001I'll always stay for No, I will do the same. >> I want it in every color. >> No, I want it in every color. >> Yes. But yes, we get that It does. I mean, >> do not give that under any circumstance. behind your $1,000. Absolutely. I was thinking the same thing. >> That was >> I was thinking I try to help. I try to help all I try to help. I want >> Thank you everyone for coming this evening. I'm going to call the meeting to order and if we can rise for the pledge of allegiance. To the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you so much. And we're going to begin
002as we always do with the superintendence report. I love when we have board meetings when school's back in session. Uh energy in the room is fantastic. I've been to be brief tonight. Board welcome community. Um it's been an incredible start to the 2526 school year. I can't believe tomorrow is four weeks. Um our team has been out working with schools. I think we are about halfway through um presenting our next newest strategic plan um with our staff, also celebrating our progress. That's been great to get in front of staff and uh thank them for their good work. Um, many of you may know that we are uh applying for Lily Phase 3. That grant is due a week um next week, next Monday. Uh we plan on turning ours in on Friday. So board, I
003will have copies of those for you to take a look at for any uh final feedback. I don't want to steal any thunder tonight, but I do want to recognize our IE3 results. Fourth consecutive year of growth, top five in Marian County. Um, congratulations to all of our K4 principles back in the room, our staff, our students, our families. Good job. I also want to acknowledge a couple other data points. We have um coming off five-year highs of teacher retention. Uh we're over 90% for the first time in those five years. Our student attendance continues to grow in the right direction. Last year we were at 93.08. Our graduation rate 92.52%. And I mentioned the IED. Um our final results were 82.4. Um board, community, um school staff, just a reminder that our Larry Willen
004locker room dedication is this Friday. Um it's also our first home football game. The locker room dedication if you can plan on being there around 6:30 if you would like to attend. And the game kicks off at 7. >> Thank you so much, Dr. Hansen. And now we're going to move on to the oath of office with Chief Chief. There he is. Good evening, chief. >> Good evening. Good evening. >> We actually >> we're actually missing uh one of our officers. >> Yes. >> Madame President, Superintendent Hansen, come before you, distinguished members of the board, to administer the oath of office for our new officers. uh of Warren Township. Uh we're happy um and pleased. We have a great crew. Uh they've been doing an excellent job and I'm proud of each one of them.
005Uh to the community, um this group of officers uh will serve you, your families, and your students well. I >> state your name. I, Carrie Jones, >> do solemnly swear >> that at all times >> in the performance of my duties >> abide by the laws and constitutions >> of the United States of America >> and the laws and constitutions >> of the state of Indiana. I will abide by the policies >> I will abide by the policies >> and regulations >> established by the board of education >> of the Metropolitan School District of Warren Township >> of the Metropolitan School District of Warren Township >> and the Warren Township School Police Department >> and the Warren Township School Police Department. >> I will speak the truth at all times. Act with impartiality towards all.
006>> Act with impartiality towards all. >> And respect the rights of others at all times. >> And respect the rights of others at all times. >> Protect life and property. >> And endeavor to be a credit >> to the community which I serve. >> So help me God. you guys right here. >> Yeah. Congratulations to you. Welcome. >> Thank you for shaking my hand. So, thank you. >> And now we're going to move on to our shoot school showcase, which is the Renaissance School and Dr. Rford. Thank you. >> To President Rachel Burke, um to Dr. Hansen, to Dr. Sullivan, and to Dr. Anderson, and the rest of the board and cabinet. Um, thank you for the opportunity to stand before you in a public forum and highlight some of the wonderful things that happen
007at Renaissance. My name is Dr. Leandra Radford and I am the proud proud proud director of the Renaissance School and we are located at 8931 East 30th Street that sits right on the corner of 30th and Post Road. So, let me tell you what what's been happening at Renaissance. So, first of all, our mission and goals are that we graduate students from Warren Central High School. We offer individualized small class sizes. We offer increased behavior supports. We offer attendance support as well as careerfocused opportunities. This uh we serve diverse groups of student learners. We serve at promise students. We offer or we support students that are credit deficient as well as students that need an alternative environment, whether that be a short-term or long-term placement. Some of the secrets to our success, I believe, is
008our programming. Um, and I'd like to kick it off with our staff. Um, we have a group of highly dedicated teachers, counselor, social worker, and support staff. And they are focused on relationship building. um they are trained in trauma-informed practices and restorative discipline and personalized instruction. Um another pillar in the key to our success in programming is attendance and academic supports. Um where we offer core curriculum that is aligned with Indiana state standards. Um small groupoup instruction and personalized plans for each student as well as intentional personal relationship building. our our excuse me, our behavior supports um include daily check-ins with our kiddos. Um restorative practices and social social emotional learning as well as close collaboration with our families which is evident of the number of families that we have here to support us and
009I'm happy to see you all tonight. Um also career and college readiness opportunities. We offer college visits, industry tours, speaker series, as well as internship opportunities with partnerships that we've made in local businesses. Our community partnership and business partnerships um are businesses of professionals that provide mentorship to our students. And some examples of that would be Urban League, Barberhop Talks, and there are many others. Um, we offer on-site workshop and career readiness um to include financial literacy as well as workshops that teach kids how to be entrepreneurs if that is something they're interested in. We offer pathways for enlistment, employment, secondary education as well as entrepreneurship. Now, the highlights um some of the goals that we've met uh that include last year. So we have averaged more than 110 credit hours over the month per
010month. Um for the 2425 school year we have increased our parent in touch um nights and our events by 50% last year. Uh we our graduation rate at Renaissance was 97.5% which we are super proud of. Right. uh behavior referrals. We started the year out a little rough. We had about 110 per month in the month of August, but by the month of May, we had uh decrease that number by to 69. Um attendance rate in for our our attendance rate over the last four years, that is something that we consistently focus on day in and day out and we have um increased our attendance rate by 17% over the last four years. So, we are super super proud of that. um some of our programming milestones each month. Um one of our partners, the
011Urban League, they allow us to acknowledge students who um what are what they call a student of the month. And so we get together and we nominate and they are in competition with not just Warren Township schools, but also um schools that the Urban League serves throughout the state or throughout the city of Indianapolis. Um and we've had several students to win that um that acknowledgement and um we're really proud of that. We have students that are going to we have many of the students that won they actually were seniors and so they've graduated but we have two tonight that I'll call up here in just a second um to be recognized that returned to us last from last year. And then under the readiness category last year we increased our offerings of college and
012ind industry tours by 75%. And so at this time, if you are a Renaissance student that has perfect attendance, please come up and show the board what dedication to attending school looks like. >> Students that are coming, they had perfect attendance for July and they've also had perfect attendance for August. All right, you guys can shake the hands of each one of the board members and have a seat, but at the end, meet us in the back because we'll want to get pictures. Okay, so start you in the front. Congratulations. >> Great job. >> Good work. >> Congratulations. Thanks for coming. >> Congratulations. >> She's doing good work. Congratulations for coming today. Congratulations. >> Great job. >> All right. The next group of kiddos that I'd like to call up are students that um fall
013under our programming pillar and again one of our partners is uh Urban League and um these students are our returning students. So last year they would have been um juniors or below um that was recognized by um Urban League. I will well I say two students but I will tell you that one of our students um little shy didn't want to be around a crowd of people so he told me early on I'm not doing it I went to the lunchon and that was good enough. So we have one other student that is here tonight to be recognized. Alex if you would um come forth to the $500 check and the laptop that Alex received. He also received an invitation to um the lunchon, the annual lunchon that the Urban League um has each year.
014And so we're really proud of Alex. He takes advantage of quite a bit at Renaissance. >> Um the next student that or the next group of students that I'd like to uh call up fall under our readiness tour and those students um we offer again uh college tours, industry tours, um series speakers, that sort of thing. Um, and we advertise that throughout the month of when it's happening. And we have students that sign up and then sometimes students will kind of back out or they decide it's not for me. But we have some students that are so dedicated to their future and what that might look like that these students that I'm calling up participating in 90% of our offerings last year. And so Jace Dearan and McKenzie, please come on up. And so these
015are the faces of kids that are serious about their future. If you guys would shake the hands of the board members and have a seat, but meet us in the back here in just a little bit. >> Congratulations. again. >> All right. Looking ahead for Renaissance, um we have plans and we're making plans to expand our career techn and technology education offerings for certification. We are strengthening and growing business and community partnerships so that our kids can um be exposed to even more. We are planning to increase and strengthen the community and family engagement that we offer as well as continuing to refine the supports for academic and social emotional learning. Now, we invite you to stop by Renaissance and see our work in action. But before we go, I want to tell you a
016little bit about this video. I'm going to set it up for you guys. So, in our rise and soar program, we have community partners of all manner. Um, and we were able to offer last year students who were interested in music as well as students who were offer um interested in uh video production. And these students were allowed to choose um any type of music or any type of documentary that they or any type of video that they wanted to produce. So, what I'm about to show you is in in totality, we're not going to look at all 15 minutes, but it is part of a 15minute documentary that was conceptualized by our students. Um, again, they could choose any topic that they wanted, but their topic was they wanted to know what's next. So,
017they chose to interview seniors as well as myself to talk about what Renaissance offers and what how Renaissance has helped them and what is next for them after graduation. So, we'll spend about two minutes looking to see what our students had to say. I'm sorry. Get out of that opportunity to participate in rising sword. And how did rising sword help you? >> Yes, I did. And learning story helped me because it helped me like see what I could be and where I could and how I like. I did have an opportunity to participate in rise and sore and it helped me for the better like being around the teachers that actually cared being in the program like it literally means rise and soar they want to bring you up to rise and that soar like
018be great. It definitely helped me with my communication skills. Like I didn't want to get out there and talk like I'm talking in front of you right now until I went to their program because they showed you like it's okay to be nervous. Like they really put a lot of ways out there to be successful in life. >> Are you happy to make your mom proud? And why? >> Yes, I am because as a kid I wouldn't but when it came to school I did a lot seeing how far I've come. >> I am I am happy. I'm very happy because the smile on her face is worth it every time. >> What are some positive words that you will leave with the viewers? to be yourself and don't worry about you and to follow
019your dreams. >> Stay stay encouraged no matter what you going through in your life. Don't let nothing affect it. Everybody didn't been through the worst of the worst. Just make sure you keep your faith in God and he'll help you through any and everything you go through in your life. Don't forget that. >> I think that says it all. Thank you, >> Dr. Raert. Not so fast. You back at the hot seat. I want to take the time out to say thank you. It takes um a very special person to a acknowledge that some of our babies need some additional support. We've all made poor choices and those poor choices should not define where we go in our future. I love that you took out at risk and used the more um promising road at
020promise. Thank you for that. words matter and if we keep telling our babies they're at risk, we're not giving them much hope. So, thank you for that. Thank you for tailoring a program that they can be proud of and have some ownership in. I know it's not easy. I know challenges arise, but please don't give up on the vision. Please don't give up on our babies. So, when those days you want to walk out that door, play this video for yourself. And just know your labor is not in vain. Thank you. >> Thank you so much. And thank you for the support of the board, Dr. H, Dr. Sullivan, and Dr. Anderson. Thank you. >> I just wanted to say I just want to say I heard you say that they were uh taking advantage
021of technical careers. Um, and I would like to encourage you to encourage them even more uh to get involved because my goal and my vision and dream is for all of our students when they graduate to have some kind of skill because that's something they can't take away from you. You know, everybody don't go to college, but if you have a skill set, if you are electrician or plumber, I need those kind of people all the time. You know, you're gonna make some money, you know. So, um, I encourage them to take advantage of these technical trade skills and maybe if you can encourage more and more, uh, if you need assistance in trying to get more programs, just let me know and I'll try to help get some together. But that is crucial in
022this time and age, you know, to have some kind of skill trade, you know, when you graduate from school. >> Absolutely. >> And you have to come shake our hand. >> Okay. I was before I leave. Are we good? I I I have I I want to say thank you and I want to say thank you to all of the teachers that are out here, but I also want to not forget the people at home that support our kids, too. So, if our parents that are out there, if they could stand, please I prevented me from doing that, but I had every intention Thank you so much. >> And not just our parents, but I I didn't talk about our wonderful staff that was able to show up tonight. I We really do have a
023dedicated staff, but our counselor, our social worker, the entire team. It takes a team. That's what I stand so we can see. >> Madame President, is it okay if we shake the parents' hands and the teachers because I think everyone deserves some recognition. Is that okay? >> Your staff stands. >> Okay. Staff, would you please come and be recognized by the board as well as family of our students? >> All right. >> Thank you. How you doing? >> Still there. >> Good to see you. >> Thank you so much. >> Thank you. >> Good work. Absolutely. >> Students, after I shake the board's hand, if you guys could meet me quietly out in the lobby, we're going to take pictures together in our groups. Thanks for everything you do. >> Good to see you. You're
024welcome. >> Again, thank you everyone for being here. We really, really appreciate all you do for your kiddos. Next, we have city announcements with Sydney Starks. Oh, I'm so sorry. I cannot read, which is bad. Any board president. Next we have the student council president with Janiah Bracken. I'm so sorry. >> From there or go to the front. It's up to you. >> Push the button. >> Hello. Is it on? Okay. >> Good evening, President Burke, Dr. Hansen, members of the board, and those in attendance. My name is Janiah Bracken, and I am the 20 the new 2526 student council president. My fellow officers are Gary Betts as vice president, Carson Asher as secretary, Mariah Glover as treasurer, and Leila Comm with Nana Neil as public relations officers. With the beginning of the school year
025starting, we have some new exciting projects coming up and currently in the works. We are launching our first meeting where students will be able to attain important information about our organization, turn in applications, pay dues, and join our campus page for events and point opportunities. And we are calling this the new era for student council. As we are continuing to improve and learn, not only from our past, but also continue to set up future generations for success. We have adopted a new point tracking system that better helps us understand and keep track of point hours volunteered from our members. And so far, we're off to a great start. Homecoming is a great way to officially kick off the year. We're starting the festivities with a spirit week. That's starting the 3rd, September 3rd through the
0265th. Wednesday being the first bad the first day back after a long weekend. We're beginning with a white lies day where we write innocent lies on a white t-shirt. Thursday is our barbecue dad versus soccer mom and Friday is black and gold to celebrate the homecoming game. Our homecoming dance is Saturday, September 6 with the theme under the sea. And we are so excited to be decorating this year and can't wait to see the students faces when they see the decorations. With all that being said, I want to thank everyone for listening and coming today. And I'm looking forward to a great year for student council in the 2526 school year. Well, thank you so much for joining us, Jay. We really appreciate it. And now, next, our city announcements with Sydney Starks. I apologize
027for earlier as well. >> All righty. Good evening, everyone. Hope everybody's doing all right tonight. I am Sydney Starks, the new mayor's neighborhood advocate for Warren Township. I'm a little under two months into the role, so fairly new, but still getting my feet wet. Um, before I go into the announcements, I do want to say I do have these packets with me, physical copies, and then I have QR codes and links as well. Um, I do post um, community updates um, pertaining to like resource center um, events um, and different things going on in the community as well on the Next Door platform. And then I also have my business cards with me as well. I just got this, so I'm excited. Um, to start this off, uh, I want to start with the new
028city trash vendor contract, Lakeshore Recycling System, so LRS. Um, so in January of 2026, so top of next year, uh, LRS will replace public services and waste management as trash vendors for the city. So there are exceptions to this depending on which district you're in. Uh, we are currently in district six. Um, so there will be, um, changes here. Um, but I do have more information on these sheets as well. I have several copies of this. Um, moving on, I will say uh the streets to home um initiative has been going well. We are still in phase one. Um, but some exciting news. Uh, the week of August 15th, uh, we successfully closed our first encampment. Um, and there's now 10 individuals now in housing. So, super exciting. Um, still a lot of work to
029do, do not get me wrong, but uh it's still exciting to see the positive um the positivity that we're getting from it. Um, and then we also have updates from Indie Parks. Um, so I know with the summer pools closing, that can be disappointing. I know college students were going back uh to school that were working it, but the splash pads are still open daily from 8:00 a.m. to 8:00 p.m. um until September 30th. So, if you still want to utilize that, that'd be really nice as well. Um, and some other updates. So, from the Office of Public Health and Safety, um, we have some August food events. Um, so the next one we have is Saturday, August 23rd. So, this Saturday, um, for the We Care Community Festival. Um, so there will be there
030um, from 10:00 a.m. to 6:00 p.m. So, all day at the festival. Um and then we also have good good um popup food events as well. Um and I believe the next one is on August 30th and that is at Christ Church. Um so I have more information on that if you have any um particular questions on that. Then we also have the 2025 INRC neighborhood listening tour. Um basically they want to see what's going on in your neighborhoods, what's working, what may not be working. Um just having transparency there. Um, so there is a virtual session tomorrow, uh, the only virtual session. So if you're not able to make it physically, I do recommend I will be tuning in as well. Um, and that is from noon to 1:30 p.m. Um, and then we
031also have, um, question. Does IMPD present here? I don't know. Okay. Well, um, we do have coffee with the cop for, um, IMPD East District. Um, so on August 27th from 9:00 am to 10 a.m. they will be at the Starbucks on Shaplin. Um, I also had the privilege of attending the first um, well my first IMPD task force meeting and it was really nice and conversational, very laid-back environment. You can ask any question, feel comfortable meeting them as well. Um and that was last week and the next uh meeting that they do have is September 10th and that's going to be um at 2011 North Shadlin at their headquarters as well. They also do have uh their um 911 memorial blood drive uh coming up on September 5th and that's from 12:00 to 6:00
032p.m. at the same location. And then we do have any parks with their free summer concert series. Uh quite a few different locations. And um the next one is this Thursday at Mech Alistister Memorial Amphitheater at 700 p.m. Um I have also details for the full concert schedule and um the QR codes for that as well. The next thing I do want to discuss and um point out is the AES raid case. Uh they do have public um comments open and um different sessions for that. Um, the next one will be this Thursday at 6 PM. The one closer uh for Warren Township though that I'll be in attendance at is Wednesday, August 27th at 6:00 p. p.m. at the Gar Garrison Conference Center. So 602 North Post Road. Um, so the OUCC is inviting
033public comments. Um, so this is the perfect time to get your opinion heard or if you have any questions pertaining to that. I also have information on how to submit uh written consumer comments as well with more details. Um so far that is what I have. I also have some additional information on the Next Door platform containing like different neighborhood events um different flyers I've received going to different um community events as well. So if you want to keep up with me, that is where I post most of my updates on. So any questions? Um, real quick, the coffee with the cop that's on Starbucks on Shaylin, I think you said 9 to 10. Is that correct? >> Yes. Uh, 9:00 am to 10 a.m. >> Okay. And, um, what date? >> That is on
034August 27th, so a Wednesday. >> Okay. Okay. Um, I took my grandkids. I went to a coffee with a cop um, and took my grandson so that he would have a chance to meet some of the police officers there so he gets to know that police officers are good. Yeah. And to have a friendly face, too. Um, I think it's a great way. They're still on duty, but it's still a great way to um be able to just interact with them or just have a light-hearted conversation as well. >> Right. >> Any more questions? >> I have one more. Sorry. Do you have an email address to get on a newsletter that you have or? >> Yes. So, I'm still working on my newsletter. I want to get them started by September. Um, so I
035have my cards with me, but my email I I can say it out loud real quick. So, it's Sydney um syd.starks s a r ksindy.gov. >> Thank you. >> Any more questions? All righty. Thank you. And I still have uh several copies of this with me. So, if you want to get with me after the meeting, I'll also be here. All righty. Thank y'all. >> Thank you so much for joining. Appreciate it. And with that, we are now on board comments. >> We will begin. >> Good afternoon everyone. It's so good to see everyone today and you know the weather is nice. It's not raining and storming. So I feel good and I really feel good about all the presentations from the Renaissance School. It's just we're starting the year off right. showing all the
036great things that we are doing here in Warren Township. And I appreciate uh that presentation and we just need to continue to encourage our youth because you know every day I turn on the news something is happening to our youth and we need to pray for our youth and encourage them more and more. Um but it's really good when we can do great things for our youth and get them ready for the future. So I just wanted to say this um and I will be quiet. Um, in the last couple of meetings, we had uh big discussions and I know many of you may have heard of our discussions and we were talking about redistricting and um I just want to just make it clear that I'm not against redistricting, but I am just concerned
037with giving more communication to parents and the community surrounding the need for redistricting as it has been presented to the board. uh parents and community staff should be a part of our discussion before we involve any demographers. I just want to make sure that you guys are involved and know what's going on before which should include talk town hall meetings and other forms of communication and discussions. uh redistricing uh must be clear and consistent for our parents, community, teachers, administrators and all stakeholders in this process because it will have an impact on families, students and staff. So in my view, we are trying to move a little bit too quickly on this project because it's of great magnitude and this is a major change and timing raises real questions about whether we are communicating and
038prioritizing effectively especially given some other major initiatives we've taken on it seems like every year. So thank you for listening and move on to the next person. I guess I'm the next person. Yeah. Um, hey, I just want to say uh my my my hat off to of course the uh uh the Renaissance and their presentation. I thought that was outstanding. Um I used to be over there and I know type of kids are over there and they need all the love and help that we can give them. Um, so anyway, uh, that was a great presentation. And the other thing too, I have a couple hats that I wear and one is a development association and I want to throw out a couple things here that I think you might not be aware of.
039And that is first off, uh, for all of our veterans out there, and I hope there's a whole bunch of them out there, but we're going to have a uh, we're looking at creating or the VA is looking at creating an annex on the east side. Um, and and we're all for that. Uh it's looking like it's somewhere between it's on 21st Street and it's somewhere between Post Road and Midhoffer. We already got the land laid on. They showed us some great photographs. Um and so we're going to we're going to we're going to pretty much be doing something in that in that regard. The other thing is uh I don't know if you happen to notice, but we got these Waw Wall signs all over the place and uh that's coming here to the
040east side as well here very soon. Looks like 71st and 71st and 40 71 uh Washington Street. So, I thought I'd throw that out there just so that some of you guys who don't have a chance to know what's going on in in our community, there are some fighters out there trying to get the east side back and I'm on that team with them. And so I just want to to say that secondly or thirdly. Yeah. Thirdly, u we get to a good start of the for the year and uh it's uh I have to say it's it's it's because of u our staff uh that's we've been working very hard. I mean I know they've been really busting it here for the last since the last meeting. As a matter of fact, there's a
041lot they have been doing and trying to get us uh moving forward. So, I just want to say uh my hat off to them. Uh keep up the good work. Uh you guys are uh the worldass players uh in uh developing uh um this community for our for our kids. That's it. >> I have to agree with you, Howard, that you know they are first meeting back since summer break and you guys have been working hard, very hard getting school started and it sounds like it's been going off pretty much without a hitch. Um from what we hear. So, uh, congratulations on that and, um, I hope everything continues going as well as it is. I, um, you guys will hear me repeating this until our November meeting because it'll be over at that point.
042Um, we are having a safety fair. It's going to be districtwide. It's going to be at the high school. Um, we are going to have lots and lots of things. We have gun safety because that's what got us started on this. Too many kids are getting killed by guns out there. It's a lot of accidental shootings in our district and every time another child is killed, I'm I'm looking right away. Is it one of our kids? Is it one of our kids? And then when it's if it is, it's very sad. And if it's not, I feel bad because I'm worried that it's our kids and it's somebody else's kids, you know. So, um, that got us started on it. And I have a cohort over in, uh, Morehead Community School or Morehead Community Center
043in Eastridge who is helping me, one of our family liaison. And a bunch of people here are kind of sitting out there and giving us a hand when we need it as well. Um, we have we're going to have different zones. We have a zone for our senior citizens. So, it's for everybody. We want everybody coming to this fair um to learn and get a lot of information. We have a zone for our high school, middle school kids. We have a younger kids zone. And then we just have a general area where everything's going to be at. There's fire safety. There's um um just personal safety. We're even having Halloween safety. So, um, because it's right before Halloween, it's October 25th from 9 to 12 and next month. Thank you, >> Kevin. Welcome back everyone
044and we are off to another great year. I'm excited and I'm glad to see the excitement in your eyes and everyone's voice as we go on to move onward and upward as we continue to serve our community and be a blessing to our children. One of the things that u really struck me was when I first moved into this community some 30 years ago, I was um ran into um individual and they were talking about the kids in our community. And one of the statements that stuck with me from this day from then to this day was they he told us remember the children are not here for us but we are here for them. And that just resonated with me and it's kind of my focus that you know we it is our obligation
045and our duty to serve them and provide and lead the best we can for them. So be with that. Um I'm glad all my colleagues they covered all the areas prior and great job renaissance and everybody and here we go new year. Let's go ditto everything that everyone else has said. Um keep up the great work. um staff I um want to commend and thank um Chief Dr. Hansen and all of the staff family liaison who who participated in our mental health um first aid that is just an additional layer of support and tools that we're able to put in our tool belt to support. So I was very glad to see that our officers are even participating so they can be um more engaging and understanding. So um thank you um Dr. Hansen for
046allowing that to come. So um the next level is that did I get the title right? All right, I'm put my glasses on. want you all to come out to our Warren Performing Arts Center Saturday, September the 13th. It is a time for our staff. Are the tickets still free for our staff? >> Tickets still free for the staff. >> Okay, so ticket make sure nobody emailing me. Staff a free concert for you. Come out self-care. Come see the entertainment of uh is it Mint Condition? >> Stokeley from >> Stoki. Okay. Stokeley. Get his name right. >> Lead singer of >> lead singer from Mint Condition. Y'all know I don't listen to R&B. And then we also have um one of our Warren alum, Miss Stephanie Allen. Okay. She'll be here. Please come out and
047support. It is sponsored by um our Morehead Community Resource Center and our awesome Britney always is behind the scenes um working. So I just wanted to get that out there so we can pack the pack center. Can y'all say that with me? Pack >> The pack center. Thank you. >> 30 bucks a ticket. >> Say free man. >> I don't mess up my commercial. use the coupon staff free. >> Good evening and welcome everyone. Um it's always nice to see our teachers and um all of our community really embracing our kids. Relationships are key. Um and looking at Dr. Bradford and what she's doing and seeing posts from schools um their post about the wonderful things that they're doing with their students and building those connections. I also wanted to thank Howard for uh sharing
048the veterans annex. I think that's going to be great for our community as we have a lot of men and women who have served and currently serving. Um want to reach out to our community. I know a lot of parents are struggling right now as they're sending their babies to college for the first year. Um, just know that I believe that they're going to do well. Just stay strong. And to all of our teachers and our staff and to Cabinet and everyone. Um, great start to the year. Keep up the good work. And to our new teachers that we got to meet at the teacher lunchon, I hope you're having a fantastic beginning to your career here at Warren. Thank you everyone. I think I can really just get away with saying ditto. So ditto.
049Um we're having a wonderful great start to the year. I do want to thank all the principles for being here. We do see you hiding in the back of the room. Um and thank you all for all that you do to keep our children safe and to help educate them. And with that, >> Madam Madam President, can I say one last thing? I just And she was very, very nervous. And I tell you, I think she did an awesome job. Let's give her a hand. And uh to all of you out there in the audience, her being a dedicated student, she's going to be leaving right after board comments each day, so she can go and take care of her homework. But we just want her to know that we appreciate her and she did
050an awesome job this first day. Thank you. Very true. With that, Mr. Secretary, do we have any board correspondents? >> No, we do not, Madam President. >> Okay. Do we have any blue cards? >> Yes, we do. Miss Kathy Boy, >> Kathy, as a reminder, comments are limited to three minutes. I'm a resident here in Warren Township and I am a parent, but my children don't go to Warren Schools. But um I um I'm on the Warren chat and I was notified on the Warren chat about the proposal for the Warp contract and I'm I saw that it was on the agenda for this evening. And I guess the concern that I have is that um you know just as you are college educated and you make uh important decisions for the district as taxpayers
051that we pay all this money for uh the Warren Township schools and your staff and students. Um, I guess the concern that I have is that I just want to make sure that you're using critical thinking when it comes to the process of that contract because you're looking at a contract that you're going to be spending probably hundreds of thousands of dollars. I don't know how much you're going to spend on this contract to pay someone to potentially look at how many students, the areas that you serve, the um students that you serve in the community here. And I don't know enough about the uh Warpool contract. I don't know the details of the contract, but I was just kind of caught off guard when I saw this on the Warren Township chat that you're
052making a decision that's going to affect us as taxpayers that we um pay extra taxes for, especially if there's a referendum brought. Um and I don't know if that's going to take place, but I just want you to consider thinking about other ways to go about achieving the information without paying a contractor $200 an hour, you know, as an individual. I don't know what you're going to be paying them per hour, but just using critical thinking like, okay, what can we do outside this box? And what I was thinking about is our church is in the process of redoing our auditorium. And we were brought a bid of some insane amount of money to do our platform and do some other things within the structure. Well, when they brought it back to the church, we
053were like, um, no, I don't think so. we're not going to spend that kind of money. So, we had to go back to the table and say, "Okay, how are we going to pay for this? How are we going to accomplish this?" Well, isn't it amazing when you bring it to everyone's attention, other people have ideas of, "Hey, I think you can do it this way. Hey, I think you can do it that way." And I think that's something that you need to look at and to consider that, you know, we as the PA taxpayers in Warren Township, you know, we're tired of being sent referendums to pay for things that you need to really think about and mow over a little bit and consider other options. Um my husband and I were talking about
054it over uh dinner tonight and one of the things that he brought up was why aren't you using the census? You have a census that's taken. you know how many people are in your district by by the census. Why are you not relying on information that's already given? Why can't the schools give you information of how many students each school has? I'm sure you have statistics. You have data already provided. Why why are you paying a contractor, you know, hundreds of thousands of dollars? >> So, just something to think about. my entire time this evening. Yeah. Okay. Thank you. >> And next we will have the consent agenda. Oh, we do we have any other blue cards? My apologies. >> No, we do not. >> Okay. Next we will have the consent agenda. Um, this
055month the consent agenda consists of the approval of minutes, financial report, payroll claims, um, claim registers and year-to- date summary of fund balances, the human resources reports, HR work agreements, change orders, contracts, and the use of school properties. Um, may I have a motion? >> Some moved. >> Terry, I Terry Enos >> Terry made the motion and Julie French seconded it. Is there any discussion hearing? And seeing none, we'll go for a vote. Gloria vote. Okay, >> the motion carries. Next up, we do have um the Walpart contract. Um and I know that we have a motion from Lana. >> Um I can sit down. I move to amend the current Oh, I was Shauna Trip would so move to amend the current um proposal or motion to authorize the um advancement of the redistricting
056initiative contingent upon the following recommendations being met. Establish in public specific dates for community meetings and explain the scope and the impact of the redistricting project. Clearly define and communicate the specific priorities and goal of redistricting, including how they reflect our unique characteristics of our community, students, and staff. Ensure transparency of the purpose of the demographer including a public presentation for clarification of the purpose of the demographer and the purpose in the approach of our um proposal. >> Can I add to that? >> I have to do a separate one. >> Okay. Can I give this one too? >> Go through this motion. >> Can you I'm sorry. Can you just read your first sentence or two real quick? >> Said at the very beginning. >> I move to amend to authorize the um advancement
057of the redistricting initiative contingent upon the following recommendations. I just had one thing to add to that. >> Um, trying to add, >> huh? >> The only thing I wanted to add was um that we do not move forward with the demographers until we have had discussion in the community and had um with our community and parents. That's >> that's just >> it's that's in the motion. >> Okay. >> Oh, so you're moving to not accept the contract? >> I'm not moving to not accept. I'm moving to authorize. Do I need to reread it, Miss Gord? >> Okay. >> So, are you saying that I I that's what I kind of needed clarification. >> Contingency of these. >> Yes. Authorization upon contingency of these things being >> happening while it's going on. >> Yes, I
058know. We need the authorization to at least um secure someone. But as our public, we are owed to them who voted us in this position to share this big project and at least have conversation. So that's what this is saying to be able to do public engagement. You're saying that we move forward with paying them to do this then we have discussion or are you saying that we will not pay for a demographer at all until we have done these things previously? >> So the the word in the motion is authorization. So that means in contingent upon these things being established. >> Does that make sense? >> So I And I don't mean to so sign the contract so long as we go ahead and set dates where these things will happen. I'm trying to
059drill it down. Sorry. understanding that we have um proposed and put out to the public that we were voting on this contract >> but with the understanding that we need to engage our community before moving forward to ease the unreiness and to show transparency. So author authorization states that we understand that a demographer needs to be moved but we need these things in place before the action allow that demographer to come to our public if that's who we are choosing to utilize. These are taxpayer dollars. We have to be responsible. We owe it to our community to allow their feedback. And a lot of people don't know what a demographer is. So then they're thinking it's about counting and different things like that. But if you give a clear explanation and engage them to let
060them know that their voices are heard, this great project that must be done with redistricting will be much much more received. And I am so sorry Lana but um I don't know why I'm still not absolutely clear but my question is when you say proceed are you saying that to proceed to go ahead and get the demographer and then have meetings to see what the the community is saying or are you saying we will not proceed with getting a demographer until we have had the meetings and decide after we've had all of our meetings with the public and then we can decide whether we're going to move forward with a demographer. What I'm saying is transparently we should have engaged our community first and the demographer is a necessary step but the necessity is to
061allow our community to come in. It's not a question of if a demographer is needed. I think clearly once it is explained and presented to our community, we have an intelligent community. What the need is and what they will be doing, it would be um much more received and we could utilize their input um with the contract or making finalizing their proposal with um Walpert. Can we postpone getting demographer until we have a discussion with the community? This is what I'm proposing. You know that that instead of moving forward with the demographer, I feel that the community will feel better if they have input first and then after all the input then we can make a decision. They understand what the demographer is, what they're going to do. Then at that particular time once we
062get input from the community then at that time we can move to move forward with the demographer. >> So this is kind of a both end to um secure because the motion to vote is about the de um the demographer. I'm in agreement with that when we engage in the community soon. The demographer is not going to start um tomorrow. They have a date. We can set that date when they start. Does that make sense? The date can be set. My challenge is to our superintendent to get out a date to our community before then and let's talk and engage our community. But the authorization is already on the floor where we don't have to have an emergency meeting to come back because we are of a time a timeline that needs to be met
063but that cannot be done without our community's input. So >> it should not be done without our community's input. So, in the um in the contract, it talks about community having community meetings um and then getting community feedback results um and that kind of stuff. That is that what you're wanting because it's it's in here. If that's what you're wanting. I I know what's I I read the contract, so I know I know what's in the contract, but what I am saying is we need to take a step back and we need to have a meeting called to our community. Um, if that's what they're proposing, I propose they come to the open forum for our community, for our teachers to be able to talk and present themselves to they can explain their job way
064better than any of us can. So that is what I'm proposing. >> And if I need to restate it, then >> go ahead. >> We can't engage them to come to a meeting until we have them under contract. Just as a matter of I mean that's a that's a a ton of money to spend to have them come to a meeting. >> And what if we decide that we want to go a different route? That's why I'm I'm proposing that we should postpone getting them until we've had our public meeting with our parents and with our community. And then once we have that, then if everybody's okay with it and we decide to move forward, then we move forward with that, you know, because we may not want to after we have a meeting with
065the public. So I the purpose is um Miss Gloria to do what we need to be done. We do need to contract someone. The unreiness is we should have clearly explained that to the community first. >> So we are kind of going >> backwards. It should have clearly been explained. So it's not a question of if we need the demographer. I truly believe um and for um Julie and Rachel if they want this big contract, it should not be a major issue for them to come and present to the community. And if they are not willing to come and present to the community on what they will be doing, then I question the fidelity of that company anyway. So if they're unable to do that, then that's not the company that I would recommend that
066we go with. But I do not think just like we have plenty of people come to us to present before we actually contract with them. if we need to have both companies come and present. They're in the business of selling themselves. So, I don't think to secure a a full >> I don't feel as though we have to um sign the contract and commit to uh you know, whatever their amount is in order for them to come and present to our family before that contract is executed. >> Yeah. So that's what I was saying. Um, you know, uh, don't sign any contracts or anything until we got a clear understanding and have our meetings and things. So is that clear with everyone? So if we vote, we're not voting on signing a contract. >> So
067that's what this amendment says. That's not >> we're voting on signing a contract with them or >> when we vote on the amendment, that's what the amendment says. If the amendment fails, then we would vote on the contract. >> But we have a two-step step. >> But we have a motion already, >> right? We already have a motion. Um, >> and her motion is not to sign the contract, right, >> to go. >> Yeah. Let me let me just say I I I've got I think we're saying the same thing on the side. What I don't like is um is to postpone. >> That's the problem I've got. We've been talking about this thing once before, but that that's the only thing I've got a concern with. I don't want to postpone this thing. And
068that's why I used the word authorized. So it's not we're still in this. We're still in motion, but we are humbly going back to our community to get their input. So that's why I said authorized. >> But once once you sign the contract, they have it anyway. Like what Lana was saying that if they don't want to come and talk and things like that, then she would want both companies. But once we vote on accepting them and and signing the contract with them, you will not be able to do all that. >> Make some changes. >> Two things. >> Um before we vote, would having them come would would virtual be acceptable in your eyes? >> Is that the only way we can get them is virtually? >> Well, end up thinking it's a significantly
069less cost. That's the reason I ask. >> And I don't know the answer. I I I am asking a question that I do not know what the two sides of it are. I'm admitting that flat out. >> The preference would be for them to come speak to our community in person. Um but if they can only do virtual, then we let them deal with the tough questions. and if they actually get the full contract or not. But I think in person would be um better preferred. >> I I do want to say before I I support community meetings, but I think we have to get the contract signed and and that is my inherent issue. Um um >> what's the purpose of having the community meeting if you're going to go forward with the contract
070and then if we have community meetings they might have input about >> I understand and that's what we want the fee >> we have a timeline and that lets them do the work that they're doing but >> what is really most important do we have a second you know type it in so right now I have to amend the authorization of the redistricting process contingent upon establishing community meetings with defined goals. Is there add to that? >> What does your characters allow? >> Sorry you all. >> Keep I mean I can keep typing until it quits. I guess >> I totally trust your summarization. Well, while Kim is typing, is there a second? >> So, is there a second? >> I'll second. >> Okay. Okay. See that? Okay. So, we have a motion in a
071second. I'm trying to drag this out. So Kim has time to type. Um, and just to clarify, the motion on the table does not involve signing the contract. >> Does not. >> I thought she said, is that true? >> The motion involves the authorization if these stipulations can be met. >> I I understand that. So, and and I'm not I I swear I am not trying to be difficult, but in the end, we have to know if we're voting on signing a contract or not. So, are we voting on signing a contract and then scheduling these meetings before anything else can happen or are we voting to not sign his contract and to schedule these meetings? >> So, I have added this as a second motion. And so, there's still the motion. I mean, unless
072I'm going to delete that motion, I have that, >> right? This is a Yeah, >> second motion. Correct. >> So, can I read this and you tell me if there's verbage to add? Um, to amend the authorization of the redistricting process contingent upon establishing specific dates for community meetings with clearly defined goals, ensuring transparency, including a public presentation of their qualifications and proposed approach. You can't get anything else. >> I mean, I think it's >> I think I Yeah, if you want more, >> it's fine like that because it's on the record. It's recorded. So, >> okay. signing. This is the one where we're not signing the contract. >> Signing the contract is a different motion. >> Okay. So, this motion, we're not signing the contract. Is that what you're saying? >> This motion that
073we're voting on, >> but there is a second motion on signing the contract that will come. >> Okay. But I'm talking about they want us to vote. >> Correct. >> We're voting on what this time. >> We're voting on what it says. >> I'm not trying to be pandantic, Lauria. I swear. >> No, you're kidding. What are we voting? We've we've talked about a lot of stuff. So, are we voting on not signing the contract right now? >> So, signing the contract, it will be a different motion. >> Okay. And this motion is for >> authorize continuing with the thing that it says. >> I can't see. Same here. >> Of course. I I need clarification. >> Okay, Julie, what question do you have? >> So, I this is what I need to know. If
074we say yes on this, does that mean we sign the C contract, they come and do those things and we continue on or can we do it during the while they can they go ahead and start and then because I think if we sign the contract it's happening. It's a done deal because we signed a contract, right? So they We're going to get started and then they do this going or >> so to be clear because I think the motion has gotten muddied. Um I was trying to keep it as clean as I could. It is actually two motions on the table right now. Um well it is I've made an amendment and then it's still the motion for you all to vote on actually signing the contract. So, um, it's two separate motions on
075the floor right now. >> We're just saying we're authorizing that. >> Yes, >> we're going to have meetings. >> It's two different motions on the floor. >> So, this motion is authorizing that we're going to have meetings about redistricting and that the people have to come in and talk to the people and everything and it does not involve us uh signing a contract. So, that's what we're voting on on this >> in order for them to come in. We do have to authorize and acknowledge that they're needed. So, we do need that authorization. We can't um use hypothetically. It's their profession as well. So, we do need to at least authorize and that authorization um ensures that we don't have to come back to the table because all of these things are met. And this
076is where we trust our superintendent. We've put the things out on the table and we hold our superintendent accountable to what we're asking. That is our job. So we the process needs to go on. We must take care of our fifth graders. That has been widespread across the district. We and we need some additional support to make sure that we're doing this right. And that's where we've all we don't have those qualifications among us, but it is owed to our community for them to come in to know what a demographer is. And it's not just not taking light of what our residents said, but a lot of people think, you know, we can count. We have senses and it's more in depth than that. And the only reason why I know cuz I had the
077same thoughts. So I know now that it's more in depth than the surface of what we think in it is. It will be much more in depth. But again, accountability as we vet everyone that we utilize our food service people did presentations. It is many I'm not afraid to ask for a presentation. We cannot. We have to stand bold with this. And if they want our business, I don't see them saying no to come and explain it to our community so our community can support. >> So what I'm saying to you is we're going to have a second vote and that second vote is to sign the contract. So you're saying that if they decide that they can't come in and do this first one that we're voting on, we're voting on authorization for them
078to come. But if they say that they're not able to do that, we've already voted on the contract. This is what I'm saying. So, >> we're voting on authorization for to utilize a demographer to be able to accept what they're going to bring to the table. But before they begin their um instead of postponing the vote, I think the unreiness is postponing a vote delays what we have to do. Authorization allows all of what we want to be in motion simultaneously. And in that contract, we can specify whatever we need to in that contract. And that's where Marcus is not here to come in to play to um be our voice and to also um for again our superintendent. >> Get a personal issue. I'm happy to answer any questions. >> Yeah. >> So, okay.
079Um I just wanted but we're going to lose the motion. We need to move on. This is either going to pass or fail and then we need to move on um so we don't lose the motion in translation. I'm sorry, Miss Julie. >> Um, I just want to say that they will charge us to come and do that. I mean, that's they will charge us to come and do that, but so will the other one. It's they will all charge us to come and do that. Per my reading, if we sign the contract, we are contracting to the scope of services for the amount. If we want anything additional outside of that scope, that's when all of the alakart comes in. But to call them to um speak to them to come before to present,
080I've done research. They go and do presentations. You have to sell your product. Someone will come out to sell your product. And at this point, we need them to explain to us, to the community, what all they're doing. The amount is not hidden for $165ish,000. That's a large ask. >> I'm just going to say this one last thing. Um, we don't need the demographers to uh bring our community together. When we did our strategic plan, we had talked town hall meetings over at Crestston High School. What I'm saying is just to talk to the community about what we want to do and how how we want to do it and what will be involved in doing it and the why we want to do it and how we want to bring in a demographer. I
081think these are the questions that we need to share with the community. We don't need a demographer to pay them to do that. We as a school district can have these meetings just like we did with the strategic plan and have them to go over to Crestston. We have parents let them know the times. They come in, we talk to them. I think that as long as the parents understand the need, they understand the wise. They understand what we're trying to do and how it need to be done. I think that that's going to make the community feel a lot better. So we don't need the demographer to have these town meetings and to send out information to our parents. >> We're saying we're saying the same thing, Miss Gloria, except um if their demographer
082is able to come, then that will be an additional bonus for our community to be able to engage with them. So we're saying we're saying the same. Oh, you're saying it's so for clarification because they they >> she's saying that even if the demographer can't come, it's going to be our responsibility as a district to have these town meetings and to get communication out to the parents and get the community involved in these discussions about what we're trying to do with redistricing. >> The why will come from the district. The why will come from the superintendent and his cabinet. That's where the why would come from. >> Yes. Okay. Well, let's >> that's what we're voting on now to make sure we have Okay. And the motion carries. Um, which will then take us to
083the motion on the contract itself. >> Do I have a motion? >> She moved the contract. Do we have a second? >> Chair seconded it. Is there any other discussion? Okay. Hearing and seeing none. It's in front of you. I'm sorry, Madam President. This is to approve for as as well. It's with the stipulations that were in the past, but secondary motion. >> Thank you. >> The numbers didn't change, so I didn't see the vote was still there. I apologize. That carries. I was not paying attention. Um, that's my fault. I didn't look up quickly enough. Okay, so that motion carries. And with that, we are going to move on to reports. Britney Silkworth. Good evening, Dr. Hansen, President Burke, members of the board and community. I am Britney Silkworth with the Warren Arts and
084Education Foundation, and I am excited to be here tonight to give an overview of our impact the last school year and then just share some updates for this upcoming school year. So, some of our highlights last year are we were able to make an impact in Warren Township schools of $933,000. We did 224,000 in classroom projects, 12 scholarships to high school seniors, and had two successful fundraising events. Just want to take a moment to uh thank our board of directors as well as Leanna and Ryan Russell for serving on the board this year. Some of our new projects that we're currently working on right now is we are working to um start core stores in every school, whether that's a cart or a room that schools have allowed us to use to start to put
085prizes, incentives for kids in. So, we've started those. We'll continue to get things as well as larger items for those. Um, also excited to implement teacher stores. We're gonna have a space at Brookview as well as Hawthorne. So, super thankful that they're allowing us to have that space and then we'll um separate it by schools allowing teachers to shop. We hope to have those stocked and ready to go um after fall break. And so we have um Sandy Padet who retired with the district last year has stepped in in a part-time role and is helping uh get those going. Another focus for us that we really want to do this year is staff engagement. So finding ways to thank our staff, incentivize them, um just get them more involved in hearing what they need and
086how we can help remove those barriers. So, um there was an event that we hosted uh last month with a um partner in Warren and are looking to continue to do uh staff events each month as well. Uh some highlights of our black and gold gayla from last year, which is one of our biggest fundraisers. We raised over $110,000 at that event. We had over 430 attendees. And then the date for next year is April 24th. I just wanted to get a shout out to summer school to Miss Johnson and Mr. Butler. They did a fantastic job in summer school. Allowed us just to be a small part of that um by allowing us to help do fun activities for kids such as we did a magic show, silly safari, had a little carnival at
087the end of the year and helped stock the core store. So that was in partnership with Lily. Some of our visions and goals for um this next school year are continuing to engage many community partners. So, finding a way to get more businesses involved on the east side as well as partners that we're working with. Um we recently had some new partners come alongside us as well as continuing the great work that Morehead does. We are also excited to continue to do classroom grants. Um today we had the opportunity to go into some of those schools and surprise those teachers and earlier this week. So that was really fun to kick off the school year. And then like I mentioned before um just continue to thank our staff, hear from them and our principles and
088our admin. Um really our focus is going to be where can we help remove those barriers to make the biggest impact that you guys wouldn't have those funds for elsewhere. And then of course engage our alumni as well. So that is a quick overview. Does anyone have any questions? >> No question. Just thank you for all the f all that the foundation does for our schools. >> Well, thank you for all that you guys do. So, thank you. >> Now, everyone's favorite topics, evaluation reports. So, team evaluation report with Brian Simpkins and Pam Griffin. Sorry. Up here. I don't think it's just go to war. I thought that it was refreshed. Pam's a little emotional. >> Thank you. Good evening, President Burke, Dr. Hansen, members of the board, Warren community, Warren Leadership. Uh good evening.
089Uh every August, we come before you and review uh our uh team handbook. Uh team stands for teacher evaluation assessment model. Uh district administration shares many of the same goals with the board, namely uh hiring as much as possible in every position, staff who are highly qualified and talented and more importantly uh to retain that staff. And part of that is uh one huge piece of retaining quality staff is evaluation. Pam and I are committed to making sure that we do what we can to make sure every staff member, whether it's certified or classified, has a relevant evaluation that speaks to the actual work they're really doing and that there is opportunity for supervisors to engage with staff with respect to constructive feedback and um making sure that goals are established which oftentime leads to
090the type of training and support that employees need. Of course, tonight we're we're focusing on the certified plan. Um there's not many changes structurally to the plan. Um but um one thing and I'll have Pam speak in a minute uh that that last year she led the U district evaluation team and a lot of work a lot of the changes and a lot of the great work that was done was with respect to our rubrics and so we'll highlight that in a second. Um, of course, our whole uh teacher evaluation system is tied to our mission and vision and the skills and dispositions with Jog. Um, and I just want to highlight right here publicly um the um district evaluation committee that Pam led uh with Julie Wakeakeman, our WA president. I had the opportunity
091to pop in on a couple of these um and um short of actually seeing great teaching in the classroom, the level of conversation that you see in these committee meetings is is pretty amazing and it really does remind you of just why teaching is in fact a profession and uh the the level of conversation with respect to what goes into um particularly talks around domain two. If you look in a domain two, if you want to see kind of what good teaching sort of looks like, smells like, feels like. Um, and of course, uh, evaluation. When many, it's appropriate that many of our leaders are here tonight because evaluation is both an art and a science. It's difficult. It takes work. It takes practice to get in there. We certainly encourage leaders, especially this time
092of year, to get in early and often in a non-pressure situation to get familiar with teachers, to start talking about professional goals and those types of things. So, um just a couple reminders as usual with our uh team uh handbook. Um of course we have it outlines the structure with respect to uh especially this time of year as we come up within the first six weeks. We want evaluators and supervisors to sit down with staff uh for provisional or probationary staff to have those conversations. It's important uh as part of the dignity of work to know exactly who is evaluating you and what that evaluation process looks like. So that is part of our structure as usual is to make sure that happens early in the early goings. Um so you see that laid out
093at the beginning first year second year. Uh again our um process for announced and unannounced longs and shorts depending on uh one's experience and evaluation rating is mapped out right here. Nothing has changed. But I will say our goal this year is to uh listen up leaders work work to find out whether and to what extent we can inject some flexibility into um uh looking at how we can uh maybe refocus a few things with respect to um you know comparing uh somebody who's just fresh out of college for instance or maybe there is a teacher that's struggling versus highly effective experienced teachers and whether we can um still give them the the appropriate feedback they need. you know, at the at the more experienced level, but take some of the time and pressure off
094of evaluators to get to hit people. So, we're going to be looking at that this year. Um, and then moving on, this is an important um uh look right here, real quick look at our just evaluation schedule and timeline. We do insist uh easier said than done, but we do insist that u feedback is provided within no later than 48 hours from classroom observation. It's really important that once that's fresh in everyone's mind that those conversations are had and that constructive feedback is given. Uh so we do insist on that at the end of the year. Of course in the month of May it's very busy as we're doing summitive evaluations. uh we encourage teachers to um use our um use our self- assessment that time of year before their summitative evaluation to advocate for
095themselves to also maybe highlight certain things that perhaps their evaluator either missed or other things that they want to highlight. So that's a big part of those conversations at the end of the year that are essential. Uh further definitions of what uh effective improvement necessary, effective and highly effective are um more about the end of the year conference which is crucial. Definitions of of negative impact. Of course everything our evaluation is 100% based on teacher rubric. And then of course it gets into the assistant sequences, problem solving, um, and intensive intervention. The great thing about this handbook too is just the the resources. Uh, we showed this to you last year. It continues to get built in, built out, uh, thanks to Pam and her work. And so, um, I'm going to have her say
096a few words about the rubric developments and how that's tied to the work that teachers do and, uh, other highlights from the committee work. So, uh, I do appreciate Pam's work. Not only does she um she is kind of the u um sort of the the keeper of the team handbook, like I am the keeper of the the teacher contract, uh, her experience as a principal and assistant superintendent is valuable with respect to really knowing um, what goes on and she even goes the extra mile to provide refresher courses or for first-time administrators and evaluators. She supports them and how to do evaluations. So because that like I said that's an art and a science and not always easy to do to pull off well. So thank you Pam for that and um step on
097up. >> Good evening President Burke, Dr. Hansen and esteemed board members. Um I'm so proud of all of the names of all of the teachers and administrators who participated for an entire year um to work on this committee. Um this is um something that we are extremely proud of. um if you had an opportunity to join that meeting, I know that you probably would not have been able to tell who the teachers were or who the um evaluators were, administrators, because um the conversations really were about honoring the work that happens in the classroom at the different grade levels while also spending time and really trying to identify how we identify instructional moves that capture whether or not our students are moving towards mastery, growth, and learning what it is that we need them to
098learn so they can be successful at the next level. And so, um, our district, like many school districts, we have been using the RISE. And if you are a teacher, grades K through 12, regardless of the content or grade level that you teach, um, the domain two, which is, um, about instruction has been the same. This past year, our committee has worked to personalize and reimagine what domain 2 can look for look like for our K through four teachers, our five through eight teachers, our 9 through2 teachers, and I'm really excited to say for our exceptional learner teachers who are specialed and multilingual language teachers, and also our workplace specialists, our teachers who serve um in our Walker career center. I want you to imagine being a kindergarten teacher and having the same exact evaluation
099as our teacher who teaches welding. That's what we had. Well, not anymore. And so within um the back of our or the last page of our document, we have access to all of the things that our teachers would normally have um and our administrators. However, um and I'll go ahead and just click on this one. When you open the folder that's available to all of our um evaluators and teachers, what um our staff will find is um based on the feedback from our teachers and our administrators and especially the teachers who um provided input to the teachers who served on our committee. We wanted to make sure that with the roll out of the update of domain 2 that we created clarity and that we provided for them a place where they could go so
100that they could specifically take a look at how domain 2 effective instruction at their grade band or the rubric that pertains to them specifically as a special education teacher, a multilingual teacher or a Walker career center teacher, workplace specialist, what that would look like. We also learned from our teachers and evaluators the desire to have more information about consistent terms and how um we should be defining them and referring to them. And so there was a great deal of conversation around our rubric terms and making sure that we provided clarity for all of our teachers in regards to that so that we weren't caught in a cycle of using some of those words simultaneously. For example, the words adjust instruction, the word modify instruction, or the word differentiate instruction. Sometimes people use those um interchangeably,
101but the three of them actually have very distinct differences. Um so distinct that for example, if you use the word modify, you really are talking about changing somebody's curriculum, which is not what we want to be talking about unless that is something that pertains to that individual student. It was very important to the teachers that we provide um additional language around checks for understanding. Um not one teacher or evaluator did not agree um or disagree that checks for understanding are so important during the learning process and so we created a guide for that. We also the teachers desired to know what the different um student participation levels were what all meant what most many significant portion or less than significant portion meant. So we provided clarity around that. We also provided a model so that
102if a teacher wanted to take a look at what different depths of knowledge look like as they are um breaking down or scaffolding their indicators, we have provided an example of that as well. And because domain 2 has been revised, um we have created a crosswalk so that the teachers and evaluators can see exactly what has changed within the domain. And to take it one step further um in supporting our brand new teachers to teaching as well as our brand new teachers to Warren who are teaching, we provided some observable actions within each of the indicators and the domains so that if they um had some questions or they wanted to explore or do additional preparation about what those observable actions are, they could refer to the document that's been designed for them um to
103take a look at some of those examples. This year, um, we will be continuing to collect ongoing feedback from our teachers in regards to this process. on the front of our handbook as well as all of our resources. We've included a QR code and a bitly so that as our evaluators and teachers are moving through their rubrics and using them and learning about them and um receiving the feedback that's designed around them, they can go right into um that code and provide immediate feedback for us so that when our committee reconvenes in January, we will have a semester's worth of data um from our teachers and our evaluators as we continue to refine and improve um our rubrics for our teachers. Are there any questions? >> All right. Thank you. >> Thank you for all
104your hard work. Next, we have Allison Woods and an attendance update. Um, good evening, President Burke, Dr. Hansen, and members of the board. I'm here to um talk with you a little bit about attendance and really focus in on the legislative updates um from this last session. So, our Oh, is it here so I can do the present? Okay, thanks. Um, so this really reinforces your board goals of investing in academic excellence and student achievement as well as the Warren student journey and meeting the needs of the whole child. U because if our students needs are not met um and they're not in school, we're not going to meet those academic goals um that you're going to hear Ryan talk about up here next. um which also align with our strategic plan focus areas of
105academic excellence and achievement and uh the Warren student journey and whole child. So, I want to give you um just an update on where we are data wise. Our overall attendance rates, you can see here from the 202021 school year um to this past school year. Uh our teachers, our administrators, our counselors, our family engagement leaison, our kids, our parents um have worked really hard. Um and you can see that we've continued to increase our overall district attendance um year-over-year for the last five years. um working towards our strategic plan goal of 95%. Um so we had just over a one and a half percent from last year and um those big gains um early are easier as we start talking about it. It's now that it's especially hard to get those small those small
106gains to get to our overall goal. Uh one of the ways that we can do that is reducing chronic attendees. Um and these are students who miss 10% or more of the school year. Um you can see in the 2022 2023 school year um almost a quarter of our kids um in the district were chronically absent. Um we've reduced that to just over 13% as a district uh with our goal being 10% or less. Um we have lots of schools that have already hit that mark of being below 10%. Um but reducing our chronic attendees helps us increase our um attendance rates. So, uh, the first, um, Senate Enrolled Act 482, which is one of those that has lots of things in it, um, requires a couple things. IDO IDOE is required to establish some
107guidance and resources around chronic absenteeism. Um, and also provide um, more definition around excused absences, which I'll talk about here next. Um, schools that how this impacts us. Um, one of the things I talked with you about last year is our um, new legislative requirements around um, unexcused absences in grades K6. Um, when a student reaches five days of unexcused, we have to have a family parent conference. Um, previously we had five school days to get that done. Um, and they have changed that to 10 days, which I know all of our assistant principles are happy about because to get that notification, set up that meeting and schedule that and get that done in five days, um, can be a time crunch. Um, we are not allowed to expel or suspend because of chronic absenteeism
108or habitually truent, um, which that is not a practice that we have had. So, that doesn't um, really change much for us. Um, and then the excused absence reporting, which um, I referenced above. Um DOE let us know after we started school about some new codes with reporting um excused absences. Uh previously it was just an excused code. So they could see how many excused versus unexcused absences we had. Uh we now have to um they have like six or seven codes that we now have to say why it's excused. It's excused because the family planned something. Excused because of a unplanned family event. it's excused because of bereiement or religion um medical. So um DOE is studying and um legislators really want to have a better idea of why students are missing school when
109it's excused. So we have updated our systems and those um are in place now. Um house enrolled act um 1660 excused absences. Um there are additional categories in which students can be excused from school um which includes both national and Indiana FFA and 4 club. They can receive up to six excused days um for these reasons. And so I'll be coming to you guys next month um to update our attendance policy based on um these couple things that I've talked about here today. And just to remind you our overall goals for attendance. Uh I mentioned before our um chronic uh attendees goal of less than 10% and our um attendance goal is a district of 95%. Um we're also uh focusing this year on having 90% of our students with 90% or better attendance rate.
110So looking at the whole school um and wanting 90% or more of our students to um to have 90 well what I said I don't need to keep repeating it. You guys can read. Um that is my attendance update. You guys should also have a one pager with some of this information uh on it in front of you and I'm happy to answer any questions that you have. >> You have the uh the codes that part of the thing you got in here. >> Um it isn't, but I can give them to you. I can tell you what they are. Um we have an excused medical code. Um we have a bereavement code, religious, family unplanned and family planned. I can give you the memo that I shared with schools. We did add an additional
111um based on uh some feedback from our schools. Um they wanted us to differentiate between excused medical and a parent reported medical. Um, so for example, when I'm looking at those medicals, how do I know if this is because we have a doctor's note or because the parent has called in and reported them absent. So for um we created two codes for that for the state purposes, all of them will be a a medical code. Um but that way when we're looking in Rowi and um dealing with attendance, we can see are these really legitimate doctor excusals or just parent callin. >> And the codes that you came up with, did you create those or were they also in the 482. >> Um so um part of 482 is DOE had to create them. So
112DOE told us what those codes were >> using the same >> and we're using the same codes. Correct. Do you still have like um I know they way back in the day uh they had if a student was um injured really bad or had to stay home, you know. I for example, my son got hurt on playing football and had to have surgery. So therefore, he was absent for a while, but they had homebased. >> Yeah. We have a Yep. We have medical homebound. >> A homebound. They get credit for being there. Okay. >> Yeah. at medical homebound if a student's miss is going to miss 20 days either consecutive or aggregate. So some students that have chronic health conditions that are going to miss 20 days over the course of a school year. Um
113we have some paperwork for the doctor to sign off on the parent sign off on and then yes we provide medical homebound for the student either during that period of time they're out um or in combination you know throughout the school year. I hate to make this comedic right now. >> The National FAA, Indiana FAA and the A4 Club. >> Who gives this to the kids or >> state law? >> You have to have is there a document that somebody you know in power has to sign and gives it to the family? The turns it over to you. >> Um >> yeah, the um legislator said that that's a reason that kids can miss school. So um if they would report that to us as being um a reason, then we would code that under
114probably family planned. There isn't a code for FFA, but um we don't have many students that are involved in that. if we do, especially with the state fair happening when school's starting um with students wanting to participate in that >> just kind of like >> honesty thing. >> Yeah. I mean, we would probably ask that that we have some documentation to show just like if if students going to be out for briefment or court or things, but um we will look at that when we have our board policy next month where we add that I'll be able to come with you to more details on that. Alison, I just wanted to say it's nice to see that we're getting closer to our goal. I know a lot of our school counselors and social workers are
115really putting a lot of initiatives as well as our principles. So, kudos and we're almost there. >> Absolutely. Yeah. Thanks. I can talk about it, but um they're doing the hard work. So, thanks. Thank you, Alison. And next we have I learn and I read three update. Mr. Russell. All right. Good evening, President Burke, Dr. Hansen, members of the board, um, and all our, um, staff and guests and community members here tonight. Um, all right. I want to give you a little bit of information before I start because I think I figured this board presentation thing out. Um, meaning that I decided that I'm going to ask you guys questions at the end instead of you guys asking me questions at the end. Um, so, uh, just kidding. Other than obviously you can ask me
116questions, but I do have two I do have questions for you at the end um that I'm so just a heads up. I'll give you some hints along the way. Um but I want to make sure you're aware of that. So um trying to bring out the teacher in me. Uh tonight obviously we're going to talk about I learn and I read specifically uh specific to the board goals that you guys have established. It is invest in academic excellence and student achievement. Uh even more specifically because we're really going to iron these out tonight when we take a look at these. So, it's it's really your first two goals that you guys have listed during your last um board goal session. So, 1.1 uh says by 2028 we'll increase third grade reading proficiency on i3
117to 92%. And then 1.2 says by 2028 we will meet or exceed the state average including a minimum of 5% growth each year in third through 8th grade math and ELA on um proficiency on iLearn. Uh so those two specific goals are ones that uh we're going to talk in detail about. Um for the strategic plan focus area, I actually opted to include all five investins here. Um only because a few things obviously the the copout answer is it's invest in academic excellence and achievement. Uh but similar as Allison said uh without investing in the Warren student journey and meeting the needs of the whole child uh without the investment in family and community engagement our people and then obviously safety and operational excellence none of this happens. None of this happens. So uh while
118primarily we're going to be talking about academics uh we know that all these work together for the good of our students and how they achieve. Um so here's the agenda. I've been talking a lot about four questions this year. Um, and um, I know some people in the back will know what I'm referring to. But one of the things that we're trying to be very intentional about uh, when we make sure is really to set our students up for success by clarifying really what we want them to know or be able to do at the end of every lesson. Um, so I'm going to give you my three agenda items that I'm going to go through tonight. And then really by the end of the presentation, I'm going to ask you these two questions again
119at the end because I want you to spot those through this presentation. Um, so tonight we're going to look at past and current current performance with IE3 and iLearn. We're going to look three years backwards and we're going to look three years ahead. We're looking three years ahead is because you guys have called us to meet certain goals by 2028. It's 2025. So let's look at the past three years and let's look at the next three years and let's talk about how we meet those goals and exceed those goals. Um, we're going to plot our trajectory towards meeting those goals. with that looking at our uh prior performance over the last three years. I I can demonstrate and show you tonight exactly how we get to those goals in 2028 from a numerical um perspective.
120Um and then I remember I was trying to think of what year it was. My guess it was 2022. Every time I've ever given a presentation about our academic performance um board, I think it's important to know that I'm I'm taking notes based on your feedback, based on the questions that you ask. And one thing, and I remember it clear as day, um, Miss Triplet asked, I think it was 2022, she said, "That's great, Ryan. What do I tell a parent about what we're doing about this when they ask me in the community?" Um, so the that has been percolating with me um through these presentations because I feel I get the opportunity to share with you about our academic performance a lot. Uh but one of the things tonight is I'm going to name
121and explain uh three specific moves that we're making to improve our outcomes that can be really on our hip pocket. Someone says, you know, I know we're doing great in this, but I'm worried about this and be able to name and explain some of those things more specifically for you guys as people are engaging with you and asking those questions. So tonight at the end of this presentation um you're going to be able to communicate the exact number of students that we will move to proficiency on iLearn in language arts and math this year to be able to hit our interim goal in 2026. So be looking for that number because we'll be asking you that at the end. And then you're going to be equipped to respond to the question, what are three things
122that MSD of Warren Township is doing to increase student achievement on iLearn? uh three things for that. Uh before I start diving into the data specifically, um I have a universal comment that I make. Uh we've made it with staff as we're talking about iLearn and I read goals. Um we've made it uh or I've made it just with a a variety of stakeholders as we have these conversations. I believe that we can be proud of where we are and the progress we made and be equally as um have the equal desire to improve and improve our outcomes for our students and our community. I don't believe those are mutually exclusive. Um, I believe that we can look at our data and celebrate the good aspects of that and then I also think we can
123look at it and have really really uh critical conversations about how we get better that the work that our staff does as we talk about investment in our people as I think about the work that our principles who are sitting back there do um we have a whole heck of a lot to be proud of um but that doesn't mean we don't want to get better. So I say that um for a precursor as as we start to dive into this I3. Um, we've talked a lot about IE3 just because obviously, uh, to be honest, a lot of people have talked about us in our IE3 and our success. Um, so again, three years back, uh, when we think of this in 2023, Warren Township opted to give i3 to our second graders for the
124first time. The very first time we did that, 25% of our students passed. Um, it's not missed on me that the state uses the at risk category. Uh Lana, again I I heard what you said to Dr. Radford about the at opportunity. Uh we can send that note into the state to make sure they get that memo, but at the same time, that's that's why it's there. It's a state category. >> Oh, sorry. Sure. >> Yeah. At risk for the second grade I read tests the state reports results in the three categories. at risk, on track, or pass. So, a student gets a score based on their scale score in that test. They will be fall into a score category of at risk, on track, or pass. That's what what that's what that definition is.
125It's basically saying they're at risk of not passing the I read three test and third grade. >> So, you're saying that there are 57% That's exactly what this is saying. Correct. >> Okay. Sorry about that. >> Sorry. I as I get older, I can't see the screen without these glasses, but then I can't see you with them on, so I have to be careful uh which way I go. I'm trying to learn how to navigate that. But um yeah, so for >> I just want to say one thing before moving on. 23 and 24, we didn't make any improvement. We we stayed at 57 and then we made a great improvement this year. Is that >> uh do you do you can >> I would agree with half of what you said. I Yes, we
126made a great improvement this year. Um, we made no change in the percentage of atrisisk students in 23 and 24, but we did make a 5% improvement in the number of students who passed the IE test in 24. >> Do you uh know what that is contributed to that we didn't make any changes last year and the year before, but what made the big difference? Um, because that's a big difference between 57 and 29. What did you do differently in order to uh make that improvement? >> Yeah, I I don't know if I would say we did anything fundamentally differently other than I'll read back. I'm going back to 2022 again where Julie coined the phrase stack the growth. Um because we talked a lot about the growth and how the growth over time accumulates
127and then when you start stacking that accumulated growth over time, you start to see those jumps in performance, which is especially what we've seen in iR. So if you look at second grade, what's interesting about that is the 2023 2 graders are the 2024 third graders. So some of the magic that is even more impressive that I think our elementary schools do is when you look at you can see my cursor here. When you look at the number of atrisisk students in 2023, these are students significantly below grade level. Significantly below grade level. By that time, out of that, we only had 18.3% of those students not pass the following year. So, yes, we're celebrating the heck, this is last year. Out of the 81.7 and that 11.9% growth, but the magic that is taking
128place, and I I don't want to overmbellish what it is. It's hard work, it's dedication, it's focus. But what is happening is we are reducing the number of students who are at risk and increasing the number of students who are proficient and that's a sign of effective things that are going on. So yeah, I see in what we're seeing of that accumulation when you look at this as well to answer that question specifically, Miss Williams, you look at the reduction in at risk students from 24 to 25. It's accumulation of K1 work, right? It's students that are getting that are getting that foundation in kindergarten, then bringing that the first grade, then carrying it that the second. And as we start again stacking that growth, we start to see those improvements, those percentages decrease in
129the right areas and increase in the other areas. Last year, our i3 results in second grade were 49%. 49 of our second 49% of our second graders passed that test. That's a 19% improvement from the previous year. It's a 24% improvement in two years. So the lofty goals that you've set in front of us, we're able to zero those in now because we've seen been able to see these uh tremendous amounts of growth in proficiency because of the focus in in the efforts of our um well almost everyone in this room. Um and then obviously our staff and the students and what they do each and every single day. But looking into that how that goes to third grade, what gets published in the paper is not second grade scores. They released I read three
130last uh or I read three scores last week. The state board of ed they didn't publish any second grade information. And those aren't the story those aren't the scores they're going to put in the paper. In fact, they told us that only the second grade scores will be reported based on the first and only time the students took it, not the accumulated time that they take it in second grade. I don't know why that is. I just know that at the end of the day, 49% of our second graders passed. And then last year, again, this is an all-time high in Warren, pre- pandemic, post pandemic, 82.4% of our students passed the I read three test. Um, and again, that's to the good work. I heard it, Greg. Say it a lot louder. Thank you.
131All right. And and that's good work. That's good work. Um, all of our schools obviously contribute to that. um when you look at that uh three-year uh window, when you take at it, how do you get from 61.7 where we were in 2022 to 82.4, you you have drastic jumps in achievement. You have drastic jumps in achievement that some schools have had um for that. So that again, as we look at what the individual schools have done, but here's where we talk about um how we're plotting our success and really what the outlook I want to show you. We're doing this with iAre right now and we'll do it with the I learn with iLearn language arts and math here a little bit later in this presentation. In 20 2022 61.7% of our students were
132passing that test. Um you see the green trajectory line this last year 82.4. You have called us you have charged us with achieving 92% by 2028. So, we're we're plotting some interim goals and how we get there. So, from um one way uh that we're looking at this is we're really starting to talk about numbers of students. Now, don't get confused because I'm asking you the number of students for iLearn at the end, but this is just a little teaser, a little uh to get um get your whistle wet as we're talking about um these different parts. So, we test approximately 850 third graders every year for i3. That's approximately 850 third graders. Our cohort ranges anywhere from the mid 800s to the high or to the mid 800s to up to 900. Uh but
133on average we test about 850 students every year. So for us to grow from 61.7 students to 82.4 students and that this is a four-year or one two three three-year um time frame. That means 176 more students are now passing I read every year than did in 2022. 176 third graders. That's about two to three elementary schools worth of students that are now passing that weren't in 2022 based on the good work um of our staff, our students and our community here in Warren Township. So what does that mean then? We've set an interim goal in 2026 to get to 85% next year with IIE. To do that, an 82.4% proficiency rate to an 85% proficiency rate involves us passing 23 more students this school year than passed last year. That feels manageable. That feels
134like it's something that we can get behind. We can charge behind and we can do that. But more importantly, because we're setting our sights on this 92, because that's what we've been charged to do, to move from 82.4% to 92% is 82 more students. 82 more students on average, if we test approximately 850 students each um school year in third grade, 82 more students will get us to that 92%. So, next year when I come up here in August, um we're going to chart where we hit in 2026 and then we'll talk about what work we have left to do to get to 92%. I don't want to overshadow the second grade piece because this is I I'll get you just a second, Mr. Dorsy. Let me hit this point and then we'll go on.
135Last year in second grade alone, we showed a 19% increase in second grade. In one year, that's 164 additional students who passed i in second grade than did the year before. 164 additional students passed i3 as second graders than they did the year before. That's amazing work. In that 28% decrease in at risk, that's where we were talking about this number right here. That means 240 third graders are not at risk. now in Warren Township schools because of the work of the K2 staff here in Warren Township. So that's great work. >> Mr. Dorsey, I know you had a question. I'm sorry. >> Yeah. Uh getting back to um 2000 uh 2024. Uh you made some major leaps from you know 61 going back 22 uh 61.7 all the way to uh 81.7. Huge leap.
136But then what's what was the slowdown between 24 and 25? >> Yeah, I I would say the closer the higher you get to the mountaintop, the harder the gains are. Um, one thing I know from my experience, not only as a principal, but in previous roles is um it's in my opinion, it's really hard to sustain um high academic performance year after year after year. um it's easier to show um leaps from time and place as you're trying to really improve systems and outcomes. The other thing that I think is important to keep in mind with all of this data that we're looking at is we're not looking at the exact same students in any particular year. So the 2024 I read score is unique to that specific cohort of students and the 2025 I
137read score is unique to that. So those aren't th those are it's third grade, third grade, third grade. We're not looking at second to third, third to fourth, fourth to fifth. >> But having said that, I would think you would dribble continue to dribble all the way to 92, but you don't. Uh you got >> we haven't yet as >> Yeah. Yeah. You're projecting it. >> Y you got you go from um 25 No, you projected 26 at 2.6%. >> Compute here. Then you jump up to 5% from 85 to 90. And that doesn't match what what you just said because you don't you're not dribbling now. You bounded another five% between that period of time. Now you dribbled to 92%. You dribbled down there, but then you got this. So my my little note
138here is what what made you get there? How did how do you project that you're able to make that kind of a strong leap? >> What leap are you referring to? that leap from uh 85% to 90%. You you said you slow it down. You know, you can't you can't jump continue to jump >> Yeah. >> out out the out out the gym. Can't continue to jump out the gym. >> But it looks like you have your projection is 85 to 85 to 90 is 5% more. >> Sure. >> You you you hadn't reached that since what 23. >> Yeah. 22 to 23. 23 or 24 for that. Yeah, I look transparently I think there's um a couple of factors that led into an 82.4 to 85 this year and then an 85 to 90
139the following year. As you guys know, we're u we have a new reading curriculum this year. Uh we know with that there's um opportunities for uh not only learning uh but there's going to be um we're establishing new processes looking at um those things about what's going to get us there. Um we certainly think that that's not an overnight um operation per se and that we uh can build upon that strength that it will provide and start moving forward. Um, I don't know if that's a great answer, but that's my initial response. >> I I wrote a note down here saying looking good. I mean, it's looking good. No question about it. And I hope you can meet that projection. But when you said what you said about, you know, dribbling down, you can't you
140can't max it out anymore. You want to go so far, you know, that there's a there's a degree of fatigue, if you will. Uh that's what caused me to ask that. But this is great work. I mean, this is great. This is great stuff. Don't get me wrong, but I just saw that jump out at me. >> I'm not I'm not a wizard like you. >> Okay. >> Not a wizard. >> What? I I'm gonna step in real quick. >> Tell me if I'm wrong on this, but when we're looking at cohorts, so the second grade 2023 25% passed. So that same cohort would be the 2024 and 81.7% passed. Correct. So that's a big jump. Um and then in 24 30% passed to 25 82.4%. And that's another big jump. So I mean granted
141it's an I read three test and second graders are taking it but it that's still >> Yeah. And I don't want >> Amazing. >> Yeah. And I appreciate the comments. I don't want to unersell that we can't continue to make jumps. So, I I feel like I probably stuck my shoe in my mouth a little bit with that. That being said, got me. Um, that being said, I'm still going to quiz you at the end. >> I didn't get you. You good. >> I'm still going to quiz you at the end. But, um, I I think the representation that I'm trying to convey is that we have a achievable path towards meeting the goals you've put in front of us. And this is one way in which that can happen. I I would I will
142never be able to do a backflip, but I will do a backflip if we're up here next year and we're at 92 because we're making that big jump again. And Miss Williams, I expect you to do it with me. Um but um at the >> at the end of the day, >> pom pom so I can >> it's one of those paths. All right, let's talk about iLearn. I learn. Um so uh tonight I have I again we're going to look three years back and we're going to look three years ahead uh when we look at this. Um so um I have it by grade level content then we have it by school uh grade level and then we have the graphs to show you how we go about meeting the board goals that uh
143you guys have put in front of us. So, this is English language arts. Uh, when we're looking at from 22 uh that two-year change, we're looking at three years of data, but we're looking at two years of change. So, we're looking at a baseline of 2223 what that change was from 2223 to 2425 um consistently around that. So, um this shows and look transparently the language arts is going to look better than the math. Um, but remember one of those questions is um I'm going to I'm going to um hopefully feed and communicate to you guys what we're doing about that. Um but anyway, so if we look at those, we're looking at uh what those two-year change numbers are. Um as far as increases in proficiency for language arts, this is the math data.
144Um when you look by grade level, uh you do see some con you see a few consistent pieces. As you see, eighth grade is the one grade uh that we didn't show an overall two-year improvement area in language arts or math. Uh but you certainly saw um uh higher achievement percentage gains in some areas than others for that. Before I get to the graphs, I just want to demonstrate what the school level data looks like over the past two years. again language arts seeing almost universal uh growth and then math it's a little more hit or miss on individual school level. >> I just want to ask um what do you perceive the problem is when it comes to the iLearn scores on on trying to make sure that they're higher. >> Yep. I'm going
145to uh can I answer that through the presentation because I I have a part just for that. Um, so let's go back to these graphs. So the board goal specifically is by 2028 we will meet or exceed the state average including a minimum of 5% gain each year. So this is our language arts data specifically. So in 2023 as a district we uh only 16.1% of our students were uh at proficiency or above proficiency. In 2024 that moved to 19.1 20 uh 25 this last year of I learn that turned into 21.5. Um all right this 335 number might be important so you might want to write it down. Um, so we uh looking at the board goal, the black line above is what the state average is. I I do think there's a few
146thing important things to point out about the state average. The state average has been going up and down. State average has not consistently um grown. Um in fact, last year it went from 40.6 to 40. Actually, it went from 41 to 40.6. the state average on I learn actually decreased last year for the state. So, uh obviously we saw a small percentage increase. Uh with that small percentage increase um uh obviously any increase is one that we're going to be happy about. Uh but especially uh when the state average is uh declining to to uh it's impossible to predict what the state average will be in 2028. Um, so Mr. Dorsy just pointed out there. I gave it a guess saying it's at 42% based on where it's been hovering. So just again, this is
147supposed to illustrate a way of how we get there. Uh, we've been intentional in thinking about this. So if you look at what we did from 2023 to 2025, that's 16.1% to 21.5%. We test approximately again 4,800 students each year in IARN in grades 3 through 8. So 4,800 students um to raise from 16.1 to 21.5 that means that 259 more students are passing I learned language arts than they did uh in 2023 uh based on our passing percentage now we need to show more significant growth in iLearn we know that um we have set a interim goal in 2026 in language arts to hit 28.5 Um, obviously that is a 7% increase. That 7% increase averaged out at 4,800 kids means that we need 335 students to pass iLearn language arts for the first
148time to show a 7% increase in iLearn proficiency. 335 students is the target to be able to hit that. Why why are we I understand that we have to go little by little, but why can't we shoot higher than that and go to the average which is 41 instead of stopping at the 28? I believe in shooting for the the stars even if you only land on the moon. So >> this is actually more aggressive than the board goal you've set for us. The board goal you've set for us is to hit the state average by 2028 minimally increase by 5%. So we've set an interim goal of increasing by 7% um so that by 2028 we can exceed the state average. >> I I I I uh I just want to say you you're
149making you continually make some progress. That's what I liked about the graph, how we're moving, we're moving up and we're trying to get to that because the state the state average is, you know, straight across, as you said, up and down, but it's not that much. It's still pretty >> steady across, but you're making we're making uh continual progress all the way up there. I think the ambitious piece is, and I think you already mentioned that uh from uh middle of 25 uh to uh 28. >> Absolutely. >> You said 7% and then I got six also at the end. That's pretty ambitious. >> It's ambitious, but it's urgent and it's necessary and it's the improvement that we want to obviously see for our students um for that. But yeah, that's that's part of it.
150>> Um >> I also got down here just in case, what's the magic sauce in getting us from 26? >> Hey, I got it in my presentation. I got it. I got it. >> Um this is the mathematic and let's let's be real. the math the the math outcomes are not where the language arts ones and uh there's um not only secret sauce or magic sauce, whatever you called it. There's more of it that there's more of it that's needed as well. Uh again, same type of calculations as we're looking at this. This 335 number is going to be the answer to one of the questions. I'm just letting you know now. I'm a bad teacher. I'm giving you the answers and just pointing them out. uh but 335 is the answer because it we
151are also plotting a 7% increase in math to hit a 2026 goal of 25.3 and with that 25.3% increase we would need 335 more students to pass or to be proficient on the I learn math portion of the test than they were previously. That is ambitious, don't get me wrong, but it it requires us to be that ambitious for us to be able to get to the state average by 2028. So, we're going to put that um certainly put that in front of our students or students, staff, building leaders. Um you know, I will say we affectionately have coined this the drive for 335. Um so, um look, I not to be overly cheesy or corny, but I believe in positive selft talk. I believe that we have to set our sights high. Um it
152represents the number of students I if we show if 335 um more students are proficient we hit that 7% mark that 7% mark puts us keeps us on the tra trajectory to hit the board goals with iLearn. To Mr. Dorsey's point uh we want that gap to close between the state average and where we are. Of course, we want that the gap to close as fast as physically possible. Uh we also want to be able to set interim goals. So, we're charting a course to be able to get there in a way that we can rally behind, create momentum behind and do that. It does create urgency. Uh 7% creates urgency. Um uh it also represents a belief in our school community, our students, our staff, our caregivers that were able to accomplish this. We
153as a school community have to accomplish this together. This isn't just staff. This isn't just students. This isn't just family and caregivers. This is all this is us all rowing together in that same direction. And again, I think and probably just as important, it represents continuous improvement for us all. Our goal every day is to be a little bit better than we were the day before. The only way we completely eliminate any type of achievement gap that we're doing is to do that day by day. Um and again that's what the last three years data is doing and we're looking to be able to um surpass that as we move forward. >> Can I just say one statement? you know, I applaud all the hard work that you know, you're doing and all of our
154teachers and things are doing, but um you know, the question I have is uh if there is a state require I mean what was the the state line? What is preventing us? I mean, we're struggling to get there. What is causing the struggle? Because I'm saying that if other districts can meet that and go beyond why are we struggling, you know, with our students, is it our methodology? Do we need to change that? Um what is causing for every problem there's a cause. So, I'm just trying to figure out what is causing us to have to struggle just to get up to where we're supposed to be and we're so far below and because we want to be competitive with other schools. >> I think I'm going to address that through the answer to your
155second question which is foreshadowed on this uh slide right here and I'll get into some specifics for that. Um, you know, one thing I would never say we're not competitive from an academic point of view just because I know the I know how other districts uh call upon us for our insights around academics in other parts. Um, so um anyway, I don't want to get off on a rabbit trail. There's a really quick uh answer to my second question, but I'm going to go in depth to be able to equip you with some uh more robust ways to answer that. Um so there are three specific things. What are the instructional moves that get us? And these hit at some of the problems too, Miss Williams. So if um to be able to answer your
156question more fully, uh three things that our go-to and what we're going to do about it is instructional time, professional time, and instructional precision. I'm going to define what those mean. I have a slide for each of these to talk about. Um the other thing that I want to communicate through this as well is there's a lot of moves that you guys have made as a school board over the last six to eight months that have put us in a place to be able to do this. I want to call those out and thank you for your support as we've talked about these. Um so the instructional times going to talk about the increased instructional minutes we have for K8. Um, I learned specifically about grades 38, but obviously K2 fits into that equation, too.
157Uh, which includes uh dedicated tier um tier 2 instructional blocks. Um, you um professional time, professional time. Uh I I remember and I forget which month it was, if it was April, I think it was April. Um may have been March right before spring break. We had a lot of conversation about the teacher employment guidelines uh reducing the elementary day by 15 minutes so that we could establish new professional development uh uh structure for um teachers. Um because of your support with that um that increased professional development time for teachers has really uh provided a lot more opportunities for us to fill some needs that we had in the instructional realm. And then instructional precision, high quality instructional materials. Again, thank to thank thanks to uh the board for their support of the continuing um
158adopting new uh reading curriculum to be able to keep our standards high for that. Um we have some instructional precision in terms of uh data reporting that's coming out with the continuation of the learn checkpoints and then uh thanks to your support again through the Lily phase 2 application with uh working side by side along with an external partner in the achievement network to really focus on our math iLearn scores to be quite frank with you is uh really why they're here. So I want to dive down into those a little bit more about what that means. So instructional time uh this was done all in conjunction. The instructional time and professional time really uh go uh side by side. Uh when I say previous um that previous is the amount of dedicated instructional minutes
159that our K8 schools had by grade band. Um so in um K just look at kindergarten through sixth grade. Um currently we have a dedicated 120 minute uh minutes for uh tier one instruction and then an additional dedicated 30 minutes of tier 2. Obviously that that adds up to be 150 minutes. Um but specifically uh previous to that it was 120 minutes. So there's 30 additional minutes of reading instruction every day that's going on to be able to address one of those needs. uh the seventh and eighth grade, the ELA block and what that looks like specifically. Um the investment in additional staff for seventh and eighth grade math and language arts teachers uh which allowed us not only to make those class sizes smallers but infused more instructional minutes in those blocks in seventh
160and eighth grade. Uh so we went on average from about 49 minutes of instruction in language arts to 101 minutes of instruction in language arts uh just through that process which will help. Um same thing in math. Uh we see about a 30 minute difference for that. So in K6 math you're looking at 90 dedicated minutes, 60 for tier one, 30 for tier 2. Um and then that 49 to 71 in math as well. Um, so increased instructional time is the answer to what's one of the instructional moves that we're doing. We're making sure that our students are getting more instructional minutes in math and language arts to be able to fill in some of the gaps that they need than they were previously um that we've had from 2022 on. Um, so those accumulated
161minutes turn out to be extra days of school that those students are getting um on a on a yearly basis. the professional time. Um, and again, this is one that I think um, we're in the infancy of this, uh, but it's already demonstrating a lot of opportunities for us, uh, in a positive, uh, sense of that. So with your support of what that looked like as we uh relooked at what the teacher employment guidelines went from in the last several years we've had dedicated within the teacher contract 25 sessions a year for professional development. Through the work of the teacher employment guidelines committee, we have turned that into 104 sessions a year from 25 to 104 by restructuring the day, reducing the elementary time by 15 minutes and um making sure that those we had
162opportunities from 25 opportunities a year to 104 opportunities a year. 50% of those sessions are dedicated to standard aligned collaborative planning time. Uh where teachers who have told us loud and clear they want more time to collaborate with their peers and their teammates to plan effective instruction. So, we're looking at 52 sessions a year that teachers have just to do that on contract time uh versus a totality of only having 25 sessions in total um previously before that. That's a big move for us that's going to pay dividends when we're looking at student achievement. Um, with that increased opportunities for content specific professional development and curriculum training for TA uh for for staff, increased opportunities and time to participate in data meetings and creating action plans that impact student learning. And then um uh something
163that I know is important to our teaching staff is important to all of us to be able to protect teacher planning time, teacher prep time for that. So they get additional uh keep their uh planning times um sacred for them as well for them to be able to work on uh the things that matter most in terms of their instruction. Then the third thing being instructional precision. um high quality instructional materials linked to Indiana essential standards and pacing guides. Um specifically for us in language arts that's amplify uh CLA and K5 amplify ELA and 78 or 68 and then reveal math. Um for that lot of uh dedicated work to that data reporting has been enhanced on iLearn checkpoints. We give our first iLearn checkpoint the week of September 22nd. um that is the first
164time where our students get the opportunity um to see how they're doing this school year when it comes to what they're progressing on the Indiana academic standards. This little screenshot right here is a data enhancement last year. The results that we got back from the checkpoint assessments simply told us if a student was um uh I called it like blah. Um it was approaching proficiency below proficiency at proficiency for the whole thing. um even though it may have assessed four or five different standards this year. You can see basically question by question analysis about how students are doing on each individual standard. And with that is going to prepare us to better respond to any student misconceptions, student learning needs or different things that uh how we can promote and help students become more successful.
165uh the continuation of the IDOE literacy cadre to support early literacy. Um we we've been elbow in sleeves up um and really digging into early literacy for a number of years now. Um I do I don't think we can underestimate what the continuation of what that continual focus looks like because that's what gets us to 92% ultimately in i3. Uh development of mathematics instructional framework. uh had the opportunity um I think last month, two months ago um to share a little bit about some of the initial work with the achievement network about how we're going side by side and how we're looking at what some of the key math uh challenges are that we're facing um utilizing uh really what the embedded instructional coach through that process is going to look like to help transform
166that instruction for our teachers. um specifically and I'm going to hit on this uh um here on the next slide, but just about what some of those significant changes are. And then we've increased staffing in seventh and eighth grade ELA and math. Uh we did that so we could extend the amount of minutes that students get. Uh but we also do that and students have less uh there's less students in those classes now because uh we have uh we have six more math and six more language arts teachers in seventh and eighth grade because of that work. Indiana academic outlook. A few things that are connected to this, but I think it's really important um for us all uh just just to know. Uh there's a new school accountability model and public review right now
167from the DOE. Um uh just a few tidbits on that that I think um I I don't want to elaborate too much on. However, I just want to make sure everyone is aware. We have not had Indiana accountability grades in the state of Indiana since 2018. Uh so um meaning that letter grades ABCD uh or F have not been issued since 2018. Um it is required. Uh Indiana is um responding to uh both federal regulation uh by having a new accountability model. uh but they're aligning it really closely to the uh graduate IGPS framework the Indiana uh graduates prepared to succeed which closely aligns to our new strategic plan uh which is a big victory and win for us. So the Indiana accountability model is going to include me measures other than I learn and
168I read in the calculation. Right now the accountability model if it was still in place the old accountability model gives a student basically a zero or an A on a test. They either meet it or they don't meet it and you get uh credit for kids who meet it and you don't get credit for kids who don't meet it. This new model gives different variations and tries to look holistically at the child in their performance not only on iLearn but I read they look at their attendance they look at um other things that they're doing in terms of um um work ethic and digital literacy and those other components through and it's really going to transform what that looks like. That new model is anticipated to be adopted at the December state board of education
169meeting. Um, so there'll be more, but this time next year, letter grades will be issued um, under the new accountability model for schools based on what's taking place um, the testing and other components that are taking place. There could be a whole another presentation on this, but there's some real good victories for Warren Township in this new accountability model. There's some things we need to pay attention to as well, don't get me wrong. Um but for example a student can be approaching proficiency on iLearn meaning not necessarily passing but have approaching proficiency pass i read and have 94% attendance and they will count they will get 90 out of 100 points as a student for themsel so 90 out of 100 on the accountability model is an a um is an a um looking at
170measures other than just what profic efficiency look like in the accountability model is going to be important. Doesn't change our focus towards driving kids towards proficiency and that's not what I'm suggesting. Uh but it's allowing us to look at the whole child in their performance to be able to give a different evaluation of what schools look like. Um real quick, um one of the concerns is they are thinking about establishing a test for collaboration and communication through uh like a vendor like ETSs. Um, I do not know if anyone in this room wants to see another test for our students uh based on an accountability model. I would be shocked if someone did actually looking out there didn't see that. Um, so anyway, there there's more on that to come. We'll be sharing some more
171information with you, but that's on the horizon. The other thing that I think is probably just as um well just as important and a and a little frustrating to be honest, the I learn test that our students take this year is not the same test they took last year. It is not the same one um that they have ever taken before. Um so when we share ilearn data with you next year, we're not comparing apples to apples. So to say we're getting uh 335 students more proficient, they have to be proficient, but they're going to be proficient on a different test. Uh because the I learn test has changed yet again. Um it is shorter. That is positive. Um now the ILR checkpoints are required for our all schools. Um, as you know, we did
172those last year, which don't uh don't equate to anything that happens in terms of what uh I learned scores you see published in the papers state board released or goes towards any piece of accountability. Uh, but they're almost all open-ended. They're all handcored, open-ended. Many of them are handscored. Um, and they're not part of the checkpoint assessments. Um, ELA's p performance-based. It's going to contain higher complexity questions and math is going to require deep conceptual understanding of the standards. Um DOE's words, not mine. The I learn summitative is fundamentally different for the 2526 school year than it's been previously. So just keep it in mind. Um we'll talk as we prepare and think more about how we drive students to be proficient. Uh that is just something on the outlook that we're going to have
173to be prepared for as we talk about it. Um, before I ask my questions, are there any questions that I can answer for you all? >> Yes, >> I have a question. >> Our math is it spiral the reveal math? >> Does it spiral? >> Is it spiral math curriculum? >> It it does spiral. However, the reveal itself spirals through that. But I think one clarification when we talk about the standards are our curriculum. We ensure that we teach the standards align with the uh pacing that the checkpoints are going to come up. So that requires any curriculum you use not necessarily to teach it in order but yes it does fire. >> And I have a question um your three um points instructional time professional time instructional precision. My question is how can we
174better involve our parents in our student achievement? um in talking with parents um they're frustrated because just like we're frustrated with all these changes with test but they're frustrated because we have grandparents raising kids and you know others all the changes you know they can't teach them like they learn how to do math they can't teach them like they learn how to read because it's so many changes no we don't do it this way it's like this and it's frustrating so the parents are saying well I can't help my child at school I mean uh with their school support because it's so different. So, how can we bridge that gap? Because it's important that our parents help their children at home. And if they're frustrated and don't know how to do all this new math
175and all this new way of doing it, you know, you're going to get to the same answer, but it's just a new way of doing it. How can we involve our parents? Second question on that same note with the higher grades parents are not f a lot of the parents are not familiar with the parent portal where they can monitor their students progress. So, you know, it would be nice if we had um different training days and something where parents can come in and and figure out how to use that parent portal so they can monitor you know their students in the middle and high schools because that's important because you know the kids come home and go a good and you know I learned that from my niece. I was like, "Okay, let me
176go into this parent portal." And I was able to. You did not complete these assignments, but there are a lot of parents that don't know how to do that. So, that's needed. And I'm just saying that how can we involve these parents and get them trained and get them on board because that's important for I think that's going to add a component to our uh progress to help us reach our goal. >> Agreed. So you have how can we involve them? That's my question. How can we better involve our parents? >> Yeah. my initial my initial thought process um I know in so when we showed a significant increase in 2024 and I read3 one of the commitments and one of the factors that I know we really tried to lean into was how do
177we turn this into a all of us type of effort um you know it wasn't just about what we were doing in classroom what are we doing how are we communicating what opportunities are we using to collaborate with parents How do we kind of work on this together? So, while I don't have a I don't think I have an answer that's going to be able to basically tell you exactly how we do that for each grade level or what, I know increased communication is needed. Um, I know opportunities for parents to either learn those specific components that you were talking about, uh, whether it be parent portal, whether it be just this is how we teach math now, right? To your point, um, all those are needed. We have traditional ways we do that. Obviously,
178they're not as successful as we want them to be. The family nights, the other the math nights, the literacy nights, but I think it's something we have to continue to focus on. >> When we were talking about reaching our goal, I think that's the missing uh component. If we can, you know, if you can brainstorm and sort of to come up with how we can better uh add that component, I think that's going to help us move towards reaching our goal because parents are so important. You know, I we can do all that we can do here in the school. But as a a retired teacher, I relied on my parents all the time and I had to collaborate with them to try to help get Johnny up where he needed to go, you know,
179and without that parent support, it would have been difficult. So, I know that it's extremely important to try to get those parents to help with that child and they need to understand how to do it in order to help. So maybe we need to focus on what can we do, you know, just like we set the attendance rate, what can we do to improve parent participation in their academics. >> It's a good one. Thank you. >> I got one question. Uh I'm going to go back to where you said that at some point next year they're going to change the uh standards. U let me see what you said. Yeah, higher complexity questions and for ELA and also required conceptual understanding of standards of math. U is that going to change the charts we went
180through earlier that that gave that projection from 26 to 28, you know, in each of those areas. Is that going to change that little diagram or that chart? >> No. Um It's going to impact It's going to impact every school in the state of Indiana. It's really hard to prepare, set appropriate goals for something you've never seen before. It's like running a obstacle course. The first time you run it, you're going to learn a lot about that race. And the second time and the third time you run it, you're probably going to improve your score pretty significantly. But the first time, you may not you may jump in the wrong spot. You may not know there's water here. You may I don't know. I'm failing with this analogy. Um, I don't believe as a district
181we can say we're going to set our sites lower because the test is changing. Even though it is a factor, we're setting the standard of saying that we expect to see a 7% increase this next year. We know there's challenges ahead of us. That one of those challenges being the test is going to be different. Um, there may be advantages to some of that, there may be some disadvantages to some of that, but that's where we set our sights. um your board goal obviously can't predict every time the state's going to change the I learn test um no board can do that strategic plan can't predict every time the state's going to come up with a different accountability measure for something here's what we know we know um again from an instructional academic mind frame
182which is what I'm coming to this when I talk about these three things regardless of what that test looks like as we do these things and focus and get better at this, we're going to get better. Um, and we want to get better every day, every month, every year. And we do that by focusing doing these things here the right way. So, I think I answered it. I'm not sure. >> Yeah, you did. I was going to say the same thing. I was like, kudos. I like what you said there. As long as we're doing those things, we should be able to pass those tests. We have to make sure we're doing what we're supposed to do. >> Yeah. I don't want to lie and say it's not a factor, right? It is a factor,
183but it's one that we have to be focused on this. >> Okay, I'm going to I'm going to accept what you're saying based on this. It doesn't match with me when I think of it systemically systemically uh your projections are what they are right now. Absent absent any knowledge of changes later on. >> Sure. >> So you you made your projection, but I think when the changes come about, you're going to have to modify it. the when you when you in systemically when you when you're working with a system you change something over here something over here has got to change so I think there's going to be a dis there will be a a manipulation or a change in in the way we do that I I agree you got nothing else to work
184on except what we've been working on and so >> are based on on that but I can't I can't believe you won't have to make some adjustments and then and then those numbers will >> Howard what you have to consider is that it changes in a bunch of places >> it changes in a bunch of places that it's not like the cut score to to pass I learn is 75% this year and 75% next year and 75% another year the state sets the cut score individually every year so if this let's assume that the ska state has a goal of having 40% passing even with a harder test that means that say if 75% and I'm making up numbers So if 75% were passing this year to get 40% then 60% might be the passing
185rate next year that the the test score necessary next year to get 40%. The state is does mod the state is what sets what the passing level is and that is different from year to year and from test to test. So if I were to take a guess and I would never ever take a guess in the place of department of education, I am going to assume that children will probably statewide not Warren but universally perform slightly worse on a test that is asking significantly harder questions and asking them in a different way that no one has seen before. But I'm also going to assume that the state is then going to float lower what the passing level is to maintain roughly 40%. >> Okay. >> I think both of you got got what is
186known as swag. Okay. >> This is your swag is a scientific >> wild guess. Okay. And I'm I'm with you on that. I'm with you on that. So anyway, uh, in my defense, thank you for your clarification. >> I admitted to guessing. >> Yeah. >> And and thank you for the presentation because it was outstanding. >> Yeah. You know, the other thing I would say too to pick you up back, and I know it's getting late, is the state is issuing letter grades for the first time next year. They're not going to release a whole bunch of letter grades um without calculating what they want that to look like. >> Yeah. >> Um, so to Rachel's point, that being said, I do have one more uh one more thing I do have to ask you.
187Uh, Miss Williams, will you do me the honor? >> Oh, no. >> How many additional students in grades three through eight are needed uh to achieve proficiency in order for MSD of Warren Township to meet its goal of a 7% increase? >> That three that three that 335 >> 335. Congratulations. All right. What three things are MSD of Warren Township doing to increase student achievement in Ireland? >> Go again, Gloria. You got it. >> I have to do it again. Instructional time. professional time, instructional precision. >> Thank you guys. Have a good night. >> Okay. And with that, we are on to yellow cards. Mr. Secretary, do we have any? >> No, Madam President. We do not. >> Thank you so much. That puts Matt in the hot seat for deleting the special education preschool
188fund. Words that are just charming to hear. >> I thought you were going to say adjourn. No, we still have we still have business to do. >> Good evening, everybody. >> So, as President Burke mentioned, we have um kind of an unusual one this evening. We're asking the board to take action on um a board policy that we've identified that's uh inconsistent with um current state law and the way that um preschool special education is funded. So, I want to be just really clear on something that I think we all understand. there's no impact to our operations, to the kids that we serve, to to the way that we educate um students ed eligible for special education services at the preschool level. Um the existing board policy makes reference to a special education fund um
189pointing to a part of the Indiana um state code that's been repealed and it also has a dollar amount that's um outdated by by many years. Um so consistent with Neola's recommendation, um our recommendation to the board is that we delete the policy. I'll be happy to answer any questions. >> Can I have a motion to delete policy 6650? >> I, Terry Amos, make the motion. >> Okay, we have Terry making the motion and Gloria seconding it. Is there any discussion? Hearing and seeing none, we will go to the vote. Oh, Gloria. is having technical difficulty. >> Would you be okay giving an oral vote? >> Oh, yeah. Kim can just end. >> Okay. Okay. >> Okay. Are we good? >> Okay. >> So, the motion carries um six to zero with one person not
190present at the vote. Um, and Matt, that is all you have to do today. You got a light load. And then Miss Pope, who has been sitting in the back of the room since 6:40. >> Very entertaining to sit by the building, I'm telling you. >> I'm sure it is. >> Please bring to us the action item on wellness. 8510, our wellness policy. What? Anybody got any questions? It's 8510 which is our wellness policy to approve it. >> Okay. Do we have Oh, a motion to accept the amendments to >> move. >> We have Julie. Do we have a second? >> A second. >> And Terry has a second. Is there any discussion hearing? And seeing none, we'll go to a vote. Okay. And it also carries six to zero with one member not present
191at the time of the vote. Uh Mr. Russell that was it was a good three minute break for you but now my friend you are back. Yeah it's gone. >> So about a month ago Dr. Hansen told me I got to present on I learn I read and then reproductive health all in the same. Um, all right. All seriousness, uh, tonight for discussion, two policies. Uh, first one, policy 2414, uh, titled reproductive health and family planning and human sexuality instruction. Uh, there's some key revisions here. Obviously, this is just for, uh, discussion. We'll be bringing it back for approval in um, September. Um, I think uh, the most specific one is on the notification requirements. So there is a written consent form now required for all human sexuality instruction. Um that that takes place um
192by law in grades 4 through 8 or 4 through 12. Um for that uh we also in addition to that uh have to provide access to what is being taught the curriculum and key components uh to that that needs to be posted on our website uh before any of that instruction uh takes place and written consent has to be uh gathered or collected uh from all parents and caregivers before instruction takes place. uh the revision summary that I know you guys have access to. Um but just uh it goes in detail, but the written um consent has to state what the instruction covers, whether boys and girls are taught in the same room or separately, and what the gender of the instructor is. uh for families. Um currently at this time obviously from a policy
193perspective uh this is discussion before I come back in September and ask for approval. All such curriculum will be posted on our website. The consent forms will be uh in place. We currently have consent forms in grades 7 through 12. Now, um I brought this policy to you guys in 2023 as well, which originally required um parental notification. Now, it's consent where they actually have to bring it back for students to be able to to receive the instruction. All the other components of the policy other than uh the definition from STD, sexually transmitted disease to sexually transmitted infections uh to be the most uh current reflect current medical language. Um there's a lot here. I'm happy to answer any questions either tonight or in between about uh 2414 questions before I move to 2416. Okay.
1942416 for discussion tonight as well. Uh this too was revised last in 2023. Uh this really focuses on student privacy and uh parental access to information. Um it really targets uh surveys and it targets surveys from thirdparty vendors but any survey um that tries to collect um political affiliations, religious beliefs, sexual behavior um privileged information meaning that any relationship information from a lawyer, minister, physician or income. Um, if we try to collect that from students in any form or fashion on a survey, we have to have written consent from a parent. Uh, we do not currently collect that information from parents. Um but uh this policy also says that any surveys that we do or or coordinate or contract with uh we explicitly would not um um no one can collect maintain uh individual student
195responses in any identifiable way or sell that data under no circumstances for our students. Uh currently we have in the past but currently we don't have thirdparty vendor surveys. Um and any survey that we have we will make sure that it doesn't meet this definition of needing parental consent and then obviously if it does we'll gather that. Happy to answer any questions tonight or throughout the uh next month before bring this back in September for approval. >> Thank you so much Mr. Simpkins. board have before you for discussion and consideration. Uh revision to policy 3220.02 uh regarding supplemental payment to teachers or supplemental stipens. Uh these are the these are supplemental stipens that are uh approved by the board outside of collective bargaining. Uh back in the day when this started originally it was for
196like STEM positions and special education. Um then it expanded to any difficult to fill position or um early literacy etc. Now this revision uh is revised to incorporate the amendments to Indiana code made by Senate enrolled act 249. Uh the school board may authorize the superintendent to issue supplemental payments to any teacher now rather than to only certain teachers for specific reasons as previously required. So these are like stipens in the past like we have perpetual ones for like our school psyches and speech language pathologists. Then we have some oneoffs for like um hard to fill positions that the board has approved in the past. So now it can be for any teacher. Um but here's an interesting part. The district may exclude for this purpose a portion of the revenue available for bargaining from
197the education fund. However, to do so, the school board would have to pass a resolution before September 15th in order to um declare that they're going to indicate a portion or percentage of the education fund revenue allocated for supplemental payments is not considered education revenue for the purposes of salary negotiations and bargaining. Again, that would have to be a resolution before September 15th. So, that's an interesting part of the U revision or the Senate enrolled act or yeah 249. Between now and next meeting, of course, if you have any questions or need any clarification, let me know. >> Thank you so much, Brian. And with that, we are at closing conference and we will begin on your side, Kevin. >> Well, I will let you get out of here and go home. So, I will
198say good night and have a great night. >> I'm going to ditto that. And I want to also shout out our building leaders. Thank you so much for supporting our teachers and our students and staff and making sure that they had a good welcoming back to start the school year. Michelle, you want to slide in? >> Good night everyone. Gloria, >> good night. I pray that everyone have safe travels home. second year. >> Well, now let me start. Just kidding. >> Have a great evening. >> Julie has deep feelings about something, but we're not going to know what they are. Thank you so much, everyone. It is 10:08 p.m. and we are calling the media adjourned.