'S JUST SPECIFIC TO ENGLISH LANGUAGE LEARNERS? COULD YOU SAY THAT AGAIN? >> IF THEY DO NOT PASS IREAD, BUT ARE AT OR ABOVE MASS ILEARN PROFICIENCY THAN THEY ARE NOT RETAINED. >> WHAT ABOUT THE OPPOSITE? >> NO. >> YES. YOU HEARD RIGHT. YOU GET TO PASS THE RATING IF YOU PASS THE MATH BUT NOT THE OTHER WAY. >> GOING BACK TO I THINK THE SLIDE NUMBER NINE AND WE LOOK AT IT AS A STAIRSTEP LACROSSE. AS WE SWITCHED FROM READING INSTRUCTION LITERACY THERE ARE OBVIOUSLY KIDS IN THE HIGHER GRADES THAT DID NOT GET TO TAKE ADVANTAGE OF THOSE FOUNDATIONAL SKILLS THAT ARE PROBABLY STILL BELOW PROFICIENCY OR APPROACHING MAYBE IF THEY ARE LUCKY, RIGHT AT. IS THERE ANYTHING WE ARE DOING IN THOSE UPGRADES TO TRY TO CAPTURE THOSE KIDS AND TEACH ON THE BACK AND SOME OF THE SKILLS THEY MAY HAVE MISSED THAT COULD IN TURN THEN HELP THEM TO BECOME MORE PROFICIENT READERS? >> OUR INTERMEDIATE PRINCIPLES LAST YEAR WENT THROUGH SOME PROFESSIONAL DEVELOPMENT TO BETTER LEAD THEIR BUILDINGS WITH THE SCIENCE OF READING AND WE KNOW THE SCIENCE OF READING AND THAT RESEARCH IS GREAT FOR STUDENTS K-12 TO GET THOSE FOUNDATIONAL SKILLS. WE HAVE OUR TWO COACHES AT OUR INTERMEDIATE SCHOOLS THAT ARE SPECIFIC TO TWO BUILDINGS, SO WE ARE STILL SHARING AT THAT 5-6 LEVEL BUT THE FOCUS THIS YEAR IS LITERACY SO WE ARE GOING TO BE BRINGING THAT RESEARCH INTO THEM SO THAT THEY CAN BE TEACHING AND INSTRUCTING AND FIGHTING THOSE STUDENTS WITH THE DEFICITS OF THOSE INSTRUCTIONAL PRACTICES ADDRESS THAT. WE WILL ALWAYS CATCH THOSE STUDENTS SO WE CAN GO BACK AND TEACH THAT SINCE THEY DID NOT HAVE THOSE FOUNDATIONAL SKILLS BUT WE ARE VERY EXCITED WITH WHAT WE'VE SEEN NOW THAT WE'VE HAD IT IMPLEMENTED FOR TWO YEARS. WE DID SEE THE IMPLEMENTATION THAT BUT WE ARE GROWING. THAT IS FANTASTIC. >> NOW THAT ALL OF OUR ELEMENTARY SCHOOLS ARE PARTICIPATING IN THE LITERACY COUNTRY, DOES THAT MEAN WE HAVE A READING SPECIALIST IN ALL OF OUR BUILDINGS? >> WE HAVE INSTRUCTIONAL COACHES AND ALL OF OUR K THROUGH FOUR BUILDINGS. WE WILL HAVE BY FEBRUARY, AT LEAST FIVE OFFICIAL , RECOGNIZED BY THE D.O.E., READING SPECIALISTS AT EVERY ELEMENTARY BUILDING AT THEIR PARTICULAR TRAININGS THEY CAN GO THROUGH SO OUR PRINCIPLES, APS, COACHES AND THEN TWO TEACHERS HAVE VOLUNTEERED TO GO THROUGH THAT PROGRAMMING SO THEY WILL BE OFFICIALLY TRAINED TO BE CALLED READING SPECIALIST. >> IS THAT NUMBER, FIVE? AND THEY WILL GO THROUGH ALL OF THE ELEMENTARIES? >> ELEMENTARY WILL HAVE FIVE. AND WE DO HAVE SOME AT THE INTERMEDIATE THAT WE HAVE SENT THROUGH THE TRAINING, AS WELL. >> ONE LAST QUESTION AND I PROMISE I'M DONE. WITH THE NEW REQUIREMENT FOR 80 HOURS FOR OUR TEACHERS, OF PROFESSIONWE K TRACK OF -- ARE TEACHERS KEEPING TRACK OF THEIR OWN OR ARE WE MONITORING AND KEEPING TRACK OF HOW AND WHEN ARE TEACHERS COMPLETE THAT A NOTE PERCENTAGE COMPLETION OF THAT REQUIREMENT? >> WE ARE NOT NECESSARILY KEEPING TRACK. IF YOU RECALL LAST SPRING WE OFFERED THE PROFESSIONAL DEVELOPMENT SERIES WHERE THEY CAN COMPLETE MODULES FOR 25 HOURS TO GO PARTIALLY TOWARD THOSE 80 HOURS. WE HAVE TEACHERS I JUST TALKED ABOUT GOING THROUGH THE LETTERS [00:35:08] TRAINING THAT COUNTS FOR THOSE 80 HOURS AND WE HAVE IN-HOUSE LITERACY LIFT OFF TWO TIMES IN THE SUMMER WHERE WE HAD A GOOD TURNOUT WHICH WAS MORE INTERMEDIATE TEACHERS ABLE TO COME TO THAT PIECE OF IT SO WE ARE ASKING THEM TO KEEP THAT DOCUMENTATION FOR THEMSELVES. UNFORTUNATELY, THE LITERACY LIFT OFF DOES NOT COUNT TOWARD THE 80 HOURS, BUT THE STATE HAS PUT SOME PARAMETERS IN PLACE THAT IF WE PUT PROFESSIONAL DEVELOPMENT OUT THERE AND WE ARE HITTING SPECIFIC PARAMETERS WITHIN THOSE FIVE PILLARS OF LITERACY, WE CAN GET THAT SO WE WILL BE WORKING TOWARD THAT TO SEE IF WE CAN OFFER THAT TO OUR TEACHERS, BUT THE ONE IN PARTICULAR , THOSE THAT WENT THROUGH THE LETTERS TRAINING, WE HAVE THAT DOCUMENTATION. >> OKAY, THANK YOU. >> AS WE LOOK AT THE REQUIREMENTS OR AT LEAST THE PROPOSED REQUIREMENTS FOR A DIPLOMA , THE SECOND ROUND THAT IS PRESENTED CURRENTLY WHILE THE S.A.T. OR THE A.C.T. IS NOT REQUIRED FOR ALL STUDENTS UNLESS YOU CHOOSE A PARTICULAR PATHWAY, ARE WE, AS A DISTRICT, STILL GOING TO ISSUE IT FOR ALL OF OUR STUDENTS AS A METRIC? >> WE ARE STILL REQUIRED TO. THAT IS PART OF OUR FEDERAL OBLIGATION THAT WE HAVE TO TEST AT THE HIGH SCHOOL AND THAT IS OUR HIGH SCHOOL TEST. SO, OVER THE YEARS IN INDIANA, IT STARTED OUT AS THE GQ ENU HAD TO PASS THAT TO GET A DIPLOMA AND THEN IT MORPHED INTO ILEARN AT 9-10 IN OUR OBLIGATION TO MEETING THE FEDERAL REQUIREMENT IS THE S.A.T. AT GRADE 11. >> THEN DO WE HAVE A BREAKDOWN OF DEMOGRAPHIC DATA ACROSS ALL SCHOOLS ? THE POINTS THAT SARAH TOUCHED ON THAT GOT INTO OUR PERFORMANCE METRICS LOOKING AT HOW WE ARE PROVIDING THE NECESSARY SUPPORTS FOR STUDENTS WITH NEED FOR ADDITIONAL READING AND MATH ASSISTANCE IN MAKING SURE WE ARE PROVIDING THAT AND HOW THAT IS AFFECTING PERFORMANCE? >> YES. THAT IS ALSO DATA THE STATE KEEPS ON THEIR WEBPAGE. HONESTLY, MOST OF THE THINGS THAT YOU SAW TONIGHT OUR I WENT TO THE D.O.E. WEBSITE AND PULLED AND PUT IT IN AN EASY TO UNDERSTAND PACKAGE OR AT LEAST, I HOPE EASY TO UNDERSTAND, SO YES. >> A LOT OF THESE THINGS WOULD BE ASSESSED AND LOOKED AT HOW TO IMPROVE WITH SCHOOL IMPROVEMENT PLANS. ARE THOSE PRESENTED BACK TO ASSEMBLES ADMINISTRATION, MADE AVAILABLE TO THE PUBLIC? >> THEY ARE REQUIRED TO BE POSTED ON EVERY SCHOOLS WEBSITE SO THAT WILL HAPPEN ONCE THEY ARE SUBMITTED TO THE STATE. WHAT I HAVE TYPICALLY DONE FOR YOU ALL IS PROVIDED YOU A SYNOPSIS OF THE GOAL AREAS FOR EACH SCHOOL AND PUT THAT IN A WORD DOCUMENT THEN YOU HAVE AN OPPORTUNITY >> THE PUBLIC IS WHERE THEY CAN SEE THAT IS ONCE THEY ARE PUBLISHED IN THE STATE. THANKS. >> ANYONE ELSE? ALL * This transcript was compiled from uncorrected Closed Captioning.