001Sorry, I need to order first. We'll start on the flag to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Trevor, you can roll. Christina >> here. >> I'm here. >> David Coffman. Don Layman >> here. >> John Payne >> here. >> Brian Tabby >> here. >> Jess McFarland. >> Gretchen Thomas >> here. >> And Scott Croner >> here. Next item, special board recognition. Seeing none, we'll move on to recognition of voters and public input. >> Randy Michael >> move on to amendments to the agenda which if you are in front of you in front of you. >> I make a motion that we accept the amendments to the agenda. >> Second motion from Christina, a second
002from John. Any questions or discussions or additional items? Hearing none. All those in favor signify by saying I. >> I. >> All those opposed, same sign. Motion carries 6. Next we have a consent items that consist of the regular board meeting minutes, claims, personal items, professional leave, and grass and donations. Make a motion to approve the additional consent items. Second motion from Trevor, a second from Brian. Any questions on or discussion on those? Hearing none. All those in favor signify by saying I. >> I. All those all those opposed same. Motion carries six to zero. Uh, next we're moving on to um approving overnight out of state and overnight trips for that's always listed. >> What's that? >> Oh, whoops. I jumped past one. My bad. Um, first of all, we got to approving the
003proposal of the staff raffle personal day scholarship. Sorry. >> In your board packet, you have a copy of the memo. U was approached by Mr. Ran and Mr. Ran is here. So, actually, I'm going to hand it off to Mr. in and maybe you can explain a little bit more about what um you're looking to accomplish. >> Okay. Um the Wani Education Association is looking to raffle off a personal day for certified and classified staff uh to raise funds for our WDA scholarship. And so that is that we're going to approach this said, "Hey, you know, I would like to raise some money for our kids." um a graduating senior this year. They give out they graciously give out a um a donation every year and on behalf of a scholarship for a graduating senior
004is it a student who's going into education is that >> yes traditionally what it is and so um approaches said hey you know to help raise some funds for it would be mine donating a day um had some conversations with Julie Slav the Indian schools association said it would be permissible but obviously require permission before we do that so approaching you with that we would then go to an auction or not an auction, I'm sorry, a uh a raffle and all the proceeds would go towards the scholarship for um one of the graduating seniors. So, I would recommend approval as presented. >> Is it open to all employees, >> certified and classified staff? >> Okay. >> Union or non-union? >> Yeah. >> And what's the what do they how much do they pay? >> So,
005it's um one chance for $5 or five for 20. What's that? >> I make a motion to accept the proposal. >> Thanks, Tom. >> Good job, Don. >> Second. >> Motion from Don, a second from John. Any other questions or discussion? >> Hearing none. All those in favor signify by saying I. >> I. I. >> All those opposed, same sign. Motion carries six to zero. Thank you very much. Now we'll move on to considering the out ofstate override trips for the following listed um in our packet >> and we would recommend approval as presented and in addition to it um if we could add the board is okay we did have some divers that made the state as well we know we've got that blanket policy but we always try to add them as well
006that came in I think at 4:00 this afternoon um happened over the weekend so um we would like to have your approvals to send our divers there's three uh students that will be going and one coach will be going with them so we meet our Make a motion to approve the out of state and overnight trips including uh Northwood swim and dive. Second motion from John, a second from Trevor. Any questions or discussion? Hearing none. All those in favor signify by saying I. >> I. >> All those opposed same sign. Motion carries six to zero. Uh we have our discussion information up >> I could stop sharing Lisa and then so it's at the top that red that's kind of off the screen and then go share And then see the sheriff there. >> Go
007down the windows. Good job. >> A lot of pressure. >> All right. So, we wanted to share some I learn I read updates with you guys. And we thought rather than another boring I learn, I read update, we'd share, are you smarter than the fourth grader? I didn't pick the grade level, Dr. Croner did, cuz he could only go up to third grade and so he got challenged by fourth grade. Awesome. So, that's where we landed. Um, some updates for you for I learn for 2026 this year. Um we have three checkpoints that we're giving. We started we did a pilot last year with MT but this year across the state we do three checkpoints. So we do a beginning, a middle and an end of the year and then we do a summitive at
008the end of the year. This summative is the actual like I learn test. It's at the end of the year and it's a shorter version. That's the only part that actually counts for our grade and if the kid passes or doesn't pass. The checkpoints are just for like teacher um instruction to see if they're on track to pass or not. There's a new scoring that they're going to have to do a new scale score um because it is a shorter summit of assessment this year. So, they're going to have to level set that. So, those um results won't come out as fast as they normally do. So, they're going to do that like in July. We won't get those results back then until the fall or normally we get them back within a couple weeks
009usually. And then there will be a new accountability model set for us this year too. We're not sure yet what that will look like and so we haven't presented it to you guys because it hasn't been approved yet by the um state and so they're still working through that but it will be 11th grade again for schools and they're still trying to iron out what that might be. So here we go. First category is English. And so the state releases um some items for teachers and students each year. So, um I'm going to go through just a couple of of samples before I give you a couple questions here. So, just to give you an example of what students do, the the sample um released items gives you an idea of what students the test
010type of questions that they are presented with, the the rigor of questions that they're presented with, things like that, the type of tasks that students have to do, how they have to engage with the computer, all of those types of things. So, here's an example where students have one passage that they have to read over here. They have to scroll down and then they have a second passage to read about Henry Ford and then they come over here and they have to answer what common idea do both passages share and then they have to go through each of those to figure out which one. So they'll have to kind of go back and forth between the two passages and figure out which one that might be. Continuing on, reading it just from passage two. They
011have to pay attention that it's asking for passage two, not sentence two. Because if you go back and look, they do have the lines or paragraphs here numbered. And so if they're not careful, they might look at the wrong area. And so just things like that that kind of can mess students up sometimes and it has nothing to do with what they're actually learning or what they know about the content. So those are all things that we take a look at. Um, here's one that I have put in front of you. So, you have this in front of you in case it's hard to see up here. So, if you just take a minute or two and take a look at that passage, that story that students would read. Okay, so the first question here,
012read the sentence from the story and what does swept away mean in the sentence? And you have four answer choices. Get the right answer. I don't want you to get it wrong. TV. Um, so the students would have to know that swept away meant defeated and they would have to make some inferences there. They would have to infer that that's what happened. And if they didn't read through the whole thing, if they were kind of jumping around, they wouldn't be able to infer that. They would be like, "Well, swept away." Like, okay, yeah, sweep means to clean, like cleaned up. And then boom, they're done. They go on to the next thing. And so really making sure that they're reading through all of the choices, making that they are making those inferences. Um, you can
013think like, okay, yeah, it could mean forgotten. I swept away that thought. Like, all of those could be right, but you have to look at that exact passage and you have to make that inference. Then number five, here they have to select two sentences that show how the old woman feels about the soup she makes. And so they have um characters three, four, and five there. And then they have to actually highlight the sentences that show how she feels about so she might be the happiness here. So, you know, it's only a few being cured bits and wild vegetables. I live in a poor way. But again, going through that and it's it's not right there. They have to really put pieces together. And it to say, "Okay, well to say like, oh, it's only
014a few bean curd bits and wild vegetables." Like, it's not really that big a deal, shows how she feels about it. But that's like piecing a lot of things together as a fourth grader taking the sense about this emperor named Zhao, who I can barely pronounce, right? Like, and so piecing that all together really can throw in. Um, here's another example where they have to click what are some ways they're like and different. And so they just go through and they just have to click which ones apply and then um then they get they go on to another type here. So then they move away from that passage. To give you an idea of another question type though, here they're given an audio passage. So >> like a string of liquid pearls strung through noble
015counties, upland farms, and wooded valleys, nine beautiful connected lakes run through China Lake State Park. This is Indiana's lake country and a small boater's paradise. >> So they listen to that and then they have to answer, what claim does this make? what audio support is there to support that claim from part A. So if they got the claim wrong, then the support could be wrong. So that two-part going back and listening to it again, like there's not a passage for them to look at. So it's all just the listening comprehension. They have headphones that they wear, but they have to go back and listen to that again. If you, you know, if you've been to Chain Lakes, yeah, you have more background knowledge than someone who's like, I've never been to a lake. I don't
016know what you're talking about. That makes no sense to me at all. So there's that piece too that background knowledge piece. So those are just some examples um from English. Let me get out of English here and go to math. Um before we go to math, this is just another piece that I wanted to show you. This is something um in education we just we call it the DO levels. It's the depth of knowledge. There's four levels. The higher you go, the deeper thinking that it is. And so DP level four, you can think of like extended thinking. So that's where you're like applying your knowledge. It's that application level. You're maybe critiquing, you're analyzing, things like that. Where level one is just like recall. Okay? So you can also think of it like if
017I say, "What color is the sky?" The sky is blue because I can recall. I can point to it. It's an easy kind of question. It's something that I can point to and it's right there. I don't have to infer things. Um, all of the questions from the released items, all except for one or levels two and three. And so they they're higher level depth of knowledge also that we're looking at. And then again for the English part, some of the things we have to consider. What do questions What do students have to do to answer the question? Like what what task are they being asked to do? Do they have to make an inference? Do they have to be able to support their their claims? Do they have to be able to identify main
018ideas? Like what is it that they have to do? What kind of background knowledge do they need? Because some students come to us with more background knowledge and experiences and some come with less. So how can we build that background knowledge for students who don't have a lot of experiences? If you haven't ever been to a zoo, how are you going to go how to write a story about zoo animals? We have to build that background knowledge. Vocabulary, how do we get them to understand like you might not be be able to pronounce the emperor's name? Don't let that trip you up. You have to keep going. Just put a name in there. Like how do we teach them that? So the names, the reading all the answer choices, selecting the best answer, all those
019test taking strategies are things that we also have to focus on beyond the content. Scott, anything you want to add before I get in here to fourth grade? >> No, I just um again whole purpose of this exercise is just to kind of give you a sense of how rigorous um these tasks are that that kids are being asked to do. And so, you know, when we look at our plan on a page start strategic goals, a lot of times what you'll see is we're setting for proficiency rates. Our goal will be at 60%. That's in the top 5% for the state of Indiana. And when you see kind of a level of rigor that kids are being asked to do, these aren't like the IEP test or the, you know, California achievement test or
020whatever test we took back when we were kids. These are these are really rigorous items that kids are being asked to asked to accomplish. And so some of the rhetoric you may hear around the state from time to time, you know, well, why are only 35 40% of the kids proficient in mathematics in the state of Indiana? Well, you're seeing, you know, what a fourth grader is expected to do on an English version. and pretty soon you're going to see what a fourth grade is expected to do on a math assessment. So this is this is some more rigorous stuff than what we're we were used to. >> Um so again with math now switching gears it's looking at the different question types that students have to know how to do is knowing how to
021manipulate the tools that are on here that they're going to be exposed to. So here they have to know okay line segment is shown. I have to know what perpendicular means. I have to know how to use the tool to actually be able to I know how to do it too uh connect the line or draw the points and connect the lines to make the perpendicular line. Um there are questions like this where you have some friends buy a cake. Each friend eats this fraction. What fractions the cake is left? And so they are adding and subtracting fractions, which of course can be challenging for students. But then it gets to questions like this. Select all the expressions that equal 1,680. So then they have to go through and they have to solve each one
022of these in order to know how many of those to select. So a lot of times they get to one that equals 1,680. they click on that one and they move on and so then they're done, right? Because this takes a long time to answer all of those and that's something that that perseverance and that moving moving through all those is something that's a challenge. >> Here's uh those story problems that we all love. So they introduced this in fourth train. The bus left the bus station, traveled 20 minutes to the first stop, stayed for 2 minutes, bus arrived at the second stop 16 minutes later at 9:19, and what time did the bus leave the station? So, as they're figuring all of that out and trying to piece that together, then they also have
023to figure out how to put the time in here exactly right. So, that's another piece. This one is one that that I had a nice debate about >> and I got it wrong. So you have these two girls who eat two different size sandwiches, Kelly and Lucy. One ate two4s, one at 1836. Kelly says that each girl eats the same amount of the sandwich. Lucy disagrees. Which statement is true? And then it goes on. So they're comparing 36 and two4s. Which one's greater? Which one's smaller? They're different size sandwiches. They have to take all that into account when they're comparing. and they're trying to figure out if Lucy's right or if she's not right, if Ellie's right or if she's not right. And so it's trying to not just figure out like comparing the fractions,
024but then also applying that to this agreement or disagreement that the girls have. And so making sure you're applying that correctly and then clicking on the correct answer that you want to. >> So what was your correct answer? >> Down. differentizes. >> Actually, this was not the one I got wrong. Next one. >> I think you had a few options. >> We We do We need to move on for sure. Okay. So, se select all the factors that 14 and 24 have in common. Again, that select all question. And then this is an example of one that is just challenging. We just have to get used to how to put it in. And so you have fractions, mixed numbers there. And so how many more miles did Trisha run yesterday than today? So when they
025solve it, they have to put in the whole number, then this fraction, and then they can put the numerator. Oops. And then they have to put Do they do practice ones? So then they learn the different styles of putting them in. >> That's part of the checkpoints that the kids take free time per year. So they get familiar with >> with the the tide system. >> Yeah. >> And again just how many total miles they walked walk adding them up having those mixed and then putting in that fraction bar. So there's just a lot of different some are just like those right there kind of questions. So what type of angle is this? So you have which type right there. So that's the lower level depth of knowledge. But then sometimes you have to analyze
026it too. I think there's another one like this one. Here you have the shape. What is the area and square feet of the shape? So then they have to know how to solve that when it's not an exact rectangle. Or here's that angle again. Now they have to select two objects that are represented in the figure. And so instead of just saying it's an obuse table, now they have to select two of the objects that are there. So a lot of different again different ways to put the information in different question types. So for math understanding the problem. So a lot of times math is comprehension academic vocabulary. So that math specific vocabulary like knowing what array is, knowing what obtuse angle is, things that they will only learn in math that they have to
027know what that vocabulary is. Knowing what is being asked if they're knowing what the difference is or if they want to know if Lucy agrees, not just what the answer is. Solving those multi-step, solving multiple answers and selecting multiple answer choices, not just one, and then moving on. those calculations and entering the question in the correct format are all things that we're working on. So those are some I learn things for I read just some updates. Um nothing too big and too different this year compared to last. As you know second and third graders are required to take IE this year. Our challenge this year is that um I said with each student there's a different rule that applies in that like if students um were here prior to last year and they had a
028good cause exemption then they don't have to retake the test but if they were here last year in a good cause exemption they do have to retake the test. If they were homeschooled before and then they moved in it's another rule. So just trying to figure all of that out has been a challenge. um mandatory retention for third grade students who did not pass limited good cause exemptions and retesting goes until grade seven now. And so that is is new and we have some students that um will be getting up. I think we have two are in fifth or sixth grade I think because of when they moved in. >> What is the pass rate? I mean not the pass rate. What do you have to achieve to be able to pass >> to Irene.
029>> Yes. >> Um, it's a set score. >> So, it's not like 80% 70%. >> No, it's a scale score. It's a scale score and then they have it listed as whether you're on track or approaching in second grade and then passing. So, once they when they're in second grade, I don't. Okay. So, We take it in the spring and that's for every second and every third grader. So that will start March 2nd. So that's coming up next week. Um, every second and every third grader will take it then. And then I put an asterric by this summer because you can see that's a really big window. Our second graders have the opportunity to take it twice and that's it. And so they can take it in the spring. They have to take the spring
030and then we get one more chance with them. So, we can have them take it at the end of the school year if we feel like they're really close to passing. We've done some intervention, we feel like they're going to pass, we can have them take it at the end of the school year or they would attend summer school as second graders and we can have them take it at the end of summer school, but they can only take it twice. Our third graders can take it three times. So, we have them take it at the beginning of the testing window in the spring. If they don't pass, we have them take it at the end of the school year. And if they don't pass, we have them take it at the end of summer
031school. So we have three chances with them. So really, our third graders will have had five chances. Two in sixth grade and three in third grade. So that's we have opted into second grade for a few years now. So that's not really new for us other than it's required for the whole state now. So we just have more comparison. This is the breakdown of I learn the checkpoint windows. You can see for the most part we opted to test our window at the end of the state window just so we could make sure that we had time to teach some standards before we assessed. And so the first checkpoint went through November second checkpoint the beginning of February. The third checkpoint um ends April 10th and then the summit of the real I learn is
032April 13th. So, we did bump this one up a little bit because we didn't want to go right into testing right after that one. So, that is that and I think that is it. Unless there more questions. >> Any questions? Well, we just noted Christina did that the testing window opens right after our spring break, but did we push it back a little bit? >> Yes. So, the window I think is three weeks. So, that makes me like two. So, usually we come back Monday and then we start like Tuesday, Wednesday because of that. >> Yeah. >> And we've talked about that and no one wants to miss spring break. Right. Our opportunity is to get that testing in after that. >> It's just been the last two years and it last year this issue
033and this year we're going this issue. It's just spring break is really late for us. >> Yeah. Or the the first school we call. So >> but it should correct itself here in another year. So >> you probably know the exact number. John, what is the exact number for Iron? >> No, >> I do not recall >> what it was. I'm I'm sure I could look back at myself. >> Sorry. >> Any other questions? >> Excellent. Well, again, we just want to give you an update of what our what our kids are doing and the phenomenal work that our our teachers are providing. So, it's tough, but um our staff and our students are defining up to the task. >> Um that is the last item we have for this evening. >> All right. No
034further business coming from the board. Motion to adjourn is order. Second motion for Christina second. Any discussion? All those in favor 65 say I >> all oppose same side. >> Motion carries 6 >> 46. >> Thank you.