Center Grove Schools Work Session - June 2026

001I think that's that's about I would start first with academic performance. That's what we're all here for. Um it's to find ways to improve you know, that academic performance. And I do think we're on the right track. I I think we still have some ways to go. Um but I think we're heading in the right direction anyway. We'll turn it over to Lan and let her talk and then we'll follow that with Kelly. >> Okay, thank you. So, I wanted to take this opportunity to give you a brief overview of some of the data that we have been looking at and reflecting upon this year. Not only at the district level, but at the building level through principal PLCs. Um and even at the classroom and/or student level. Some of this data will be a

002review because new data, specifically ILEARN, is not available to us or in some cases um SAT data has been embargoed, meaning we can't share that publicly in a meeting. So, um some of this will be a review, but um we really just want to give you another overview of where we are currently and kind of project out where we're heading. I do have some new pieces of data that I would like to share with you that you haven't seen before. Um just to kind of give you a snapshot of what we're looking at and then um finish up with what our teaching and learning priorities are as we head into this next school year. So, just to set the stage because this will be foundational to some of the data that you are going to

003be seeing tonight. As a reminder, when you look at ILEARN, we had the um Indiana academic standards were revised in 2020. And there was the legislative reduction of those standards in 2023. So, when we think about our curriculum and the the standards and our skills that we hope students will master at each grade level. There was a reduction of those Um legislatively in 2023. So, that informs our curriculum and instructional practices. In 2024, we have the ILEARN summative to reflect those streamlined standards that came into play. And then we have the pilot of the checkpoints. And here in Center Grove, the decision was made to pilot those checkpoints. There are three of them throughout the school year in grade four and then in our middle schools. In 2025, then we had the redesign of the

004through-the-year format, meaning we have those three checkpoints, those three ILEARN checkpoints, plus the summative in grades three through eight. So, again, just laying some foundational pieces here as we go to look at data. And then a reminder also that I READ um Center Grove did opt to have second grade students participate in that assessment in '23-'24. And in '24-'25, all second grade students were tested statewide. So, again, that's reflected in some of the data that you're going to be looking at here this evening. This is a review. You've seen this before. This is our latest and greatest I READ data. As you can see in 2025, we were at 95%. So, overall, we saw an increase from '24 to '25. We had three schools that was Center Grove, North Grove, and Sugar Grove that performed

005at 95% within their respective schools. Both Walnut Grove and Maple Grove were extremely close at 94% with all six elementaries having achieved a passing score of 90%. So, when you look at that, that's the average. We did today just complete our um summer programming specific um to our second and third grade students. So, we wrapped up I READ testing today. And so, we should know some of those results moving forward. Unofficially I can share that we are looking at only two student general education students. So, two general education students who did not pass the IREAD 3 test. The summer window was about 15 school days, three to three hours. So, we just finished that. We've been testing all week. Um we do we do have students. Please hear me say I want to specify again

006that that was two general education students because we have multiple students who are either identified as special education or English as a new language that did not pass. We saw some pockets of success, but we have students who will need reading plans and accommodations and interventions put into place. Some of those students will qualify for good cause exemptions. Mhm. Some will not based upon the data that we have. So, that's kind of where we are with um IREAD data. Yes, Scott. We did in second grade in 2025. Oh, I'm sorry. 58 to 74. So, a couple of things that we started taking a look at. So, we One of the things that we put into play was UFLI. So, that is a very explicit programming um instructional strategy to use in some of those foundational

007skills. Um I would also tell you that we took a we're taking a really hard look again at um our curriculum. What are the skills, standards that we're teaching? We're hoping to see greater We're excited to see what our numbers look like here in 2026. It's hard for us because there are several pieces that come into play when we're looking at those percentages of students. For instance, in third grade we also have to make sure that they were actually within our schools for 162 days. So, all of the multiple moving pieces. So, um I'm excited to see what 2026 brings. No, there's 62 days in February. Mhm. Um Mhm. Keep in mind, those are different. Those are different. So, keep in mind that those second grade students count for your third grade. >> So, when

008they passed the second graders, they don't >> You're double You're double dipping, so we're double dipping, so to speak. They become part of that third grade cohort. >> So, that's okay. >> It is. >> Sure. >> Correct. Correct. Correct. Correct. Correct. I would also tell you that last year with Mrs. Curtis being new to her role, we became very tight about what summer school looked like. She did a lot of revamping of the curriculum and those instructional skills and strategies and how we were grouping students. Um so, I I feel that was also a piece of what you're looking at there as well. >> So, do we know yet where we rank with that 95% in 2025 statewide and I don't know what the state average is, but >> We We don't receive a ranking

009for I read. You see, we receive rankings that you're you've seen in the past specific to I learn, but we don't receive a ranking for I read. Now, we can look at relative data to determine how many other school districts are performing like us, but we don't receive a ranking for I read specifically. Now, with the new account With that being said, the accountability model, some things and you'll be you'll be able to look at that data through a different lens at third grade. Uh, any other I read? Third grade. Mhm. They do not. If you pass as a second grade student, you do not have to retake the I read assessment in third grade. In third grade with the new guidelines and format that we have in place, third grade students are actually given

010three opportunities to take that assessment before Mhm. Mhm. If they don't pass the first time, they are involved most of the time it's not a surprise to us. Meaning, we have already identified those students through our universal screeners and through our MTSS framework, many of those students are not only getting the core instruction, but they're already receiving interventions to to look and and re-teach on some of those lagging skills. Um, they then have an opportunity to take that assessment again prior to the end of the school year to give them another another opportunity. If they pass the second time that they administered, they do not have to participate in summer school. If they do not, they are required to participate in summer school and then they get a third opportunity to take that assessment. And

011it's mhm. And there's been intervention and remediation basically all year long. Again, we do have those those one-offs, if you will, that it's a a surprise perhaps that they didn't pass, but normally, generally speaking, when a student doesn't pass in third grade, we've already identified them through all of our data and our universal screeners for support. Okay. So, you've seen this data as well. I'm going to just fast forward to the next screen because this is the one that I have shared over the past couple of years when we look at cohort data and our inconsistent performance on I learn. Again, I don't have 2026 scores to share with you because it is a new There are new cut scores being determined over the summer, so this data will become available in the fall and

012will be used in the new accountability model to to determine letter grades. So, these numbers that you're seeing here were numbers that I shared with you in the fall when we looked at I learn performance data. Again, you can see that we have some Overall, we see that we are performing above the state average in all grade levels. However, you can also see that we we have drops or inconsistency when we look at one grade level to the next and we follow those cohorts. Any questions about this data? So, some things that we put into place if that's kind of where you're thinking and and wondering again as we continue to look at this data. This was the impetus or a big push behind some of the curriculum mapping work that we did um specifically

013at the elementary level, really taking a look at those those um standards, the test blueprints test blueprints, and item specifications, making sure that we were vertically aligned K to 5, um using those documents to specifically create units of study. Um we've been implementing a co-teaching model in our elementary schools because overall when we disaggregate this data, we also know that we have subgroups of students that we have larger discrepancies in their performance specific to their general education peers, and that would be our special education cohort and our ENL cohort. So, again, taking a look at what are some structures and processes or systems that we can put into place to support that learning and co-teaching. We've seen some really great strides with the co-teaching model at the elementary level. Um we are strengthening our ENL

014um uh educ- instruction through building background knowledge, and I'll lean into that a little more when we talk about work ahead as we head into this next school year, but we have put a lot We put a lot of supports and strategies in place. Our new MTSS framework will be a piece of this when we look at not only core instruction, but those tiered interventions, not only academically, but social-emotionally, um and behaviorally. Our new schedule heading into this school year when you think about that protected PLC professional development time, ensuring that our teachers had the skills and strategies and resources that they needed um specific to small group instruction when we think about targeting specific skills or subskills for groups of students. So, lots of things that we put into play as we look at

015this data. Um and again, we're hopeful for 2026, but and anxiously awaiting what that looks and sounds like because we want to know we want to know where we're still lagging and where are the gaps and what are other improvements and or revisions that we can make as we're moving moving forward. Any questions about this? Okay. So, some new data that you haven't seen specific to I-Learn are the checkpoints. So, we had three checkpoints. Remember, our students in grades 3 through 8 take three checkpoints as they prepare to take the summit of assessment that is given in the spring. So, this was a baseline year for the district or for schools across the state when you think about these checkpoint assessments. The data that you're looking at represents the percentage of students considered to be

016proficient at each checkpoint at each grade level. Please hear me also say that this percentage represents opportunity one only because not all students take opportunity two. In some cases, I may have already mastered those skills and and standards within opportunity one. Not all grade levels and or buildings wanted to administer opportunity two when we look at the number of assessments that our students were taking on a yearly basis. So, those are some things that we want to try to embed into our curriculum and our assessment calendars. Being very intentional about what are we doing with the data and what and how many assessments are our students taking on an annual basis. So, again, what you're looking at here represents checkpoint one opportunity one and it's the percentage of students that passed, if you will, or

017were considered proficient at each checkpoint. Please hear me also say that each checkpoint does not assess the same standards. So, checkpoint one, if you look at the test blueprint item specification, it's specific to a set of standards at that specific point in time. So, the key is when we receive that data that we're drilling down and we're taking a look at those standards and skills to determine what where where are the gaps, what are our students proficient at, and where are we seeing pockets of gaps, and what kinds of trends and themes do we see when we're looking specifically at that data. So, the intention is is that we're using this data to inform our instruction as we're moving throughout the year because these are sub skills where the summative assessment at the end is

018assessing all all skills and standards within that test blueprint. Opportunity two. In fact, we didn't we we did not do any opportunity two at the elementary level. Both middle schools did opportunity one and opportunity two. So, if I'm a student who let's say I'm a I'm a student who school is Yeah. Sorry. Checkpoint one. So, there's checkpoint one opportunity one. Checkpoint one opportunity two. Checkpoint you follow me? So, six assessments potentially. If I'm a student that school comes hard for me, there is the potential that I took six assessments prior to taking the summative assessment in the spring. No, you're you're getting two opportunities to master that set of You're getting two opportunities to master that set of skills. Mhm. Yeah. So, each checkpoint is a subset of skills and standards where the summative is

019the standards of the entire year. No, just the first time. This is only opportunity one. I didn't want to interchange that data. Um and it was specific to the subset of standards and skills for that checkpoint. So, we cannot say 49% is an increase of 55 ish. We can we have more students are just but it's not the same set of skills or standards. Am I making sense? Think about it as an opportunity to re-teach. So, I give I give checkpoint one, 49% of my students in eighth grade pass. Now then, I can look at those standards and skills. I can do some re-teaching and any student who did not pass, I can re-assess and hope that that number from 49 increases to whatever, because that would indicate that I have a greater portion of

020my students who now have mastered those skills and and standards. When I go to the next one, it's a different set of skills and standards. We're looking at that vertical articulation and that progression. I had 55 students pass this time. And again, I can do some re-teaching and re-assess. Then I have an opportunity to give checkpoint three, which is another set of skills and standards. I can do some re-teaching and I can re-assess if I want, but the idea is is that by the time I get to the end of these checkpoints that I have successfully prepared my students for the summative, which will test all of those. >> But this these scores are only for first >> The first time. >> First time opportunity. >> Mhm. Mhm. >> Right. Because that shows us >>

021Correct. And this is the first year. So, what we hope next year is that when we see this 49% at eighth grade or this 39% at third grade, that it says 50 or 60 or whatever that number might be, because then we can talk about, "Okay, now we're having an improvement. Now we're doing a better job of addressing those skills and standards, because we have more students or who are proficient on that specific assessment. All of the middle schools, 6, 7, and 8. Just the middle schools. They did. Yeah, they did. And again, part of that reasoning at the elementary level is the sheer number of assessments that our students are involved in. >> You want to make sure we're doing exactly the same >> Yeah. Yep. So, keeping in mind that this is ELA,

022if you look up in the left-hand corner, here's the same data for math. You can see that our math generally on the checkpoints is stronger. Now, not at every grade level, in every building, but generally speaking, you can see our performance on the checkpoints was a bit stronger in math. You want me to go back here? Yes, ish. 40s, I guess you're right, 40, 50. I was looking more at hours because of some In the fall, we will receive our summative ILEARN scores that will then be used to determine our letter grade based upon the new accountability model. Mhm. Correct. Okay, now I'm going to throw another one in here. Okay, so, based upon checkpoints, what the Department of Education has done is they have taken that information and they have calculated what is called

023a predictive index. Excuse me, or a projected percentage of students. Let me get to the water. Thank you. That we expect to pass the summative the summative in the spring. So, what you're looking at here Let's look at seventh grade. That cumulative average performance on the checkpoint assessments 1, 2, and 3, we would Thank you. We would expect or anticipate that 50% of our students will be successful in passing the ILEARN summative assessment in the spring. That's how this reads. Mhm. So, in math then, again in seventh grade, we would expect 58% of our students to be successful in passing the ILEARN summative. Please hear me say that with every checkpoint, this predictive index or this projected proficiency is recalculated. So, this is our current based upon the opportunities that we provided to our students.

024Parents also receive what is called an ISR. It's an individual student report that has that projected proficiency on it with each checkpoint that their student participates in. So, this is being communicated to parents in an individual student report every time they participate in a checkpoint. It does. >> I hope it's I mean, simple enough. That was always the problem was what grade it is. Well, I'm just saying that it's always the problem trying to get parents to understand it. Uh well, like I was looking >> You can tell the kids parents did a pretty good job. They couldn't understand because something happens to them. >> Right. Any >> What's a simple way to make it? >> Any thoughts or questions? So, the idea again, because this is the first This is the first year for

025this. If you said to me, "How accurate is this?" I don't I have no idea or indication that I could give you to say that this is spot on, and we can really gauge some decisions and um programming from this. It's going to take us a little while to determine how accurate is the model from the checkpoints in determining how successful students will be on the summit of assessment. >> Which is one of the main reasons >> Well, they don't because we piloted it 2 years ago. >> That's what we have. >> Right. >> You can get that two or three years. >> No, one one in a row doesn't count. >> And what you say doesn't change it. >> One piece of data, and I'm going to triangulate it with another just as we

026continue to move kind of move forward here. I'm trying to be mindful of time, too. SAT data. This is not new data because our SAT data is embargoed. So, I cannot share with you new ELA or math SAT data. What I can say is that our um performance in in ELA or English was consistent, and that we did see an improvement in math. So, I'll leave it at that. Um I would also say the same thing of biology, consistent performance. Um so, again, when I have new numbers there, I can come back and share those perhaps in the fall when that is not embargoed any further. Can share with you updated graduation data. Um, 2025, that cohort was 99.6%. Unofficially, I can share with you as our high school administrators continue to track our next

027graduation, data cohort, that we are we are between 98 and 99% leaning towards 99% again for 2026, but that is not certified and that is unofficial and they are tracking that very closely even this week. So, just know that again, when that data becomes Yeah, public, we'll add that to um, the chart. They The high schools have done a really nice job of really, um, working with those striving learners to ensure that we can get them over the line and get them graduated. With that cohort. They become ours. They're part of our cohort. I-Ready data is new data that you've not seen this before and I felt like it was really important for you to see this because I The I-Ready interim assessment was part of our, um, math textbook adoption, um, at the elementary

028level. That was something that the board approved. So, these were new curricular resources that we, um, were purchased with district funds to support the implementation of our math curriculum maps and that those instructional frameworks. So, I wanted to give you kind of a snapshot of some of the data that we access not only at the classroom level, but at the building level, and then at the district level. So, taking a look at this, you'll want to take a look at the top two tiers that early on grade level or that mid or above grade level. This was our first year of implementation with i-Ready. Um couple of things to share with you. i-Ready is approved as a universal screener with the new math legislation. So, all of our K to 2 students, actually K to

0295 students, will take the i-Learn assessment, or excuse me, i-Ready assessment at the beginning of next school year. Um that data will be used in our MTSS framework. i-Ready is a criterion-referenced assessment. I think that's important to share with you. Meaning that student performance is measured against specific grade level standards rather than being compared to other students. So, we're looking at what are the skills and or standards that students are mastering at each grade level. So, the score indicates what students know and can and can do at grade level expectations. So, for the teacher, it's really about how the student mastered that skill or standard, and what do I need to do if they haven't. So, that's the important piece of i-Ready. So, you can this is fall to spring when we look at relative

030placements and how they changed in grades K to 5 from the beginning of the year to the end of the year. So, again, looking at those top two bands, you can see that at the beginning of the year, we had 57% of our students who were one grade level below according to this assessment. K to 5. You can see that as we look at the spring, that number decreased to 26%. You can also see the decrease in the two and three grade levels below. And looking at the we had 67 then that were early on grade level or mid or above grade level. So, this is important as we look at our math curriculum and instruction that's taking place during that that block of time. I-Ready was already So, one of the reasons that we

031adopted I-Ready, so our math curriculum maps are vertically aligned based upon the standards, the test blueprints, and item specifications of I-Ready because we want to make sure that kids are prepared to take I-Ready. This is like a snapshot. It's a universal screener. It's a diagnostic that allows us to look, drill down. So, if I'm a classroom teacher, I get this report from my students, and I can drill into that 47 47 20 26%, you know, which of my students are falling into that category, and then I can adjust my instruction, specifically my small group instruction and my interventions to support students who are falling below grade level, and it will identify the domain I'll show you another slide here. It will identify the domain of the standard or skills that my student my student and/or

032students are lagging in. Fractions, al- algebra, algebraic thinking, numeracy, computation. Does that answer your question? I-Ready is I-Ready So, I-Ready is a resource that we embed into our curriculum to make sure that we're hitting the standards that each grade level is expected to know the students are expected to know and be able to do. It's a resource. It is not the curriculum. And it is aligned We have aligned it to the standards of each grade level. They reduced the number That was a legislate They reduced So, again, you can see relative placement K to 5, same same data and information, but now we're looking at it per grade level. And again, we can drill down into specific classrooms, buildings, and students as we're looking at how we support them. I mean, if you look at

033our kindergarten data, where we went from 75 at one grade level below to 68 and later above, that is significant growth in a year. Say it. Ask me. Realistic goal for Can you clarify? I don't know that I can answer that specifically, but here, this is what I can share with you. This is what I ready shared with us specific to our grade growth from a national norm perspective. So, maybe this will help answer your question. So, on this particular slide, this data represents the percentage of students at each grade level within those domain areas that are considered proficient. The color bands there show growth that is either more than the national norm or less than the national norm. So, for our kindergarten students moving from 11 to 59% of them being proficient at with

034those standards and skills, because it was greater than 5 percentage points, that's why it's that darker teal color, where the lighter teal color, we still increased more than the national norm, but it was from 0 to 5%. And one of the reasons that I ready wanted to share this data with us is because they said you don't normally see data like this. So, meaning it's good. It's really good. Like, we are having a profound impact on the growth of our students as we look at this data. We only had two areas which were in fourth and fifth grade in algebra and algebraic thinking where we increased less than the national norm about 1 to 5%. So, that's an opportunity for us to go into the curriculum maps discuss point in the at those grade levels

035to say, "Okay, did we miss the mark? Is our curriculum aligned the way it needs to be or is this from an instructional perspective meaning we hit we haven't hit the depth of rigor in the manner in which students are being assessed and or understand? We will also have common formative assessments coming into this next school year that will allow us to look at those standards and determine is there a gap? What's the gap? What do we need to do differently to address that area? Realigning, revising, yep, yep. We're not revising so we're not changing so the the revisions that were made were made in real time based upon feedback. We had a feedback button on the curriculum maps. So, the feedback button allowed teachers to share some of their thoughts and insights and then

036we we've utilized the data that we've collected throughout the school year to make any adjustments or changes that we need. We also collaborated with I ready around those units of study to say, "Okay, when you look at this vertical vertical progression and you look at the test blueprints and item specifications, are there areas that you think we are lagging and our blue our progression was spot on with I ready with the exception of one grade level and we made a couple of real quick changes there, but very little that needs to be done because they are aligned with the standards and test blueprints. No, we're not changing now. We are adding writing because we took writing off the table last year, so they knew writing was coming. I'll have that on my last slide. But,

037they elementary knew that that was coming, and we've aligned that to the ELA maps. Just look at that reciprocity between reading and writing. No. >> I think our challenge now, Jack, is to have people follow the map. >> That's what >> It's not the map that's different itself. >> The implementation. There has to be a There has to be a level of fidelity. >> to follow the Right. >> Not unless those changes are coming from the Department of Education. I mean, It's important for us if the test blueprint at the Department of Education changes relative to those checkpoints or the summative assessment, we would be remiss not to realign because then we we have not done our due diligence in preparing students for what we're asking them to um master on a test. Um so,

038unless there are specific changes in the actual assessment and and those standards and skills, we shouldn't have to make any big over There shouldn't be any huge overhauls to the elementary curriculum maps. >> Okay. >> Back one slide. Yeah, right there. >> So, my my hope, I guess, and I know that's not a strategy is that we're we're going to the feeder system for the future grades or is they're going to receive better students. You know, when you look at the kindergarten kids this year, when they're first graders next year, when they walk in the door at first grade, they're going to be better prepared than the first grade students were this year when they took that test. So, it will take us a little while to to to to provide students that were better

039or more more ready for that grade level uh to do this. But, each year the the you know, the middle school's going to get some better fifth graders and and the high school's going to get some better um seventh sixth grade or eighth ninth graders. Sorry, I lost track of what grade level the high school Yeah, I know. I'm not a math teacher. But, but anyway, that's that's why, you know, that that this takes time and that's why we've been really adamant about our teachers following this because this is the right math to follow and I think this data shows that we're there and you know, I think the corrections that we've made have helped us make our make our good math even better for next year. >> You're talking about they're not getting the

040kindergarten skills You're at the mercy of when those kids do get here in third grade or fourth. What is their background? >> Our kindergartners aren't as prepared as they used to be, but we're asking a ton of our kindergartners that we didn't but the but No, I know. But, oh. >> And we don't know what their you know, cuz their number starts counting and if they don't have the skills because they weren't here. >> You know, looking at that program, I think what you're referencing is the progression of skills. Some data that we're interested in collecting and trying to figure out how to collect is do we see a discrepancy or difference between the performance of our students in grades two and three on I read if they were our students the entire time versus

041if they are move-ins because if they haven't had that progression generally what you start to see is if they haven't been with us the entire time, it's going to take some additional re-teaching, some interventions in those because if we're solid K to 2 and they've been with us, then we know where they've been and where they need to go. It's there is a piece of that and that's some data that we'll need to take a look at eventually as well. To the middle school to the high school. Mhm. Correct. You're looking at the vertical progression of that. Mhm. Mhm. That's the work that's being done right now this summer in math and grade 6 through 12 is some of that vertical articulation that you're talking about. It's pretty solid. We'll have them set ELA, math,

042and writing prior to the start of school year. And Mhm. Yeah. >> What's this? >> In math in that funny >> Say that again. >> uh language Our content areas of focus this summer have been computers, ELA, and math and there and there is that's strategic. For math, we have the new auto enroll legislation meaning that we have to ensure that our students are prepared for algebra by the time they get to the high school. Lots of different variances and nuances there. So, we need to take a look at those courses and that those standards to make sure that we're looking at articulation. In ELA in grade 6 through 12, we adopted new resources, district purchased resources. So, now we need to take a look at that curriculum and realign those standards, those resources. So,

043again 6 through 12 and then with computers, computer science, we moved that class from eighth grade to sixth grade. And so we need to be able to take a look at those standards and skills and make sure that we've mapped the progression and vertical articulation of that so that we know what skills and standards students should have mastered by the time they transition to the high school. Oh, absolutely. At least secondary at the secondary level. Yes, absolutely at the secondary level. Yes. Not new materials. We changed the grade level and the progression of some of those skills to make sure That's when they're being tested. Yeah. Sorry. Moving forward in a timely That's okay. So, remember we talked about that predictive index or that predictive proficiency that comes from the checkpoints with I learn. NWEA

044also has a projected proficiency summary. So, that was a second set of data or point data in that we took a look at when we were looking at three, four, and five. So, what you're looking at here is based upon NWEA performance in at the elementary level is another prediction of how our students may or should perform on the I learn assessment at the end of the school year. So, Jane, to your point, we're looking at what's the correlation between what we're hearing and seeing from the Department of Education and what this data is predicting as well. So, on this one in grade three, we would expect our students that 16.1% of our students would be below proficiency, 22.4 would be approaching, 37.5 would be proficient, and 24% would be above proficiency. And again, this

045is based upon their performance on NWEA from fall to spring. So, the interesting piece for us has been able to take a look at not only the ILEARN projected proficiency, but this projected proficiency and how our students actually performed a year ago. So, that's some of the data that we're collecting. Please hear me say that this specific report and this data will not be available to us beyond the school year because we have eliminated NWEA from those grade levels because of the number of assessments and checkpoints. So, we will stop we will stop and and part of it was we were funding this through the formative assessment grant. Those guidelines have shifted and changed. We can no longer fund that through the formative assessment grant for these grade levels. We can still for K to

0462 and for our universal screener. So, we will still have some of this data at the younger grades. So, again, that was ELA and here's math. Same data. Same proj- projections. And just to give you another look at our growth on NWEA in grades K to 5. I think the key here is that when you look at this data for Center Grove, um it's important to know that these are percentiles. So, when you're looking at a um a score of 50, that represents a typical growth. So, you can see that even in the fall, our students are entering in at a higher percentile than most students, which means then that that growth is more difficult to achieve, but that we are still seeing growth in in most cases. Yep. 66% tile. Yeah, I'm sorry. I

047was like, wait a minute. Correct. They went forward, 66 to 77. Math. Oh, yes. Yes, I'm sorry. I Yeah. And again, this is based on growth from fall to spring. So, the key here is I think one of the reasons I wanted to share this with you is that again, these are these are national norms and we're looking at growth. The key here is that we have to look not only at proficiency and achievement, but we also need to look at growth to ensure that we're growing our students over time. First, second, and third grade between in math, we're saying that we didn't have as many students hit their target writ. So, I'm going to get into a lot of language here that I didn't anticipate that I was going to get into, but I

048will. So, in other words, yes, simple answer is yes. We have students Okay, one problem. One problem. Like I want to get down in the weeds and I know I shouldn't. Yes, but the simple answer is not simple because in order to hit that percentile, that meant as a student I had to meet my target growth. And so, what this doesn't capture is that I could be and I'm just going to put myself in your grade level, I I be a second grade teacher where 75% of my students hit their target growth, but all of my students grew, but not all of my students will be represented in that because they didn't hit their target growth. And their target could be above that. See, I just should have not. We are going in the right

049direction. I'm excited to see where we land with I learn. Um I think that will give us another baseline. Again, we will not have this data for grades 3, 4, and 5 moving forward because we will own this assessment will only be available K1 and 2 to us next year. This drills down to the classroom student level as well and informs our small group instruction. Oh my. Here are the priorities to improve student achievement. So, I won't So, I don't want to spend much more time cuz I've taken way over my time um that was allotted to me. Um but you know, Scott, you always ask me what it What are you doing to address What are you doing to address it? Here's what we're doing to Here's what we're doing to address it. We

050have the district-wide curriculum maps, literacy map and writing. I'm assuming that you'll have access to this PowerPoint after the work session. So, if you click on that link, you'll be able to see our curriculum maps and how they're laid laid out. Um I think that would be important for you. We do have a curriculum implementation video. Um this video includes some teachers who um I would say were um a little resistant in some cases to the curriculum maps a year ago and have come forward and have shared that they believe the curriculum maps made them a better teacher. So, we've cut tried to capture some of that into a video. Um We have the continued development of maps 6 through 12 in those content areas. We're embedding science and social studies content into the literacy

051block of the elementary level to build background knowledge. So, that's how we're incorporating science and social studies at the elementary level and still keeping literacy and math at the forefront. Yep. Yeah. Yeah. ELA, math, and computer science quarter one will be ready at the start of the school year with the three additional quarters being built throughout the school year so that I'm always a quarter ahead. So, by the end of the school year, those will be fully developed. Not all four quarters. They are They're paid a stipend. Our curriculum collaborators and department chairs are Oh. Yeah. So, we use our PLC and professional development time to build the capacity around the implementation of those curriculum maps. I Did I answer your question? Yep. So, the quarter one will be to the teachers at the beginning

052of July so they should have all of July to plan. And the idea is to try to stay a quarter a quarter ahead. And at the secondary level is a different It's a different challenge because because they are content experts, there isn't there isn't always the huge learning curve sometimes when you are teaching all content areas as an elementary teacher. So, and they were highly involved in ELA, they were highly involved in the adoption of those resources. So, there shouldn't There's still going to be a learning curve there with new resources, but they were involved in the selection of those materials. >> Yeah, I think for some of them they have that in >> I'm trying to I'm looking at I'm trying to see where you're going. >> They they they have that in in

053canvas already. >> Yes. Yes. Yes. >> Uh so a lot of them have it in canvas and putting them in the uh >> The difference here is that they're taking their essential learnings and what they call the quarter views and taking them down to the unit level. So I had it I had it at this level and now I'm planning down to the unit level so that when a new teacher does come in, I'm a new I'm a novice teacher. I'm coming in to teach algebra one and you hand me if you just hand me a a textbook or a resource, I don't have any sort of pacing guide down to the unit level that indicates where I should be in the implementation of that content compared to you as my colleague. So what this

054does is it takes it down to the unit level so that when we're looking at those common formative assessments and we're looking at that data, we're now comparing apples to apples because you and I were teaching the same standards and skills within the same time frame and now if my scores are not as strong as yours, I can talk to you about where I may be lagging because my students didn't perform as well on that assessment. So where am I lagging where am I lagging at and what reteaching do I need to do? Mhm. A A little bit. Mhm. So, that communication Yeah, that communication is coming not only from the building level. It was coming from district to building level administrators, but that is being built into some of the PLC PD time so

055that there is conversation around what that needs to look and sound like. The development of a curriculum map is an is an intense, rigorous process. And there was no way that we could ask curriculum collaborators and or department chairs to develop a year's worth of curriculum over the summer. It just couldn't happen. And so, we needed to build a structure and a plan that allowed us to stay out ahead of it and allow opportunities for teachers to give feedback from each quarter as we build it out. We built the feedback button into the curricula or to the elementary piece so that it was coming in in real time where with your content experts at the secondary level, we can use the structures of the PLC PD time to engage in that conversation so that there

056is that revision process that will happen and we we stay out ahead of it. Again, there was no way that we could realistically ask a group of teachers to develop a year's worth of curriculum over the summer. Sure. Yeah, it's interesting It'll be interesting to see what the that change looks and sounds like because to your point at the at last year, the the maps were all specific to the elementary. So, it wasn't impacting their classroom instruction at the secondary level other than I would argue will impact them long term because you're going to have a different type of student who's mastered a different set of skills and standards. Mhm. Uh we've talked about common formative assessments. Those are going to be embedded at the elementary level. Teachers have been asking for those so again

057that we can have conversations during PLCs about what are the standards and skills our students have mastered and how are we grouping them appropriately to intervene when there are lagging skills. Data driven decision-making in PLCs, we were successful in receiving the digital learning grant that will allow us to use what's called Otis which is a data solution in grades K-5. Um Stacy helped us put together a video for that digital learning grant. We are super excited about this opportunity because what it will allow us to do is be much more efficient and effective in the use uh use of data. I did include the video so if you want to take a look at that during a Friday facts so that you have an understanding and awareness of what Otis is and how we plan

058to use that. Um continued implementation of our coaching model. Uh let's see here. Professional development just so that you're aware we have multiple partnerships going into next year. We're going to be partnering with CELL specific to literacy and the science of reading grades K-8. So we're going to be looking at those instructional strategies when we think about developing readers and writers. Um classroom teachers, principals, ENL teachers, and instructional coaches will be involved in that K-8. CELL is a organization specific to it is on the um Oh, I'm going to get it wrong. I'm just going to get ready to say IU Indy and that's not right. University of Indianapolis campus. So it's the Center for Excellence in Leadership and Learning. And um they partner with schools and school districts across the state. They were highly

059involved in the literacy cadre work at the Department of Education which is why we reached out to them because the literacy cadre was not an opportunity for Center Grove because our scores were too strong. So we decided to see if they would partner with us and um they they conducted learning walks this spring as well as surveys specific to our teachers, our coaches, and our administrators and all of that data is being used to develop the professional development that we will engage with them in throughout this next year so that we're being very responsive to our staff and students. We're partnering with i-Ready. That's our math again. Um we also have a Playlab partnership. Um that will be the AI enhanced instruction that you see there. Um again, that was a competitive grant that we

060were able to secure. So, twofold there. We're going to be taking a look at as a district, what do we want our A-line AI policies and guidelines to look like? Like, what do we How are we going to embrace it? How is it going to be used? What do we What do we What do we expecting long-term? We need some policies and guidelines and practices in place. Our teachers are starting to ask for that. Like, especially at the secondary level. What does this look and sound like? So, we need to get grounded into what do we want that to look and sound like across Center Grove? The second piece of that is that we will be able to look with work with our software engineers to develop some three very robust AI apps that can

061be used um to help our support teachers in the classroom. We will also have 40 what we call 40 early adopters K to 12 um that will be able to develop apps to enhance instruction in the classroom. So, stay tuned. Um but that's a big piece as we move forward. Just again, trying to determine what we want AI to look like um as we think about teaching and learning and instruction in the classrooms. >> Did you win? >> Christy's going to talk about the MTSS framework um and again um there are a couple of embedded links in there. We encourage you to take a look at our PLC PD plan. Um we continue to build that out throughout the school year so you can take a look at that. And the principal playbook is how

062we intend to hold principals accountable to the work ahead of us. Um there is an overall tab, and then there is an elementary secondary tab. So, I'm way over my time here, but I would encourage you to take a look at those two pieces. That's guiding our work moving forward. Um questions? Yeah. I'm giving you an assessment calendar. I can I mean, I can give you the assessment calendar. Yeah. Sorry. I can capture it. Mhm. We've taken some assessments off. Mhm. Yep. They require assessments. They lead it in some cases. Yeah. And in some cases, they're leading and facilitating the professional development based upon the needs of their building and their school improvement Mhm. We did. We sure did. Okay. Thanks. I know, right? I know. Which I find faster and some of the other

063stuff. This is just for you to to see and kind of nice overview for Aaron to see see we're here that we can talk to her, but Yeah. Okay. Kaylee. >> Yes. >> Aren't you up next? >> I am. >> Let's roll. >> I was going to just Oh, sorry. My screen keeps sliding the keyboard down. >> Yeah. I am um getting Oops. Is You want to Oh, I know. You can just get Well, we don't have time. I mean, again, embedded into the slides. This is a quick little overview. Yeah. Thank you. Sorry. I was like, wait, that's not my slide. Okay. So, I am going to give you guys some updates today on teacher evaluation and teacher retention. So, the first thing I want to talk to you guys about is teacher evaluation.

064As you know, this year we implemented our new teacher evaluation tool and process. We made all of those changes last year Well, 24-25 and then implemented them 25-26. So, um I wanted to share with you kind of where we were and why we made those changes just as a reminder. So, our previous evaluation tool um really didn't allow for meaningful feedback um or timely feedback opportunities for our teachers. Really didn't foster teacher development and our final performance ratings for our teachers really weren't aligning with our demonstrated student achievement outcomes. Um and those top two bullets I think are really important because we actually surveyed a lot of our teachers and asked them, "Do you feel like our current tool allows for meaningful feedback?" And do you feel like our current tool fosters um growth and

065development for you or makes you a better teacher? And 100% of the respondents said no. Not all of our teachers took the survey at that time, but those teacher leadership guiding coalition groups in the buildings did. So, that really helped in our why and in wanting to really change our tools. So, when we worked through that committee, our goals for creating a new tool were to make sure that tool and process prioritized growth, development, and support of our teachers most importantly. It supported student growth and achievement. We made sure to affirm that students are not a student, sorry, a teacher's strengths. Wanted to promote that teacher efficacy, and then really foster accountability. So, again, that committee work drove that process, and those were our main goals for our new process and tool. So, as a

066quick reminder, our old tool, basically what our teachers had to go through through the evaluation process where they were observed within the classroom, we had a rubric that our our administrators would use during those observations, and then they would have an end of the year summative conference. So, to sum that up, it was a very summative process. We didn't feel like it was very formative. So, the changes that we we made were we incorporated an individual goal-setting process. We continued on with those classroom observations, but made some changes to frequency of those observations. We incorporated pre and post observation conferences to allow for more meaningful conversations leading up to an evaluation, I'm sorry, an observation, and then more meaningful conversations immediately following those observations. We made some changes to our overall teacher rubric really focusing

067on instructional practices, and we used Brownsburg, Westfield Washington, and the RIAS model to really drive that work. We were aligning it to what we felt like were exemplars. And then, we kept with that end of year summative conference. So, So, all of those changes, I wanted to remind us how important feedback was and is. And so, there were a lot of opportunities for feedback um throughout this last school year. Um we wanted to make sure we were being responsive. And sometimes we were able to be immediately responsive to that feedback that we were getting, and other times it was, "You know what? We're going to document that feedback, and then we're going to really consider that and whether or not we need to make changes in the future." Um so, some of those feedback opportunities

068were through our guiding coalition, whether that be um in the building or our district guiding coalition. We had teachers who would send emails and ask for clarification, so we'd make sure we were responding to those. Um at one point we had gotten a really big influx of questions at the beginning of the year, and so Stacy did a great job of working with me on just doing a quick Q&A to try to clarify um and eliminate some of that confusion. Um and then we also had two teacher evaluation committee check-ins this school year. So, we did one first semester, one second semester, so we could work with that committee and get feedback on, "What are you seeing, hearing? What are you feeling?" Um give us that, you know, give us the strength, give us any

069of those areas of concern. So, some ways that we were immediately responsive, first semester we heard that our teachers needed more time in setting those goals, so we extended the deadline for that. Um we got feedback that it was a little overwhelming to do pre- and post- observations for um some of our groups of teachers, so we gave flexibility to our administrators and our teachers on not requiring that, so giving it more as an option. Um and then they also needed some extended time on giving the feedback back to our teachers. So, we thought 5 days was going to be enough, and our administrators needed seven. So, we worked with our teachers and administrators on that. So, again, just trying to be responsive in the moment to that feedback. We also, though, got feedback along

070the year that we were like, "We need to make sure that we make those changes for next year." Because again, we knew that a lot of the work that we did, it was great work, but anytime you make a new change or anytime you try something new, you're going to find things that you need to be able to work out. So, um this first column you're going to see, those are those components that I told you were new in the system. That goal setting, you have your observations, you have those observation conferences, um we have that rubric, and we have that end-of-year summative conference. The positive feedback that we got, and again, this is from our administrators and our teachers throughout the year since success of of those individual pieces were for the goal setting,

071um we had teachers who really felt like they could integrate that and incorporate that into their PLC work, which really created more fruitful conversations, um and it really forced our teachers to be more reflective. Again, we heard that from our teachers, and we heard that from our administrators that I really hear our teachers talking about the things that they are doing when a student is not getting it, or what are they doing when a student is, which really is driven by those PLC questions and that PLC work anyways. Um for classroom observations, the former tool, um some of the observations were 5-minute frequencies, so we extended those to 15 minutes. So, success in that was, "Hey, as an administrator, I can see a lot more in 15 minutes than I could in five." And our

072teachers felt like it's nice to have our administrators in there for a longer period of time. So, less observations, but longer period of time being in the room. Uh for those observation conferences, the successes was just that really valuable conversations were being had. We had administrators say, "I had better conversations with my teachers about what they're doing in their classroom and how intentional they're being and just it's overall instructional practices than I've ever had." So, it really allowed that time. Um and then for our evaluation rubric, we felt like the feedback we were getting was that it was capturing more of those stronger instructional practices. Our teachers really knew what it was that our administrators were wanting to see within the classroom. Um and then those summative conferences, kind of same thing as those pre-

073and post- observation. Putting all of this together at the end of the year, they just felt like those conversations were much more intentional, much more fruitful because there there was a lot to be able to discuss of things that an administrator saw throughout the year rather just that one time that they were having that conversation. We also heard lots of challenges though. So, so what were those challenges? With the individual goal setting, we had several teachers that really didn't know the why behind it or the intention. So, as much as I thought I had done a good job of explaining that why, I realized that we could do that different, we could do that better in the future. So, some of them were creating a goal outside of the PLC process or they were creating

074a goal just for the evaluation. It wasn't supposed to be like that. So, I made somebody's life or work harder or more difficult and that wasn't the intention. And we also just heard that it wasn't efficient in the ways that we were doing some of our goal setting check-ins. So, wanted to be reflective reflective of that. For the classroom observations, as much as we were trying to change that frequency, we probably changed it in a in a way where we added more to our administrator's plate but not in an intentional way. So, we really needed to be able to look at the frequency and think, "Okay, these 15-minute segments are great, they're better than the five, but did we schedule too many 15s for different groups?" So, that was a challenge. Those pre- and post-

075observation conferences, really was the timing for our administrators. When you think of the number of people that they evaluate, scheduling those meetings were really difficult. And so, we also heard the the need for those. So, some of our teachers were like, "I don't want to have to meet before and or after my observation. I don't feel like I need that. The feedback I get from my evaluator afterwards within the system, that narrative is fine. Um so, that was something we needed to take into consideration. And then, the rubric, um just a challenge to that was simply learning the new language. What is it that people are expecting me to do in the classroom? And then, also for our administrators, they were so used to that old tool, they could go into a classroom and they

076knew exactly what it was that they were looking for. That new language really made them stop, think, and and and really take in those new practices. Not new practices, but just being more intentional and specific on the things that they were wanting to see. So, that was a challenge. Um the layout within the evaluation system was a challenge for them. We had some kinks that we needed to work out with SFS, which is the system that we use online um to hold those evaluations. And then, there was some redundancy within the tool. And then, um last but not least, those summative conferences at the end, there are opportunities for our teachers to turn in evidence or artifacts for things that maybe an evaluator can't see when they're in the classroom. We wanted to definitely reduce

077that because with the old tool, we would have sometimes teachers come in at the end of the year and present a binder of all of this information as to why I'm a highly effective teacher, which they very well might be, but we want to be able to see that more live and in action in those observations and less within a binder. Um so, we we went really kind of the opposite way. So, we swung one way on the pendulum or the opposite way and we realized, "Okay, that was a challenge and maybe we need to find somewhere in the middle." So, with all of that being said, great successes, also some challenges. So, that's kind of where we're ending the 2025-2026 school year. We want to be able to show you kind of where we're

078going then with those challenges. What improvements are we going to make to continue to make this model successful? Um I I want to thank our teachers. I want to thank our administrators because through those challenges, they still saw the purpose and the reasoning behind doing the evaluation tool and kind of navigating through those challenges, so I really appreciate that. And I also appreciate them giving us the opportunity to take that feedback, make some changes, so again we can make it more successful next year. Um so for the goal setting we're going to be more intentional on how we um communicate that to our teachers to make sure that they understand the why and the purpose. We are going to say it should and must be incorporated into your PLC, so it doesn't feel like one

079more thing. Um and that allows our administrators to be it it's much more of a natural way um for them to go in and see those conversations and actions, so they no longer have to do the um efficient or less efficient mid-year check-ins that I had originally talked about. I know sometimes I can go in the weeds and then try to get back out. So I'm trying to explain it well for you guys. If you have questions, let me know. Um but basically I'm taking out two mid-year check-ins um and just say, "You know what, administrators, work through that within your PLC. If you guys are going in and observing or engaging in your teachers' PLCs, so that's really where you need to be checking in on their individual goal setting processes." Um we changed

080the frequency uh or we are changing the frequency of those classroom observations. I won't go into all of that with you. That means a lot to our teachers and administrators, um but we are basically decreasing some depending on um the final evaluation rating of the teacher. Um for the pre- and post-observation conferences, um we still believe that those are really important and we want to give our teachers who would like them the opportunity, so it's at the discretion of the teacher if they want them or not. Um they are only required for our new or you know, our new to teaching or novice teachers or our teachers who are in the needs improvement or ineffective category. Um the next one allows for more flexibility for our teachers and our administrators um to review that evidence

081those evidence or artifacts. The rubric, we were able to condense two of the domains into one. That goes back to that challenge of being redundant. We had some redundant language, so we were able to take two domains again and put them into one. So, we've now gone from five domains to four. Um I've worked with SFS to realign the rubric within the system, so it's going to be much more visually number one appealing, but then easier um to to flow through as a teacher and understand where I am and administrator. Um and then we are also just making some minor handbook change languages that that we needed to clarify. Um and then last but not least, for those end of year summative conferences, if you're a highly effective teacher, those aren't required. I can simply

082see my report within the system and sign off electronically rather than having to sit down and meet. >> So, when in the process is that rating assigned? >> At the very end of the year. So, they don't get the final rating until the end of the year. What they get throughout the year though is they can see, depending on each competency, where they're falling after each observation. So, in my 15 minute I maybe had, you know, four effective ratings and three highly effective, but then in my 45 I maybe had 10 highly effective and four effective. And then at the end of the year obviously takes all of that together together and gives them that final evaluation rating. >> So, at the end of the year then the administrators will look at everybody and send

083them a letter. >> So, and then the the system will tell them that, so it it takes all of their scores and populates. Yes. Yes. Yes. It's a lot of information. I think what I wanted you guys What? >> How many? >> Who's asking? >> Yes. >> For what? >> I'm hearing a lot about the process. >> Yes. >> Um how would you Did we get good feedback from teachers that this was helpful? Did we Are we getting pushback that it's not helpful? >> I think that goes back I can tell you that Yeah, I was going to say that's that's what we were doing well and those were the challenges. So, I think we got mixed feedback. I think we have more positive feedback than negative, um, especially from our administrators in terms of

084being able to work and grow and develop our teachers. And we are going to decrease in the number of highly effective teachers. That's simply going to happen because people are learning the new tool, they're learning what they have to do with this new tool. We are. What do I have to do to >> Give me a positive way we're raising the bar. We're not I mean, being an effective teacher is not a bad thing. But, we should all strive to be highly effective. >> Absolutely. >> And we're raising the bar. >> Absolutely. And this year was a hold harmless year. >> Right. >> So, while we were giving them feedback and they saw where they were doing with this new tool, we still allowed them to keep the rating from last year, which really only

085not only it does impact compensation through our contract, but whether you're effective or highly effective, there's no differentiation. And I can tell you that like all but three to four teachers in our district are going to fall in those two categories. So, that differentiation >> If we weren't holding harmless, what would our numbers look >> I wouldn't be able to tell you the exact percentage, those are still coming in, but I can tell you it has decreased. We have decreased in our number of highly effective teachers. >> So, you can say this is a more subjective situation >> I was going to say we're much more objective than subjective. >> I think the changes that that that were proposed and that we've made, I think the the the things that we heard from teachers is

086why am I doing a smart goal? Why do I have to do it separately? You know, and then then to be able to do that in a PLC and maybe do a smart goal as a grade level instead of having to create my own. Uh uh the the the combining the the two domains. Even the principals were like, I don't know whether I got to look here or is it over here? Or now it's in both and so we got to fix that. So I think that part and then just the fact that it was new. Those were and I tried to tell the teachers, "Remember, the principals are learning your rubric as well, but we're evaluating them on a different rubric than we used to." So not only are they learning your rubric, they're

087learning their own rubric as well, too. But I think the changes that we made that that Kaylee and and the teachers suggested and made really answered all of the the the questions and you know, there's just that natural tendency of something new being, "Oh, this is going to be really hard or you're just trying to make this harder for me." But I even heard from some teachers and principals saying, "This is the first time I've had a teacher say, 'Boy, that's what I need to do to be highly effective. That's That's great. I see that.'" Instead of you know, we got to that point if we were at 97% it was almost pass/fail. We weren't differentiating and so >> We were just checking a box. >> That's Plus plus No, no, not at all. >>

088everybody achieved >> We're we're trying to help grow our teachers just like we try to help grow our students. >> And I really like doing it to 15 minutes to 5 cuz it's terrible >> Yeah. >> that 5 minutes when we're talking So if you're not seeing the teacher >> Yeah. >> That was where our teachers and our principals were in agreement because most of the time they never did a 5 minute. They always ended up being 15 or 20. And so >> The the one thing I like about the classroom observation is that it fits in normal things. And then that last is then I can spend a 5 minute while I'm talking >> Mhm. Yeah. >> And you know, we got to try to get to the bottom >> Correct. And you still

089want to create those opportunities because some of your highly effective people are your really high achieving and they want you to sit down and give me feedback. And I want you to be in my room affirming the things that I'm doing well and giving me areas of growth. But yeah, you're spot on. Yeah, I think we are making the right progress. Going back to your question of like, are we making progress? Are we hitting those goals? And absolutely. Are we 100% there? No. Do I think that we'll be even closer to 100% by the end of next year? Yes, absolutely. We want to continue to be responsive to feedback while also remaining true to our original goals and why we set out to do this in the first place. Yeah, absolutely. And the two are

090linked. I mean, when she talks about the common the combining of the domains, this the domains that she's referencing are very specific to curriculum and instruction in the classroom. So, being very explicit at each level about what we would hope to see and hear not only from students, but from the teacher within those domains and those indicators. >> Great question. >> No. It is. And that's why I said, like we're keeping with the process with improvements and I hope to come back and share more information with you guys next year. And I hope our administrators and I hope our teachers just feel through this process that we are thankful that they endured the hard, and that we are responsive to the feedback that they give, but we're not going to give up on our original

091goals that we set. So, we're going to keep doing the work. >> If you come to the work session, Scott, you and I can come to the work session. >> I got a hot dog and chips. >> All right, teacher retention. I always like to give you guys an update on teacher retention, so you're going to see our data here from '18 '19 to present. Super excited to share with you guys that we are at 94% teacher retention, which that is the highest we've been in years. And so, I know it feels like people are leaving education in droves, and and we hear that they're leaving Center Grove. Um, and we do. We still have people who are choosing to go elsewhere, and I'm going to go to the next slide here in just a

092second and share with you those reasons why. Um, but this is really promising information. Um, and I hope you guys feel the same way. So, and please know that in those resignation numbers, that does include those resignations in lieu of termination or non-renewal. And I'll share that with you in just a minute. You can also see that we had our lowest retirement number in several years as well. Um, so, we probably will see that number increase in the next couple of years, people earning that, you know, retirement. >> Still seeing numbers spike some. >> Yeah. Yeah. >> 87%? >> Yeah. So, reasons for leaving, um, you can see our top reasons to, um, our bottom. So, we have people The main reason people are leaving is they're actually relocating, or they're taking a job closer

093to home. So, there's nothing we can do about that, right? Um, the next one is they've taken another position, so that means that they're maybe leaving elementary and they're going to middle school or they went from gen ed to special education. Um We have several who have left education. The next one is probably what hits the hardest, which is they're leaving us for a closer district with better pay and we do track that. We track where they're going, what district they're going to. Um I had a conversation with one of our surrounding districts probably a month ago. Hey, you've now taken like three of our teachers and they're telling me this, tell me how you're doing that. And and we had a really good candid conversation and I appreciate that. So, we're going to continue

094to work together to try to be competitive in that area, but um we do still keep have people leaving for better pay. Mhm. And it is not that um for in lieu of cancellation, non-renewal, or involuntary transfers. So, again, we're utilizing that evaluation tool and use utilizing our reflective practices to identify those teachers that we want to be here and those teachers that maybe aren't the best fit for Center Grove. We had a couple who had to leave due to medical needs and one who left for leadership advancement. So, we take this information into consideration. Some we can control, others that we can't, but we want to continue to see data that looks like this, for sure. And that brings us to like, how do we continue to recruit and retain? And I wanted to,

095you know, bring us to our strategic plan that we'll continue to lean into. So, Christie lives and breathes this work from the student side of things within our Belong and Thrive pillar and I live and breathe this through our human resources department and what does this mean for our adults? And so, what does that look like, though? We try to achieve these things through making sure we have the best appreciation and recognition programs. And how do we make tweaks and changes to that year after year? So, we don't feel out and we find those things that really do motivate and reinforce our teachers. Continue to provide those opportunities for growth and development, whether that's through professional development, updating our teacher evaluation tool, constantly looking at ways to give opportunity for feedback and collaboration and reflection

096because we know that that's really important to our teachers. Um and continue to to to hope that people utilize our wellness center and our fitness center as much as they possibly can because that mental health and well-being is really important. How many are Yeah, that's a great question. I would I will have to get back I was really keeping track of that when Jason and I had a bet going. That was the first year we opened it. And I won. I won. I just want you to know. We have a really He was really low. I shot high. We have a high utilization, but I will I'll get you that information. And we still have people signing up every single month. Like I I get those notifications. So yeah, I'll get that to you. Yeah.

097Yeah, you're welcome. Thanks for letting me share that information with you guys. I appreciate the questions you asked cuz next year when I bring some of this information back, I'll make some changes to the presentation to make it easier and better for you guys to kind of absorb that information cuz I know it's a lot. So. That's from the HR world. You're welcome. Thank you. >> So we still have two people >> We're going to take a pause in the public session. We're going to pause the camera. We'll turn the camera back on when we pick up the public session. Okay. >> So, what are you doing after the board meeting? >> Mhm. >> Okay, I'm going to share a little bit about our student services here in our district. Um so the first slide

098I had up as Lynn shared we've been talking with you all a lot about our MTSS or multi-tiered systems of support, but I think that this is just a good visual different visuals you've probably seen, but um really just how this ties in all of the work that we do, so the academic, social, emotional, behavioral health, and attendance and how it's a continuous cycle. We're always meeting, reviewing, and checking um and flowing through our PLC to ensure that our students are receiving the supports that they need. And so the most important work I think for us to get started is to have that baseline data of where we are so that we can see if our core instruction and our interventions are making the progress that we hope to see. So in student services we

099look at very data, than academic data, obviously. Um but we're always reflective on the data that we have, and the ways that we can support our students. So, one of those data points that we collect is our threat assessment. So, this is for our um administrators who do a threat assessment when there is some type of homicidal threat. Whether that's online, whether that's verbal, whether that's through the game of telephone, we bring students in, we go through the threat assessment process, track that, and provide supports as needed. So, you'll see a celebration is we're almost half of what we were last year. I think there's two things to that. I think one, we've gotten better. That was a new tool um in the 24-25 school year. And so, I think we've gotten a little bit

100better at knowing when to do that assessment and when not to do that assessment. So, that's been a hard work with our deans, assistant principals, and pulling in CGP as well. Um when we have a self-harm threat or suicidal threat, we do a suicide screening, and this is predominantly done by our counseling and social work team. So, again, we saw a pretty big decrease from last school year to this school year. Um one thing that I will note is that while we've seen an increase, which we will celebrate, um the severity is higher. So, again, um the suicide assessment ranges from low, medium, to high risk. And so, we are appropriately screening and the students who are in that high risk are getting the appropriate um supports that are needed. But that is part of

101why there's such a big jump. Last year, we started to collect DCS supports on that district level, just to look at trends, to make sure um from year to year we were able to support students and families as needed. And again, we saw a huge increase there. So, really excited by that. I think, like I shared, part of that is getting better with the tool, but part of it is we've been really intentional with some proactive supports. So, doing some um suicide prevention, some homicidal screening, and then um talking with our staff a lot about DCS reporting and what that looks like. So, excited to celebrate that, but >> Christie's under-selling herself. She's the clearinghouse for all of these. So, every single one of these from every building come to her. She reviews them with

102the building counselor staff or the police department or whatever. So, she kind of undersold that. I didn't want her to get away with that. >> Do you fall under and get things from anonymous reporting? >> That's one. Yes. That comes in my space. >> Mhm. Through the police they they don't notify you or >> Um I'm the point of contact and then I get a hold of actually Cooper Urban School District. Yeah. So, predominantly those have been mental health concerns through the anonymous reporting. >> the buildings first and then Christie. >> Yeah, so we work very closely together. Um it's a very straight forward flat line, but you will see we really are hanging around 95%. So, we've gone from 95.5 to 95.3. This year we were at 95.38% as a school district our students.

103As you all probably remember those fun 5-day attendance meetings with round K8 to K12. So, you can see how many meetings have happened and those are our counselors leading that meeting. We've had some good conversations out of that. We also continue to see that the majority of those 5-day meetings tend to be families choosing to go on vacation, which is their right. But, we have had some good things come from that as some barriers to education that we've been able to provide some support there. One thing I did want to note is a part of our accountability model is that our students are present 94% of the time. So, they need to be present 160 day excuse me 162 days. Currently, we're sitting at 75% of our students are present 94% of the time in

104grades 3 through 12. So, our K12 um helping us out a little bit up here. So, um but they our students can provide some success indicators with their attendance. So, again, we're going to be proactive in those supports working with the deans um at the building level to make sure that our students are meeting that threshold, not only for accountability but also because we want them to be in front of their teachers so that they're learning all of the great stuff that we want to share. Amy Norman and her amazing team also follows under student services. Um I'm not going to go over all of this data but you can tell our clinics are very busy. Um one of the things I think is really important to point out is that total time of missed

105instruction in hours and the total time missed in minutes. Um you know, the students might come down for meds or something much more severe and so um their team is triaging, making sure that they're providing that student what they need and then trying to get them back to class as quick as possible. Um Amy's also been working with her clinic staff to advocate like hey, if kids are coming down for band-aids or ice packs, that's something that probably can be handled in the class. They don't need to leave the class and leave the instruction that they're receiving to come to the nurse's office. So, again, our clinic staff we work super close with to make sure that our students are in where they need to be so that they're learning all of the great stuff

106that we want them to learn. I just think that's kind of interesting data that I would not have thought about until I was in this space. So, as I've said many a times, we're really trying to shift our mindset and our student services space from that reactive to a more of that proactive approach. And so, really taking all of the data that we shared, that's that overarching data, we dig much deeper into that data as a team to say, "Okay, where are the gaps? Where are we missing students and how can we support them and their family again so that they can learn at those high levels?" Really started um sharing a little bit about that pillar two but as you all remember from our strategic plan, Belong and Thrive is that pillar two. And

107this is where we really want our students to feel as if they have that deep sense of belonging and that they have a connection to school so that they come to school to learn. And so, that's really where we lean into our counseling team, our SROs, our administrators to continue to foster those relationships in addition to what the classroom teachers are already doing. Um so, one of the big initiatives was to make sure we have that dedicated time throughout their school day where students can receive different instruction. Um that's a part of our MTSS process. So, that that tier one foreign instruction, so our elementary are switching actually should update the slide from community time to WIN time. No. >> No. >> Um the dedicated time. So, our elementary has community times, that's about 10

108to 15 minutes where we give the teachers um pre-made information that actually um classroom teachers create to really tie into the belong and thrive skills. Our middle school uses their WIN time and high school uses STAR to really work on those skills with their students. And that is teacher-led, um but the material is provided by the counseling team. So, to dig a little bit deeper into that, one of our big shifts for next school year will be switching our language at that tier one and focusing on these five core behavior expectations. We believe that these skills um will help our students be successful when they leave our space in addition to the fact that they tie into some of the diploma skills. So, we will have to be showing mastery on some of these skills

109um to help our students achieve the seal um that they're going for. So, you can see regulation, adaptability, perseverance, connection, and collaboration. And as you all sit in the working world, you know that those skills are needed for people to be successful. Um and we're hearing over and over from employers that they don't have them. So, we are working hard um to do that. Again, a lot of that core tier one instruction is coming from our counseling team. However, we worked hard this year and this professional development was provided to every teacher in every building about what those five skills are defined as and what are those learning targets for the grade level. Again, it needs to be age-appropriate to build upon itself, um but so that we know what we're talking about when we

110say, "Can your child regulate their emotions?" Well, what does that look like? In first grade, it looks this way. As a senior, it looks a different way. Um and so we have created K-12 learning targets and then specific ways that teachers can embed some of that work into their classroom as well. Um making coordination part of the school was gracious and tied some of that work also into the language arts um curriculum maps, whereas you might read a book that talks about regulation as opposed to a different book. Again, so that we're sharing that same common language. So, you'll hear a lot about regulation, adaptability, perseverance, connection, and collaboration. I'll share that tonight too as we approve handbooks. Um really just trying to tie in that language so the students are hearing it K-12, but

111also that home-to-school language so making sure our parents are aware of what we're And in the instance of that, one of the proactive steps we're going to take next year is we are drilling down into our disciplines. So, this is just a screenshot of our high school discipline. Uh blue is our ISS and red is our OSS. Um when I drill down with this with the deans, it will tell you the student's name, the grade, the address, and it will be much bigger than this, but our hope is looking at that, are there pockets of neighborhoods where we need to be more engaged in the community to really support that um connection and that learning at home. So, whether that's our social workers um hosting a variety of things, providing materials to those families, we

112wanted to really look at where are we seeing um most of our students who have some needs in the community or in the community being more targeted in that support. So, we have done that for the high school, the middle school, and the elementary schools, and that will be our first uh PLC together in August as we will look at that and determine some supports we can provide for those families and their students to help boost those scores there. Trying to again be more proactive. In addition to that, all of our buildings have Well, now they all have two um service personnel in them. Um so, either a school social worker or a school counselor. Um and they are really providing that additional tier two support. So, tier two is for a smaller group of

113our students who need some re-teaching of those skills that we just talked about. So, here you'll see this last school year, we ran over 1,000 small groups. So, that tends to be 4 to 6 weeks that students are receiving instruction during that WIN time. AIMSweb STAR or Renaissance STAR or Um and so, you can see there where our groups are being held and then our counseling and social work team have over 30,000 times with students one-on-one. So, whether that be to work on their graduation plan or to work through a family situation. Being really intentional that our students have access to them. And then they also oversee our 504 plans. So, you'll see here currently on how many 504 plans we have. Again, that's kind of that step before special education. We tend to see

114a lot of ADHD, anxiety living in that space. Um so, our counseling teams oversee those 504 plans and they'll work with the student, their family, and the teachers to support them. I shared before um that in the school year 2024-2025, one of the first things when I took this role that kind of made my counseling heart sad was all of the discipline and finding a way that we could stop being uh punitive and maybe provide some wrap-around services. So, we have been intentional um in creating what we call our ESP. And so, that is us and 13 community partners that come together and we will use students for up for expulsion for substance use or for fighting. Um and what we do then is hear from the student and their family, try to get to

115the root of the problem, and then we ask the family to step out for a few minutes. They come back in um and then we have come up with here are some things we'd like for you to do. So, that might be doing some community service. We work really closely with you know, Haven's Hope, the ranch on Smokey Road. So, we've got some kids working out on the farm. Um there's always some kind of counseling component, whether that's specific to substance use, whether that's family counseling. Um they work through their credits virtually and then they meet um with someone at the school weekly. And so, those students and their family are offered that opportunity to work through those different um interventions and if they complete that, the expulsion comes off their record. So, that helps

116them as they're looking past their senior year. Um and so, you can see how many students we've supported in that realm. Um this year there was six. Um we had a total of 18 students up for expulsion. Excuse me, 18 up for expulsion this year. So, some of those were expelled, some were brought back on a waiver, and then six of them went through our ESP program. So, we're excited about that work. Um and hoping to actually partner with other Johnson County schools so that um that can be done on a larger scale for families cuz right now they're paying for any of those services that require funds. Um and we'd like to get to a place where we can come together as Johnson County and bring funds down for the families. One thing we

117planned to add uh or we did add the second semester was feedback from the families. Did you feel like this was successful? Were there any barriers? Did you get the feedback support you needed? And so, that's been positive um from the school that we >> I'll talk just a little bit about some of your community partners just to get an idea of the range of >> Yeah. >> people. >> So, who's sitting at that table is Haven's Hope, um the ranch as I shared, Johnson County Probation, DCS, Firefly who is a community support for counseling of all types. Reach for youth is our partner in that work. They actually created the program and started it in Warren and have I think it's just us and maybe two other districts statewide that do it, but they're

118really trying to build that out. Um, we have a couple of our youth pastors that sit on that, some private practice therapists who are part of that and our community health partners, so. We were previously community, it will now be Centerstone. That was it. Any questions about student services before Jason goes? >> I have a question, too. Do we have time for I don't need the full hour, I don't think. I could be wrong. I don't really think I'm going to say It was maybe worth saying. All right, I want to share some information about student involvement and retention. That's a topic since of late. So, what I want to say is at the end of the school year data We did in April get access to an updated census estimate from 2025. You recall

119I shared 2020 with you prior. This is a look at five-year segments by age of our population. The red bar is where that pop- where that five-year population break was in 2020 and 2020, the red is current 2025. Um, what's interesting to note, first four four blocks are really our students. And you will see under five we have the least. Five to nine, a little bit more. 10 10 so those middle school years were getting more than we had in 2020. And then 15 to 19 as they move through high school, it's actually the last of this Then it drops off and as I've shared in the past for for our community, it spikes again at ages 40 to 45. So, that's the 20 to 24 year olds. These are actual bodies in my prevention.

120And they may or may not be school bodies. >> No, he means like are they college >> If they're starting college, they're starting to show up as they >> Yep. >> That is correct. >> Um and so, we've actually seen that 40 to 45 grow on us in the last 5 years. And that includes the the recent numbers. And so, when we lay that side by side those first four blocks compared to our student cohorts, uh this is current year population. Um you'll see very similar. We spike and peak around 8th and 9th grade. Those Those will age up this year. Um and then we start to flatten back off to 11 and 12. And the real concerning part is that those classes of 11 and 12 were over 700 and they're being replaced by

121classes of 600. And currently it's going to be 600 at fastest at Kennedy. Tracking toward that number. Um for this year. Both sides >> The why like we'll talk through that for the old years. They would be another thing we high school graduating class. We're still at a 100. Yeah, that looks fine. >> No, follow up question. >> So, what does that mean long term? Um on our projections we currently this year had 9647. That's our official count day. You'll see as as those smaller cohorts age up, the projections currently depict flat level on all of this. Um for us. Now, that could easily be offset by secondary growth as it has been. Um but if not, we need to prepare and plan for having to cut >> Talk about the different building levels. This

122chart has elementary, middle, and high color coded. You'll see the spike for elementary in 2022, and then they level off and even decline some in the last 3 years. Whereas middle and high, the two bar lines below continue to grow steadily. And about set that on the plateau slash slightly decline. At the bottom, you can compare these two our capacities. We have room, that's the great news. We don't need to build another facility for a while. We will continue to maintain what we have. It's an elbow room in the buildings we have and these smaller projects just to maintain um the best spaces that we have in our current projects. So, then when we talk about those were all of the students in our current enrollment, well, how do we compare to our neighbors when

123we talk about how many of those total students are we retaining? Well, we are currently this year we retain 87% of the students in Wyandotte Township. And I've looked at all of our neighboring and Southside schools um for comparison, and you'll see that we're leading the pack um as the destination and most retention school on the Southside. Um but that was it. >> Did you Did you also compare that to the other schools you usually compare yourselves to as opposed to just Southside? >> We did, and I included them in the chart as well. Did that include the home schools that they go to? And that can be exacerbated by that. I appreciate that. Thanks. All right. As we uh then talk about, so where would students go if they're not going to Center Grove

124school? Well, they would be classified as a transfer unless they are home schooled. We you have home school data, write to us and maybe I'll change the form. that. Um we are looking at some withdrawal comments, and I can give you a rough estimate um that we are losing less than 10% of all withdrawals are going to home school. Um that's in the last 5 years. Um just to kind of qualify that number, but that is not accurate data. That is what the parent told us when they withdrew. We have no way of confirming that they stayed home school. Um because we just don't have that data to say. So, what you're seeing here, chart we use in public quite a bit. Um the green are students that are coming to us from another public

125school. The blue are students who leave us for another public school. And the red on top of that are students who leave us and take about So, they're going to a parochial school, a charter school, or sometimes online schools. So, is that a pretty normal number in this part of the We are net positive public to public 708 this year to 589. You'll also see some significant growth in these bars, especially as they really jump like 2013-2014. That is not necessarily due to transfers, but they're other students who now qualify for that because their families qualify. Um you can see that jump there. We do expect now that all homes are qualified, um we hope that the red bar stops going up and quits rising so much. Um because then it will truly be students

126who truly left, not just students who now qualify. So, we talk about where are the students going in those categories. Um well, our largest category there in the middle are students choosing parochial. This is a 4-year look at these numbers and how they've grown. And so, you can see um the parochial school jump there from 400 to 628. That was also the year the income limit jumped from 120,000 per family to Um and then you'll see some significant increases there. Our second are public transfers, which I've got in a separate slide on what schools those are here in a moment. Um third in this listing would be online programs. You'll see that's up to 180 this year. Um that's still That is still on top of the 40 some that we educated And then the

127small ones, the public charters, most of these would be neighboring counties nearby. Um and the choice are even smaller. Um those are really not new factors. And then you see somewhat of destination schools that are university schools and those types of things. Preparatory schools that fall into that category. When we talk about where our public transfers are going, our largest um number is Greenwood with 169. You see a big drop off to Franklin. And then it heads heads to Jackson and then to Perry Meridian. Um and then Union Township, which is actually an online program. And that's one of the states that was closing or didn't budget to close that program um because they are predominantly online students. Unfortunately, the partner school the partner company that Union was working with is not working with these

128growth schools. And so we are tracking our Eastbrook transfers, which is on this list. You'll see it at 19. Um we believe most of those are online students. Where are kids coming from other public schools? Perry Township continues to be our highest, followed by Clark-Pleasant, Greenwood, Franklin, and then Mooresville. >> Was that >> That's faster. >> Yeah. >> I'm going to go >> Yeah. >> Now we'll follow up on a few things this meeting. >> Thanks. Part of that, I guess, we've talked about the YCG, and I've seen a lot of really good Facebook stuff out there to attract people here. How are we tracking that data or can we track that data to see what's being effective? Do we have any other responses from folks as they leave, as they come, how they find

129us, that type stuff. Um Yeah, I I do not ask when people transfer in, how did you hear about us, you know, that type of thing, but Just part of future. We know Yeah, we know how many hits we've had on our We do have Lynn keeps track of the number of new students. Um our new new enrollments. But we don't know why they came here. I mean, we don't have that, but we can tell you how many new enrollees are transferring, how many district transfers we have this year compared to last year. Well, and I think we have, you know, we have really almost up-to-the-minute numbers for the upcoming year as well, but that are new new not students that were here already this year, but brand new. Starting the '26-'27 school year, so

130we're Yeah, we're still we're still drawing people in, but we don't have any data to say that it was because of Facebook ad that Stacy created or something like that. Because of the superintendent, you know, that they really like him. Yeah. Yeah, they have a That's Graduation when they applauded when I said I'm going to retire, they applauded. I said, "I think that." Yeah, after that the the number of applications came in really fast. Right. Right. Yeah. Mhm. I put policy discussion on the agenda. I didn't know if we wanted to talk about anything um as it relates to some of the policies, whether it's the the cell phone policy or the the hiring practice or even kind of some of the naming um policy that we have, the the facility naming. So, I kind

131of left it open. I didn't know if there was anything in particular that anybody wanted to talk about. If there's not um or if there is, or we can have this time to talk about it. If not, we can adjourn and go into an executive session. I have some information to share. >> I guess you want more information on the policy of the getting >> Yeah. >> policies I mean, have we done anything like that in any other school or >> We did. And I You know what? And I walked out of my office without grabbing it. Um I had Kristen reach out to about 19 different school corporations. And 18 of them were probably just like ours. Um there's one up to the north that's a little bit different. Um even pulled Bartholomew County's

132and they're similar, but they go into some more definitions of what a relative is and and things that that ours really doesn't. Um but all of them I'll make sure that Kristen gets all 19 of those and she can look those over and maybe summarize them for you and share those out. >> recommendation >> Okay. >> I will say for the wireless, we did not change anything. Um however, we did have some concerns come out of our publications high school team because they preferred the cell phone cameras and they couldn't be able to have that. So, we've done some investigating and see what other districts are doing. Worked with Jamie out of IT and Jason. I think we have a solution. They're going to send us some digital cameras and voice recorders that they think

133would be good. So, we're going to steer away from the cell phones. No other districts doing that, so >> And I talked to a couple of the Johnson County superintendents and they hadn't and had that hit their desk yet. So, maybe we're a little bit ahead. Our publications people were on top of that before it became an issue. So, it was nice Christie to figure out solution and Jason too. Yeah, same door. Same old door. Yes, my old door. I don't know that the policy needs to be changed. I shared out with the matrix that we kind of developed for other facilities and that's a little harder. I I struggled with, you know, if if we wanted to name it, you know, band room or band wing or something and I kind of piloted that

134with with a former director of bands and it worked out. I mean, it that worked, but you you can measure his success by national championships or state championships. You know, even in band, if we wanted to name the media center after a librarian or media specialist, that makes it a little bit harder and I think that's where I believe you you need to have that flexibility that the matrix isn't the end all be all, but if if there's a if there's any doubt and it works to to put in there. You know, I I also thought, "Well, gosh, what if we wanted to name the auditorium after a a great director that we've had, you know, either drama or, you know, choir or whatever." Well, that's, you know, for drama it's a little bit harder.

135Didn't win any national championships in drama or, you know, you could go can't really go by how many tickets did you sell or anything like that. So, I I couldn't find anything else from anybody else. Their policy reads exactly like our policy. Uh so, the the metrics is a nice guideline as a tool to use and I, you know, I think I put in one of the Friday facts, it's just a nice piece to say whether you want to move on move them on for further consideration. Shouldn't be the the final piece of that. But, I'd be happy to share it again and uh talk a little bit about it with Aaron and Doc Stallbaum and, you know, it could be tweaked, but but don't hurt my feelings by um by trying to tweak that

136a little bit. >> I will tell you at lunch with the high school principals yesterday, Dave showed up, shook my hand, friendly as he always is. >> Yeah. >> No mention of why I didn't renew the baseball field that year. Hopefully, we're done with that. Anything else on policy? >> No, that's >> I have a question. >> Yes. Okay. >> I'm also wondering if the I put some wording about the essential I'm sorry, the uh >> We're working on the >> the essential Although, students have to sign it anyway. I mean, they >> We're working with the prosecutor to make sure that it's enforceable, not just a sign, otherwise it doesn't mean anything, but >> I know I shared that with Tracy. Nobody that's the first anybody's asked about it. I don't know that we

137encourage bike riding because of the the traffic on our streets. There's no sidewalk to get here from you know, from many of our communities so we probably don't encourage bike riding. It's just dangerous. Right. Right. Yeah, they're chained up all over the place. Yeah, that gets old too. Yeah, they're jumping. Yeah, I think we're we're done with our work session. >> Thanks everybody for the presentations.