001Okay, work session. Um, school letter grades, uh, letter grades are being reintroduced after a seven-year hiatus. Um, so what is happening here this time is this is a really good explanation I received uh last week at a meeting. It student data versus school data. So it used to be school data like x amount of of kids >> graduated x amount of so as a school but now it's the students earning points. So each student has the ability to earn the points towards the grade. So what this means is is that like part of their points is the academic mastery. What do they get on their iLearn test? Um so that is one part of it. For a high school student, it is are you online for earning credits? So, somebody who only earns two or
002three credits as a freshman, that's not online. I believe it's 10. Um, so if they are on track to earn credits, they get a point. Uh, the type of diploma they earn gets a point. Um so there are those points for academic mastery. However, now they are also giving points beyond those. I call them like bonus points, extra credit. So if they have additional knowledge and skills and experiences. So for instance, attendance. This is where your attendance matters. If a student has 94% or more attendance, they get another they get another point. >> Okay? Now, the reason it's 94 isn't because they just pulled it out of the air. Research shows that if a student is in school 94% or more that their success rate is there. So, they are using that number. >> So,
003also the growth that they get a certain amount of growth and there's a percentage for that. I 45 65 something in there where you get some points for showing growth which we we know is important. Um, now the science and the social studies I learn matters to certain grade levels. So it's not the regular points, the academic mastery, but if they do well on that test, they could get additional points. The college and career, if they're taking those courses, and we have a lot of students taking those courses, they can earn some points that way. um the the benchmark on a PSAT and then if they earn their way back on track, so let's say they only have five credits last year, but this year now they're back on track, they can earn a point
004for that. So even though we don't like letter grades defining our students, I do believe that they are trying and and taking into consideration that student, that individual student. And so um that's how the letter grades will be >> and then the council counselors track all that. >> Yes. >> And now that is a nightmare too. I was just going to say very very cumbersome and so that that is a lot of work on their part. That is >> because there's I mean it seems very manual. There's no not a system that's going to man >> unless unless the DOE will send one out but we know how long that will take and they have to vet that. So you very good point. Yeah, those councils are going to be >> Yeah. >> But they're
005back and they're not going away. And so this is a this is how we can can show that. And I think you heard tonight the reading >> they're starting to come along now. >> Yeah. >> They they they were >> they're seeing the positive outcomes of it. >> Excuse me. >> The vocabulary, the listening, the context. And so >> I mean I I I believe that we will see improvement over the next few years with our achievement. >> Yeah, I really I really enjoyed the the comments about how it had the inflection and the reading and that you could listen to it because sometimes reading it you you envision it but like having it read you can comprehend that even more. And the the dictionary part portion was really >> all kids don't learn the
006same and being able to have the vocabulary access too to it like just clicking on it is huge. and those activities, those thematic activities, they remember that and then they remember the the whole concept. >> Um, but they are they are really buying into it and it's important like those teachers, they really good about, hey, this is good. >> Yeah, you could see how excited they are and that will spread. >> Yeah. As far as the letter grades, what about like the special ed population? >> So they they get these things too and um so there will be a letter grade for the all the school and then the subgroups as well. So we still need to hone in on that. >> Yeah. So what they would get on their WEDA test and if they
007show growth >> uh and then same with the special ed >> and then they so they can earn >> they can earn points too. >> Yes. >> And that those subgroups are important because because they want the DOE wants to see improvement. >> You know, they their mastery might be at a different level, but there should be growth. >> Yeah. >> Now, how about for the um uh like with it being more student based, anything on like rural versus urban Indiana schools or >> No. Um well we definitely would compare that but they don't factor in uh what type of school but you're but it matters >> in socioeconomic status. >> Right. Right. The socioeconomic it does because they will show the free reduced lunch. Okay. The poverty though. So yes there is that subgroup
008too. >> Yeah. So with the rural area what's nice is we could compare to other rural schools in geog similar geographic but they don't do that. Okay. Okay. Then we're gonna >> Will our counselors have access to other schools data? >> Yes. >> To compare. >> Uhhuh. Once that's made public, you could go on to the dashboard right now and look at any school. >> Okay. So, they have to download it somewhere to where? >> Yes. Yeah. When the when the uh state makes it public and it's and it's uh out there, then it's access to all the schools. >> Now, what time of year is that? Uh it this won't be until we're concentrated once a year from Yes. from >> they collect it once a year. So you'll get a grade each year.
009>> Okay. >> And we'll be a little bit behind because by the time they publish it. >> Okay. So darn it. Why is this doing that? I hit the arrow. Okay. financial and academic goals. This is stemming from our retreat uh that we had this summer and we really wanted to focus on uh sharing our academic goals and so I have spoken to Richard about getting these on there. Um but I also want to put the financial goals on there. I think it's important to be transparent. So where we're at right now is Richard is working on like tabs that would make sense. So it would say financial and academic goals and then you could you might go down to our academic and achievement goals and our strategies. He will have links to those things
010and he he almost has it ready for us to look at and it's not live and so when we do that I want to share it with you because I want to make sure that it fits what we wanted. >> Absolutely. Now, the financial uh we're going to have a financial tab as well because what we want to do is have a section that shows our enrollment, our tax rate compared to the state, um the bond rating that we have, the assessed value, those things, they shouldn't change. We should only have to change that like once a year, but that's good stuff for the community to be able to go to, even for us to go to when it's not, you know, stuck in our head. Um, we will have that same section that will
011provide information explaining the school funds in Indiana. It can get complicated. Uh, so just a quick explanation of the funds and what they could be used for. And then have a section with frequently asked questions. You know, how um what does the referendum dollars go to? There are questions that the community asks and we might as well answer those. >> Y super. So, we've given those to Richard and his team, and so when it's ready, I will share that with you. But we are making progress uh to what we wanted to do from this summer. >> Perfect. >> And we won't put it live until we're ready for that. >> Yeah. >> But it would be nice if we could do that around January because it >> Yeah. >> questions or discussion on that? >>
012No, that sounds great. And I do I really like the focus on the academics where it's intentional now. You know, we brought that up at the retreat and we really wanted that to be a focus. And then we have, you know, Edie and and even Edie explaining it, but when we have those other teachers coming, >> it we hear right from them. >> Well, it's great to hear even though it's so early on that the CKLA is kind of impacting some of this already, right? It might be years, you know. they're running into it and they're doing using it >> and that's I mean and that kind of comes for full circle is the committee that was reviewed all the curriculum available why they selected this curriculum why it's important to be implemented because the
013the data show that this type of curriculum had impact in schools improving their st their student scores and their their student assessments. So I mean we want to be able to utilize something that's helping that students right that's the goal for school >> and and you invested good money in that >> right right >> and then tag now we had spoke about this uh in detail u during the board meeting so I I don't need to go through all of this but do you have more questions or thoughts on this this is not an easy task >> I I'm not I I'll be honest I'm not a big fan of it zeroed And then and now it's and then like we don't even have enough to do our 20%. >> Yeah. I mean, can they
014do it like by department? Like is it a >> you know like the science department could >> but it's still you only got 58,000 but I mean that's it. That's all we got to distribute. >> So we need to decide okay do people just apply and because we do have a Google form that says you know why do you deserve this? What data do you have? Um, but let's say we get 35 people applying and we can only have 16 or 17 positions. Okay, we can have a lottery, >> but is the lottery for the whole school corporation? Do we do it so many from this school, so many from this school, so many from this school? Do we do it by department? Do we do it by tested areas? Do we not? >> It's
015now we could still say we've explored this and we don't want to do it. We can still do that. pay the state back the money. >> Well, we don't even have the money. So then it would just they don't pay they don't pay until April. >> I just don't want any interpretation of we don't we don't want your money. >> Yeah. No. >> Well, there's also there's teachers out there that that deserve it. So we I I don't want to not do that and be one of the only schools not >> not wouldn't be one of the only, but when they deserve it, we should be giving it, >> right? >> But see, I agree with what Chris said. you know, they come up with this big plan and now they're not even funding their
016own plan. >> Yeah, >> they can't. >> Which just makes it seem totally worthless. >> So, what what is this amount compared to last year what we what we gave in tag grants if we did the t the highly effective and effective >> and it was a smaller amount. Let me calculate that about 250 times. We have about 125 teachers. >> This is a little more. >> Okay. >> But they did that because the amounts are bigger, but they didn't end up being bigger. >> What was our >> I mean it was 35 200. Yeah. Like that you would get 225 or 325 if you were highly >> infected. There was a cap on how many people, right? Correct. If if you got affected or >> I don't even know we can swing that, bro.
017We may have to hit up the gas. We have to go to mine >> the gas station. >> Totally different. >> Pay less. >> I mean, yeah. Like overall dollar value, >> terribly different, but just how it is. >> Yeah. You get some people getting none and some people get four, you know. >> And I get it. They want to reward the teachers who are >> $200 is is But evaluations, regardless of what one you choose, are so subjective, >> no matter how good of an evaluation it is, >> so hard. >> So to me, what they're going to have to do, what we're going to have to do is what assessments do we use? Because I learn is easy because it's a it's a state test. But what if you don't teach to the
018I learn test? Then what test do they use? Because if we have an assessment that they can all say, "Here's my data." Then at least they all have something. >> So that's what we're working on. But I don't know what that would be. Let's take Scott. When you were teaching uh automotive, it would it be the number of certifications that your seniors got? >> I don't know. I mean, that would be a hard cell, a hard hard thing to judge. >> Yeah. I mean, you're just the the the variance from class to class. Like this year you have a class that tests really well, next year you have a class music. >> Like you know those those kinds of >> classes like have tests. >> How many uh Indie Fuel hockey tickets would that 58,000
019buy? Just take everybody to a hockey game. >> It's not a bad idea. I mean, they really can't because you've got this >> lay it out probably. They watch it. They want to know exactly where it's going. >> Now, some people were saying, "Okay, we're going to do this and then once the check comes to those people, then they'll divide it up." But you know what? What happened to that people if they change their mind? >> Yeah. >> And Yeah. It's It's not an easy. >> So, >> I do like your idea though of like, you know, having them apply. So then that kind of limits it and then >> having them explain why they think >> you know >> they're personal and then I don't know maybe you go through it with the administrators
020and say hey do you think this person and then >> the number Yeah. I like the idea of the lottery too. I mean if you have to select you're going to have to like >> I mean yeah if you can't if you can't find >> make sure everybody's alive to see it though too. just if you can't find a fair way to assess everybody equally then the lottery is probably the only way to do it. But like like he said like >> having them take the extra step to apply >> is it through those people >> is the Yeah. I mean they had to they had to take the time to put in the application and show Yeah. in the effort to show what they why they >> we did put some assignments on there.
021They had to check that they had good attendance. >> It's easy for us to check >> that they are cooperative with the directives. >> So there are some things that if you do all those things and you show us that. So >> yeah. >> Is this a year over year? >> Well, it's supposed to be, but we were talking earlier. What if we do all of this work and all this headache for a year and then the DOE says that doesn't work. So we're not >> Yeah. Then you've created hard feelings. >> Yeah. I was going to say if they if they like are 100% on board this is going to be here then you could like say >> but if you won the lottery then you can't you're not >> but worth I mean
022that's worth >> Yeah. >> We should make the assumption I think that it's going to go on. >> Yeah. Well, yeah. Um the only concern is like like you said if you put a lot of time and effort into this plan of how you're going to be fair and then they scrap it next year you've just you know so maybe maybe just have a tentative plan if it continues but this year we do a lottery >> but the lottery needs to be for those who applied and submitted their stuff >> everything and have those other things >> and meet the criteria that So, and like I said, we're meeting November 24th, so in December, we should have an update. >> Yeah. >> That's it for work session. >> So, on the on the because there's
023not nearly enough money that they had predicted, will they be will everybody be at the minimum dollar amount? >> Well, if they prove that they can be at the $5,000, we can do that. But that's very difficult and probably not applicable here. So for instance, a formal mentoring program. Well, we have mentoring, but it's not formal. If it was formal, they would have to be trained and they are required to do certain things. And right now, if you're a mentor, you might do more than Amy does. And so, if we want to make that available for them, we need to make it a formal. >> It's kind of like the department chair. So right now I don't think we're even nobody would even be able to qualify for that at Benton Community. >> So we
024would everybody be at the >> Yes. Yeah. >> 16. I didn't >> It's 16.8. >> Okay. >> People that could get that. So I would say then we would go to the 17 and the extra little fun would just come out of the education. >> Yeah. >> The guarantees. >> Okay. So the work session I'm gonna end. >> Okay. Good. >> Thank you. >> 7:18. We need to say >> what? 78 and