001Uh first of all is the budget public hearings. >> Okay. So Mr. President, we required to have a public hearing on the budget at the last well actually wasn't the last board meeting, but we did have a budget meeting three weeks ago or so and we went through the budget that night. So part of the process is to have a public hearing and after you've advertised budget then the budget the board will consider adopting it at a later date later on September. So guess with that stick with the workers but call for public comment. >> Yeah at this time we will take any public comment on the 2026 budget. five minutes >> or we keep opening Nice. >> Maybe we'll see. No, you're not getting next week. Maybe you're winning. Yeah. >> Better than normal.
002Thank you. It was fun. >> Yeah. Didn't go the way we hoped it would, but it's crowded though. >> Canada. Yeah. Like in there. I mean, parking was awesome. That that saved us. The whole thing was just Yeah. way more impactful than I thought. Yeah. I've been to campus before, but I never been to games. So, it was still fun. >> No. No. I mean really like that state. >> Yeah. Are you guys any >> and that's what we left. Maybe it was like the fourth quarter and then drove like >> I think it was like an hour and then watch the IU games last year but my daughters there are crazy. >> All right, at this time we are going to close public comment on the 2026 budget. All right. So, Mr. President, just
003a reminder, couple things up here. We have an adoption scheduled for September 23rd at 3:30. I'll need to make sure that I have reported members that afternoon through the slides last week and did get one question about uh this slide. So just just a reminder that we built the budget based upon 80% assumption on AV. We actually do know the AV is 264 million now. So that could change but that's what they they've told us at this point the LGF and we're advertising extremely high rate. So you get questions on this you you can say yes we do that to protect ourselves just in case of errors just in case a major change in AB don't anticipate that I can actually tell you that I'm projecting the tax rate to be 128 just just about
004basically 129 which is down a little bit from last year but that's where I think it'll fall in that range and when's the final date on that. >> So the way that works is um >> you told us I just forget. >> Yeah, it's a it's process. So you will adopt pending your you adopt the budget in a couple weeks. We submit that in gateway. We as in Jessica and I submit that in gateway and then we sit and wait. We will wait until December and they're required to get us response department of government local finance uh by I believe December 15th and then we have exactly 10 days to make any response to that. We think they made an error or make any changes to that. Basically they will say this is your tax
005rate. This is what we anticipate your revenue to be and that's it. So, we will know like last year we got our we didn't get our 1782 notice until like December 23rd. Okay, that's very frustrating because we kind of want to take the holiday and uh you know, but we crunched it. We got it back to them right after the new year and closed out signed off like January. So, that's that. Any other questions on how that works? We call that the 1782 notice. Okay. One other comment I can make about um I put it in the board's packet. I'll go ahead and say it now because we got time superintendent report. I I've spent a lot of time uh emailing back and forth with Luke Brigman who is the steeple representative and I think
006if you did not read that you just need to know that there is um can't remember exactly the term they used but he had had a contact at DLGF that he talked to about our situation coming up in 27 taking on obviously some a new tax base and basically She told him that DLGF, who is the one that determines all this, they will not they will not make any recommendations or say anything um until the legislators address the issue of what our levy's going to be when it comes to operations because they say the statute of silent and if you read it carefully what passed last year, it does not say anything about the operations. tax levy. So, makes me a little nervous to be honest with you. I I want to get a we
007need to get a ruling. We need to get So, the idea of I mean, as we talk projects or anything, taking on any debt between now and 27, we we really need to know that answer. It's going to be impossible to go before taxpayers and say this is what we think your tax rate is if we don't know where that tax base falls in. All right. So, I just want to be up upfront honest with you, tell you kind of that's where we're at. We're kind of in my boat and hopefully after this next session we'll get an answer on that. That's all I've got. How do we push that? What's that? >> How do we push that? >> Well, GLG has written >> they are pushing. >> They they are pushing that. They're saying
008we have to we have to have an answer to this. You're going to have to you're going to have to pass something. You're going have to attach something to a bill. >> Okay. Because we have to be able to say I mean we can't assume. We just can't. >> They had a list of the things that had to be addressed with the legislature that they were adding to the list. >> Yes. >> Any other questions from the board? >> Close. >> Yep. >> All right. At this time, we will close the 2026 budget public hearing. started with the Tuesday, September 9th, school board meeting for the Monura Central School Corporation. First thing we'll do is we'll start with the uh prayers. If you want to lead us in prayer, if you want to join, please
009do so. Otherwise, you can step out. >> Yeah, bow your heads. Father, we thank you for a beautiful day and thank you for a a great safe start to our school year. Just ask that you continue to be with our our staff members, our parents, our community, our students, everyone associated with Monur Central. Help us continue to do great things for kids. Just ask you be with the board tonight and those that are presenting just help to be a productive meeting in the name we pray. Amen. >> Amen. to the flag of the United States of America and to the republic for which it stands. One nation under indivisible with liberty and justice for all. >> All right, call this meeting to order. Uh, first thing on the agenda is the approval of the agenda.
010couple items. So, one addition uh under study trips to cross country overnight trip at the New Haven Invitational. That's on September 26th. That did not make the packet. So, would ask if you would add that consideration. That's a annual trip this cross country team makes. And then also I've been asked to remove or have claims removed from the consent agenda. And we just put that down there as letter F after consent agenda. So it would be after the ECA personnel letter F for claims. So we need to vote on that. All right. I entertain motion on the approve agenda. Salute. Second. Any discussion? All in favor say I. >> All oppose. Motion carries 5. >> Mr. Middle believe this is you. Sorry. >> I just want to take a moment forward. Um I think everybody
011knows but this is Holly Ser. and Christina smiling. These two ladies over the past two years have have taken it upon themselves completely upon themselves took the initiative to uh write the digital learning grant which means that you know it's pretty len process to fill out but also they have to do kind of a quick short interview five minutes or less to get their point across which I think sometimes shorter can be more difficult because you want to you want to share a little bit more but over the past two years they've brought $63,000 to a court. And so I wanted them to share. They said they didn't want to speak. Let them speak. >> We can speak. We didn't want to give a speech. >> So just I just wanted them to share a
012little bit about, you know, through their initiative and writing the grant won all that we've gotten over over the past couple years. >> Okay. I'll start. And I kind of really took the lead the first year and Christina took the lead on the second year. So, that's been kind of um fun to kind of get both sides of it a little bit. Um the biggest part of the grant that I wrote for was for an EDIA subscription. So, every student grades 6 through 12 and teacher has access to that. It's mostly a math platform, but it's like $30 a student if we had to purchase it individually. So, that's about it's been close to 20,000 both years um because it comes with some professional development and that kind of stuff. It's an AI powered platform.
013So, teachers can use it to create assessments and assignments. Students can use it to work on skills and like when they're working on a problem in there, they have like an equation 2x - 10= 22 and they can say I don't know where to start and the AI will prompt them rather than just giving them an answer. So not only is it teach it's working on math math skills, it's using technology like in an efficient and effective way and learning how to use AI in a productive way, not just to to get answers. So try to incorporate both of those things as we use the program and u this year all four of the math teachers are using it on a regular basis. So you talk about the other stuff for you. Yeah. Most of
014the other stuff which >> drawing tablets. >> Oh yeah. And the drawing tablets which I think I know like Mr. Molton's seen those um elementary every teacher got a drawing tablet so you can create like any projector screen to virtual whiteboard. So like we use that for our notes. And then we have two classroom sets. Um, I use them in my room all the time if kids were working on problems. Just a different um tool to use. Um, and I know she used them like in her teaching and learning class and some other things like that. So, we have a set of those just another tool for kids to use as well and they're available for teachers to sign up and use it anytime. Um, we also last year we've got some gamification and that
015was Blitet and Gimkit and then Padlet for the teachers to use and that just kind of reinforced the material that the students were learning in a fun way that was very engaging for them. Um, that was just a year subscription. There's free versions. So now that the teachers have the ability or have the experience now, they can use the free version just as well as what they did with the other. The only thing that they're missing is the data piece and they should already now know that. Um we also Sean Kennedy and I went to ISTY conference in San Antonio in June, the end of June, beginning of July and we learned a lot of things that we brought back and shared with our colleagues as well. Um, this year we've got Magic School AI
016for the entire corporation. And that is a program that's for teachers and students up here at the high school and junior high where they can do everything from a chatbot. They can create lesson plans, IEPs, 504s, just just about anything. And I use it in my classroom for writing feedback for my students. And um there's a research one that helps them gather primary sources and secondary sources and they're just they're doing really good. And I have a student that is really using it and he took his writing from just struggling and constantly asking for help to really really strong on his own and he's using it for other things as well and and his depth of knowledge of the content has really really grown. So >> the elementary as well has magic school AI through
017their efforts and then our next professional development day. It's also included with the professional development. We include that in the budget as well. So we'll be able to have somebody virtually >> with the elementary and high school >> and I'm going Thursday to Newcastle for some training on it as well. >> Fantastic. Thank you very much. And ladies, thank you. You're right. That's great. It's a great thing. Magic School Eye AI and we talked about trying to do that. So, can't wait to see what our future will be able to use it for. Thank you. >> At this time, we'll take comments from patrons. All right, moving on to the consent agenda. Uh, entertain a motion for the consent agenda as presented with the addition and moving the claims. I would consent. >> So moved.
018>> Second. >> Any discussion? All in favor say I. >> I. All oppose. carries 50 >> on claims. One thing I will mention and study that carefully back in February when we had the water main break. We worked with Vari on that because there was concern there was potential there that they might have impacted that area. So we used their folks they call them out of Franklin County I think whatever but great they did did great work. Jamie Wyman was a hero that day, but uh we we did get the bill for that. So, it was in your claims fund and it was a it was a a big chunk. So, we knew it was going to be a issue. We were really hoping it was on their end, but it was not. So, okay.
019I entertain a motion on the claims. I make a motion. >> Second. >> Any discussion? I'm thinking I'm in being reimbured. >> Any other discussion? All in favor say I. >> All opposed. Motion carries 401 extension. >> Five staff resignation. I want to thank Lisa who's been a good driver for us for many years. I believe she is going to drive a shuttle bus of Ball State is what I'm hearing. So, wish her well. We are I I will continue to say it. We are in desperate need of bus drivers. So, my discussion today with potential uh teacher actually didn't talk directly to this teacher. I should say that but indirectly um not getting their bus certification so that they could do both teach and drive because we're at that point and we we have
020sickness goes through the bus bar we're in trouble tell you we have we still have my drivers and we're not alone so >> right I will make the motion to approve the resation please Second that. >> All in favor say I. >> All opposed. Motion carries 5. That's the only personnel item I had tonight. Some financial things uh resolution for the tax anticipation warrant. You know this by now, but we do this every year. Allows us to get our get money up front in case there's a delay in the draw. Keeps cash flow steady. So, uh, we don't have paperwork or anything like that tonight. Tonight, all the board is doing is just saying that we anticipate doing this once again. >> All right. I will make the motion to approve the notice of intent
021for the resolution pass anticipation. Lauren, >> second, I don't care. Somebody said right down there. >> Any discussion? >> All in favor say I. >> All oppose. Motion carries. 5-0. Permission to purchase. This is item we've been kind of looking at for some time, but the high school gym needs some repairs to fasten down some of the roofing on the east and west ends of the south side of the peak. I don't know if you read that carefully or not, but this is Simmons roofing. Uh also some drain work on the locker rooms last year. This is addressing some of those issues that we had in the main gym. Just some roof repairs to the uh to the gym here at the high school. Okay. I'll entertain a motion on the uh gym roof repairs.
022Second. >> Any discussion? All in favor say I. I. >> All opposed. Motion carries. 5-0. >> All right. So, under other business tonight, tonight's school improvement night. So, I have both principles here and they'll be talking about their school improvement plans. Board has had those. I think well, they were in their packet actually attached them. Hard copies here if you want, but the principles are going to go through their slides. Um, obviously we're going to look at some data from how we did last year and then uh some goals they have and what they plan to do hopefully this year and beyond. So, Miss BL gets to go first, I guess. So, >> you have my slide. >> I do. >> Excellent. >> Do. >> All right. So, we can go ahead. Here's our enrollment.
023This is uh as of September 2nd. And yes, we are down. We're down about 50 students from this time last year. So we need to get cheerleaders out there and getting us into Monroe Central Elementary and saying what a good school we are to grow up our kids that are really really good citizens. So that was our count. >> Thank you. >> Who's doing me on my toes? This is where we stand today. So we're up. This is our bragging point. I read we are up a little over 1% passing rate than we were last year. It doesn't sound like much, but when you're that high up, it's kind of hard to get higher. Um, we are above state average on that. So, like I said, that is a big bragging point for me Central
024Elementary. Very, very proud of us. Yes. >> Let me stop you right there. I promise not to interrupt a lot. The board needs to know, the public needs to know how big a deal this is. So, um, because we got some bad news coming. So, >> honestly, this is really tremendous for Monroe Central. The consistency Yes. >> that we have had um, with regards to the I read. I mean, you look at some schools and they're kind of all over the place each year, but we consistently have performed above 90%. which the goal for the state and it's a big initiative is 95. So, we're not even at the goal really, but >> that's for next year for 2025. 95% >> goal goal for the state is 95% of all third graders will will pass
025the I read three. But if you saw the news gazette and I thought it was a hard graphic to read, but I thought it was a really neat graphic. They took about eight surrounding school corporations and they took it five years. Um, and we're the only school corporation for the last five years, I believe, or four that have been at 90% or higher. So, I think that just goes to, like I said, the consistency that we're u addressing this. We've got great help in place and really star and supply the elementary for this. So >> hard work of students and teachers and parents and this is the test that third graders have to pass. It was passed state law this past year. They have to pass it before they can go to fourth grade. So
026it's a lot of pressure for a third grader and they feel it and you feel it in the building the day they take it. So, um, just about, I don't know, two or three weeks ago, two weeks ago, um, brought in ice cream sandwiches for the fourth graders and we celebrated this when everything finally was um, able to be public and we hyped them up and they told them how proud we were of them and then we said, "Now we got to do better next year." So anyway, they were very excited about it too. So before you the state set a target of 95. >> Is that supposed to be a stretch goal or is that >> is that a stretch goal? Yes, that's but I mean >> for the state or for our area
027>> for the whole state. >> No. Is it a stretch for the whole state? >> Oh my gosh. Yes. >> I would think it would be right. >> Yes. I I think that some areas are performing at 65 70%. >> I would lower the number you thought that's not that fast. Yeah. Okay. It's going to be I mean that's obviously >> it's a lot to get 3% when you're at 92. It's a lot to get 40% when you're 65 board funding and change plan. I mean collective bargaining has changed because of this. There's literacy endorsement now that we've got to pay for. So they poured a ton of time and money and initiative on this city boards >> right >> at a state level. But right now we're really well. >> That's good news. >>
028Um and I will say I'm I'm gonna take I I feel um I take a lot of responsibility this when I did all the data and things. I am the principal. I am in charge of the school. So when I start looking at this data, you know, two years now I've been in that building. So it's on my shoulders, you know. So we put some initiatives in place this year that we'll talk about that I'm really excited about. But here we go. We are right now ranked 15th out of 28 surrounding schools. That's just for the elementary um in both kids that pass both ELA and math and I learn. And right now our attendance is pretty good. When I checked it, it was 91.6 on the dashboard. So that's pretty good attendance rate. We
029have to have our kids here for them to be Oklahoma. Um, as the year progresses, and Sierra can attest to this, our attendance tends to drop. So, we're we're trying to keep that up, too, so we can teach these kids. All right, here we are. Um, this was the ELA results from last year. I don't know if you can see it really well, but here's Monro Centrals up here. The top number is this year's or this past year's score. bottom number was last year's. So you can compare it from this year to last year. And then here's the state same thing this year, bottom numbers last year. >> Like I said, it's not pretty. >> That's ELA, right? >> That's ELA. That's the reading English language arts. Here is the math again. At least we
030have two grains here. um third grade was rocking it on math last year. So you can compare those as well. And we can go on to here are both these are kids passing passing both ELA and math our works. So that's how we measure on the state scale achievement wise and that's that's pretty important especially uh with the formula that they haven't given us yet that they're going to assess the school on at the end of the school year um because I learn and I will be part of that I'm assuming so >> and also attendance >> and attendance yes >> be a big change for everyone >> I just I don't know Mr. military. He'll probably cover this as well, but but accountability letter grades are back. So, the board does not realize that.
031So, the last time that schools were issued a letter grade was the 189 school year, I believe, 1819, I believe. >> Um 1920 was obviously COVID, so they didn't issue a letter grade after that year. And since then, basically argued back and forth as to what the model should look like. We've not had letter grade. No school's been issued any letter grades, but they are saying and by law they have to issue letter grades after this school year. And the date that we're being given is it's by next December. So, um what we're doing right now is definitely being measured. It's going to be it's going to be counted. Um again like this I said Mr. Littleton there's still fuzzy on details but we know that I learn we know that Ivy are going to
032be major parts of this. So well we got to we got to get turned back around. >> The scary thing about it is they're last time I heard they were predicting by the end of December but they said it's going to be more likely the end of January. So you've got January through May. And so right now it counts, but we're not sure what it is. So it's going to be a tricky. >> Can I ask question here? >> Sure. >> I just want to make sure I'm understanding this correctly. So >> in the the bottom one is well the top box with bottom number is last year's. Is it last year's for the same class or last year's for those sixth graders? So actually the more comparative is the fifth grade 32.5 is the
033sixth grade 32.9. So really the only concerning one is the third to fourth grade because it must be 33.3 down to 23. So okay >> y >> it's the same way we do that crazy attendance charts that I roll machine but it's the same idea with these is it's difficult to compare grade to grade. you need to correct >> especially with class we have >> to see if there's growth or decline >> if we had a thousand kids in class it maybe a little bit different yeah >> with our class that small that makes a big difference that's a great point >> in reverse it's good for us because we can take a few kids if we can get few kids across the line it'll change these numbers too >> so that's the positive in
034the whole thing too >> we've talked to um with this group and we've also talked at the ISBA conferences about how important fourth grade is. >> So that that >> is well >> I mean you go ahead you say what you want to say. >> Go ahead. >> We struggle with fourth grade for for several years that we're trying to identify what the problem is. um curriculum is there instructional issue are we using the wrong I know we used study on them a lot in grade in the past whatever's going on there nobody in mind it's just we got to fix it because we have data that shows year after year after year our third grade to fourth grade kids drop it >> so it was like that last year too >> every year for
035the last several years I have she has they love my little color document um that I go cohort to cohort to cohort and for the last four years at least where we have dropped dramatically especially in ELA ELA >> ELA >> big time >> and then we just don't recover I mean sixth grade's okay but the drop took place between third and fourth grade so we've got we got a curriculum issue we got an instructional issue something going And we talked today, we'll talk about this in a little bit, we're having data meetings more and we're targeting what we're talking about in our data meetings a lot more this year. Um, and I think we have been really good at teaching our surface level standards. Um, kids can find things in the text, you know,
036identify who said what in the text and, you know, back it up with your text. But when we talk about the deeper knowledge, why did this character choose to do what he did? Um, how did the plot play a role in the story? Those deeper knowledge things I don't think we're getting to enough. And that's where I learned goes. So, we're starting right now and digging deep. The kids are starting right now to type longer and longer passages right now instead of in January. um in the next month or so they're going to start seeing passages on the Chromebook that aren't kid-friendly because it I probably should have brought an example, but if you've ever seen an example of an iLearn passage, it's long. There's no pictures. It's not kid-friendly. Um and then after they've
037read this long passage, then they have to answer these questions. Um, and it's not like they're used to seeing in elementary school, you know. So, we're going to start in the next month or so, little by little, and and build up to it so that I not the first time they've seen something that's >> so I think your next slide is NWA, right? >> So, before we go on NWA, I want to make sure the board understands this point. So, what I learned, and I say this, Peter, but it's my soap box issue here. So I learned and I read as a here's the mark and you're either under the mark or you're over the mark. You get credit if you're over the mark as a school. Obviously that's a pass. You get no credit.
038No credit for moving a child that's way down the ground level all the way up to just below the mark. Okay? If it's a if they did not make the mark, they did not make the mark. And the the other end of it is, you know, if you don't get penalized for taking a kid that's way up here, all right, and they drop to just below or just above the passing rate, it still counts as a positive. Whereas I in my opinion, we failed that child because they have dramatically fallen back that year. And we see that happen with kids. And that's the fault or the issue that accountability has when you do it strictly based on past fail. >> Well, and that's the argument that unions been making. They're saying they've went from here
039to here. They're still not at the mark, but they've went up here. >> So, I got a question. I'm just curious. So, are you able to track individual students like what percent of the ones that didn't are like two or three points off, 10 points off, >> one point off? >> Yeah. >> And we all know you can have a bad test day, right? If they gave us three times, >> you could have not slept your dog could have been barking all night long the night before you took this test. >> Is there a big percent that's very close? There's I mean obviously >> a large percent but there there's a group >> in each class that are just off by a little like 10 points or less. >> We we are we were Sarah
040on that right now. Those are our data targets. So she never left because we're gonna move the kids this year or move across the line. So >> all right. So this is a little bit more positive because I learn looks like we don't do much with our kids. We really do. So this shows the growth each year that they do. This is last year's, but um the year before about the same um points growth um some grade levels had even more points gained this year. So NWA we took it three times last year. Fall right off the bat. Winter is done in December and then spring done um I think it was like the first week of May this past year. I will say with us piloting the island checkpoints because we did those three
041times last year and then the summitive by the time they hit spring I or NWA in grades three through six they were tested out they were done. So some of their scores showed that down here you can see 212 to 212 sixth grade was done. Um but you can also see that where they started and where they ended they grew. So that's their writ score. That's how NWA measures the kids points. So each year they are growing. They are making gains. Um so we are doing a good thing. you are moving those kids out. >> Can you explain how you're using this data because again this is good data and it's showing growth. It does not factor into the accountability. >> This is not recogniz it's it's NWA is nationwide. It's it's recognized assessment. It's
042just not what the state of Indiana uses for accountability. So how are we using it? >> Da you don't just look at one thing. So we look at NWA scores too. match those up with the kiddos. If they had a bad test day, let's see how they did on NWA. Does it match them? Um, but NWA also has a whole lot of things in their programs. You can just click on that kiddo, click on their score, and it gives you a whole host. This is where they're low. These are the standards that they're low in. Here's the standards they've already mastered. Here's a lesson that would go along with the standard. Really, really nice information. Um, NWA also gives us achievement level. That's more like what I learn measures. And it also gives us um
043a prediction of what the kid what they think the kiddo is going to do on it. So kind of gives us a lot of information. So I was reading this is math. Lots of greens in math. We're math strong. We've had Vimeie for lots of years. kind of sagged a little bit there for a while, but I think Ben's starting to come back around. I think the teachers are back on board and and >> go back one real quick. Sure. I wasn't >> I say that because I'm not my mind's not keeping up. Science of reading only is across the top two for that data set. >> Oh, we science of reading is all through >> right. They started in kindergarten. Kindergarten, first grade did science of reading. >> Yes. >> From the start. Everyone
044else is catching up with science of reading. >> Well, yeah. Um, kindergarteners, they kind of took it on themselves about three years ago started. >> Um, but to put it in place really hot and heavy. Last year, kindergarten, first grade with the foundations, third, second, third grade also. We started the new curriculum and everything. Fourth, fifth, and sixth grade. This year, they're kind of on board now, too. Everybody, >> I thought of that after we read the page there and >> it works. I have a kid that was a great reader and first kid that wants to learn and a second kid that does not and he's a better reader than the first kid simply because of science. I I agree. He does not want to be in school. >> Child how to read instead
045of just memorizing words. Yeah, I agree. >> So there's math. All right. So here is our vision. because our big goals students in the elementary will pass the ELA portion at least 50% passing rate. It's going to have us doing an 18% increase all across the board. And yes, we have targeted approaches to do that. And that's what we're doing in our data meetings each month. Just making sure we're not missing anything as we do this. Very strategic um and we're just zeroing in. Also, in the elementary, the math portion, they will pass with at least 65% passing rate. And I really think we can do this. This is a 17% increase. Again, once you get higher, it's hard to get higher and higher, but I think we can do it. So, if you go
046to the next slide. Oh, go back one. Sorry. That last one. >> Did I skip one? >> I think so. >> There we go. No, hold back. Our vision for the future. Yes. Do we have one more or no? >> No. Okay. Go ahead. Okay. How are we going to get there? Like I said, monthly grade level data meetings where we're targeting in. We're looking at that data. We're not putting it away. We have a list. We're adding to it. We're comparing each month. What's going on? What do we need to change? Um we have our literacy coach, Mrs. um Roifer. Autumn Roer. Amazing at what she does. She's partially funded this year through um the literacy cadre through the state. They also have it's called a TSS. She comes from the state like every
047other month. Um she sees Autumn and myself. She tours some of the classrooms. She makes sure we're teaching with science and reading best practices. Selma has the same one I think so her too. Um and Autumn is there to just support the teachers. She goes in, she models justice. She poaches them. Great communication. My parents, teachers, administration about the importance of attendance for Sierra. They're trying to run these attendance reports and saying on top of that, state also has a a new law that we get to make all these calls about attendance and have meetings. But that's good. We got to have our kids in here. And then the thing that I am most excited about and I think it's going to help us get there before we change to the next slide. Um, we
048had Sierra and I had this idea that we wanted to put a data wall up that the kids could see so that it would mean something to them. Teachers, we talk about it, they see it, but kids are doing the work. So, we wanted something. We're going to try to do something in the cafeteria. that did materialize. And then Sierra had this idea for um the showcase and it's been amazing. Like I said, we talked about the third graders and the ice cream sandwiches. We have so many sports kids at the school competitiveness. So I thought using our cohorts with our uh countywide and local Wahani Selma has really lit the fire and they scored a lot better than we did. So I said to the kids, you know, we have to do this all
049over again, but did you know that other schools do this too? Do you know Wabahan? Any of you familiar with the school Waha honey? And they're like, "Come on down. They beat us by a lot." And I said, "This next year, you want to beat them." And oh, the chairs went up. The ones wearing their football jerseys and their and their baseballs. Oh, yeah. Yeah. Yeah. We got to beat them. We got to beat them. I have heard there's different kids still yet when they go to the buses. We're beat on the name. Yes, we are. So, we took that, we made the data board, we started to put names in it. here had this idea and you're probably not going to see it very well, but each teacher's face is represented here for VMI.
050Each week it's updated and the teacher's class that has the best score gets a gold crown. And you would not believe the excitement that this showcase has created. Kids stop by it. Even though it's just updated once a week, they still stop by it every day to see if their kid their teacher has a crown. We uh we're talking to fourth grade today. Haley Collins already has a crown. She's gotten Let's see about here. First place two weeks in a row. Her class said if they won it again, she has to wear the crown all day long to embarrass her. Um Crystal Garrett heard about that and one of her kids said, "We got your back, Mrs. Garrett. We'll get you a crown." Now she has a Burger King crown in her room. So the
051kids are really, really excited about this. And then something unexpected. We had the teacher say, "Um, are you gonna keep our faces up? Are you gonna keep that up?" So now they're kind of getting into it, too, because they want the crown. So we think this will make a difference because the kids are now invested. So we have the upper vi, we have it for NWA, and we'll also have it for the ivory checkpoints. So there you go. I didn't take five minutes. Nick was >> longer >> question that you guys have. >> Can you go back to our Sure. >> What are your monthly data meetings? What do those look like? Like when and who? >> Yeah. So, it's during the day. It's during the teachers prep time. We tried to do them last
052year after school for each grade level and then people got into coaching and have to get your kids and things. So, it's during their grade level prep time. We meet together. They bring the data that they have, test scores, um, examples of what the kids have been working on. I bring like today I brought a lot of this data, pinpointed students, um, to see how they were doing. Next month we'll look at the same stuff, compare, are we going up? Are we going down? What do we need to change? What do they need to help them out? We do. >> And you did do this. Did you do that last year? Last year we were more focused on that curriculum and getting it trained out and and what they needed with the curriculum and all
053that kind of stuff. I think >> I needed to focus more on this. >> You put a focus a lot on the the homework and reduction of homework and I can't tell you how much I appreciate that. >> That's something that I had wished all through when our kids were in elementary. So to see you bring that to fruition, I very much appreciate that. >> And we're hoping with that too that there's more teaching involved within the classroom. >> Kids need to be kids. They can't be even us. We don't go home and work. Well, sometimes we do, but we don't I mean we don't expect our teachers to go home and work all night long. We can't expect the same thing out of kids. >> Well, not not all kids have the same support
054to help. >> Yeah. And some people I was undiagnosed ADHD and I strugg I did hours and hours and hours of homework every single day. >> So I appreciate your very help. >> Thank you guys. Thank you. [Laughter] >> Have to apologize, Mr. Mole, because this is now 470 after today. >> That makes us we're we are up 20 from this time last year. So that's a that's a good thing. And we have >> large classes other than our seniors. So think the numbers look pretty good. We always take more students but you know enrollment is looking pretty healthy for us. Student achievement vision. So we said Mr. Mr. Fly myself we we sat down talked about um and I like Mr. Fly you know sitting there saying she's principal of the building. It's same
055with me you know we need to take ownership of this. Um and we we talked about how there's no reason obviously we want to be number one but we want to move in that direction but when those when those I learn scores come back to us in May there's no reason why Monroe Central can't be in the top five and I think we should be in the top five and so that's one thing that we've talked about with the junior high um staff of of where we want to be with that I'll talk about the lag measures here in a minute um reduce the number of students. We're seeing a proficiency rating not being approached on SAT 25% or less. I'll explain that when we get to that slide. Uh attendance rate 96% the goal
056we have to get students in C. And so last year Sierra could expound on this more but um you know kind of swamped in meetings and attendance meetings. So once a student hits 10 unexcused days really what we need to do is we have no it's six >> five days >> five and then 10 days. So yeah once they miss five days you have 10 instructional days to hold a meeting with the parent and so it's almost a full-time job in and of itself um with that. So, I know we've we've had a few meetings already. Um, and obviously 100% of our students to be prepared for college or career by the time they graduate. All right. So, jumping into our iLearn scores. So, mine's laid out a little bit different. So, our current eighth
057graders as as seventh graders or sixth graders into seventh grade, uh, you know, kind of talked about being in the top five. The one thing that I if this makes sense, these are all the lag measures. I mean, once they come out, we can't do anything with them, right? So, it's just a comes to fruition of of what happened during that year. Uh so, see, we're we're above state average other than ELA. Um, you can kind of see with our current seventh graders in their fifth and sixth grade years. The big thing that that I want to, you know, standing up here next year, I want to sit there and say, you know what, we're top five for that. You know, we want to be we want to be number one in the 28 surrounding
058schools. Going back to the P the SAT, this is for juniors. And these are you're comparing two separate classes, which makes all the difference in the world. So, it's kind of compared apples and oranges. But the one thing that sticks out to me, you know, you look at SAT scores across the state, you kind of see the same thing. But to me, again, 60 students that were approaching 81% of our students than 41% last year, be honest with you, a little bit stronger class. You can see that 41 students and 20 students. So, I would like to get this down these scores down to about 25% or less. >> Can you explain, Mr. Can you explain the SAT? What obviously what it is? Who's taking it now? Why why are we taking it? What's what's
059the purpose of this test? >> The PSAT, the practice is taken freshman, sophomore years, you know, just in preparation for that SAT. SATs taken by juniors. The colleges colleges really don't a lot of them don't require it anymore. >> Not for admissions, just for scholarships. >> So basically, yeah, we're looking at for us that's you just see that that preparation for the scholarship. So the SAT back when we when I was in school, it really played a big role in the >> SAT point accountability model. >> I did not know that. I don't know that we know that for sure yet. >> But don't didn't they change it a few years ago that all juniors have to take the SATs? Correct. >> Before you didn't have to, >> right? >> But now they changed it.
060>> And we do it during the school day. >> Sure. >> Used to be something, you know, especially smaller school. You paid when I remember like we went to Newcastle. [Music] >> Now, this means nothing to you guys, but I found this out today and I just put this in here. I found it amazing because graduation rate 88% and I'll be honest like I said I didn't know this until today. So I saw that number Charlotte Moran sent me an email on this and I looked at I said you that can't be right that we had an 88.46 graduation rate last year. It can't be right. We had one student who just war if you didn't know they have up until September 30th like if they didn't make it by graduation the student really has
061up until September 30th to complete that diploma without counting against us. And so we had one student who don't know if he's going to make it by the 30th but we're trying. But when I saw I mean I was I was a little bit depressed seeing that. And so looking through the data, three out of the five students, we had five students in the cohort. So once a student enters in his or her freshman year, they're in the cohort. Okay? And if they transfer out to another school, if we can verify that, then may well not count against our cohort. But three or five students that count against our current graduation rate, I just want to point this out. I've never met like I they were here and gone before I was ever even here.
062This is starting year three for me. So, you know, not making any excuses or anything like that, but I was very disappointed to see this and you know, I just think that it is what it is. But at the same time too, I think we also need to understand what what plays into that. So you're saying five five kids started that cohort four years ago. >> Correct. >> And did not to this point have graduated. >> Correct. >> And three of them left us two and a half three years ago. >> And actually the fourth one. So what's that? No counting in our >> right. And so that's the thing too. I just and I only put this in here just to clarify it because like I would hope that nobody would be happy with
063that said. Uh >> so the fourth one so we had one student like I said still working currently hopefully right now one student left in October of my first year and we said today yeah >> Holly can verify this because she was in there like do you know this kid? She's like, "No, I have no idea." Then SVP came in. Mrs. Van Felton were like, "Do you know this kid?" "No, no clues." And so, four out of the five basically is what I'm saying is like, "I I have no idea who that are. Like, I've never met." >> Yeah. That's what VP and I didn't know. Neither one of us knew knew any of them. >> So, not to Yes. Not to spell on this more, but I just I just want to put that
064in there. I found it kind of crazy to be honest with you. So, diploma designations just if you you want to take a look at that. And then I know this kind of pops up. So the big push and you I think you guys know this is you know the workplace uh with with Karen Lloyd I think with Carrie Buchek. I know Christina played a role in this as well is just trying to expose our students as much as possible to all the options that are out. um out there in the world really, right? Without four-year degree, two-year degree, and I think you see that trend of our students going into the workforce. Um and I think that's just going to continue to continue to rise. >> How how do we verify that? How is
065that measure that? Well, again, that's not it's not something like we we look at those 38 students and pull them after they leave, but those those are students that these are the students, and man, you could correct me if I'm wrong, but these are the students are sitting there saying, "But we're not going to two year, four year. We're we're just going to work." >> I think it's from a senior survey that they do at the end of the school year. >> Where do you track your military? Are those in the workforce? >> The military. >> Where is the military? I'm not sure. >> Do you know Beth? >> Usually, >> we usually track it and it's it's all part of that senior survey. >> Yeah. >> Usually, we may have someone say, "Okay, I'm
066going to go into the army." But unless they've been officially enlisted, we don't count it >> because we've had those that haven't followed through. So if a military rep recruiter comes in, gets all the information from Charlotte or you know the registar whatever verifies their graduation you know that they're on track and all of that they go ahead and they do their testing and whatnot. We've got that official then we count it. >> We had one young man go to basic in the National Guard came back loved it. Plan on going into the army. um another student that went over the summer to basic training. He's a senior this year. Then we have a student that's leaving in December to pursue an army career. So that's all I know of at this moment. All right,
067attendance rate. So our goal is 96. You can see junior high made a massive leap here, 93.2% and then high school 93 93. We're hoping that'll go up. Um, it's kind of a it's it's a tough it's a tough battle, right? And we say this every year, but you know, the thing is is what do you do with that student that's not coming to school? So now you can't expel, you can't suspend. day, which I was never a big fan of expelling somebody for not coming to school, but basically we have to be proactive and we've got to come up with ways, initiatives, and all that good stuff to try to get students in the seats. It's very important. I'll talk about that here when we talk about uh our goals, but uh I don't
068think it's too bad, but it's it needs to be better. So, strategies, go back to that real quick. I mean, I had always thought of high school attendance being lower because it's odd that the elementary is lower than the high school. >> I did. I to be honest with you, that caught me off guard too a little bit. I thought was interesting. But >> is there out of district like the parents have to bring our kids? >> Yeah. >> But we have a hard time. >> Do different schools is it public knowledge what attendance rate are like versus the state like state average? Is the state 90% is it? >> We're a little bit above the state but yeah it's it's we're usually I don't know is the state 90 >> we were like 2%
069below last year at the elementary >> it's right around the 90. Yeah. And I'm just curious, do you see lower attendance rates in lower classes or higher classes >> all across? Honestly, >> I didn't know if there's any trend there. >> Also, too, there's, you know, it seems like the same handful of students are missing most days and there's just so much that plays into that. But I know it's a frustrating thing for our staff. Um, but so I won't get too deep in the weeds here, but just so they understand this too. Where do are all absences created treated equal >> and which ones >> Great question. >> Which ones do not count against your attendance rate? >> Well, if the student, for example, if a student has a medical issue, right? if they
070have a medical issue that uh requires, you know, like a temporary 504, maybe a longtime 504, then that cannot count against the same way within the IEP that there's a list of five things that students can miss. You know, obviously going to state fair being a page and all that stuff. Um, but the rest of them count one way or another. The thing that that we need to focus on though is we've had parents thankfully uh call in and be like, "Hey, I I I have got to take my kid to the doctor." Right? So, our responsibility, we want you to we don't want anybody not to take care of their health and all that to get to school. It's the that attendances that we have the absences that we have to look at are
071those students who are unfused that are missing a lot. Okay. And what why is that? That's sort of a messy. >> But that does include the doctor's appointments and >> Yes, that's everything. Everything. >> I know you don't care about those, but >> Right. That includes everything. Okay. >> Yep. Includes everything. >> So, the strategies that we're going to use this year, obviously clarify the win because again, that's something I used last year, but what's important to us? What's important on each each uh each day as we come to school? One thing that I couldn't I couldn't speak enough of is we talk a lot about culture. We talk a lot about building relationships uh right and wrong. It's very important to me. I it's my philosophy is you can't you can't teach without that
072relationship and we have to build relationships and we have to reinforce it on a daily basis. I'm sure if these guys were telling you the truth, they're probably tired of hearing about that now. But, you know, the fact is we want our students feeling safe. We tell them at at uh class meetings. We care about you. All right? We want you safe and we want to make sure you succeed if you do your part. All right? Those are three things we want every one of our students to to say or to feel. Connection time. We named it connection time because we want our staff to connect the students. We want students to connect with one another. So instead of having that study hall period after lunch or before lunch depending on junior high or high
073school, uh we call it connection time Monday. And I I walked in there uh into four classrooms yesterday and uh all four teachers were doing a fantastic job with this. But Mondays are grade checks. Dad walked in to Dr. Warren's room and uh she was standing over my son telling him that you need to study a lot harder. >> And I seriously was like, "Hey, repeat that three times." And you know, I told her it's I love it because that's just reinforcing what we're trying to teach him as well, right? Uh you know, and so four of those classrooms doing a fantastic job. Tuesdays is completely devoted to English enrichment which should help us on our testing scores. Okay. And so what I the guidance I put out there for English and math enrichment Thursdays
074are for math. The other days are for meetings, activities, study hall. But I want our English department I want our math department. I want our leaders in there to to to push out what they want all of our teachers to do during that time. Okay? Because I told Holly this today. Holly's Holly's in a big spot because she's eighth grade math, right? And so when those eighth grade I learn scores come in, really that spotlight's on Holly. But really what should happen is those scores really fall on everybody because everybody should be helping Holly with this. But I want Holly to have a big say of what she wants to go on, what she wants to happen during Thursday's math enrichment because I want everybody, for lack of better terms, scratching her back on this
075and helping her out. Does that make sense? >> And it's the same way with English. Uh, and I know Renee has presented on this down in Bloomington. This has been pretty impressive. So Paul's PBIS expansion. Last year we finished with the MC500 uh relate to the IND500 obviously, but we did see an increase in attendance and and improvement and and students putting assignments and these guys and I can't say enough. I'm not just saying this because I'm standing in front of you guys tonight, but you know, weekly basis students were getting ice cream sandwiches. They're getting slushies. They're getting all kinds of different stuff. And that's important to junior high and high school kids, right? But thing is, well, we won't put them on the spot, but I know a lot of personal money was
076spent on that donuts, right? So, those staff that was that participating in that working very hard on that also uh sacrificed their own personal uh finances a little bit to get to provide this for students. And so, we want to keep this going on. Mrs. Antrram just rolled out our debit card initiative. So each student gets a little debit card, right, that's specific to them. And if they meet this different criteria, then they get money added to that debit card. And a teacher has the right to I see you doing something well. I can add up, I think, a dollar. So we don't get, you know, I'll give you $500 or whatever. but through the debit card system of hey getting your homework done being here um consistent procedures throughout the building and so we're
077kind of excited to see how that will uh will play out. We saw success. Renee or Andy, you guys want to comment on that? >> This de car reality storm. >> Yes. >> Yeah, >> that's a learning year. >> We're in a process. We're we're at the tail end of getting the permission slips and getting them packed out. So hopefully that's here's a big one that again I'm sure the staff love when we roll this out in our professional development day and I think this is going to be the probably the key to what we do um in terms of performance. But we really need to look at our curriculum maps. We need to review the state standards. We need to make sure that that uh we're paying attention to those those uh what we
078used to call power standards and and I think the big thing is we just need to make sure they're in alignment to what we need. For example, you and Matt, we we need to make sure we're teaching the right standards and spending time in the right places as we as we move throughout the school year. So, um, staff again, they probably rolling their eyes, but they were were great in our professional development to kick this off. Uh, we'll take the next step in our September meeting and and, uh, hopefully hopefully it'll go well. Mr. Kennedy has a great layout. It's a document that's really it's awesome. I mean, his spreadsheet where you can click on, it has standards of activities and I mean, just it's laid out well. So, that's going to be kind of
079our goal. UDL training, we're almost done uh with that. That's universal design. Um Mrs. Smiley, I'll call on her right now, but I walked into Mrs. Smiley's room the other day and she's Mrs. Smiley always she she she always is happy, which is a good thing. But she pulls out this this side that where students have three different choices, right, to complete for this assignment. okay, they have a little bit of say in what they're going to do. Um, and it it was great and and I asked her to share that with me and so she did. And the only reason I say that is because she followed up with me today talking about it. She was got a lot of positive feedback about um kids really enjoyed having the choice of what they they
080worked up to. And again the the lead and lag indicators when we do this when we're completing this one of the big aspects of this I think is looking at assessments and data that we're going to use as lead indicators to know that we're on track getting to the iLearn getting to SAT getting to PSAT you know what are we doing on a on a on a daily basis that's telling us we're on the right track. Okay. And so that's a that's a lot that's it's a difficult conversation. I think that there's some things that we need to identify, but I'm more concerned with, you know, kind of what what this BL was talking about in terms of the vision and and the wall biming and all that. That's stuff that we can control now
081rather than just waiting till May and getting scores back and not really knowing what it's going to bring to us. So identify what what matters to us. The staff certainly says what what matters to you, what assessments matter to you, what progress, what data matters to you. I don't want to pick a million different things. I want to pick a few short few things and hang our hat on it and say this is who we are. This is our identity. And I think if we do that then our lag our lag indicators will will be okay. That makes sense. Question >> I don't think you refer to that. That's why I was thank >> I want to thank the principles tonight for sharing their school improvement plans. I know they've worked hard on with their
082staffs. They look forward to their great school year. We're gonna make some improvements this year. We are. I'm constided of it. So uh several changes in the last legislative session and one of them had to do with teacher evaluations. So basically legislation uh new legislation on teacher evaluations just cut threw everything out. Said there's hardly any requirements now for teacher evaluation other than you need to take something to your board. Your board needs to approve it and you need to put it on your website. State doesn't look at it. It doesn't go to DOE anymore. There's no rubric I have to follow. You know, it's it's basically you you you use what you want to to evaluate your staff. It's a local decision. So, um we have not changed our evaluation plan for years. And
083this summer when this is kind of rolling out, I didn't know our staff would uh be receptive to making a change yet. Um but I think they were. And so we scaled this thing way back. Um it was a large lengthy document. Um it was really it really kind of it was it rewarded you know checking boxes and it didn't really I don't think improve instruction. So and it also was tied to to raises. It was tied to the tag teacher appreciation grant. It's all out now or can be out. So the evaluation document you had in your uh packet, the board had uh basically just narrows it down to 15 indicators spread out across five domains and you get a one, two, three, or four for one of those indicators. And the idea is
084that we want our teachers to to that are our veteran teachers that have been here a while to to be proficient. Um and those that are new should fall in that developing category. And then obviously um those people that are doing outstanding work should be recognized for it. Um and do have an exemplary column out there. So both principles want to talk about it. I know Na's here tonight. She kind of sat with us as we talked through this, but I I do think it's it's going to be a good thing. It's going to take a lot off the principles, but I still think it's going to be a a a good piece of feedback for especially for our our newer teachers. So, Nick, Andy, >> what we would say Renee? Well, I liked it
085when the teachers have >> same idea. I mean, everybody's going to get observed in the fall, a short observation, a long observation. Um, if there's concerns, then there'll be additional observations in the spring. Our new folks that are new to teaching, I should say, will be will be observed again in the spring and give it a score, see where they're at. I very much encourage you to leave room for outstanding. That's a common problem that I see a lot is people, oh, they're good and they rate them the highest. Good is not the highest. Outstanding is the highest. >> I think that was the problem with our old rubric. Um, it was very easy for people to give things to us that matched what the rubric said to put them over. So, I ask for
086the board's approval tonight of the uh revised teacher evaluation plan for the 25 26 school year. Anybody have any questions or comments on that evaluation plan? All right, I'll entertain a motion. >> I'll make a motion to approve the teacher evaluation as present. >> Second. Any discussion? All in favor say I. I. All oath motion carries 50. I have very little tonight because one of the principles to have time. So just couple quick items. Just a reminder of the board that October 1st is their ADM count. We're watching that carefully. Losing three today. The high school puts us down about 15 from that 10:45 number. So I think we're sitting around 10:30 right now. So hopefully we hold on to that or gain a couple more before October 1st. Uh solar, it's been fun to
087watch. I know Mr. Enskeep, I've been hearing that you've been looking at it quite a bit. I look at it far too much. >> Far too much. >> I have a tab saved on my computer. >> It has been fun to watch, especially on sunny days. See those spikes get up there. So um working with Mr. headland. I know we're going to talk about it at our cabinet meeting tomorrow, but uh that display that I showed you, I think at one of the meetings here recently, we're going to have that in both buildings all times. It'll be on one of the screens. Um so it just runs continuously. So as the public comes in, they can see that. Um it's got the little graphics down at the bottom, you know, how many houses this would
088have powered, how many cars this would have run. So it's a good it's a great promotional thing. It's looking good. You're looking at it right now. >> I am neat. That's It's fun to see. >> I wish there was dollar values attached to it. >> I really wish there were dollar amounts. >> I keep going to chat G and say how much a megawatt of power. How much is one? Because we produced 80 bill. >> So, so with that, just keep in mind that we've been up and running a little over two weeks maybe. Um, I think that obviously a bill does not indicate anything yet, but next month at this time we should be able to see something and we'll analyze that that A bill carefully. >> It was 19,000 that we just approved
089at CL for the high school. So, I'm interested to see what it shows up. We'll >> see what happens to it. So, uh, as a reminder, board, we got the ISBA fall conference. Board will be working this weekend down Indianapolis on Sunday afternoon and they'll be in sessions Monday and Tuesday morning. So, look forward to spending some time with you guys, learning some things. Definitely definitely would encourage the board as you found out tonight if there are any sessions on the accountability model. I doubt if there will be but if there are accountability model a grade system would be a good one to go to and obviously collective bargaining with the new literacy requirements big big ones so should be a good good conference again this year I've not heard anything on the governor's new
090crackdown on utility cost you see anything about That's all I've got. I have anything. >> All right. I do want to thank Miss Smiley, Miss Nor Morris. I wasn't trying to cut off at all. I just was saying things. So, I hope we didn't cut off. I did want to get a picture with their number down. If we would, >> but thank you. It's that's a huge deal. major bottom money that you guys got. That else means >> it looks like there's like